REPORT [ Whole Number 228 OP THE COMMISSIONER OF EDUCATION KATlgNAL LffiSAW OTgDUCAftgN U.S. DEPARTMENT OF EDUCATION FOB MAR 2 8 2013 400 MAR , AVENUE S.W. WASHING i usi. D.C. 20202 THE YEAR 1894-95. Volume 2. COISTT^ITsTII^GJ- PARTS II Jk.NTD III. . WASHINGTON:, GOVERNMENT ■ " PiBlNTlNGr OFFICE. 189 6. yAlt^LLIgRAkV 5F kOUCArtON U-S. DEPARTMENT OF Education MAR 2 8 2013 5.W. 02 400 NJWTLANU AVENUE . WASHINGTON. D C 30?i CONTENTS OF VOLUME 2. Chapter XXIII. Page. The Bell and Lancaster System — "What there is in it for the schools of the South . 1153 Chapter XXIV. At What Age do Pupils Withdraw from the Public Schools . 1161 Chapter XXV.— Admission to College by Certificate. Introductory notes . . . 1171 State institutions . 1173 Private and denominational institutions . 1181 Institutions admitting students upon presentation of certificates from approved high schools, hut having no published list . . . 1187 Chapter XXVI. Technological Instruction in the Land-Grant Colleges . 1189 Federal laws regarding institutions created by tli9 act of 1862 and modified or enlarged by those of 1887 and 1890 . 1196 Statistics for 1894-95 of land-grant institutions . - — . -1204 Chapter XXVII. Instruction in Sociology in Institutions of Learning . . . 1211 Statistics of instruction in sociology, including charities and correction . . 1217 Chapter XXVIII.— Professional Education. Comparison of professional schools . 1223 Medical education . . . . 1224 Schools of pharmacy . 1239 Theological seminaries . 1242 Law schools . 1245 Abetter education the great need of the profession. — Address of Justice David J. Brower to the American Bar Association . 1254 Chapter XXIX. Medical Schools of the United States . 1261 Chapter XXX.— Education in the Several States. Letter of Dr. J. L. M. Curry to the gubernatorial candidates of Alabama . 1277 Educating girls . 1280 The tendency of men to live in cities . . . 1282 Address of Dr. Curry before the general assembly of Georgia . 1291 Origin and development of the public school system in Louisiana . 1297 Tributes in honor of the memory of Mrs. Mary Hemenway . 1305 Why educate? What is the philosophy of education? . . . 1319 The public education association of Philadelphia . 1325 Address of Dr. Curry to the general assembly of South Carolina . 1326 III IY CONTENTS OF VOLUME 2. Chapter XXXI.— Education of the Colored Race. Page. Prefatory remarks . - . 1331 Illiteracy of the colored population . 1332 Secondary and higher education . . . 1334 Statistics of institutions for the colored race . 1334 Industrial education of the blacks . . . 1356 Higher education of the negro . 1360 Chapter XXXII.— The Slater Fund and the Education of the Negro. Difficulties, complications, and limitations connected with the education of the negro . 1367 Education of the negroes since 1860 . 1374 Occupations of the negroes . . . 1384 Statistical sketch of. negroes in the United States . 1396 Memorial sketches of John E. Slater . . 1415 Documents relating to the origin and work of the Slater trustees . 1419 Chapter XXXIII. Education in Alaska . 1425 Chapter XXXIY.— The Social Unit in the Public School Systems of the United States. The origin of the school district . 1457 Legal and political character of the school district . 1459 Chapter XXXY. The Conveyance of Children to School . 1469 Chapter XXXYL— Check List of American Schools. Position and objects . 1483 The first summer schools . 1484 Bibliography of American summer schools . . 1486 Check list . 1488 Chapter XXXYII. Original Establishment of State School Funds . 1505 Chapter XXXYIII. Education in the Northwest during the First Half Century of the Republic, 1790-1840. 1513 Chapter XXXIX. The American Common School in New England from 1790 to 1840 . 1551 Chapter XL.— Parochial Schools. Introductory remarks . 1617 General demand for religious instruction . 1617 Educational conditions in countries furnishing immigrants . 1620 High ratios of foreign parentage . 1631 Current discussion in England . 1632 Current conditions in the United States . 1634 Want of uniformity in the use of terms . 1638 Noted periods of discussion of religious education . 1640 Recent discussions . 1641 The so-called Bennett law . . . 1647 Chapter XLI. Eighty Years of the Public Schools of Washington, D. C., 1805-1885 . 1673 Chapter XLII. Early Educational Life in Middle Georgia . 1699 Chapter XLIII. The Cotton States and International Exposition at Atlanta, Ga., in 1895 . 1735 CONTENTS OF VOLUME 2. V Chapter XLIV. Page. English Methods of Teaching American History . 1757 I Chapter XLY. Protection of Italian Emigrants in America . 1789 Chapter XL VI. Education and the Talmud . 1795 Chapter XL VII. Publications of the Bureau of Education . 1821 Chapter XL VIII. Scientific Temperance Instruction in the Public Schools . . 1829 PART III.— STATISTICAL TABLES. Statistics of population and school enrollment in cities of over 8,000 inhabitants . 1837 Teachers, school term, and property of city public schools . . 1848 Receipts from all sources by city public schools. . 1859 Expenditures by city public schools . *. . . . 1869 School statistics of cities and villages containing between 4,000 and 8,000 inhabitants . 1879 Public high schools . 1890 Public high schools failing to report in 1894-95 . 1998 Private secondary schools . 2018 Universities and colleges . 2115 University extension . 2148 Colleges for women . 2156 Schools of technology . 2166 Manual training schools . 2170 Schools of theology . 2171 Law . 2179 Medicine . 2182 Dentistry . . . 2188 Pharmacy . 2190 Veterinary medicine . 2192 Schools for training nurses . 2193 Public normal schools . 2198 Private normal schools . 2210 Business colleges . . 2222 Institutions for the deaf . 2248 Institutions for the blind . 2261 Institutions for feeble minded.. . 2267 Reform schools . 2273 Elementary education in foreign countries . 2280 I PART II CHAPTER XXIII. THE BELL AND LANCASTER SYSTEM— WHAT THERE IS IN IT FOR THE SCHOOLS OF THE SOUTH. By G. B. Morrison. The method of instruction known as the Bell and Lancaster system carries forward the work of the school, including instruction, order, and discipline, by the mutual activities of the pupils, under the supervision of one master. In this system the pupils teach one another; the more advanced of each grade are selected to teach those of the next lower. This method of instruction does not belong exclusively to Bell and Lancaster. It is as old as the human race ; it has been practiced in all ages and is still in vogue. Wherever children congregate there exists a school of mutual instruction, wherein the knowledge possessed by each child is imparted to those not already in possession of it. Children in the home teach one another. The first steps of the baby are often directed by the older children, and in every well- ordered home each child is made to feel in a certain way a responsibility for the safety of the younger and more inexperienced members. Mutual instruction is natural. Knowledge is contagious and will spread wherever artificial conditions are not set up against it ; wherever the vaccine Of pedagogic proscription is not thwarting it. The mutual or monitorial method of discipline and instruction was in vogue in the schools of the Hindoos as early as 1600. It is said of John Sturm, a teacher of the sixteenth century, that he employed monitors both to perform the work of instruction and to attend to the practical details of the schoolroom. In 1565 Trotzendorf in his school at Goldberg appointed monitors from his highest class — which he taught himself — to teach the lower and less advanced. He gave two reasons for the practice: (1) That his financial resources would not permit the employment of assistant teachers, and (2) that by teaching the pupil- teachers learned more, and more thoroughly, than they possibly could by being continually instructed. As early as 1680 the Abb6 de la Salle, in order to relieve the pressure of large num¬ bers of pupils at Rheims, inaugurated a system of mutual instruction which rapidly spread throughout France. But a complete history of this system is beyond the scope of this paper. I shall therefore limit my remarks to some of the leading facts in the life work of Andrew Bell, of Joseph Lancaster, and of William Bently Fowle. Andrew Bell was born in St. Andrews, Scotland, in the year 1753. At a very early age he showed a strong inclination and ability for learning. In school he was an apt pupil. He learned his Latin well, but had a decided preference for scientific and 1153 ED 95 - 37 1154 EDUCATION REPORT, 1894-95. mathematical studies. While a pupil lie manifested a dislike for the methods and practices of the schools, and sought to correct them. He managed, however, to keep in school, and had one or two favorite teachers who understood him and offered him encouragement. He maintained himself in the further pursuit of his stqdies by- private teaching. At the age of 21 he came to America. Concerning his stay of about seven years in this country little is known except that he was engaged a part of the time in private teaching. At the time of his return to Europe he was private tutor in the family of Carter Braxton, a wealthy merchant of Virginia. Two of Mr. Braxton’s sons accompanied their tutor to St. Andrews, where they pursued their studies with him, both as teacher and fellow-student, Mr. Bell attending the classes with them. This experience gave Mr. Bell the opportunity of seeing the advantage of serving at the same time as pupil and teacher. He soon afterwards took orders in the English Church and was sent to India, where he received an offer to take charge of a military male orphan asylum, situated at Madras. At the “ asylum he found one master and two ushers employed in teaching less than twenty boys.” These teachers knew nothing of school management, and, notwithstanding the small number, the pupils had only one lesson a day. The boys seemed dull and stupid, and the work was formal and spiritless. Dr. Bell first tried to educate the teachers, but soon found that with qualification for their work came dissatisfaction with their positions. While endeavoring to devise some plan to overcome these difficulties, Dr. Bell chanced one day to pass some Malabar children who were writing in sand that had been strewn for them on the ground. Like Archimedes when discovering the law of floating bodies, Dr. Bell went back to his school saying, “Eureka! I have found it ! ” He at once directed that his ushers try the sand process. This they did against their own wills and under protest. As might be expected, they soon pronounced that method of teaching a failure. But Dr. Bell was a man of clear head and determined jmrpose. He saw that the success of his plans must be reached through control of the minds of his assistants. He therefore appointed a boy of 8 years to teach the alphabet class. (This, let us remember, was before the “word method” came in vogue.) The immediate effect of this experiment filled Dr. Bell with hope and a determination. He saw before him a great principle; he saw Frisken — the boy first selected — rise suddenly from dull-eyed indifference to something like manly pride and dignified responsibility. The little children, under their youthful teacher, at once showed an interest, seeming to see that, after all, the alphabet was not so far off if Frisken could teach it. They saw that one of their own number had been honored, and they were full of hope for their own possibilities. Being relieved from a feeling of distance which they had felt existed between them and the ushers, they wrestled with Frisken and the alphabet as they would with sticks and stones in building a dam across a stream. They soon learned their letters and were ready and anxious for more victories. The ushers became disgusted, leaving the field to Dr. Bell and the pupils. From this time the work of appointing teachers from among the pupils became the distinctive feature of the school. The success of the plan is thus spoken of by Dr. Beilin one of his official letters: “Let me add,” says he, “that having had the charge of this school almost six years, from its infancy, and feeling all that interest in its welfare which arises from my situation, from the years I have spent, and the toil I have bestowed upon this favorite object, I can not conceal my joy and satis¬ faction in observing that since the late dereliction of our masters the school -has improved beyond what it had ever before done in the same period. A new teacher from among the boys, whom I had trained for the purpose, had been introduced, and the more the boys teach themselves and one another, the greater I have always found the improvement. Nor has their comfort, in every other point of view, been less promoted.” Dr. Bell resigned the school to other hands and returned to Europe in 1796. He published a voluminous report and several pamphlets on his system, which has ever THE BELL AND LANCASTER SYSTEM. 1155 since been known as the Madras system — “a mode of conducting a school by the medium of the scholars themselves.” His writings attracted wide attention, and the plan was taken up and tried by many leading educators of the time. All of these trials were made in connection with the education of the poor, who, on account of the expense of/ tuition, would not otherwise have received any educational advantages. Another important feature of the system was the industrial element which entered into it. Dr. Bell organized a school at Swanage almost wholly on the industrial plan, the manufacture of straw plait being the medium for the exercise. From about the year 1800 the Madras system assumed a religious significance, and was used and fostered for the promotion of political, educational, and religious ends. This new impulse was probably excited by apprehension for the work of Joseph Lancaster (of whom we are soon to speak), who was educating thousands of poor children by a similar monitorial system and under dissenting auspices. The efforts of Dr. Bell and many other high churchmen resulted in the organiza¬ tion of the National Society for Promoting the Education of the Poor in the Prin¬ ciples of the Established Church. As a result of this, large sums of money were raised and expended in the establishing of schools on the Madras plan in various parts of Great Britain and Ireland. The system did not end with the lower but was carried to the teaching of the higher branches, and, according to the testimony of those who practiced it, with much success. Thus wrote Dr. Russell in 1818: “It is now about five years since the Madras system was first introduced into the Charter House School. The difficulties which we encountered at first have gradually decreased, and I have no hesitation in declar¬ ing, after the experience of five years, that the system is as well adapted for the communication of classical instruction as it is for the education of the poor in the first elements, and I observe the interest and attention of the scholars increases in proportion to their advancement in learning.” Dr. Bell was a financier as well as educator and philanthropist, and the large fortune which he amassed was devoted to religious and educational institutions, the most noted of which is the Madras .College of St. Andrews. Closely allied to the work and methods of Dr. Bell was that of Joseph Lancaster, who was born in London in 1778. This unique character was the exact opposite of Dr. Bell, except in his insight into and faith in the system of mutual instruction. His parents were respectable, but not wealthy ; he was possessed of an earnest, sin¬ cere, and philanthropic nature; he was a reformer by instinct, fervid in his affec¬ tions, and had an abounding love for children. He saw the condition of the children of the poor and opened a school, free to those who could not pay, in his father’s house. Mr. Lancaster’s school soon became so large that after several changes he had a building erected at his own expense. His pupils, both boys and girls, soon num¬ bered over 1,000. Over the entrance to his door appeared this notice: “All that will may send their children and have them educated freely ; and those that do not wish to have education for nothing may pay for it if they please.” Mr. Lancaster joined the Society of Friends and made the Bible a part of the course of study. His school attracted much attention and excited great interest. The idea of pupil-teachers did not occur to Lancaster before ho opened his school. The mother of his invention, as in the case of Bell, was necessity. Bell first used it to improve the quality of the teaching in a school previously existing. Lancaster devised it to meet the demands of large numbers with small expense, and both were inspired at its results. Lancaster soon found himself with three prominent possessions, viz, some strong friends, many bitter enemies, and numerous debts. His generous nature and lack of financial ability involved him so deeply in debt that he went to prison in default, but was soon released through the kindness and faith of his friends. Ho even attracted the attention of King George III, who gave him money to extend his system by travel and lectures. Mr. Lancaster’s friends — those that stayed by him 1156 EDUCATION REPORT, 1894-95. in adversity' — were few, but they were of the right sort. It is not always the num¬ ber of a man’s friends, but the character of those that he has, that speak most for his real character. Lancaster was fortunate in his. Among these were William Allen, William Corston, and Joseph Fox. They paid Lancaster’s debts, amouuting to £4,000, and afterwards, by the aid of others, raised £11,040 with which a new school was built, in which thousands of poor children afterwards received the elements of an education. These steadfast friends were all business men noted for their piety, integrity, and philanthropy. Mr. Allen thus describes his first visit to Lancaster’s school: “I can never,” he says, “ forget the impression which the scene made upon me. Here I beheld a thousand children collected from the streets where they were learning nothing but mischief, all reduced to the most perfect order, and training to habits of subordination and usefulness, while learning their lessons and the great truths from the Bible. The feelings of the spectator while contemplating the results which might take place iu this country and the world in general by the extension of the system thus brought into practice by this meritorious young man were overpowering and found vent in tears of joy.” Lancaster’s embarrassed financial affairs were assigned to trustees. The British and Foreign School Society was formed, and Mr. Allen became treasurer. The Borough Road School, as Lancaster’s school was called, became, under the auspices of this society, “the model training school.” The society became one of the greatest educational forces the world has over known, sometimes spending during a single year the sum of $100,000. This power¬ ful organization to carry on the work started by Lancaster was, like those of Bell, ostensibly for the education of the poor. Both were Christian, and made Bible teaching an important factor. The Bell organization was under the Established Church. That of Lancaster was an organization of the friends of humanity in gen eral, and was much broader and more liberal in its scope. The fundamental rule of the Bell society was that the catechism was to be taught. The fundamental rule of the Lancaster was that it should not be. These facts are here given merely to show the great amount of good which has been accomplished through the agency of mutual instruction under earnest and intelligent leadership. It is unnecessary here to detail the weaknesses of Mr. Lan¬ caster and the misunderstandings which sometimes existed between him and his best friends; neither is it to our purpose to discuss the validity of the respective claims of Bell and Lancaster as to the rights of possession and priority iu the use of the monitorial system. In its time the controversy was tinged with bitterness, but at the present we can afford to give credit, free and unstinted, to both of these men for doing a great and good work. It was in 1818 that Mr. Lancaster came to America; he came to introduce his system into this country. His reception here was by some cordial and by others hostile. The hostility was chiefly from the teaching class, whose practices and methods Mr. Lancaster did not hesitate to denounce. Lancaster had the faculty of enlisting the cooperation of the influential classes. As an illustration of this, I quote from De Witt Clinton, governor of New York, in a speech which he made on the opening of a free school in New York City : “I confess,” he says, “that I recognize in Lancaster the benefactor of the human race. I consider his system as creating a new era in education, as a blessing sent down from heaven to redeem the poor and distressed of this world from the power and dominion of ignorance. Although the merits of this apostle of benevolence have been generally acknowledged in his own country, and he has received the counte¬ nance and protection of the best men in Great Britain, yet calumny has lifted up her voice against him, and attempts have been made to rob him of his laurels.” Among Lancaster’s many friends in America were John Adams, Cadwallader Gol¬ den, Dr. Hosack, Thomas Scattergood, President Nott, and Robert Vaux. By a class this movement in America was called a delusion. In the vivid educational parlance of our own time the same class would have called it a fad or a craze. THE BELL AND LANCASTER SYSTEM. 1157 Monitorial schools were established in Albany, Boston, Hartford, New Haven, Bal¬ timore, New York, Philadelphia, Montreal, Quebec, Washington, and other cities. Mr. Lancaster was again overtaken by poverty and ill fortune and was again, as he had been in London, partially relieved by friends. He was reduced by sickness and discouragements, and was finally, in the fifty-first year of his age, run over and killed in the streets of New York City. The monitorial system in the United States underwent changes from time to time, never being popular with the rank and file of the teaching class. It has long since lost all of its original characteristics, and may now be counted among the things of the past. The value of the system in this country may be fairly judged by studying the work of William Bently Fowle, of. Boston. A bookseller by occupation, Mr. Fowle had good opportunities for study. A self-educated man, he could look at the prevailing methods without that blinding prejudice with which love of Alma Mater usually veils the vision of the stock product of the schools. Mr. Fowle studied Mr. Lancaster’s methods, listened to his lectures, and shared with him the belief that prevailing methods were not perfect. He also shared the rocky road of all that class of heroes who sacrificed popularity and personal comfort for a principle. But, like all men of true motives and a determined purpose, he found friends and supporters. He was appointed a member of the lower school com¬ mittee, whose duty it was to look after all those schools in which grammar was not taught. There being many children in the town for whom the schools did not provide, the city council was finally induced to appropriate $1,000 to try an experiment on the monitorial plan for their benefit. After making several unsuccessful attempts to procure a master, Mr. Fowle undertook the task himself. By the personal assistance of Mayor Quincy an appropriation was made by which the Hancock schoolhouse was fitted up so as to be adapted to the application of the monitorial system. The public teachers now opened hostilities, and by smooth maneuvers known only to the politician united to down Mr. Fowle’s school. They hunted up every preju¬ dice and worked it to its full carrying capacity. These teachers were true to their advertisement — that the Boston schools were “the best in the world.” Mr. Fowle defended his school by a series of articles in the newspapers, wherein he clearly showed up the inefficiency of the grammar schools and the great waste of time and money occasioned by them. Mr. Fowle gained by the controversy. The course of study was greatly modified, and he was placed on a grammar master’s salary, and allowed to go on with his experiments. Mr. Fowle’s school was composed of the worst juvenile element in the town, but notwithstanding this fact, corporal punishment was entirely abolished. Pupils of all grades were taught in the same room, and every child kept busy. In the Boston schools at that time it was the custom to spend about a month to prepare especially for the examining committee. Mr. Fowle made no preparation, but nevertheless his pupils easily passed the ordeal and took their places in the next grade. Mr. Fowle then resigned from the public schools. The great success of this school led to Mr. Fowle’s promotion to a higher grade of work, and 100 wealthy and influential citizens raised a fund sufficiently large to equip a building with philosophical and other scientific apparatus, superior to any school then in existence in the United States. Some of this apparatus was imported, but the most of it was made under the direction of Mr. Fowle especially for his school. The school was called the Female Monitorial School. It opened with about 100 pupils, and was conducted on the mutual plan, modified to suit the existing circum stances. The great success of this school aroused the professional spirit of Boston’s educa¬ tors to such a degree that the school board was induced to build a high school for girls on the monitorial plan. The number of pupils who presented themselves in 1158 EDUCATION REPORT, 1894-95. excess of the school’s capacity led to parental dissatisfaction. Rather than build other schools the pupils were scattered among the grammar schools, where high school grades were provided for them. Notwithstanding the favorable report of a special committee appointed to investigate the monitorial schools, they were soon discontinued. Their success was the cause of their defeat. Mr. Fowle was in different ways connected with the Boston schools for seventeen years. In his later years he was chiefly known by his free scientific lectures, which were through a period of several years attended by thousands of devotees. The foregoing facts in the personal history of Bell, Lancaster, and Fowle have been related, not to reflect glory on particular individuals, but because the true merits of the question before us can not be properly understood without the informa¬ tion which these lives furnish. So far as I have been able to discover in the inves¬ tigation of this system, the men who succeeded with it were uniformly of that class who will sacrifice ease and comfort for a principle — men with a definite aim, a phil¬ anthropic spirit, and a persevering and fearless disposition. The chief characteristics of Pestalozzi’s school were monitorial and industrial. He believed that children should bo exercised in the arts of industry, and through this industry they should teach one another. The application of the monitorial system to a school will have to be determined by the existing conditions. But certain general features may be outlined sufficient to give an idea of how several hundred children may bo handled by one teacher. The schoolhouse mainly consists of one large room. For illustration, I shall sup¬ pose it to be arranged for pupils between the ages of 6 and 13 years. The room is about 18 feet wide and of indefinite length, to suit the number of pupils attending. Along one side are arranged the seats and desks. Each seat is long enough to accommodate 8 pupils. These seats are arranged in groups of four parallel with the side wall and placed one in front of the other. This makes what is called a section. The sections are separated from one another by drop curtains which extend out from the wall far enough to conceal each section from a view of the others. This leaves nearly one-half of the entire space in front of the sections for general purposes. This space is used by the master for conducting a class in full view of the school and for easel blackboards in front of the sections. The seats of each section are graduated in size according to the size of the pupils. Each section contains all four grades, the primary ones in front and the highest the first from the wall. Each section is in charge of a pupil-teacher of the highest or teacher class. A further division into what is called “ drafts ” is made, and presided over by monitors appointed by the master according to merit. Every class has its separate monitor- teacher, and the class unit can of course be made of any desired number of pupils, as determined by the number of monitors. No monitor is required to teach for a longer time than two hours, there being different sets of teacher-pupils and moni¬ tors for the different hours. Appointment to monitorships are rewards of merit. At stated times the pupils are taught collectively in groups by the master. This may be done by raising the curtain between certain sections, throwing any desired num¬ ber of pupils together. Another and better form of collective teaching is done in galleries. This is done in a room at the end of the building seated in gallery style. It is here that the mas¬ ter does his real teaching, and where he stimulates to thought, leaving the memo¬ rizing and the parts requiring individual practice to the monitors. In the gallery the master teaches pupils of the same grade. One hour per day, usually in the morning, the master teaches his pupil-teachers, and dwells on both methods and subject-matter. This forms the germ of a normal school, and it was thus that the modern normal school had its beginning. Two classes of monitors were appointed, one for teaching and another for keeping order, arranging materials, reporting misbehavior, and. so forth. From an educational standpoint the monitorial system has its advantages and disadvantages. Among the advantages may be considered the following : 1. In those processes which simply have to be learned and remembered, such as THE BELL AND LANCASTERS (SYSTEM. 1159 the alphabet, the calling np of words at sight, spelling, and the fundamental rules of arithmetic, and so forth, pupils can teach one another as well as or better than can a, teacher, because of a feeling of freedom and ease in one another’s pres¬ ence and from the frequent repetitions and familiar ways in which children talk to one another. This is true in the home, and the natures of children are the same in the school as in the home. Children can teach one another what they really know, i. e., facts which do not require development, as well as or better than the average teacher. There is, I believe, a current fallacy that teachers need methods more than facts and principles. Children can without methods teach what they know better than a teacher can teach what he does not know with a method. Much of our modern normal training consists in the training of teachers in how to teach what they do not know, i. e., what they have not a clear comprehension of. More time should be spent in getting an education and less in methods of imparting it. I have often noticed that an unlettered man will. explain a machine he has invented better than a college professor could do it, simply because ho understands it. 2. The beneficial effect of acting as pupil and teacher at the same time. All teachers know that we truly learn only when we teach. The sense of responsibility which a pupil selected from his fellows feels can scarcely be overestimated. He prepares his lessons in a way quite impossible with a pupil who has never felt this responsibility. His pride is awakened, and the whole force of his being is aroused to activity. 3. The monitor’s position depends on merit, and he is training in the same process of rewards that he will be in after life. It is the natural system ; it is a powerful incentive to study, to gain the distinction of teacher. 4. Its disciplinary effect. Any organization which calls for government by the members themselves is most effective. This is so chiefly because the individuals are thus brought into a position to see the side of the governor as well as the side of the governed. 5. The absoluteness of the appointing power of the master. Having a large num¬ ber from which to select his assistants, he can secure the best natural talent; and if it prove unsatisfactory he can change without giving offense. This is a very important advantage. An ingenious and able master can in a short time, by making the. proper appointments, simply multiply himself in the school, a thing wholly im¬ possible where the assistants are less dependent. 6. Its moral effect. This is coordinate and coextensive with the intellectual effect. Pupils are less liable to do what appears wrong in the eyes of their equals than to raise themselves to the standard of one who is far above them. Besides, the govern¬ ing units are so multiplied that the evildoers lose by the weakness of smaller numbers. 7. It is more economical. By the monitorial system it is possible to carry on a school of several hundred children by the employment of one master. This necessity led to the establishment of Lancaster’s celebrated school at Borough Road. By a diminution of expense, such as is possible with the monitorial system, it places the means of an education within the reach of all. Some of the objections which may be used against the system are — • 1. The simultaneous working of many recitations in the same room is attended with more or less noise and confusion. The extent of this objection will depend largely on the master, but it must be admitted that with the best management the order will fall far below the modern normal-school standard. But while this feature must stand as a disadvantage, it is not without its compensating advantages. It would at least cultivate the habit of conversing in subdued tones. The tendency of the uncultured is to talk in a high key, and when animated to approach in boister- ousness the tones of a town crier or an auctioneer. It might do something toward the amelioration of that oratorical buncombe which large-chested pedagogues some¬ times inflict upon their charges ; while the unavoidable confusion arising from many working within hearing distance is somewhat disturbing, it carries with it the con¬ stant reminder of the rights of others. 116U r EDUCATION REPORT, 1894-95. 2. Much of the pupil’s time in the school is spent in contact with immature minds. It is certainly true that while there are advantages to he derived from the freedom of children teaching one another, it is not on the whole to he counted equal in value to an equal amount of time spent with a full-grown and sympathetic teacher. It should he remembered, however, in weighing this objection, that the same amount of time is seldom realized even in schools which are not overcrowded, and that the teachers, as we find them, are not always full-grown and are not invariably sympathetic. Ideal conditions, even with teachers enough to supply all the classes, are seldom found. 3. The time occupied by pupils when teaching is lost to their studies. This objec¬ tion is entirely invalid, for, as has been shown, the exercise in teaching — in the habits of thought and clearer understanding which it inculcates — more than compen¬ sates for any supposed loss of time from the lessons. 4. The monitorial system lessens the number of professional teachers needed, and would therefore diminish the number of persons who gain a livelihood by this means. While this is not the most ostensible, it is nevertheless the most formidable objection to the establishment of schools on the monitorial plan. Any argument which lessens an individual’s chances for employment will not weigh heavily with him. It was this objection, though not outspoken, which rang the knell to mutual instruction in Boston and other American cities. This is strictly a class objection. It weighs not against the system as such, but against the probability of its successful establishment. 5. It would be difficult to find masters with the requisite ability to carry on the monitorial system. It is evident that the management of a monitorial school requires unusual ability. The master must possess the qualities of generalship com bined with great teaching power and unbounded sympathy. Without such a mast* r a monitorial school could not carry on its face even the semblance of success. Jn schools conducted on the usual plan, where the teacher does all the work, defee's may be covered by superficial show. But this would be impossible on the mutual plan. As to the number of teachers in this country possessing the requisite characteristics, it would be difficult to furnish any estimate; but I am quite certain that there would be many, were the conditions favorable for their development, if there were a positive demand for such talent. The considerations which bring us to the answer of the main question in the sub¬ ject of this paper have now been briefly and imperfectly pointed out. What is there left in the monitorial or mutual system for the schools of the South ? From the foregoing analysis of the subject we are forced to the following con¬ ditional answer: If the schools of the children of the South are supplied with all the modern means of obtaining an education ; if they have sanitary school buildings, equipped with apparatus to accommodate all the pupils who ought to attend the school; if these buildings are supplied with first-class teachers with first-class salaries, then any argument that could be urged in favor of the monitorial schools would be futile. But if, on the contrary, there exists to-day in the South a large number of children who, for lack of these provisions, are not being educated, and if for these children monitorial masters could be obtained, then there is certainly something in the monitorial system for the children of the South. CHAPTER XXIV. AT WHAT AGE HO PUPILS WITHDRAW FROM THE PXJRLIO SCHOOLS.1 By Prof. C. M. Woodward, Washington University, St. Louis. 1. Before attempting to answer this question, I desire to call attention to the obvious importance of a correct answer. The best planned course of study takes into consideration both the probable duration of a school course and the age of the pupils. The direct bearing of this question is seen in the fact that an estimated average length of the period of pupilage is frequently made the basis of arguments for or against some proposed modification of the course of study, or some other detail of school management. 2. I use the word u withdraw” in a somewhat restricted sense, and as properly excluding the effect of mortality among school children ; that is to say, I exclude from the number of those who can with propriety be said to “ withdraw from school/7 those whose school course is cut short by death. Fortunately, this allowance is small, but it is not on that account to be ignored. The propriety of omitting from my calculations those who die can not be seriously questioned. The practicai inquiry is: At what age do pupils leave school to enter upon the active duties of life, or to enter private schools ? 3. The data for my calculations are the reports of the superintendents of the public schools of St. Louis, Chicago, and Boston. In these reports the ages of all the chil¬ dren enrolled are recorded either at the beginning, or in the middle of the school year, and the number for each year of age is given without any regard to the grading of those pupils. For example, we have the number that are between 7 and 8 years old, and the number between 8 and 9, the number between 9 and 10, and so on. These numbers are given in every annual report, and I have taken them from the annual reports of twelve or thirteen consecutive years. I am bound to assume that these reports are accurate, although they exhibit certain anomalous results. By grouping these reports as exhibited in Tables I, II, and III, and then considering the figures in any vertical column, I am able to follow the same group of children through their course in the public schools. I have assumed that no pupils withdraw before the age of 8 years. By following down any vertical column we can see how the numbers increase or diminish from the combined effect of immigration, emigration, death, and withdrawals from school, till the class disappears altogether at the age of 20. 4. To extend my investigations over as much ground as possible I have entered on Tables I, II, III sufficient data to enable me to make three independent calculations from each table. I have named the columns A, B, C in each case, so that in all I have applied my analysis to nine sets of pupils — three in each city. I will add that I limited my study to the cities St. Louis, Chicago, and Boston for the reason that all the other large cities failed to furnish me with the requisite data. 1 Read before tbe Academy of Science of St. Louis, April 20, 1896. Published in the Transactions of the Academy, Vol. VII, Ro. 8; issued May 21, 1896. ED 95 - 37* 1161 1162 EDUCATION REPORT, 1894-95. 5. It is a source of regret that tlie data furnished hy the three cities are not uni¬ form iu character. In the Boston schools the reports give the number “16 years old,” “17 years old,” “18 years old,” “19 years old and over.” In the Chicago reports all pupils “17 years old and over” are lumped together. In the St. Louis reports all pupils “16 years old and over” are lumped together. It has been neces¬ sary to distribute the pupils thus lumped together, according to their ages, as accu¬ rately as possible. It was useless to refer to the unpublished records in St. Louis and Chicago for the exact details of such distribution, as they could give no additional information. In this emergency I adopted the following method, based upon an examination of the distribution in the Boston schools and of the ratio which the 16-year-old pupils bore to those “ 17 and over” in the city of Chicago. I will not give the details of my investigation, but will plainly state that I assumed in the case of St. Louis that 52 per cent of those who were reported to me as “16 years old and over” were 16 years old; 30 per cent were 17 years old; 13 per cent were ,18 years old; 5 per cent were “19 years old and over.” This distribution is made for each of the numbers at the bot¬ toms of several columns in Table I. Ill the case of the Chicago schools I assumed that 63 per cent of those who were enrolled as “17 years old and over” were 17 years old; 27 per cent were 18 years old; 10 per cent were “19 years old and over.” This, I may say in parenthesis, corre, sponds to the distribution in the St. Louis schools for those three years. This method of distribution is applied to the last numbers in several columns in Table II. The fact that nearly all of these tables show the withdrawal of the 20-year-old pupils in the years 1895-96, and even later, was an inevitable consequence, but the results are not on that account to he called in question. All my results are based upon averages, and are the consequence of laws which vary very slightly from year to year in any given city. 6. Other data essential to my calculation are: First, the rate at which the popula¬ tion is increasing on account of the excess of the number of births over the number of deaths. Secondly, the rato at which the population is increasing, or diminishing, from all causes, whether by accession of new territory, the moving in or the moving out of children, or from births or deaths. The internal growth (by which I mean that arising from the excess of births over deaths) I calculate from data furnished by the city officials. The growth from excess of immigration over emigration and death, added to the growth from the accession of new territory (as in the case of Chicago in the year 1889) I call the “ external growth.” The total growth is, of course, the sum of the “internal” and “external” growths. I may here remark that the growth in school population shown by the enrollment in the public schools may differ from that shown by a general census. There may be a general movement toward private schools, or from private schools. When a pupil leaves a public school and enters a private one, he practically “emigrates;” when he enters the public schools in one of the higher grades, he practically “immigrates.” 7. The rate of internal growth. — As the number of children of school age in a city bears a very nearly fixed ratio to the total population, the increase in the number of school children from year to year is the same as the rate at which the total popula¬ tion increases. This is true of both the “external” and the “internal” growth. Now the internal growth of a city is exactly measured by the increase of births over deaths. Hence I calculate the rate from the official reports of births and deaths. All cities give accurate reports of deaths; the reports of births are incomplete. In Boston they are more nearly complete than in Chicago, and in Chicago they appear to bo better than in St. Louis. In Boston, as would be expected, the internal growth is least, viz, 7-1000, or 0.7 per cent. In St. Louis it is, as nearly as I can learn, 16-1000, or 1.6 per cent. In Chicago it is greatest, viz, 20-1000, or 2 per cent. While these rates are not uniform they are approximately so. In fact these results are averages of several years. In a former discussion of this problem in May, 1879, 1 did not distinguish the two kinds of growth, but allowed for the death rate of school children directly. AGE OF WITHDRAWAL FROM PUBLIC SCHOOLS. 11G3 8. The total rate of growth in school population . — Tliis rate is readily found by com¬ paring the enrollment of any one year by the enrollment for the same ages for the preceding year. For examine, take the two years 1889-90 and 1890-91 in the table of the Chicago schools. The attendance of children above 7 years of ago in 1889-90 was 115,366. The next year the enrollment was 124,144, a growth of 7.6 per cent. This approximately represents the growth of the city. In the last column but one on Tables I, II, and III, representing the attendance in St. Louis, Chicago, and Boston, this total rate of growth of school population for each year is given. It will be seen that in some cases it is small, in others very large. Thus in Chicago schools the increase from 1882 to 1883 was 5.7 per cent; from 1883 to 1884, 4.5 per cent; from 1884 to 1885, 5.8 per cent; from 1886 to 1887, 2.5 per cent, and so on. In the year 1888 to 1889 I find the enormous increase of 41.5 per cent; this signalizes, of course, an immense accession of territory with a school population two-fifths as large as that of the former city itself. This explains the unexpected showing made by the city of Chicago in the census of 1890. The growth since 1890 has been all the while rapid, reaching in the year 1892 to 1893, 9 per cent. It is probable that the increase in the school population as shown by the public school report was relatively greater than the increase in the population of the city, for two reasons : ( a ) The ratio of children to population was greater in surburban than in urban districts; and ( l) ) the proportion of children in the public schools was greater in the suburbs than within the old city limits. It is evident that both the rate of internal growth and the total rate of growth arc affected by the mortality rate of school children, so that element needs no fur¬ ther consideration. 9. Now it is evident that the increase with which we are concerned when we arc considering any group of pupils is that which arises from “external” growth alone. No increase in the number of births over deaths can add to the number of those who were 10 years old last year and who are 11 years old this year; though such increase does help to explain why the number who were 10 years old this year is greater than the number who were 10 years old last year. Consequently, in order to find the possible increase (which may be shown as wo read down any vertical col¬ umn) we must, from the total rate at which the school population increases, sub¬ tract the rate of internal growth, and then apply the remaining rate to the number enrolled the previous year. For example : I found that in 1890-91 the rate of increase of school attendance in Chicago was 7.6 per cent. I had already found that the internal rate of growth wras 2 per cent; the difference is 5.6 per cent. This is the rate at which the number of pupils of certain ages in 1889-90 would have been increased during the next twelve months had there been no withdrawals. In the year 1889-90 there were 7,029 pupils in the Chicago schools who were between 14 and 15 years old. Five and six- tenths per cent of that number is 394; hence the “possible number” of pupils between 15 and 16 years old at the registration in 1890-91 was 7,423, as given in Table VII. By means of the final rates, wrhich I have in the same way calculated for each and every year in the series, I have calmilated the possible attendance for each year. 10. Now turn to Tables IV-XII. I have here in every case in the third column one of the columns from Tables I, II, and III. In the fourth column I have the rates of external increase already obtained. The next column gives the theoretical “external” increase in numbers, and in the sixth column the “possible” or ideal number for each age, obtained by adding the increase to the enrollment of the pre¬ vious year. Now subtract the actual attendance from the “possible” attendance and wre have, of course, the number who during the year withdrew. 11. It is evident that the average age of those withdrawing during any one year is one year greater than their age when they were last enrolled. For example: At enrollment the pupils in their fifteenth year are enrolled as 14, and it is evident that their average age is 14^-. Then those who withdraw before the next enrollment are on the average half a year older, so that those 14-year-old pupils who do not reappear withdraw on the average when just 15 years old. Hence it makes no 1164 EDUCATION REPORT, 1894-95. difference at what date during the year the ages are registered, provided the date is always the same. 12. The average age of withdrawal is of course found by adding all the products found by multiplying the number of pupils withdrawing each year by their age, and dividing the sum by the total number of withdrawals. 13. It will be noticed in certain tables that not only is the rate of external gain minus, showing loss of school population, but in some cases they show a negative withdrawal, or an abnormal entrance of new pupils. This involves, of course, an unusual withdrawal during the same year from other groups or columns, as the rate of increase is calculated from all ages. I have carried out all such negative results, subtracting such amounts as have prefixed a minus sign. 14. Results. — Table XIII gives the results of the nine calculations. I submit them without comment. 15. The average age of ^ withdrawal v. The average age of children in school. — I was originally led to this discussion by what I regard as erroneous statements in regard to the average length of time that the children attend school; and I am convinced that a great deal of confusion exists on this point in the minds of both teachers and school superintendents. For the purpose of clearing up this matter, I desire to state, first, the average age at which pupils withdraw from the public schools is a very different thing from the average age of pupils in the public schools. For example : I have shown by the results in Table XIII that the average age at which pupils withdraw from the St. Louis schools is approximately 13.3 years. Now the average age of the pupils in the St. Louis schools at the time of their enrollment in the year 1894-95 was 10.2 years, which is evidently a very different thing. In the same way the average age at which pupils withdraw from the Chicago schools I have found to be approxi¬ mately 15.5 years. The average age of pupils in the Chicago schools at the time of their enrollment in the year 1894-95 was 10.1 years. So in the Boston schools the average age of withdrawal is approximately 15.9 years; while the average of those in the Boston schools at the time of their registration in 1894-95 was 10.52 years. How¬ ever, this result must not be compared with the averages in St. Louis and Chicago for the reason that in the Boston schools pupils are admitted under 4 years of age, while in St. Louis no pupils are admitted until they are 6 years old. In Chicago all those under 7 years old are grouped together without specifying how old they are, whether 4, 5, or 6 ; consequently no comparison can be made except for those who are 7 years old and over. Using the figures given in Tables I, II, and III for the year 1894-95, for the three cities, I find the average age of all those children who were above 7 years of age at the date of registration in the public schools in 1894-95 to be as follows: St. Louis, 10.83; Chicago, 10.87; Boston, 11.56. I wish now to show how entirely reasonable it is that the average age of those in school should be very different from the average age at the time of withdrawal. Let us suppose that in an ideal city 1,000 pupils enter the schools every year at exactly the age of 6 years. Let us also suppose that this number of pupils remains without change — that is, there are no deaths, no removals, no additions, no withdrawals, but every pupil remains in school until the age of 20, and then withdraws. Under such an ideal condition of things it is evident that the average age at the time of with¬ drawal would be exactly 20 years; and yet the average age at the time of registra¬ tion at the beginning of any one year would be exactly 12£ years, which is clearly seen to be a very different thing. This, of course, is an ideal and an extreme or limiting case toward which results may approximate more and more as the attend¬ ance is extended more and more generally throughout the course of the public schools. Table I. — St. Louis public schools. AGE OF WITHDRAWAL FROM PUBLIC SCHOOLS. 1165 3.2 3.2 — 0.3 — 1. 0 0.3 0.6 - 2.1 0.9 1.5 2.5 2.8 4.3 — 0.1 Actu¬ al rate of gaiflr 4.8 4.8 1.3 .6 1.9 2.2 —0.5 2.5 3.1 4. 1 4.4 5.9 1.5 tH cc CD O * r“* CD ID rH ^ ID O CD O 14 2, 105 15 1,098 *16 1,026 13 3, 311 14 2, 137 15 1, 196 *16 1, 262 12 4,540 13 3,510 14 2, 212 15 1, 462 *16 1,333 11 4, 997 12 4, 726 13 3,459 14 2, 513 15 1,467 *16 1,558 | 1 t* CO C5 DQ ID ° TZ°Tunivevsit„ accredited by vote of the ool- examinations in so far as the course pursued by the So Carroll College, <*••* Mnw“akoe ^ATonrnouth College, Monmouth, III. Candidates, on furnisliing^moper^certificates^of mancltsfin^o^ar as th“e LnplSeT studies correspond with the studies below the freshman class: Albany (OregO Collegiate Institute, ^“^A0 Acadlmy ; high ADMISSION TO COLLEGE BY CERTIFICATE. 1183 high schools of Alton, Jersey ville, Springfield, Lexington, Decatur, Cairo, Williams- ville, and East St. Louis, all in Illinois. Wheaton College, Wheaton, III. — Graduates of the following academies and high schools are admitted without examination: In Illinois: Cairo, Charleston, Decatur, Dwight, Elgin, Freeport, Geneseo, Highland Park (Northwestern Military Academy), Jacksonville, Kewanee, Ottawa,. Paxton (Eice Collegiate Institute), Princeton, Eock Falls, Eockford, Springfield, Sterling, Wheaton, Anamosa, Brighton, Greenville, Lena, Mason, Naperville, Nauvoo, Mount Pulaski, Paxton. In Indiana: Aurora, Bristol, Decatur, Delphi, Garrett, Frankfort, Kokomo, Michigan City, Green castle, Eensselaer. In Iowa: Decorah, Oskaloosa, Waverly, Wilton. In Kansas: Wichita. In Kentucky: Ashland. In Michigan: Adrian, Caro, Cassopolis, Constantine, Howell, Jackson, Muskegon, Niles, East Saginaw, St. Joseph. In Washington: Tacoma. In Wisconsin: Appleton, Monroe, Eacine,,Eichland Center, Sheboygan. Wabash College, Craufoi'dsville, Ind. — Graduates from commissioned high schools of Indiana, who j)resent a full statement of work done in these institutions, signed by the principals of the schools, will receive credit for the same without examination. Spiceland Academy, Bloomingdale Academy, Union high school (Westfield), and Fairmount Academy, together with certain other schools of high standard, both within and without the State of Indiana, which have been approved by a special vote of the faculty, are entitled to the privileges of commissioned high schools. De Pauw University, Greencastle, Ind. — Graduates of the commissioned high schools of Indiana are admitted without examination, except that they are required to give, by axiractical test in composition, satisfactory evidence of ability to write the Eng¬ lish language correctly. Candidates must in all cases present evidence of their graduation and a certified copy of the high school course as pursued by them. Cer¬ tificates from high schools of known reputation in other States, and those of all approved fitting schools will be accepted. Butler College, Irvington, Ind. — Certificates of work done in public or private schools of approved standing are accepted in lieu of examinations, subject to the following conditions : (1) The student’s application must be accompanied by a cer¬ tificate from the principal of the school from which he comes. (2) This certificate must furnish full and specific information concerning the applicant’s studies, the time devoted to them, and should indicate his proficiency therein. (3) The candi¬ date not to be exempted from the examination in any particular subject unless his certificate shows that he has satisfactorily accomplished the full amount of work in that subject. Every candidate, whether from a commissioned high school or other, shall be subject to examination in English for the purpose of determining Ms ability to use the English language correctly. (4) Admission on certificate will, in every case, for the first term, "be regarded merely as provisional. Union Christian College, Merom, Ind. — Students who come from commissioned high schools and other reputable institutions will be given credit for all work done else¬ where, provided such work is properly accredited. Karlham College, Richmond, Ind. — A certificate of scholarship, signed by the prin¬ cipal of any on© of the following schools, is accepted in place of examination on any of the branches required for admission to the college: Fairmount Academy; Spiceland Academy; Bloomingdale Academy ; Union high school, Westfield; Central Academy, Plainfield; Eaisin Valley Seminary, Adrian, Mich.; Damascus (Ohio) Academy; Friends’ Academy, Union Springs, N. Y. ; Vermilion Academy, Vermilion Grove, Ill. ; Friends’ Academy, Tonganoxie, Kans. ; North Branch (Kans.) Academy; Hesper (Kans.) Academy; Washington (Kans.) Academy; Lowell (Kans.) Institute; and all high schools commissioned by the Indiana State board of education. Taylor University , Upland, Ind. — Students bearing the personal certificates of a former teacher, concerning studies satisfactorily completed, will be given credit for the work they have done. Tahor College, Tabor, Iowa. — First-class teachers’ certificates or satisfactory, marks from schools whose standing is known will be accepted in place of examinations in the studies so provided for. Western College, Toledo, Joira.—Thegraduatesof high schools and academies accepted by the Iowa State University, and such other schools as the faculty may approve, will be received on jumper certificate. Baler University, Baldwin, Kans. — Graduates of the following schools are admitted to the freshmen class: High schools of Abilene, Atchison, Atchison County, Bur¬ lington, Burlingame, Dickinson County, Hiawatha, lola, Labette County, Lawrence, Kansas City, Paola, Pleasanton, Seneca, Wichita, and Wamego in the State of Kan¬ sas; Hesper (Kans.) Academy, Olathe (Kans.) Academy, and Kansas City (Mo.) high school. In addition to the above there are a number of schools whose work falls but little short of fully preparing students. Washburn College, Topeka, Kans. — Certificates from teachers and schools of recog¬ nized standing will be received, except for the work in French, chemistry, and part of the work in German and mathematics. 1184 EDUCATION REPORT, 1894-95. Central University, Richmond , Ky. — Students from high schools of recognized good standing, if certified to have completed a course of study which can he fairly accepted as an equivalent, and to have passed satisfactory examinations on the same, will he received on trial into the freshman class. This privilege has heen granted to the fol¬ lowing: Alleghany Academy, near Lexington; Shelhyville high school; Hogsett’s Academy, Danville; Rughy high school, Louisville; Almond’s University School, Louisville; Training School for Boys, Louisville; Waddell’s high school, Louisville; Cynthiana high school; Henry County high school, New Castle; Henry Academy, Versailles ; Jordan’s high school, Pine Bluff, Ark. ; Versailles high school ; Wentworth Military Academy, Lexington, Mo. ; Presbyterian high school, Campbellsville. Tulane University , New Orleans, La. — The following regulation has been adopted by the board of administrators : That if any public or private high school or academy in the State shall furnish to the president of the university satisfactory proof (1) that it has adopted the curriculum of studies recommended by him, or its equiva¬ lent, (2) that it has a corps of teachers competent for instruction therein, and (3) that it has enforced an adequate standard of examinations, the president is hereby authoi ized to accept the certificate of the principal of such school that the student hs followed the course and passed successfully the required examinations as entitling such student to admission to the appropriate college course without further prelimi¬ nary examination, provided that this shall not take effect until after said school shall have furnished one or more students who have successfully passed the ordinary entrance examination ; and provided further, that if on trial the students from such school shall prove to be insufficiently prepared, this privilege shall be promptly with drawn from such school. The following schools have met the above requirements: New Orleans City high school; T. W. Dyer’s University School; L. C. Ferrell’s Select School for Boys; Thatcher Institute, Shreveport, La. , and New Iberia high school; also Souffi’s Commercial College, in English and mathematics. Colby University, Waterville, Me. — Graduates of the four academies, Coburn Classi cal Institute, Waterville, Me.; Hebron (Me.) Academy, Ricker Classical Institute, Houlton, Me., and Higgins Classical Institute, Charleston, Me., constituting the pre¬ paratory department of the university, will be admitted on the certificate of the principal that they have completed the course and attained an average scholarship of at least 70 per cent in each study, provided that the said certificate shall be granted with approval of the faculty of the college. A similar arrangement has been made with other approved fitting schools. Johns JIopTcins University, Baltimore, Md. — When a school approved by the academic council shall certify that a candidate has satisfactorily completed all the studies requi • site for matriculation, such candidate will be exempted from examination in all except the following subjects: Trigonometry, analytic geometry, Cicero or Virgil, Latin prose composition, Homer or Herodotus, Greek prose composition, and the minor courses in French, German, English, and science. New Windsor College, Neiv Windsor, Md. — Students who come recommended from approved schools or by persons able to attest their proper preparation are admitted to anyjof the courses without examination. Amherst College, Amherst, Mass. — From certain preparatory schools of approved standing certificates of fitness to enter college are received in place of entrance exam¬ inations; but such certificates must be filled out in detail in accordance with forms printed and furnished by the college. The pass cards, certificates, and diplomas given by the regents of the University of the State of New York are accepted in the subjects which they cover. These are not accepted in English, and only partly sat isfy the requirements in Greek. Williams College, TV illiamstown, Mass. — The privilege of sending students to this college by certificate is granted to schools which ask for it and which comply with the conditions on which this privilege is given, but it is not granted to private tutors and is revokable in all cases when it is not properly exercised. No certificate will be accepted for the French and German required for admission to the course without Greek, nor for an optional examination in science. Albion College, Albion, Mich. — Certificates are accepted from all schools which (a) have been approved by the faculty of Albion College; ( b ) have been approved by the University of Michigan; (c) have supplied evidence that in extent, quality, and completeness of work the pupil has gained the scholarship and culture required for admission. Hillsdale College, Hillsdale, Mich. — Students who bring certificates of work done in other institutions will be admitted to classes in Hillsdale College without exami¬ nation as follows: (1) In accordance with arrangements already made, and until further notice, students will be admitted to the freshman class who have completed the three preparatory years in Rio Grande and Parker colleges. (2) Certificates of preparatory instruction under Hillsdale graduates will be accepted for what they will cover. (3) Students will be admitted without examination in studies covered by the regents’ certificates of New York and Minnesota. (4) Certificates of standing ADMISSION TO COLLEGE BY CERTIFICATE. 1185 will l)e accepted from those high schools in Michigan whose courses of study and the instruction are satisfactory to the faculty. (5) Certificates will be accepted from such other schools as a committee from the faculty may recommend. Olivet College, Olivet, Mich.— Candidates from schools on the university list aud from other schools approved by the faculty are admitted on certificate. Northwestern Christian College, Excelsior, Minn. — State certificates of work done in any of the high schools of Minnesota will he accepted iu lieu of examinations in the studies for which certificates are presented. Certificates from other schools will also he accepted upon the faculty becoming satisfied of the scholarly standing of the school from which the certificates come. Carleton College, Northfield, Minn. — Certificates from the State high school hoard or from approved high schools and academies will be accepted. Students holding diplomas of high schools which are ranked by the State board as of the 4 ‘ First class” will be admitted to the freshman class without examination in all subjects represented by the diplomas. Tarkio College, Tarkio, Mo. — Certificates from the* following schools are accepted: High schools in Tarkio, Villisca (Iowa), Clarinda (Iowa), and the Pawnee (Nebr.) Academy. University of Omaha, Bellevue, Nebr. — Any academy or high school which furnishes satisfactory instruction will be placed on the list of schools accredited as preparing for this college. Any school asking to be accredited will be examined by a represen¬ tative of the college faculty. Gates College, Neligh, Nebr. — Certificates from high schools on the university list and from academies of good standing will be accepted for such parts of the admis¬ sion requirements as their work covers. Cornell University , Ithaca, N. Y. — Diplomas issued by the regents of the University of the State of New York are accepted in place of examinations in all the subjects required for entrance which are covered by such diplomas, including, upon the rec¬ ommendation of the university departments concerned, the subjects of French and German. A statement from the teacher of the work done in these two subjects must be submitted by the holder of the diploma. Certificates and pass cards issued by the regents are not accepted unless they are presented by a holder of a regent’s diploma. The following rules and regulations have been adopted by the faculty on the sub¬ ject of admission by certificate: (1) Certificates of work done in public or private schools, in or out of the State, will not be accepted in lieu of examinations unless the applicant has completed a full course in the school and has been duly graduated, and the university author¬ ities are satisfied regarding the standing of the school. (2) The application for the admission of a student by certificate must be made by the principal and not by the candidate himself. (3) The application from the principal must be accompanied by full and specific information with regard to the completeness and thoroughness of the studies and course in which instruction is given. In case a catalogue or circular is published, a copy thereof should also be furnished. (4) Certificates from schools whose students prove to be imperfectly fitted will ultimately not be considered. (5) Subjects in which an examination has been passed for admission to the school may be included in the certificate, but in all cases the full information called for by the blank should be given. (6) No school certificate will be accepted in place of entrance examination in English. (7) The committee having charge of the acceptance of certificates may meet at any time during the collegiate year, but the certificate should be forwarded as soon after the graduation of the student as is possible, and at least as early as the 1st of September. (8) The university does not engage in advance to accept the certificates of any school, and the previous acceptance of such certificates merely raises the presumption that similar certificates may be. accepted again, but does not establish a permanent right to such acceptance. Vassar College, Poughkeepsie, N. Y. — Students are admitted without examination in the following cases : (1) When they bring certificates from schools from which pupils have previously been admitted without condition. (2) When they have been prepared by a graduate of the college engaged in the work of private instruction, one of whose pupils has before been admitted without condition. (3) When they bring certificates from schools which have been visited by a committee of the faculty and approved by them, or in regard to which the faculty have other sufficient means of information. (4) The certificate of the regents of the State of New York are accepted. (5) The certificate of the president of Harvard College offered by ED 95 - 38 1186 EDUCATION REPORT, 1894-95. persons who have successfully passed the examinations for women will he accepted. The final examination in any subject covered by a certificate must have been taken within two years of the time of the candidate’s entrance to college. Union College, Schenectady, 1 V. Y. — As a means of raising the school standards in preparatory English, all candidates will be examined in English, but in other sub¬ jects pass cards and certificates of the regents of the ‘University of the State of New York and diplomas of schools approved by the faculty will be accepted. Trinity College, Durham, N. C. — Students bringing certificates of proficiency in subjects required for admission to the freshman class only from preparatory schools on the “scholarship list” will be admitted without examination. The affiliated schools are: Trinity (N. C.) High School, Jonesboro (N. C.) High School, Burling¬ ton (N. C.) Academy, Bellwood (N. C.) Academy, Trinity Academy, Pilot Mountain, N. C. ; Morven (N. C.) Academy, Hartland (N. C.) Academy. Muskingum College, New Concord, Ohio. — Applicants from the Barnesville, Cam¬ bridge, New Concord, Zanesville, and Dresden high schools and Fultonham Academy, and from other high schools and academies whose work the faculty may accept, will be given credit for the work they have done. Oberlin College, Oberlin, Ohio. — The following regulations have been adopted by the faculty in regard to admission by certificate : (1) Diplomas issued by high schools and academies whose work has been examined and approved are accepted in all subjects in which the requirements are fully covered by the diploma. The list of schools examined and approved is as follows : Akron, Ashtabula, Austinburg, Bellevue, Bucyrus, Canton, Chardon, Hughes High School of Cincinnati, Cleveland Central, Cleveland West, Columbus, Dayton, Elyria, Geneva, Jefferson, Kinsman, Lima, Mansfield, Massillon, Monroeville, Mount Yernon, Newark, Norwalk, Oberlin, Painesville, Salem, Sandusky, South New Lyme, Tiffin, Toledo, Troy, Warren, Wellington, and Zanesville, in Ohio; Buffalo and Warsaw, in New York; Perkiomen Seminary, Pennsbnrg, Pa.; Lansing High School, Michigan; Ottawa and Princeton, in Illinois; Sioux City, in Iowa, and Denver, in Colorado. (2) Applications for such approval of the work of a school must be made by the principal and accompanied by full and explicit information concerning the studies and courses. (3) Conditional permission may be granted to the principal of a school to send students for admission upon certificate for a limited period. When three or more students so received have shown by their subsequent standing that their prepara¬ tion was satisfactory, the permission may be extended to a longer period. (4) All students entering in whole or in part upon certificate must send a full statement by their teachers of the work done in each study. Wilmington College, Wilmington, Ohio. — Certificates of work done in Friends' acade¬ mies and in public high schools whose principals are known to the faculty will be accepted in lieu of examination. Willamette University, Salem, Oreg. — Students bearing certificates from the follow¬ ing correlated academies will be admitted: Wasco Independent Academy, The Dalles, Oreg. ; Santiam Academy, Lebanon, Oreg. ; Pendleton Academy, Pendleton, Oreg. Dickinson College, Carlisle, Pa. — Certain preparatory schools of approved standing are allowed to examine their own students, who will be admitted on the certificate of the principals. Diplomas or certificates of graduation from schools and seminaries are not accepted unless accompanied by statements from tlie principal or faculties that the applicants have completed in a satisfactory manner the work required for admission to college. University of Pennsylvania, Philadelphia, Pa. — Candidates are admitted, in certain cases, either wholly or in part upon diplomas of public high schools. Candidates who present such diplomas will be referred to a committee, who will examine each case and decide whether the diplomas shall be accepted in lieu of examinations, and what subjects they properly cover. Swarthmore College, Swarthmore, Pa. — Graduates of the following schools are admit¬ ted upon presenting regular certificates, properly filled up by the principals : Friends’ Central School, Philadelphia, Pa. ; Friends’ Seminary, New York City ; Friends’ High School, Baltimore, Md. ; Woodstown Academy, Woodstown, N. J. ; Friends’ School, Wilmington, Del. ; Friends’ High School, Westchester, Pa. ; Friends’ High School, Moorestown, N. J. ; Buckingham Friends’ School, Lahaska, Pa. ; Friends’ Academy, Locust Yalley, Long Island; Friends’ Select School, Washington, D. C. ; Sherwood School, Sandy Spring, Md. ; Friends’ School, Kennett Square, Pa. ; Providence Pre¬ parative Meeting School, Media, Pa. ; Oakland Boarding School, Fallston, Md. ; Friends’ Normal Institute, Risingsun, Md. ; Abington Friends’ School, Jenkintown, Pa. ; Swarthmore Grammar School, Swarthmore, Pa. ; George School, Newtown, Pa. ; Friends’ School, Christiana, Pa. Blank certificates are furnished each year to the principals of these preparatory schools and to such private teachers as may be named for the privilege. 1187 ADMISSION TO COLLEGE BY CERTIFICATE. U. S. Grant University, Athens and Chattanooga, Tenn. — Realizing the importance of thorough, and systematic preparation for higher studies and extended courses, the trustees have arranged for concerted and harmonious action among the principal seminaries and academies that are tributary to the university by the adoption of a uniform course of study leading to the regular college and technical classes. The following schools are comprised in the association: Powell’s Yalley Academy, Well Springs, Tenn.; Fuller Institute, Chucky City, Tenn.; Roanoke Academy, Roanoke, Ya. ; Leicester Academy, Leicester, N. C. ; Mount Zion (Ga.) Academy; Oakland Academy, Laurel Gap, Tenn.; Parrottsville (Tenn.) Academy; McLemoresville (Tenn.) Academy; Bloomington (Tenn.) College ; Kingsley Academy, Bloomingdale, Tenn.; Mountain City (Tenn.) Academy; Mallalieu Academy, Kinsey, Ala.; Ellijay (Ga.) Academy; Graham Academy, Smyrna, N. C.; Murphy Collegiate Institute, Sevierville, Tenn. ; Fair Yiew College, Trap Hill, N. C. ; Sunbright (Tenn.) Academy. Carson and Newman College, Mossy Creek, Tenn. — Graduates of J onesboro high school, Harrison and Chilhowee Normal Academy, and other preparatory schools of acknowl¬ edged standing will be admitted on the certificates from such schools. Washington College, Tenn. — Graduates from the incorporated high schools of the State are admitted without examination. Austin College, Sherman, Tex . — Students completing the course through any school recognized by the University of Texas will be admitted to the freshman class with¬ out examination. In addition, the high schools of Sherman and Summer Hill are also recognized. Lawrence University, Appleton , Wis . — Graduates of any school which has been ap¬ proved by the faculty may be admitted on the presentation of a certificate giving their standing. Graduates of the high schools accredited by the State University may be admitted for courses corresponding to the courses they have taken, excepting those accredited in the English courses. Graduates of normal schools of Wisconsin are accepted upon their record at these schools. Certificates of standing from high schools not accredited are received in some studies. Beloit College , Beloit, Wis. — Graduates of any school which has been approved by the faculty after personal visitation will, when recommended by the principal of the school, be admitted without examination. Applicants for admission to the science course from accredited schools will be admitted without Latin provided the applicant is a graduate from a four-years course of study, which is the equivalent of the general science course issued for Wisconsin high schools. Graduates of the normal schools of Wisconsin are accepted upon their record at those schools. Certificates are received from more distant schools of established reputation. The following schools are on the accredited list : Beloit College Academy ; Carroll College, Waukesha; Rochester Academy; Warren (Ill.) Academy; Smith Academy, St. Louis, Mo. In Wisconsin: High schools of Beloit, Delaware, Eau Claire, Elkhorn, Fort Atkinson, Janesville, La Crosse, Milwaukee (East Side and South Side), Monroe, Racine, Sparta, Whitewater. In Illinois: High schools of Chicago (north division, south division, west division, northwest division, Lake Yiew, Lake, Englewood, and Hyde Park), Aurora (east), Austin, Elgin, Lagrange, Oak Park, Ottawa, Rockford; Sioux City, Iowa; Duluth, Minn. III. INSTITUTIONS ADMITTING STUDENTS UPON PRESENTATION OF CERTIFICATES EROM APPROVED OR ACCREDITED HIGH SCHOOLS AND ACADEMIES, AND WHICH DO NOT PUBLISH LISTS OE SUCH SCHOOLS IN THEIR ANNUAL CATALOGUES. Hendrix College, Conway, Ark. Pomona College, Claremont, Cal. Throop Polytechnic Institute, Pasadena, Cal. University of Southern California, Uni¬ versity, Cal. San Joaquin Yalley College, Y/oodb ridge, Cal. Trinity College, Hartford, Conn. Georgetown University, Washington, D. C. Seminary West of the Suwanee River, Tallahassee, Fla. Rollins College, Winter Park, Fla. Hedding College, Abingdon, Ill. Eureka College, Eureka, Ill. Knox College, Galesburg, Ill. Lombard University, Galesburg, Ill. Franklin College, Franklin, Ind. Hanover College, Hanover, Ind. Ridgeville College, Eidgeville, Ind. Coe College, Cedar Rapids, Iowa. Amity College, College Springs, Iowa. Drake University, Des Moines, Iowa. Parsons College, Fairfield, Iowa. Upper Iowa University, Fayette, Iowa. Iowa College, Grinneli, Iowa. Simpson College, Indianola, Iowa. Iowa Wesleyan University, ' Mount Pleasant, Iowa. Cornell College; Mount Yernon, Iowa. Penn College, Oskaloosa, Iowa. Central University, Pella, Iowa. College of Emporia, Emporia, Kans. Central College, Enterprise, Kans. Kansas Wesleyan University, Salina, Kans. Cooper Memorial College, Sterling, Kans. Southwest Kansas College, Winfield, Kans. 1188 EDUCATION REPORT, 1894-95. Kentucky Wesleyan College, Winchester, Ky. Bates College, Lewiston, Me. Woman's College of Baltimore, Md. Boston University, Boston, Mass. Tufts College, Mass. Smith College, Northampton, Mass. Mount Holyoke College, South Hadley, Mass. Wellesley College, Wellesley, Mass. Adrian College, Adrian, Mich. Alma College, Alma, Mich. Battle Creek College, Battle Creek, Mich. Benzonia College, Benzonia, Mich. Kalamazoo College, Kalamazoo, Mich. Hamline University, Hamline, Minn. Macalester College, St. Paul, Minn. Drury College, Springfield, Mo. Missouri Wesleyan College, Cameron, Mo. Central Wesleyan College, Warrenton, Mo. Union College, College View, Nebr. Nebraska Wesleyan University, Univer¬ sity Place, Nebr. York College, York, Nebr. Dartmouth College, Hanover, N. H. Rutgers College, New Brunswick, N. J. Wells College, Aurora, N.Y. St. Lawrence University, Canton, N.Y. Hamilton College, Clinton, N. Y. Elmira College, Elmira, N. Y. Hobart College, Geneva, N. Y. Colgate University, Hamilton, N. Y. University of Rochester, Rochester, N.Y. Syracuse University, Syracuse, N. Y. Buchtel College, Akron, Ohio. Mount Union College, Alliance, Ohio. i Ashland University, Ashland, Ohio. Baldwin University, Berea, Ohio. Western Reserve University, Cleveland, Ohio. Ohio Wesleyan University, Delaware, Ohio. Kenyon College, Gambier, Ohio. Hiram College, Hiram, Ohio. Lima College, Lima, Ohio. Marietta College, Marietta, Ohio. Miami University, Oxford, Ohio. Heidelberg University, Tiffin, Ohio. Otterbein University, Westerville, Ohio. University of Wooster, Wooster, Ohio. Pacific University, Forest Grove, Oreg. Ursinus College, Collegeville, Pa. Lafayette College, Easton, Pa. Pennsylvania College, Gettysburg, Pa. Haverford College, Haverl'ord, Pa. Monongahela College, Jefferson, Pa. Bucknell University, Lewisburg, Pa. Allegheny College, Meadville, Pa. Washington and Jefferson College, Wash¬ ington, Pa. Brown University, Providence, R. I. Black Hills College, Hot Springs, S. Dak. Redfield College, Redfield, S. Dak. Cumberland University, Lebanon, Tenn. Maryville College, Maryville, Tenn. Fort Worth University, Fort Worth, Tex. Add Ran Christian University, Thorp Spring, Tex. Middlebury College, Middlebury, Vt. Norwich University, Northfield, Yt. Walla Walla College, College Place, Wash. Whitman College, Walla Walla, Wash. IV. INSTITUTIONS1 ACCEPTING CERTIFICATES AND DIPLOMAS OP THE REGENTS OF THE UNIVERSITY OF THE STATE OF NEW YORK. Monmouth College, Monmouth, Ill. Amherst College, Amherst, Mass. Hillsdale College, Hillsdale, Mich. St. Stephen’s College, Annandale, N. Y. Wells College, Aurora, N. Y. Polytechnic Institute, Brooklyn, N. Y. St. Lawrence University, Canton, N. Y. Hamilton College, Clinton, N. Y. Elmira College, Elmira, N. Y. Hobart College, Geneva, N. Y, Colgate University, Hamilton, N. Y. Cornell University, Ithaca, N. Y. Manhattan College, New York City. Vassar College, Poughkeepsie, N. Y. University of Rochester, Rochester, N. Y. Syracuse University, Syracuse, N. Y. Lafayette College, Easton, Pa. Allegheny College, Meadville, Pa. V. INSTITUTIONS ADMITTING STUDENTS ON DIPLOMAS OR CERTIFICATES FROM APPROVED HIGH SCHOOLS AND ACADEMIES AND WHICH DO NOT PUBLISH A LIST OF SUCH SCHOOLS. Northwestern College, Naperville, Ill. Midland College, Atchison, Kans. Highland University, Highland, Kans. Lane University, Lecompton, Kans. Cotner University, Bethany, Nebr. Lebanon Valley College, Annvilie, Pa. Does not include State institutions accepting such certificates and diplomas. CHAPTER XXVI. TECHNOLOGICAL INSTRUCTION IN THE LAND-GRANT COLLEGES.1 Probably the earliest chair explicitly though partly concerned with instruction in science was created by an American college. In 1727 Thomas Hollis, a merchant of London, “though jeered at and sneered at by many” (in England), persisted in' his design to endow Harvard College with a “ professorship of mathematics and physical science.” It was not until 1730 that the “Principia” were firmly estab¬ lished even at Newton’s own university of Cambridge, while at Oxford it is said that the “majority of the residents regarded mathematics and Puritanism as allied and equally unholy subjects.” I. In America the first institution of higher education that was induced by the liberality of an individual to recognize industrialism was Harvard College, which in 1816 established “a new institution and professorship in order to teach by regular courses of academical and public lectures, accompanied with proper experiments, the utility of the physical and mathematical sciences, and for the extension of the indus¬ try, prosperity, happiness, and the well-being of society.” The founder of this chair was the celebrated experimental scientist, Count Rumford, a native of Woburn, Mass., where he had been known as Benjamin Thompson. How unprepared for the introduction of this subject the pedagogical world was at that date may be inferred from the fact that the college authorities, in view of the “ novelty of the institution,” required only four annual lectures to be given by the first professor while he pre¬ pared himself for the duties of his chair. In 1827 the professor resigned, and for seven years the vacancy remained unfilled. At Yale and Princeton a chair of chemistry had been more fortunate. The study of general chemistry since the days of the alchemists has been found well adapted to inspire interest. Besides, the early chairs for this science were created at an epoch in European history when the discoveries of Cavendish and Priestly and the system of Lavoisier had made chemistry the order of the day ; though even at Harvard chem¬ istry was for years joined at first with materia medica and then with mineralogy. During the decade 1820-1830 a strong protest was made against the college curric¬ ulum in America. Efforts were made at Harvard, Amherst, and Yale to modify the course, and Union had alternatives as early as 1824. It is rather hazardous to attemj)t to account for this. After the close of the Revolutionary war Washington had deeply lamented that so many of the youth of this country studied in Europe, and after the close of the Napoleonic wars it again became quite fashionable for American students to continue their education in European universities. A con¬ stantly accelerated impetus may thus have been given to higher education in the United States by these students as they returned to their native land. Yet it seems 1 By Mr. Wellford Addis, specialist in the Bureau for obtaining and collating information relating to colleges of agriculture and the mechanic arts. 1189 1190 EDUCATION REPORT, 1894-95. more probable that a new conception of a college curriculum was due to the example afforded by the University of Virginia, which was established 1818-1825, rather than to the slow process of organic development brought about by the efforts of individ¬ ual professors. It is not difficult to say where Mr. Jefferson got his idea of a university curriculum that bears a pretty close resemblance to the several bills (or projets, as they are called in France) introduced into the National Assembly by Mirabeau, Talleyrand, and Condercet (1789-1793), the representatives of a party with which Mr. Jefferson had very intimate relations during his residence at Paris from 1785 to 1789. But irre¬ spective of the mere question as to the origin of the idea, the first comprehensive attempt in America to change the college curriculum was the founding of the Uni¬ versity of Virginia. Gradually the practice of having parallel classical and scientific courses came to bo a feature of our higher education. But there was room for another type, and as the idea of a Harvard came from England, and as the idea of a University of Virginia came directly or indirectly from France, so the idea of a Johns Hopkins came from Germany. Such are the three university types of North America ; 1 but beside them there has arisen another type, which at first had the character which Count Rumford desired to give to his chair at Harvard, but is now developing a strong tendency to claim for itself the disciplinary power that, in the sphere of literary research, the individ¬ ual effort in the semin aria of Johns Hopkins is known to give, and for similar rea¬ sons. In this type the laboratory or shop takes the place of the library and quasi original manuscripts, and activity and concentration of thought are sought to be developed by the study of industrial operations and appliances rather than the power of philosophic generalization and the delicate sensibilities and discernment of the literary man through the study of the classics or other literature exclusively. II. In 1824 Stephen Van Rensselaer made an effort to do for the people directly through lectures what Count Rumford had desired to do for them through the medium of a college. Mr. Van Rensselaer had satisfied himself that great defects existed in the ordinary and prevailing systems of education ; he u saw that some of the most useful subjects of human knowledge were scarcely communicated at all in quarters where they seemed most needed for the practical purposes of life.” His first move¬ ment was to send a scientific person, with competent assistants and adequate appa¬ ratus, to deliver familiar lectures on chemistry, natural philosophy, and natural his¬ tory. Having difficulty in finding competent lecturers, his next effort was to found a normal school of science, such perhaps as he may have heard that the first French Republic had established under the name LThole Normale. The principal object of the American school, as indeed the object of the French school, was to qualify per¬ sons to instruct the sons and daughters of tradesmen and farmers in the application of experimental chemistry, physics, and natural history to agriculture, domestic economy, arts, and manufactures. Such was the origin of the Rensselaer Institute. In 1839 “it was stated as a fact from calculations actually made, that the institute had itself furnished more experimental teachers and professors, engineers, geologists, etc., than had been furnished in the same time by all the colleges in the Union.” Ten years later, how'ever, it was found that “ there were certain radical defects in the fundamental features of its organization, and that the course of study was unde¬ niably somewhat vague, unsystematic, and incomplete.” The course was altered to conform to the character of the instruction given in the polytechnic schools of Europe, and the word polytechnic added to the title of the school. The munificence of Count Rumford began to tell at Harvard about 1847 in an unexpected way. Mr. Abbot Lawrence desired to found a school of practical science at Boston, and to encourage him Harvard appointed a chemist to fill the Rumford Only one of which can be said to be in a European sense of university grade. TECHNOLOGICAL INSTRUCTION. 1191 professorship, chemistry (hen being the practical science of the day, with headquar¬ ters at Liebig’s laboratory in Hesse-Darmstadt and Boussingault’s farm in Alsace. Mr. Lawrence, in establishing the school now knoAvn by his name, considered that elementary and classical education had been amply provided for in Massachusetts. The classical schools would supply the professions with educated men, while the counting- house or the ocean was the proper school for the votaries of commerce; but, he asked, where could industry educate her far more numerous votaries? As established, the Lawrence Scientific School was composed of three departments, with the Rumford professor as dean and the Rumford endowment as the financial foundation. These departments were practical chemistry, zoology, and civil engineering. The profes¬ sor of chemistry had studied in Liebig’s laboratory; Professor Agassiz organized the departments of geology and zoology, but what the department of engineering was to be no one knew. After considerable delay the ex-president of the college, Mr. Edward Everett, was ajjpealed to to say what form this new department of higher education should take, and he is reported to have replied: “Well, my idea would be that you, the professor of engineering, should come to Cambridge and put up a sign as a surveyor and receive young men into your office. ” At first the school seems to have been a university all to itself, but in 1871 it was brought into close connection with the college, and the Rumford j>rofessorship “made to follow its particular objects, light and heat and the higher physics.” The influence of the researches of Liebig, Boussingault, and others in animal and vegetable chemistry and physiology has been already spoken of as sufficiently pow¬ erful to cause the Rumford professorship to be given to a chemist, and it may be inferred that the same influence was the efficient cause in the establishment of the Sheffield Scientific School of Yale. As early as 1846 the corporation of Yale College established two professorships of a scientific character. One of these was to give instruction in agricultural chemistry and animal and vegetable physiology, the other in practical chemistry. Like the Harvard venture in the same direction, “this department was left very much to take care of itself. No one in particular either helped or hindered its growth. Indeed, outside of those immediately and specially interested in it, no one troubled himself about it at all; and its position from the first was anomalous.” About 1852 a third professorship or department was added to the other two, and to organize it the professor of civil engineering in Brown University came to Yale, bringing a class of 26 students with him. These professor¬ ships— disjecta membra of a school of science — were in the course of a year or two united into a “ hypothetical institution called the Yalo Scientific School,” but there was no real connection between them until Mr. Sheffield, emulating Mr. Lawrence, gave $50,000 to support the Sheffield Scientific School, after purchasing a building in which to house it. The income derived from the fund given by Congress to the State of Connecticut, and then by the State to the Sheffield School, made its future doubly secure. III. In Vermont and in Virginia scientific schools of a peculiar character were founded during the fourth decade of the present century. This characteristic was the mili¬ tary feature. As the founder of the northern school resigned the superintendency of the Military Academy at West Point to establish the institution that in 1834 became the Norwich University, and as Virginia Military Institute was confessedly established upon the basis of the West Point institution, it may be assumed that the military features were copied from the national school rather than adopted for the pedagogical or humanitarian reasons that the classicists assign for the retention of Latin and Greek. Both of these institutions have been eminently successful in their way. A president of the northern school was killed while leading his regiment, the Ninth New England, up the heights of Chepultepec, and his son, another alum¬ nus and a major-general, was killed in the late war, while five of the professors of 1192 EDUCATION REPORT, 1894-95. the southern school lost their lives as general or regimental officers ; and it is related with melancholy generality that 200 of its alumni were slain in battle and 350 maimed for life. IY. Let us pause for a moment to summarize what has been said. It has been found that shortly after the close of the war of 1812, and the beginning of a manufactur¬ ing era in the United States, a series of attempts was made to teach the people, or a portion of them, the scientific facts which underlie the mechanic arts. Indeed, in 1830 this connection of the practical or useful with an institution of learning took a very singular turn, for at perhaps a dozen institutions, notably at the Oneida Institute of Science and Industry, a system of exercises was adopted on the farm or in a mechanic shop that was not only to serve as a means of physical exercise, but also to afford support to the student. Perhaps it is not just to charge this eccentricity to the account of the effort to supply American superintendents and foremen to American industry; yet in our polytechnic institutions established before the civil war we find no effort to impart skill as well as directive power. Civil engineers were called surveyors, and the other great branch of technical instruction, chemistry, was also of a character which may be denominated genteel. In the “fifties,” and therefore coincident with the influx of first great foreign immigration, a demand sprang up for instruction in agriculture. Agricultural schools were established in Pennsylvania, in Iowa, and in other States, and in Mich¬ igan and Illinois the State normal schools, established about the same time, were to give instruction in husbandry, agricultural chemistry, and animal and vegetable physiology. But these schools and departments never flourished. Attention was drawn from the genteel trades of chemistry and surveying, and the management of that very crude factory called a farm, to the business of making machines and industrial apparatus by the revival of industry that followed the civil war. Thus a class of institutions was called into life that had as their cardinal features — theretofore unknown — the performance of manual labor in a shop, and in a systematic manner. Practical schools of mechanical engineering appeared almost simultaneously at Worcester, Mass., at Hoboken, N. J., and at Champaign, Ill. As the founders of the Worcester Free Institute were undoubtedly the first to provide for the practical laboratories or shops adapted to this mechanical instruction, it will be considered here as the type of the others. This school was founded by John Boynton, esq., of Templeton, in 1865, for the purpose of giving instruction in those branches of study which were not taught in the public schools, but which are essential and best adapted to train the young for practical life, especially as mechanics, manufacturers, or farm¬ ers. These rather vague instructions would, in all probability, have entailed the usual literary course in books on mechanics, steam engines, boiler making, and the like, with the usual work in the chemical and physical laboratories. The school was rescued from this fate by the generosity of Ichabod Washburn, of Worcester, who, in 1866, added to its outfit a new feature which he described as follows : “There shall be a machine shop of sufficient capacity to employ tw-raty or more apprentices, with a suitable number of practical teachers and workmen in the shop to instruct such apprentices, and provided with all necessary steam power, engines, tools, apparatus, and machinery of the most approved models and styles in use, to carry on the business of such machine shop in all its parts as a practical working establishment.” It will be observed that this indicates a museum and laboratory rolled up into one, and such an innovation can not be too greatly emphasized; for the study of books in which scientific facts are recorded can never compete successfully with the litera¬ tures of Greece or Rome as a means of mental training, unless the principles accepted by a society which those literatures have made are fundamentally changed. The ruling oligarchy which produced and supported those literatures left industry to TECHNOLOGICAL INSTRUCTION. 1193 slaves and applied itself to war, literature, and art, and, to a moderate degree, to the most elevating business in which a people can engage — that is to say, commerce upon the high seas. Other than as given in schools for the defective or delinquent classes, it has been shown how technical instruction in the United States has been broadening down from the education of a few chemists and surveyors toward the instruction of a number of young men who are taught by manual and visual familiarity the business at which they are to earn their daily bread in future life. It would be but to repeat what is already well known to attempt to show how such instruction for boys of 14 or 15 years was systematized by the introduction of the Russian system as in opera¬ tion at the Strogonoff School at Moscow, and the effect of the kindergarten and industrial drawing propaganda awakened by the experiments of Massachusetts and several of our great cities, but there is one feature connected with the growth of technical instruction in the United States which is of special interest. In Europe trade schools have long existed, and are mainly supported by the community in which they are located, for they have been established in order to teach the indus¬ tries peculiar to their environment. Indeed, many of the so-called industrial schools of Europe are only complementary to an apprenticeship. They are merely drawing schools for apprentices in decorative or industrial fine art, or are courses of elemen¬ tary lectures on the scientific facts underlying industrial operations of a far more substantial kind. At these complementary schools the apprentice, after the com¬ pletion of his day’s work, or on Sunday, is taught to design or is told in an enter¬ taining way of the principles which guide the work at which he has spent the day or week. It thus appears that the instruction given by the American “manual training school” is very much more generalized than that given in Europe. Yet this is not the special point adverted to above. That point is that only in the United States has any wide attempt been made to inaugurate a comprehensive sys¬ tem of instruction which would be for the benefit of agriculture and the mechanic arts; and the basis of this provision is even more material than the history of the motives and the course of legislation which allowed the provision to be made. This basis was the possession of large bodies of land by the Federal Government given to it by the States or purchased by it to consolidate its territory. The people inhabiting this country when it was discovered were regarded by the European Governments as ferae naturaj, and the title of the land upon which they ranged being in European law vacant, they granted it, not by local metes and bounds as in Europe, but by parallels of latitude which they suspected ran from the Atlantic to another ocean. Some acquaintance with the eastern coast, indeed, made it possible to be less lavish in granting the continent away; but the inexhaustible supply of territory perpetuated the liberal spirit that had from the very beginning prevailed. It was therefore natural that communities, poor in purse but rich in good will and land, should use their surplus for fostering education. The first public school of Boston was endowed with public land, the college at Cambridge during the first century and a half of its existence received nearly 100 square miles, and one year before the Puritans landed upon the New England coast 10,000 acres had been granted by the Virginia Company to found an English university in America. Nor did this munificence stop with the endowment of the schools; the Boston school¬ master, the Cambridge president, and the university superintendent were also endowed, the first with 30, the second with 500, and the third with 300 acres. But of all the grants of public land for education two stand preeminent. One of these is thought to have laid the foundation of the school systems of the States which were formed from the Northwest Territory and settled by a people bred to believe in public schools, and the other, though granted for the purpose of benefiting agriculture and the mechanic arts, is considered with the same show of reason to have promoted the study of science, for their “leading object shall be * * * to ED 95 - 38* 1194 EDUCATION REPORT, 1894-95. teacli such, branches of learning as are related to agriculture and the mechanic arts.” Various interpretations have been put upon this act. In some cases State universi¬ ties have been founded, in other cases old State universities have been endowed; sometimes the school which has been established is almost entirely an agricultural school, in other cases it is almost entirely an institution for technical instruction. In Missouri an institution already in existence was charged with the agricultural branch of the work and an institute of technology established in another part of the State, while in Massachusetts an institute of technology already in being was intrusted with work of giving technical instruction and -an agricultural college established at a distance. But whatever differences in organization may appear, owing to the generality of the terms of the act or inadvertency, this much remains — that these schools have never been anything but schools of agricultural and mechanical engineering. The trade school of Europe — the school for the common people, the caste school, the school for the “ industrial classes” — has no or next to no following in America. YI. The first attempt to investigate and in a measure, probably, to coordinate the work of the schools established for the benefit of agriculture and the mechanic arts was made by this Bureau. Commissioner Eaton had the fortune to secure the services of an agent in the person of Prof. D. C. Gilman,1 who reported at some length upon their condition, advising that a report such as his own be made at least once in ten years. At the date of his report, November 1, 1871, 28 States of the 34 having received the land grant were known to have taken definite steps toward the establishment of such colleges as the act of Congress in 1862 contemplated. Those efforts had been usually put forth in good faith, but in some States the unsettled condition of affairs, and in others vague notions respecting the possibility of securing the end in view had been a disturbing factor. A great difficulty had been experienced in securing the services of accomplished and able men as professors in the departments of science of the institutions, which to Professor Gilman appeared to be one of the greatest obstacles which impede the success of the new movement. In almost every State the national grant had been added to the funds of some existing institution, in order that by the concentration of resources greater jmwer may be acquired; but almost invariably, in cases, the Congressional funds, with others, expressly given for scien¬ tific purposes, have been separately invested and employed, so that they may not be diverted to classical or literary studies. The reporter deprecates the use of the term agricultural colleges, and hopes that something more proper as well as generic Avill be adopted, such as “national,” “governmental,” or “United States,” as a prefix for a class of colleges so largely indebted to the Congressional endowment. The first want felt in the establishment of this class of schools was the education of men of science to man them, but the first purpose for which they were estab¬ lished was the instruction of able, educated, trustworthy technologists, such as well-informed engineers, architects, mechanicians, manufacturers, miners, agricul¬ turists, and the like for which the country was at that time loudly calling. The third need was the education of skillful laborers, men who add to dexterity and muscular ability an appreciation of their work, an acquaintance more or less pro¬ found with the nature of the materials, the natural laws underlying the manu¬ facturers’ processes, etc. It was safe to say that at the date of 1871 in all the institutions enjoying the benefit of the act of 1862, the second or technological need was being met. Some of the institutions also appear to have had closely in mind the wants of those wrho are to labor with their hands uj>on the farm and in the workshop, and there was one or more in which the presence of a post-graduate •Now president of the Johns Hopkins University, hut then a professor in the Sheffield Scientific School of Yale University, his report for the Bureau being “vacation work.” TECHNOLOGICAL INSTRUCTION. 1195 course indicated a desire to supply men of science. In other institutions agriculture predominated oveT the mechanic arts, and this variation seemed to Professor Gilman to ho about to he made more manifest in the future, and he regarded it on the whole, as desirable that each national college should have an office and aim of its own based upon a careful study of the want of the State in which it is located. In regard to agriculture, .Professor Gilman observes: “ There is no doubt that many of those who urged upon Congress the bestowal of a grant of land to the sev¬ eral States were deeply interested in the culture of the soil. There is also no doubt that in many cases the end to be gained was better understood than the means which should be employed, or, in other words, that the theory of agriculture was vaguely worked out.” As to the military feature of the law of 1862, Professor Gilman found that it had given a great deal of trouble, and, as far as his observation had gone, in most of the States the repeal would be welcome. VII. Professor Gilman was jmrfectly correct in prognosticating that as time elapsed the institutions he had reported upon would tend to direct their energies along one certain line rather than another. The absolute necessity of making a good secondary education the base of a good technological education, everywhere recognized — in Germany, England, and France — the inability of the country boy to get such an education at home, the literary character of the corps of the instructors, all tended to make secondary instructions, properly so called, play a very important part in this class of institutions, especially in those wTiich had been connected with a higher institution of learning. Technology was rescued from the fate of agriculture by the wave of enthusiasm for manual training and the happy exhibition at the Centennial Exposition of the Stroganoff School of Della Vos’s scheme of manual instruction without a view to remuneration. But agriculture lagged behind until Congress again came to its aid by passing two laws, one known as the Hatch Act and the other as the Morrill Act. These and the law of 1862, to which they are sup¬ plementary, are the financial foundation of the schools created for the “liberal and practical education of the industrial classes” and thereby “ for the benefit of agri¬ culture and the mechanic arts.” A conspectus of these laws is given for convenience of reference. 1196 EDUCATION REPORT, 1894-95. TECHNOLOGICAL INSTRUCTION. 1197 5 5 rCj rP Q ft-4-3 ^ h C3 O O ® 0) n m'HS « Lj •»-• rn p" p **•»;«?«***§ rc3 © ® ? ® § 2 gH ffl Sp£' ~S.-2 3 ca fe p. a qs ® ll S?J3 9 P3 ^ ® 'S 44 ,P w.-pp - p®J.ftm:loft& 0 -d 4J S ^ rr! 02 ^ /-T © o >j ftTj ® h©& 1® t-s.g'g^ a ©-era a 2 9 ® 5® ^ 3 c3 |>^3 2 rq c3 .O 5 ©J^.XrrS £ g o g,| P 43 p^2 ©3^3 'Sea b-'S g.5 pg^ft ^ ft.S 2 © ^ ‘-3 g ^ g O R ^ <3 3 "e3 ■+= ffl £ g 3§£'S'gj’?*i'S'l§Sj* £!pS©3oaJHC3>^ o.as'3Rcsci223c“ -g ^ ^ .©-9ft ? a p E-1 £ ® a ® S -e 2 +j a © © Ih's ^ O Or® <3-9 £ ffl 44 2^ £3 ©3 £ li W> . . 03 3 p -a ® oc„ 3 o«2^ HO s.S § ©ft ®1 ££1 ® © 5 £ -a £ bp'5 ® g «g8||S2 bJD^^ © ©4 ft . 8S| a © o o o ® O 23 «s £ rl tC P r-T'73 <6 A >.aa a S 43 a a «w cS+s o ® a® -r® a -P filial lal-14 ; a a ® * .9 as 2 « © §Usf®-SS| .S^te &£>< n 03 o © Sig-g’Sg Oh ® h ^ ^ 1^11 s| c3 ^ -J S o 3 ^-3 flolbta^ ® ^ao®3^° '■& ® at © £ © lu.a a to , w H ® h o lll^s^s'as p .c3 ^^O® 2 fl ^^--w i -g «•§ | 00 © a , 03 4J c3 H «2“aS a -® ® .S © ■“'I .a § o§ 1—1 * '■ 8oa a o 'a a • J3 q q •'■' w O +s += -® a ‘g & .a ° ft® a m a ffl a 0Rd-gr ca ffll § M g a § $ I ffl g --i£y<3rd4=>.p+5P ^ ft*^_ B Oh ^ - - <~>. a osq^3J O ffl "&-I & I a § 1 -jigs!- N © ffl P< 2 ffl h9 2 * 5 ® ° a a rO © ^ 4^ g 4J l-.s^®J£aa |-s!saH|'S|g&^ £2 oo .5 © ■ ® a a a s2 o 44 ift'V _c ™ I Sl's«sSgSo?^ 0 w © a "fab ® : ^ ® „ _ . _ ., _ . . g a a’a a « ^ a oil „j-tfS.!§|a,8 ».al'3ls«'a|-s^ q‘qqfflffl_ta> Pn-q © flq a no fl ^ r®o H-e s ^ o ts ® fj ®qq CaHaanddSo ^ © ft .5 p," qa ffl © © ® qj ai ^ © -. © ® ^ £ a^ql g .SrtS®5S § Ill's! So""* ft 1 g £| “g-2®! . ffl £^ ©.■B to ca£ g g 3 72 4^ o ^ i P © H CC »-H h :« § | S|| © a Pm»-a o^.S^., u fe a o -*|3 ft>.S a-e ft u a © © 3 ^2 233 I ■+3 o fti/2 cS fj, © C8 cD § P.3 >5 a -rn p. . a w ^ ® a a >^3 23 3 gp >,a § O S ® ffl 3 "ffl g p, ” ® ^ S a £ . ffl-3^ ® qCO ® >5© a, 1®^ a "Sill'S 3 p p.2 ffl ^ O ffl-0,-, fe o'-g^ g|| a a * g.gr© ° -e a K^: ® ffl © , S . fflql Tr, ©+= © -2 o y W q O-p+3 3-2^3-® g 2l ® gft © -j£& f.&| •2 © ^ ®3 ® § © ' © ’o'P44 a a ffl s4-© J >, ® 2fft ■a 44 ° 3 aSSiig ffl q a © o£ H o ffl be o a a cS d 3 a. CD 'R CD .2 p,©«1ffl,Sa2aHa£a a ® ^.aggft oT^-S teP S'0^ p g a a -a p® © a ffl o a f>»® ,P S •a <» 3 , -_a £ ”•© a.g £ 544 44 q 02 P fflft o a ® a 'i 2 2 ^ i a' ® © p p ® aq g a o P c3 P 'P ‘P q P 2 r© t>i © © a ® S = p +s -p y . ® ® a _ -a a -“SpP 2 2 %°>? &J0 . P.H"43 a fflS M - E-H a 3 3 w ®rP a-P >s3 a pp -2 5-^,0 tc a _£§ ffl ffl m b ( I© a" © ® 3 a o ® a 5 .a tj -a ffl a o p . 44 o a_o ^j-j ce a.'g’g'a © 02 aocr'ffl ftl Ow 42 r3 H a S a % | oil 1 P ffl ^ e-t ft^ CS O q ■Sp'3'S g ectors and passed on by the examiners of the science and art department at London; the original American grant was outright; the other cause is the difference in grade of the English and American literary instruction conjoined with technical instruction as here considered, the American literary instruction being higher. At home we have the president of one of our most promising technological insti¬ tutions observing in a report to this Bureau that if agricultural and mechanical col¬ leges could receive like recognition from the State that the State classical institutions do it would be far better that such institutions as his own should be separated, but if the State classical college is permitted to do technical work, and thus compete with the technological college, it might be better to have them united. By an answer of this kind we are landed in the domain of educational economics. It is asserted by two of our correspondents that the answer to the question of separation depends upon the financial conditions in each State, and that the best interest of the technical school as a machine of instruction may be subserved by independence, but its exist¬ ence would be precarious without affiliation with the treasury of the State univer¬ sity. But the conflicting claims are in general these : Elevated atmosphere of the humanities. Frigidity of that atmosphere. Economy of staff. Predilections of staff for literary work. Economy of general expenses. Temptation to divert land-grant money to literary department necessities. The direct solution of questions of this kind is not within the power of legislation or of any other form of exterior control. Our old colleges not only were not spe¬ cifically for the educatiou of the “industrial classes” (whatever that may mean in 1 So called from its being the “ excise revenue,” £750,000 annually. 2 Meaning in England parents receiving from any source less than £400 annually ($2,000). TECHNOLOGICAL INSTRUCTION. 1199 America), but were intended for all classes wlio were desirous of openiug and enlarg¬ ing tbeir intellects, irrespective of the emoluments legitimately flowing from the capital of time and money spent in the effort, and when an institution having tra¬ ditions of that kind has affiliated itself to .one “for the industrial classes” it is but the exhibition of a familiar tendency of the human mind, unless carefully guarded against, that the newcomers en bloc should be regarded as something of an inferior order. At Cornell or California University (new universities), where both classes were familiarized with each other and placed upon an equal footing from the begin¬ ning, this difficulty may be supposed to be unfelt. It is probable that the term “industrial classes” used in the act of 1862 was borrowed from England, where a science and art department for the industrial classes had been established, just before the first attempt to pass the bill in 1858, which was vetoed by President Buchanan.1 The suggestion that the resources of the State have something to do with the ques¬ tion of keeping conjoined the two classes of institutions invites an inquiry as to the sum obtained by the institutions endowed by the acts of Congress. In ten States there is no income from State endowment or from appropriation, and from three no reports.3 In twenty-three States there are received specifically for agri¬ cultural and mechanical departments 2 $338,282. In twelve States there were received all told by State universities having land-grant colleges connected with them $751, 633.2 Nearly all of which was contributed by Wisconsin, Minnesota, Ohio, and California. Let us take the cases of Wisconsin, Minnesota, and California, The three univer¬ sities of those States received in 1894-95 collectively $706,726 from the State for the purpose of support and building. Of this, $152,050 were devoted to the purposes contemplated by the act of August, 1890 — that is to say, over $21 in every $100 appro¬ priated by the State, either originally as endowment or by annual law. In these same institutions, however, there were 27 students in land-grant departments in every 100 students in attendance at the three universities, including the preparatory department of one. At an Eastern institution, not aided by the State, but having land-grant departments among its colleges, in every $100 spent from all receipts except from the Federal Government subsidy, but for all purposes, $25 was spent formatters contemplated by the act of August 30, 1890 (“Morrill Act”), and that, too, upon a very narrow, not to say too rigorous, interpretation of the meaning of the words of that act. But in that institution, which has no preparatory depart¬ ment, 35 in every 100 students were in technical (including, of course, agricultural) departments. These grants by these States or universities just mentioned have been made in face of the fact that the land-grant endowed departments received $20,000 additional from the Federal Government to be wholly used for persons actually teach¬ ing, for actual instruction as specified by the law, and for actually necessary apparatus required by such instruction, and it can not bo regarded as but liberal. It certainly can not be assumed that there is any general desire on the part of those charged with the administration of literary institutions at the present date to be niggardly to departments endowed with the national land grants. The value placed by the land-grant colleges upon their instruction, as compared with the literary degree of A. B. on one hand and the scientific degree on the other, is capable of being illustrated by replies they have made to special inquiries from this office. The opinion is about equally divided for and against the proposition that the training furnished by the land-grant college making the answer is equal in value to the degree of A. B., and in two or three instances it is thought that such training is not equal to the degree of B. S. given in our larger colleges. For instance, on one side President Francis A. Walker says, in regard to the value of the training furnished by the technical courses of the Massachusetts Institute of Technology as 1 The ideas of the English on this question are given in tho extracts from the testimony of the Bishop of London and the Bev. Mr. MacCarthy, pp. 610, 615. 2 Excluding colored schools. 1200 EDUCATION REPORT, 1894-95. compared with the mental-developing power of the ordinary A. B. or B. S. course: “Yes; without any qualification. But this is only so (1) because in all our courses a modicum of philosophical theory (political economy, history, etc.) and of language studies is required, and (2) because in every course the mastery of principles is held to be more important than the acquisition of technical knowledge or skill, the technical applications of science being chiefly valued (1) because they serve to interest the student in the principles made use of and (2) because by such applica¬ tions the student acquires the principles, not only in a higher degree, but in a different way than where he studies them in the lecture and recitation room only.” President Schurman, of Cornell, replies : “ Yes; but I think the comparison should be made, not between the technical courses and the A. B. or B. S. course, but between A. B. and B. S. or the technical courses, i. e., that humanistic studies (which appeal to something more than the intellect) should be contrasted with rationalistic or scientific (including pure science and applied science courses). I regard the tech¬ nical courses as the equivalent of the courses for B. S.” A somewhat different way of saying the same thing is the response of President Cyrus Northrop, of the Uni¬ versity of Minnesota, to this effect: “No; technical knowledge is valuable, but it is gained at the sacrifice of culture and mental training if it occupies a large part of the undergraduate course. It may be more important to the student, however, than culture and training (along literary lines) would be; I mean more important to some students.” Probably one or other of these answers would be acceptable to all other presidents who have favored the Bureau with replies. In several cases the educational value of laboratory work is considered as fully equal to literary training, and in several others it is intimated that were the students more thoroughly grounded in secondary studies before entering the college an affirmative answer might be given, though it is testified by a president of a transmississippi college that most students can not be made to believe they ought to take a general course of literary and scientific study before entering upon technical studies. As admission requirements now are, there is a heavy preponderence of opinion that technical degrees (bachelor of engineering, agriculture, etc.) should follow a post¬ graduate course ; in other words, should be preceded by the degree of B. S. or A. B. President Alston Ellis, of the Colorado Agricultural College, remarks upon this point, “Both plans have advantages. If the scientific and literary course did not beget a distaste for any work outside of the so-called learned professions, its train ing would form a good foundation upon which to build special technical work. Wereproper conditions in existence I would favor technical work by post-graduates ; as things exist, I believe that the degrees named can be best given for under¬ graduate work that unites some degree of general culture with special technical training.” President Charles S. Murkland, of the New Hampshire College of Agri¬ culture and the Mechanic Arts : “My reason for preferring a general A. B. degree of four years as preliminary for all post-graduate work is that the technical degree should mean something in addition to the general degree. It commonly means something less than the general degree.” On the other hand, the opposite opinion is succinctly stated by President J. S. Smart, of Purdue University, as follows: “I think the training in our technical schools can be and should be upon a plane com¬ parable with that of the classical institutions; therefore engineering degrees should be given for undergraduate work. But very few technical degrees would be given, if given only for post-graduate work.” General Walker, in advocating “an ordi¬ nary college course of four years, to be followed by three years, or, in cases of excep. tional ability, by two years, in a technological school,” favors us with the following judgment : “I do not think that the degree mechanical engineer, civil engineer, etc., should ever be given for academic work, whether undergraduate or post-graduate. The engineer becomes such only by practice. It is his characteristic work to make choice between different methods of accomplishing a certain result, and the judgment required for this can not be taught in schools. So much for the word ‘engineer’ in a college degree.” TECHNOLOGICAL INSTRUCTION. 1201 The foregoing almost answers the question, “At what age shall specialization he begun ?” because it is quite apparent that the question is, in a large measure, depend¬ ent upon the mental condition rather than upon the completion of a year of life usually varying from the fourteenth to the nineteenth year. In general, it may he said that a synopsis of the definite replies to the question as to the age at which technical specialization should he begun is well represented in the reply of Presi¬ dent Patterson, of the State College of Kentucky: “I would prefer to receive stu¬ dents in the mechanical engineering course of about the age of 18, and would expect them to be well grounded in algebra, geometry, English, chemistry, and physics.’7 Another president observes : “ Chemistry, physics, and mathematics can not be begun too early for the purpose of mental development and training. Their special applications to scientific-economic problems should not be entered upon before 17 or 18, but a year later will not find the pupil at a disadvantage.” The number of students pursuing courses of a technical nature in the institutions endowed by the national land grant are given below. It necessarily follows that there should be some duplication not only from there being practically related sub¬ jects such as agriculture and veterinary science, but also from the combinations in study offered by the institutions as leading to a degree. All due allowance being made for this difficulty, however, attention may be called to the close equality of the totals given for students in the mechanic arts and those in agriculture. On the other hand, however, the students in agriculture and veterinary science are together only little more than 50 per cent of the whole body of engineering students. Students pursuing courses in — Agriculture . 2,712 Mechanical engineering . . 2,413 Civil engineering . 1, 107 Electrical engineering . . . 1, 349 Mining engineering . 163 Architecture . 264 Household economy . 321 Veterinary science . 395 Chemical engineering . 21 Biology . 13 Military tactics . . . 7, 741 1202 d EDUCATION REPOET, 1894-95. §i i! o^. S3 c W. ^ ethics, and history be given a place ? I h H i i s i&iiiUiii is si f* h <1 t* £ N H >h H Laboratory and shop. Post¬ graduate puooag • 'TO O • <8 • IO • t» • : : s : : 1 « . m • *oo > i ■ •anal psaij 15 scienc 6 20 6 15 7 • in • *oo • i • Undergraduate. • juoi: ifpino^ " ° §” S 3 ““““ -3 »“ p. •juo-C paitix CO CO ^ m O CO m CM CO m IOLOCO -HH •S " » a •.reajf puooog IQ O O TH lO lO Tjt T* O Tit TH £ 3 • anoX ^sai j cs S5-1 ° m lOjqiNio to ® o ia co -^t H 1-1 1-1 eo Pure science (chemistry, etc.). Post¬ graduate. •jna.£ puooag ° § : 50 : : : g : • m • • •anai: ^sarj 15-20 0 4 20 6 (a) ! m I *^r- Undergraduate. •auaL ti^ano^ 3 ° ““ S S “>c-cc? — 3 = 4 - •anai: paixix 3-13 5 5 6 10 7 ? 2 1 4-8 4 3,5 4 15 5 | •ana^ puooag 2 " s " "”"3 s" co •auai: ^sai j CO lO eo o 00 m O m - o - o o in m in in in ^ m in m Languages. Post¬ graduate. •ana^ puooag CM ' Ol © | m CO m • m • • CO • 'CO •anaX ^sai^ ^ CM • (M O J lOCCO • m • i n • • co Undergraduate. • •acaii qiano^ : ^2 Institution answering. (The word hour to bo under¬ stood with each figure.) Alabama Agricultural and Me¬ chanical College. Alabama Normal and Indus¬ trial School (colored). University of Arizona . Arkansas Industrial Univer¬ sity. Branch Normal College of Ar¬ kansas Industrial U niversity (colored). University of California . Colorado Agricultural College . Storrs Agricultural College . . . Florida Agricultural College. . . Purdue University . Kansas Agricultural College. . . State College of Kentucky . j_iu iiioiciiicv ouiLt) university and Agricultural and Me¬ chanical College. Maryland Agricultural College . Michigan Agricultural College (approximately) . University of Minnesota . Alcorn Agricultural and Me¬ chanical College (colored). TECHNOLOGICAL INSTRUCTION. 1203 Yes, sib] Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No. Yes. 10 8 20 • m • Hi • • t> o ■ i • ii rH • O CO 00 o * • m * h* * • t> o • o h< o(N rH m • m o oo • o • • • ■ . o .in • ^ t> m • i i • „ • ^ * • •• • m o co L-- o Hi oo rH i> i m co comm m m j 5 10 6 0-8 2 oo m co t^mm m o Hi • o jo j Hi j co co m j • m • • • m oh • o . o * Hi * co co m • • m • • • in Hi h< in o oo Hi ooo coco t>mm in Hi hi o in o Hi ooh noocoo t- m m ii in co m o o m in Hi com oo m m co comm m t- co i> m Hi m co ro m omcoco comm co ocq • o • CO • ej • , O Sd” ;o M IS : : : © : : • « • fcJO a ii ■ © ' _ » © y5 : © >5 • ; 1 § i o-2-S.g ’ '3 i ® © > O a> es . >>P<© :1s a a I I C ^ j b,> ^ .© - += a © '^ I t=fZ5 o « • £ &1 ii: A © >r-'G § ^ '3 © S'S o •g©£3 So^ gSS p pi d t © © O o fc Oj*S £3 5 Ps 'S Qfi 5 r3kfc£)5'£^> S'S^BSc®'3a PP8!> £pp Statistics for 1894-95 of institutions endoiced by the act of Congress in 1862 and 1890 with public lands or a part of the proceeds arising from the sale thereof, or both. 1204 EDUCATION REPORT, 1894-95. g;g S*3 43 ©p^ «« K £ £ CS o o o © o o o o rH O I- o > o ooco ;s §£§ coooow^ O CO O T* o t> irTt^ 1 Value of farm lands. $3, 000 4, 500 9, 600 12, 322 26, 750 3,000 3, 635 10,000 j 10,000 100, 000 70, 000 38, 700 25, 000 33, 300 3,600 100 41, 000 O O CO CO O t> 1C 04 CO ® Hi ?S . O O OO lO tH lOO ICO 05 05 10 O OOO 0 l> 0 Acre unole cultiv tion tH 05 OOO 1C O 05 co ^ o © © lO 10*10*04 04 O CO O CO 00 lO 00 CO 04 t> CO CO © of rH co” co” 00* •aaino a\ •U9J\[ | •U9UIQ A\ I CO CO rH in rS •naj^ m C- IIOPIOM CTO •uaxnoAV •U8K •P9tnoA\ •U9K S SUOI^S }Uami.I9(IX9 JO JJ'BJg & os os • in cS bo .a bo © o ©;a CQ © N 3Pn p 0o dW p, rH e8 - (h 3° I* © S 5 ©d . . © s © o O 3 d > a ® s ® 3 f-i £1 o « - © O 0 PH 21s P ® § ©_ r© CS cS f-i ; © co 1 CS ® >k^ ©3 s ^ n g £>.2 •m ..tn © . ® <3 Sc.2 £ ^3 CS H ® wQ +J I1|.2*S§ ■S3 fl ©.Sm/G^O © 3 © ^ t! © oi hlfln . V* o§ cS cs^pd i-3 a .hH ass l-g ® ® & cSd P a'o r— i ^ 03 ^ Hi ©J g . oD®^ i3! Mips d 5 A © w w cS bC"® _i ’© • — . _•£) jO _ . o'oq-g'gr: Hrd ® ° ~M r 5 So - W ©ArH -5 3-a BS- - bo 02 (-3 d Pm : & & * ;*a, S^d-g- ?.*?!' SjaS^'y .Hcm ®H PH tt do d © a pj >i [>3 " " - ^ gr3©5 p fl eg H_©.'S © d 'cS 5 w*n ® ^w©|hh © C H u rr, ® 60 J if © bO 02 _ bo 51H &0 H- - «JU4J £ cs . 5m ^ CS ©-® &S.S &g I ©?£ %>> g-g g| &.s bs g-g GdH©r©’3'©i^Jt>fl©^©.©1®-2 p bo-^ a d n fld-g'® a^« > a a »a C0' ' (M • • rH < *00 • ' L- (M • • CM CO • ' rji H ' 'CO • • CO ' « • 'CO CO- • CO HH -00 * 05 O CO • LO •’H • • 00 - 1005 O • CO • * CO CO ' ^ t>» • (Nio • • CO' IOCC CM • CO • i H • 1 1 (N • • rH » rH • CO • ' hH CM ■ (M rH rH CM CO xO • r*i • • ' -CM • • CM CO 05 r-J I> 00 ^ l>- rH CD 00 10 0 05 ^ O i— 1 O t> r-H MH CO C5 C5 | ^ CO CO CQ Qio OO 00 205 00 ^ C5 co K. H. Jesse . W P, Pinhqrrls (1 i rpptnr James Eeid . Joseuh E. Stubbs . Cbas. S. Murkland . Samuel P. McCrea . J. Gr. Schurman . J. H. Worst . William H. Scott . G. E. Morrow . John M. Bloss . George W. Atherton . John H. Washburn . E. B. Craighead . Lewis McLouth . Chas. W. Dabney, jr . L. S. Boss . J. H. Paul . Matthew E. Buckham - J. M. McBryde . Enoch A. Bryan . J. L. Goodknight . C. K. Adams . . . . . A. A. Johnson . ,© o ! © : 9 O Pi a w i 68 t* : ® ; ; w ' "cQ ! ® ^ !| : ii ; © "5 © rO p§ ■s-a s ©-£ uin IP fe>o‘S 5 W)„- 00 S-i ce g © ©'g p =?© o SQ ?Ph © I fl c ©O So® Pi O , 'H So© 'q ^ 24 o o P >2 g'3'o © ,_P P ig’si^s®! ie ,2 .2 ^£tig§Pgra=3 cd d j k* f— h (•■> ?h i -» o , j r— < ^_j •a s '3 g fl'Wig a2'o!zS'^®Sc3‘PS‘i5'^’? . l»fs-E€os3ssiSasfi ,©©02 ow © . o .2 ©O h © . 5«© © ^.H © © ©'§ © H 3 ®'Po © x,5 © © t> <5 a a B © W5?p •© H © O ^ O ,© .3 © . WO OcePi P -g ^ © ©1 £ © flpH © S j.© . M rr- ’Zl © C rd HM© ot>^sSo© °1'aF2«°§&flE >* 2 3 M 2 <1 © ^ a s' ^ .'m jy* j, bx,. o-i ®.g.2 © © 5 © P © © Tl .9 !a t ® S ,2 'C .& s ® - a r& m/2 bn © PQ .2 .f p t= <1 bJO O -h H 3 .C or-j g g a®. 3 * >»§ P^%P © © © © © © -‘SoS £§ £f r -g 3 -g 3 -g ^ © ,D © £, © ©£§©■§©-© ^ p p Statistics for 1895 of institutions for colored persons endowed l )g the act of Congress in 1863 and 1890 with public lands or a part of the proceeds arising from the sale thereof, or both. 1206 EDUCATION REPORT, 1894-95. Ii s 1 1 » > G S Ci £ B-r-i o o o o co m i> o' o o o o o o cTeq § l> o o o o o o CO in cq cf O O cq o in r-i • rH • • 00 W C5i| N •II9K 105 43 20 143 12 110 245 63 70 243 80 191 15 Faculty. •uouto a\ r I* hi> • (M Oi co ^ cq •U0I^.T?1.8 ^U9TXLIj;odX9 JOJJT^g O pO ^ © w°. .o Ph> ! u . o o ; i : • ; rO O 4^ bC J P >s p o f % o z tj) o • a • d Pr r^ ^ M d g U W O 02 d $ 02 R t-3 rO R w 1q p4 ri^ 03 O p . so N d^ w p4 O |_J H H 1-5 R rR d r-T 02 a & E? U G C H ^5 02 - C3 UT 02 O r-< ,§J O ffl *5^ R §o ^ © I? R p of g 2 d O 45H < 02^7 ^ s , © P < St3 P d O p 2* c S =m © £ §0 M d ® a hJ P o © "o Od -5 d’rg O to. §•3=1^ ^ 9 PQ © gjgjs- ^ o -°tS d^1©? ■SJJ 'S 2 **!■§ bO . a ^ 80 O JI n S -a o « ® p 'w . p^ dais's o.-S’o 2 2 * 13 rJ rfl O $OS 02 > fe. P •ajflll 2 R R fcfi o pi g g g> 002.5 S«5p s § Ph ® id S: . „ &•§ ‘‘fl h Sp ®R s=f Si o^P 'P ®a -dj£3 g ^ «* o ®-d o k^tc-gr-* 'o ■p BP.h fl S S O P P aj m P-*r p . a p p co S p Rp®®0^ '3 P drh'3 -2 ® ^ ‘3 cM .a j 5 3 ® c -t| © 3 R !S|§3lS&«s« I.S mAh Jh 2 it>t® R CO CO > rH O r cooT ICOIO^OOOOOOCJ- HOOOHWWHi * h- O t* t*i UO i O O CO t> Tfi CO^iOCl^COO^OCOOOOOCOOb- ^OOCJCCHI-COOHMD^'dOCO ocoo:GMt-ocoiot>ooot-oo^ 1 Cl O CO (M O Ol - t>» HO (M «A a ps PR'S | § a « © S _h Pi O ■§ ££ p g-43 W OOLOOOOO^OOOOOCOOOCOOOOO^CDOO COOtpOOO©COOOOOOOOOOCOCOO*OCMtH-o (Cl (M W Cl 1 O CO Til t* 050 C Cl O O 1C cooooomoco ^OOOCOriOCC HCO^OHOCCO O lO »C LO l> o v C3 bfl -i © o Ph O 6^ , E ^ ; fan >: looooooor-- ICOOCOlO^OOCO CIOttOJCUOO^ fl cj © CO CO CO C5 00 05 >50 ^ 2 2 a .© 3 fee 2 o 30 o - COHO O O O O 00 o iff 1C UO ICO C£T iff oooooooo oooooooo oooooooo (M 00 qfi © CO ■># O © lO O G5 © © a °® PH A s ■ -■HO 5 g I? H o-JS.2 S p-i p rS ph s ac-p Co.So^®f;>"P2'S-MS®! SOcSoH^r&rtSQ ^HHrH^'GS ^ c1^ 5-s3|| g-s y>s4f.s2 ; J-C S3 § Sfs-g^S Ell ®al; © ’eS ‘sh'o §*ss«f ?;s§S 112 3 -a g-a-SgUs © <=3 ^ c © c,3 >2 b|j 3 IE'S §£■£ § g >.g ^ 2 -ri £ -a ■£ hV ca c r„ a This is the total expenditure of this technological school. b This is to meet the expenses for two years ; $45,000 of the amount is for “building and other special purposes.” istics for 1894-95 of institutions endowed by act of Congress in 1862 and 1890 with public lands or apart of the proceeds arising from the sale thereof, or both — Continued. 1208 EDUCATION REPORT, 1894-95. E3 ® <1^ 'fi +=> 9 © n ® ft®-P x a cs w © 'o *© 3 ® 3 • ® © g K g 5 bc£ g'S £ ^ ® I OOWOOOOM'>D^ONMOO OOWOOOOWOOOtHCON OOt-OOOOiOCJiOOOt>^ lO ITS to iGiGlGinOiOiGZinOS&ift I ift l> o' cT iO CO rH O i£i£ O O O Jjb§ ffl o^’-1 £ c- a © s a Jl3 d.£ © s a ■3 * o Q7a ® - ^5 a 1 a © 0’S » a s m o a i— < 5'o-g § a^ !2«8-a*g bo o'! 3 £ g ◄•a ss = a es ® 3S-tf © 3 ■ -+J r£l Wl.a d 'n w , 5 :^.a° :.g g.2 ELs § *© • ’P SiO he'd • M ^ ^ So fcj © & 2P5 © f .s - r S’ si'-sosiJeSSs-sl^ IlflSPillilli gad Sbg ° Sod.S © © T. s >»5 >> $ „ be.as-r be; fl 2C r-H ,— i co .2 rj fT* 02 ^ o^ ^ S 3 ^ 3-hK ^ .2 g'g g.S £•§■§£ 0>2 »££ | ®d « J a bcbea-a^t? a a coC4Moa2ppKpP Financial statistics for 1894-95 of institutions for colored persons endowed by act of Congress in 1862 and 1890 with public lands or a part of the proceeds arising from the sale thereof, or both. TECHNOLOGICAL INSTRUCTION. 1209 © © © 63 3 -2 a bO'E g O H O o g cS © m ft^ j . p © ?H Qj 0Q 02^. © .^ rt a 2 jp g^ a S': o IN - • S2'® o ^ 00 PR O 2 . B Pas | Silts 02 -3 ^ PQ S^’ - • rH ^ 00 05HH (NT rtf CD* l(MlC005000^0lf5050NOO O rj< CO (M lO iO CQ 00 HOJiOHC^ CCOOG- t'OOOHiOOOOCD of co'cd'r-T o o o o (M O 00 t>* Tf 1— I oc o CClOOONO^W-l'NOO( rHiOOOCOOl -*- - - Q^OO( .COCDOOOOCOO (MWtXMN tt © S 5 P © Sr§ 0§ O3 ^2 § o — ' r„ __ — © £ . cs ^ «s ^ h H ^ r^^©.2 0©£^ 8 b -5 =4-i -^ .© S E-S-go g SwOhU®0« 3710-5 ^ J’C-g B-d s-i cP © &o® ^<2* ®*Ma 3 be' I2B 03 B ° ® 3 b „ hr B ‘Sbrt ,-1 ^2 _, 2 u ^ 3 £'5 II jE'P p © ^ be © l g 5 © O'} 7> 1 05 5 5 QO co / / / ^ 8000 TheologicaJ^- — - / - 1 t - 77^* f 7000 5 6000 y' ✓ / 5000 / / / / V 4000 / / » oe-fSt' ^ ✓' X ^Pea/TAlt " / / 3000 - - - — , T / 2000 a !uRSES:.^--^{ HOMBOPJPI^ 1000 Diagram 1. — Showing number of professional students for fhre years. ED 95 - 39* 1226 EDUCATION REPORT, 1894-95. population within its narrow confines of any American city, where there is no longer room for growth except on the tops of houses, not to mention the immense popula¬ tion in its vicinity, all of which really make one great city, divided only by arbitrary civic lines, with numerous hospitals unsurpassed in the United States, and furnish¬ ing abundant material for clinical instruction, as well as providing many openings for resident physicians in hospitals. It is perhaps probable that New York would have the largest number of medical students if it were not for the restrictions upon matriculation in medical colleges in the State of New York. Medical schools in other cities have restrictions by State boards upon graduation, but none of them have to contend against restrictions upon the entrance "of students like we find in New York. Although the qualifications required by the State board in New York for entrance to medical colleges are not at all difficult, they no doubt keep away many young men on account of their uncer- Total Medical. 732 Diagram 2. — Showing number of students in 1894-95. tainty as to what is required, and also because determination to enter a medical col¬ lege is frequently deferred till the last moment, when it is too late to investigate requirements. That the matriculation requirements of the State board deter students from attend¬ ance in New York is to be inferred from comparison of the number of students in the different cities now and in 1888-89, before the requirements were made (students in post-graduate schools being omitted) : Students in 1888-89. New York . 2,081 Philadelphia . 1, 515 Chicago . 1,338 Louisville . 990 Cincinnati . 816 Baltimore . 698 Students in 1894-95. Chicago . 2, 294 Philadelphia . 2,201 New York . 1,893 St. Louis . 1,399 Baltimore . 1,293 Louisville . 947 PROFESSIONAL EDUCATION. 1227 In 1888-89 the medical schools in New York enrolled nearly one-seventh of the whole number of medical students in the United States (students in post-graduate schools not being included) ; in 1894-95 they enrolled only about one-eleventh of the whole number. If, however, the medical schools in New York shall give a better train¬ ing than those in other cities they will eventually attain superior results in attend¬ ance. Moreover, if the New York schools have better student material, young men of higher preliminary attainments than other schools, they will undoubtedly be able to graduate students with better medical attainments, and especially with better qualifications for continued progress in medical knowledge. Whether these results shall be attained or not is a question which time alone can determine. It must be remembered that it was a Chicago medical college which first took the advance step of requiring three annual courses of lectures, arranged on a graded sys¬ tem, and since then continued progress has been made in still further lengthening the courses and providing equipment for laboratory and clinical instruction. As there seems to be no deficiency of financial resources necessary to consummate many stupendous enterprises, its medical schools will xnobably fare as well in this regard as those in any other part of the country. The Illinois State medical board will furnish an effective stimulus to the highest medical instruction, for although it does not require an examination of graduates of certain recognized institutions, it has possibly accomplished more in elevating the medical standard than any other State board. But one of the most favorable conditions to a large attendance of students at Chi¬ cago is its central location. Not only from more eastern States will it gather stu¬ dents, but on the western side the limit is only reached at the Pacific, while on the south extends to the Griilf of Mexico the vast territory with a larger proportion of youth than in any other section of the Union. “No pent-up Utica contracts our powers; The whole boundless continent is ours.” This probably explains to a larger extent than otherwise the growing number of students at Chicago, and this same condition of centrality will operate to swell the number still larger for several years to come. Although it may be said that in these days of rapid transit, of flying vestibules and palace cars, the East and West are brought closer together, and that for a few extra dollars the medical students of a far Western State can easily reach the metropolis of the East, yet the barriers of distance are still not entirely annihilated. There is always a larger acquaintance with the conditions and opportunities, educational or other, to be found in the nearer city of nearly equal importance, besides the many ties of friendship and business intercourse. It should occasion no surprise to see a university with its many departments grow in the number of students in attendance until it reaches one or two thousand or even three thousand ; nor even to see so many students in a literary college, where a general education is being sought by young men, who go up higher, from the many thousands in the secondary schools, afterwards to branch out into every call¬ ing. But it is a matter of surprise to see the largo number of students in some med¬ ical schools, all of them prex>aring for the same kind of work, especially when con¬ sideration is had of the numerous medical schools to be found on every side. If the number of medical students continues to increase during the next few years as it has of late there will soon be some medical schools with more than 1,000 stu¬ dents. Already the medical department of the University of Pennsylvania has reached an attendance of 818 students, and the Jefferson Medical College of Phila¬ delphia follows closely with 726. The College of Physicians and Surgeons of Balti¬ more, the Harvard medical school, and Bellevue Hospital Medical College have each nearly 500 students. But in medicine, as in everything else, “Westward the star of empire takes its way,” and we must go to the great metropolis by the Lakes to find the largest medical concourse. Rush Medical College, of Chicago, a department of Lake Forest University, has a larger number of students than any other medical college in the United States, namely, 840. This, too, notwithstanding the fact that in Chicago there are 10 medical schools, besides several post-graduate schools. MEDICAL STUDENTS TO POPULATION. Much lias been said about the large number of medical students to population in this country as compared with the number in other countries — England, France, Italy, Brazil, etc.— as if it were something to be greatly deprecated. It was partly on account of the large number of medical students in this country that the course in medical colleges was lengthened to three years, and when this did not diminish the number of students it was lengthened to four years, and now the matriculation requirements must be elevated for the same reason. It is not to be denied that the proportion of medical students in this country is 1228 EDUCATION "REPORT, 1894-95. mucli greater than in other countries. Moreover, this proportion is hound to become still more noticeable. At the time of the American Revolution, and even as late as the war of 1812, the number of physicians in this country was exceedingly small, and the medical colleges could be counted on one’s fingers, During the long period of over sixty years from 1765 to 1826 only 12 medical colleges attained a permanent foothold in the United States; and the number of medical students was as small as the number of schools, in comparison with those of the present time. The medical school of the University of Pennsylvania was the first established in the United States — opened in 1765. The Harvard medical school followed in 1782, and Dartmouth in 1796. The twelve oldest medical colleges are as follows, the date being that of opening, not the date of the charter: 1. University of Pennsylvania, medical department . 1765 2. Harvard University medical school . 1782 3. Dartmouth Medical College . 1796 4. College of Physicians and Surgeons, Columbia College, New York . 1807 5. University of Maryland, faculty of physic . 1808 6. Yale University, medical department . . . 1813 7. Medical College of Ohio, Cincinnati . 1820 8. Medical school of Maine at Bowdoin College . 1821 9. University of Vermont, medical department . 1823 10. National Medical College, Columbian University, Washington, D. C . 1824 11. University of Virginia, medical school . 1825 12. Jefferson Medical College of Philadelphia, Pa . 1826 While it took sixty years in those days for the establishment of 12 medical schools, half as many were established m one year, in 1893, namely : Council Bluffs Medical College, Iowa. Johns Hopkins University medical school. Tufts College medical school. North Carolina Medical College. University College of Medicine, Richmond, Va. Wisconsin College of Physicians and Surgeons, Milwaukee, Wis. The following statistics from Dr. William Pepper, of the University of Pennsyl¬ vania, show the ratio of physicians to population in various countries : Russia . 1 to 8, 551 Norway . 1 to 3, 961 Austro-Hungarian Empire . 1 to 3, 857 Italy . 1 to 3, 536 Spain . 1 to 3, 375 German Empire . 1 to 3, 038 Belgium . 1 to 2, 841 France . 1 to 2, 666 British Islands 1 . 1 to 1, 164 United States . . 1 to 500 It is said, too, that there are twice as many medical students in the United States as in France or Germany, and it is equally true that the number is still more striking when compared with the number in Mexico, Brazil, or China. In some portions of Africa there are some entitled to be called medical students; in Brazil, a larger num¬ ber; in Italy still more; and in the United States, where the enlightenment of the masses of the people is highest and material prosperity greatest, is it surprising that the number of medical students is greater than in any other country ? Instead of the relative number of physicians in the United States being the same as in Brazil, or Italy, or Spain, is it not a matter of congratulation that the people of this country are so well informed that they always endeavor to obtain a cure of disease, and that they are also so generally abie and willing to give proper remuneration for medical services ? Moreover, it is fortunate that in this country so many young men can secure the means necessary to obtain a full medical training, while in some other countries the conditions are so hard and exacting that it is with difficulty people can barely maintain a livelihood. Instead of deprecating the fact that there are so many more physicians in the United States than in Italy, we should point to this as evidence of greater prosperity. The people themselves are making no complaint that there are too many physi¬ cians; they content themselves with the thought that it is the same with physicians According to British Medical Register for 1896. PROFESSIONAL EDUCATION. 1229 as with any commodity — the greater the supply, the less the cost. The medical men themselves are the only ones who have reason to complain, and is it not probable that some of them are falling into the way of some trades unions in endeavoring to shut out accessions in order that they may eujoy exclusive possession— a monopoly ? Not only are the people in this country better able to pay for the services of physi¬ cians than in other countries, and a larger number of young men able. to bear the heavy expenses of securing a medical education, but the same conditions hold in regard to any of the higher pursuits. There is a larger number of lawyers than in other countries, a larger number of dentists. In whatever country the largest number of people can elevate themselves above the condition of day laborers, there will we find the largest number of doctors, lawyers, dentists, etc. Moreover, on account of their wide distribution the people of this country really need a much larger number of physicians than the crowded nations of Europe, just as the scattered agricultural population of a Western or Southern State will need three or more times as many physicians as the industrial population of some Eastern city, crowded together in adjoining houses. One physician can serve 2,000 people in a manufacturing town as easily as 3 physicians the same number of people in a scattered agricultural community. Diagram 8. — Showing medical students for five years. MEDICAL DEPARTMENTS OF STATE UNIVERSITIES. If the 3 homeopathic schools in the universities of Iowa, Michigan, and Minne¬ sota are considered distinct schools, there are then 17 medical schools forming part of State universities, the faculty of physic of the University of Maryland also being included, although its connection with the State is only nominal, the university having only the professional schools, law, medicine, and dentistry. The departments in State universities are as follows: California, Colorado, Georgia, Iowa (regular and homeopathic), Louisiana, Maryland, Michigan (regular and homeopathic), Min¬ nesota (regular and homeopathic), Missouri, North Carolina (preparatory medical),1 Oregon, Tennessee, Texas, and Virginia. With two or three exceptions, the annual charges for tuition are much lower than in other medical schools. The medical department of Texas University has the dis¬ tinction of being the only medical school which makes no annual charge to resident students, and it has no diuloma fee. Nonresident students must pay an annual fee, of $50. " „ Heretofore Colorado had no tuition fee, but after September, 1895, an annual lee of $35 will be charged. 1230 EDUCATION REPORT, 1894-95. In Michigan University the fee is quite small, only $25 per annum; in Missouri it is only $20 the first year and. $50 the second and third; in Iowa and Minnesota it is less than $50. Notwithstanding the large endowment funds of such institutions as Harvard, Yale, Columbia College, and the University of Pennsylvania, the annual charges to med¬ ical students aro higher than in other schools. The tuition fee in the medical depart¬ ment of Harvard University is $200, and cost of the entire course about $714 ; in the College of Physicians and Surgeons, Columbia College, New York, tuition $200, entire cost about $850; in University of Pennsylvania, tuition $150, entire cost $612. In the collegiate departments, which receive the main benefit from the endowment funds, the charges to students are not apparently diminished. On the contrary, as the productive funds have increased, the costs to students have seemingly endeav¬ ored to keep pace with them. If one of these schools were now to receive a legacy of an additional million of dollars, it is quite probable that the charges to students would be increased. In justification of this it is said that the receipt of a large fund enables the institution to secure additional instructors of the highest attain¬ ments, to erect buildings specially adapted to the purposes intended, and to secure all necessary apparatus. Consequently, in consideration of the quality of instruc¬ tion offered to students, the charges for tuition can not be considered unnecessarily high. Moreover, the attendance of asmuch larger number of students would dimin¬ ish the possibility of the high quality of instruction which might otherwise be bestowed. On the contrary, it seems scarcely possible that an institution with no endowment fund and no assistance from State appropriations can be able to afford full and com¬ plete facilities for acquisition of medical knowledge, unless it has a large attend¬ ance of students who pay ample fees for laboratory, clinical, and other instruction. If such instruction is not given, and students are left to gather what information they can from lectures read by young men seeking a reputation as physicians or by old physicians struggling to retain one, the institution may, of course, be conducted with little cost, but the instruction given will be correspondingly meager. MEDICAL PRACTICE LAWS. Besides the District of Columbia and the Cherokee Nation of the Indian Territory, there are 21 states which require an examination of every candidate for a license to practice medicine. These states are Alabama, Delaware, Florida, Georgia, Louisiana, Maine, Maryland, Minnesota, Mississippi, Montana, New Jersey, New York, North Carolina, North Dakota, Oregon, Pennsylvania, South Carolina, Utah, Virginia, Washington, and West Virginia. It is noticeable that the South Atlantic States without a single exception require an examination, the District of Columbia also requiring an examination now accord¬ ing to a late law of Congress. In fact, in every Southern State east of the Missis¬ sippi, except Kentucky and Tennessee, an examination is required, and two of these states, Virginia and North Carolina, were among the first to adopt restrictive medi¬ cal regulations. The District of Columbia law was approved June 3, 1896. In Texas the medical law is interpreted differently in different parts of the State. A new law regulating the practice -of medicine in Ohio was passed February 27, 1896, requiring a diploma from a reputable college. It is an auspicious promise of the further development and extension of restrictive measures that the two most influential States of the Union in wealth and population, New York and Pennsylvania, are among the strongest supporters of restrictive med¬ ical laws, and require of every candidate for a medical license that he shall first submit to a strict examination in order to determine whether he is qualified to take the health and lives of citizens in his hands. In the State of New York still other safeguards have been adopted in order to insure both general education and profes¬ sional skill. While examinations are not required in the populous State of Illinois, other meas¬ ures have been adopted and have hitherto been enforced with such rigid adherence by the State board of health that not many quacks and impostors could can find a resting place there. In fourteen States and Territories no one can practice medicine who is not a grad¬ uate of some medical school recognized as reputable by the State or Territorial board. Although examinations are not required in these States, in some of them the laws are so strictly enforced that only those who have received full and complete medical training are allowed to practice. In ten States and Territories the diploma of any chartered medical college gives the right to practice, and in one other State not even a diploma is required. In Massachusetts anyone with a diploma from a medical school in that State can prac¬ tice medicine; all others must undergo an examination. Requirements for license to practice medicine. PROFESSIONAL EDUCATION. 1231 'Wd'M 1232 EDUCATION REPORT, 1894-95. uirements for the practice of medicine in the United States. State or Territory. Requirements. Alabama . . . Arizona . Arkansas . California . Colorado . j Connecticut . Delaware . District of Columbia . Florida . Georgia . Idaho . Illin >is . Indiana . Indian Territory : Cherokee Nation . Choctaw Nation . Iowa . Kansas . Kentucky . . . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Montana . Nebraska . Nevada . New Hampshire . New Jersey . New Mexico . New York . North Carolina . North Dakota . Ohio . Oklahoma . Oregon . Pennsylvania . Rhode Island . South Carolina . . . i South Dakota . Tennessee . Texas . Utah . V ermont . Virginia . 'Washington . West Virginia . Wisconsin . Wyoming . Examination by State or county board of medical examiners. Registration of diploma. Diploma of college in good standing, or examination by State or county board of medical examiners. Diploma of college in good standing.1 Do. Diploma of a college “recognized as reputable by one of the chartered medical societies of the State.” Examination by one of the two State boards. Examination by one of the three boards. Examination by State or district board of medical examiners. Examination by one of the three State boards after showing diploma of a college requiring three years of six months. Diploma. Diploma of college in good standing. Diploma. Examination. Diploma of college in good standing. Do. Diploma. Diploma of reputable college. Examination by one of the two State boards after showing diploma of college in good standing. Examination by State board of registration. Examination by one of the two State boards of examiners. Diploma of some medical college in the State, or examination by State board. Diploma. Examination by State board of examiners. Examination by State board of health. Diploma of college in good standing. Examination by State board of examiners. Diploma of coliege in good standing. Diploma. No requirement. Examination by State board of examiners. Diploma of college in good standing. Examination by one of the three State boards of examiners. Examination by State board. Do. Diploma of college in good standing. Do. Examination. Examination by one of the three State boards of examiners. Diploma of college in good standing. Examination by State board after showing diploma. Diploma of college in good standing. Do. Examination by law; diploma sometimes accepted.2 Examination by State board. Diploma. Examination by State board of examiners. Do. Do. Diploma. Do. 1 The words “in good standing” denote that the regulations of the college comply with the condi¬ tions established by the State boards. 2 The law is interpreted differently in different parts of Texas, or rather is not enforced. MEDICAL BOARDS. Effort lias been made to ascertain what States and Territories have separate hoards for different schools of medicine, what States have mixed hoards, Dumber of mem¬ bers in each, and how appointed. Over one-half of the States with medical boards do not mention different schools of medicine at all. Seven States have special boards appointed by the Governor without regard to schools of medicine, viz, Arkansas, Maine, Massachusetts, Minnesota, Montana, Oregon, Washington. In 8 States the boards of health constitute the medical boards, viz, Illinois, Iowa, Kentucky, Mis¬ sissippi, Missouri, Rhode Island, South Dakota, West Virginia. In 6 States and the District of Columbia there are three separate medical boards, regular, homeopathic, eclectic, viz, California, Connecticut, Georgia, New York, Pennsylvania, Vermont. In 3 States there are two boards, regular and homeopathic, viz, Delaware, Louisiana, and Maryland. Seven States have mixed boards, Colorado, Nebraska, New Jersey, PROFESSIONAL EDUCATION. 1233 New Mexico, Nortli Dakota, Ohio, Virginia. In 9 States and Territories there are no medical hoards at all, and all laws on the practice of medicine are left to enforce themselves, and consequently have little effect, as can he seen in Kansas and Wis¬ consin. In New York the medical examining hoards are placed under the direction of the State Board of Regents, in Pennsylvania under a Medical Council, in the District of Columbia under a Board of Medical Supervisors. Medical examining boards. State. Number. Schools represented, etc. Members. Alabama . Arizona . Arkansas . California . Colorado . Connecticut . Delaware . District of Columbia. Florida . Georgia . Idaho . Illinois . Indiana . - . Iowa . Kansas . Kentucky . Louisiana . Maine . Maryland . Massachusetts . . Michigan . Minnesota . . Mississippi . Missouri . . Montana . . Nebraska . Nevada . . New Hampshire - New Jersey . . New Mexico . New York . . . North Carolina . . North Dakota . Ohio . Oklahoma . Oregon . Pennsylvania . Rhode Island . South Carolina . South Dakota . Tennessee . Texas . Utah.. . . . Vermont . Virginia . "Washington . West Virginia . Wisconsin . Wyoming . 1 0 11 3 1 3 2 3 e8 3 0 1 0 1 0 1 2 61 2 61 0 61 1 1 61 1 0 0 1 1 3 1 1 1 1 61 3 1 1 1 1 i 1 3 1 61 1 0 0 10 5 cl d 9 c 5 c 5 c5 c 5 7 Board of health (6) . 7 Board of health (6) . . . 7 c 5 6 cl 7 [Regular, homeopathic . [Regular, homeopathic . . 9 12 7 7 / 7 Board of health (6) . . do (6) . Mixed . Mixed . t? cl il j 9 7 3 5 cl 1 1 5 6 _ do .. Regular, homeopathic, eclectic . . . [Regular . . . . . Mixed . . Mixed ( k ) . Regular, homeopathic, eclectic . . . Board of health (6) . . . Regular . Board of health (6) . . 7 c3 ml3 9 8 Regular, homeopathic, eclectic . Mixed . Board of health (6) . a Board of censors of Alabama State Medical Association ; also county boards under its authority. 6 Appointed by governor ; medical schools not mentioned. c Each. dQ regular, 2 homeopathic, 1 eclectic. e 1 for each judicial district, and 1 for the State at large for homeopaths and eclectics. / 2 regular, 1 homeopathic, 1 eclectic, and 3 ex-officio — governor, attorney-general, superintendent of public instruction. g 5 regular, 3 homeopathic, 1 eclectic. h 4 regular, 2 homeopathic, 1 eclectic. i Appointed by State medical society. j 6 regular, 2 homeopathic, 1 lawyer. k No one school to have a majority of the board. 1 1 board for each judicial district; appointed by the district judge. mMust have 5 homeopathic. 1234 EDUCATION REPORT, 1894-95. A full report of tlie results of the examinations conducted by the different boards has not been obtained, but the following presentation was made by Dr. Perry H. Millard, of St. Paul, Minn., before the American Academy of Medicine, at Baltimore, May 6, 1895 : 1 State. Examined. Licensed. Rejected. Per cent. Alabama . 647 558 89 86.2 Maryland . . . 150 105 25 80.6 Minnesota . 641 499 142 77.8 New York . 967 797 170 82.4 New Jersev . 447 417 30 95.5 North Carolina . 615 508 207 71 North Dakota . 81 76 5 93.8 Virginia . 835 613 222 73.4 Washington . 207 167 40 80.6 Total . 4, 670 3,740 930 82.2 One of the difficulties liable to arise from having independent boards for the dif¬ ferent schools of medicine is that the character of the examinations may vary so much as to have a serious effect on the applications of students. If one examining board allows all applicants, except 5 per cent, to pass successfully, while another board rejects 30 or 35 per cent of its applicants, it will not be long before the stu¬ dents will be seeking the lenient board, for after receiving a registration certificate there is nothing to hinder a candidate from practicing according to whatever system he prefers, even if he be registered by another board; and unless he choose to make known what system ho follows it need not become known at all except to those who examine the records. It is useless to expect students to apply to one board when they have a far greater probability of being successful before another. The leniency of the boards will be considered by students when beginning the study of medicine. Even if the different boards had no intention whatever of influencing students in this way, the result would be the same, the student never considering the motive at all. Some variation must necessarily occur in the per cent of students rejected, just as the per cent rejected at different times by the same board will vary. In New York the results of the examinations for the year ending August 1, 1895, were as follows : Total. Successful. Rejected. Per cent rejected. Examined by regular board . . . . . 606 445 161 26.5 Examined by homeopathic board . 60 52 8 13. 3 Examined by eclectic board . 11 10 1 9.1 There should be as near an approach to uniformity as possible in the per cent of rejections, and in order to secure this all applicants might be required to pass the same examination in all subjects except practice and materia medica. In such sub¬ jects as anatomy, physiology, and chemistry there certainly can be no room for dif¬ ferent schools, and the same applies equally well in obstetrics and surgery. This method is probably adopted where there are mixed boards, or else the boards avoid questions which would bo answered differently by different schools. BENEFACTIONS. In 1894 Mr. William Deering gave to the medical school of Northwestern Uni¬ versity, Chicago, Ill., $50,000 to endow the N. S. Davis professorship of physiology. He had given in 1890 $20,000 toward the purchase of the land on which the schools of medicine and pharmacy are located. In 1893 Dr. Ephraim Ingals gave the medical school of Northwestern University $10,000 to aid the construction of the laboratory building. SCHOLARSHIPS IN MEDICAL SCHOOLS. Reference is intended to be made here to schools of medicine, for scholarships and theological schools are almost contradictory terms. The chief end of a scholarship being instruction without cost to the student, and tuition fees occurring as rare exceptions in theological schools, there is little association between the words. The benefits of scholarships in medical and law schools would be recognized at once, Some slight errors will be observed in tbe table, but we give it as found. PROFESSIONAL EDUCATION. 1235 "but it "would "be as readily recognized that they are not of frequent occurrence. From the munificence of wealthy individuals universities and colleges and theolog¬ ical schools have received liberal endowments and expensive buildings and apparatus, “but medical and law schools have been left to depend upon their own resources. Wherever a theological seminary ha3 not been endowed it is sustained by funds received from churches or societies, tuition fees not being considered an element in sustaining the institution. In the table of theological schools in the Commissioner’s Report for 1888-89, only 8 seminaries are reported as having received tuition fees, and 4 of these were colored schools, which are usually supported by the gifts of friends, which in these instances were possibly accredited to tuition fees. Not only do theological students receive free instruction, but in a large number of cases their board and lodging are also furnished them. In the reports received from law schools in 1894-95 40 scholarships are said to have been given to students. This does not average 1 scholarship to each school. In the 23 schools of law which form part of State universities tuition fees are charged with but three exceptions, so that the law schools are really not supported by the States. In the medical schools 295 scholarships are said to have been bestowed, but many of these are not scholarships in a strict sense. Thirteen, carrying possibly the larg¬ est amounts in the aggregate, were in the Harvard medical school. The scholarship having the largest amount of any, $700, was in the College of Physicians and Sur¬ geons, New York. In the Leonard medical school of Shaw University, Raleigh, N. C., an institution for the education of colored students in medicine, there were 56 students in attend¬ ance, and 56 scholarships are reported to have been given . This probably is equivalent to saying that the medical school was supported entirely bycharitable contribu¬ tions, no tuition being charged. Quite a number of medical schools, especially of those not fully established and which are anxious to secure a large attendance, make a reduction in annual charges to young men of limited means. Others make reductions to sons of ministers and physicians. Notice is intended to be taken here, however, only of those scholarships which are bestowed from the income of invested funds or which are contributed directly by friends, and not of those instances where new schools remit charges in order to obtain students. In the medical school of Harvard University, Boston, Mass., 13 scholarships were distributed in 1894-95. There are 2 Barringer scholarships of $300 and $200, respec¬ tively, the Cheever scholarship of $200, the Isaac Sweetser scholarship of $200, 4 faculty scholarships of $200 each, the Claudius M. Jones scholarship, the Orlando W. Doe scholarship, the Charles Pratt Strong scholarship of $100, the Lewis and Harriet Hayden scholarship of $100 for colored students, and the income of the John Foster fund, amounting to about $150, payable every other year. There are also 3 fellowships in the medical school, established by Mr. William S. Bullard, amounting to $225 each. The Boston University school of medicine (homeopathic) has 2 alumni scholarships besides the Garfield and Wade scholarships. The Fenno Tudor loan fund provides for loans, in sums not exceeding $50, to meritorious young women. The George Russell loan fund does the same for young men. The woman’s medical school of Northwestern University, Chicago, Ill., has 5 endowed scholarships for missionaries. One of these was endowed by Mrs. Chand¬ ler, of Detroit, Mich., in behalf of the Woman’s Presbyterian Board of Missions of the Northwest. The Woman’s Methodist Foreign Missionary Society has 2 perpetual scholarships, endowed by Mrs. Emily W. N. Schofield. Mrs. Schofield also endowed 1 scholarship for the AYoman’s Missionary Board of the Congregational Church. The medical department of Columbian University, Washington, D. C., by means of a liberal endowment from the late W. W. Corcoran, is enabled to give 6 free scholarships. In the College of Physicians and Surgeons, New York City, through the generosity of the late Alonzo Clark, for many years president of the College of Physicians and Surgeons and professor of pathology and practical medicine, a scholarship with an income of about $700 a year is bestowed for the purpose of promoting the discovery of new facts in medical science. There are also 2 alumni fellowships, open to grad¬ uates of the College of Physicians and Surgeons, which have an annual value of $500 each, besides entitling the holders to free instruction in any of the schools of Columbia College. In the Woman’s Medical College of the New York Infirmary there are 2 scholar¬ ships founded by the children of Mr. and Mrs. Robert Haydock, who were among the incorporators and first trustees of the institution. Students sent by missionary boards to prepare for missionary work get a reduction of one-half from the annual charge. In the Woman’s Medical College of Pennsylvania, at Philadelphia, the income from funds left for the purpose by Ann Preston, M. D., Robert J. Dodd, M. D., Hannah 1236 EDUCATION REPORT, 1894-95. W. Richardson, and Isaiah Y. Richardson, enables the college to assist annually a limited number of women who are adapted to the profession of medicine, but are unable to secure a medical education without such aid. Four students may also be admitted at a reduction of $35 each year from the regular fees, upon presentation of a certificate from a missionary society stating definitely the intention of the appli¬ cant to prosecute medical work abroad under the direction of the society, and that she will receive from the society pecuniary assistance in obtaining a medical education. The University of Pennsylvania gave 16 scholarships entitling to free tuition, 3 of them being obtained in competitive examination. The Marion-Sims College of Medicine, St. Louis, Mo., through the liberality of certain friends of the institution, has 5 scholarships which entitle the holder to free instruction. The Leonard medical school of Shaw University, Raleigh, N. C., an institution for the education of the colored race, has a fund of $5,000, received from the late Judson Wade Leonard, of Hampden, Mass., the income of which is used to furnish scholar¬ ships for young men in the medical school. It also received $1,000 from the John F. Slater fund, which was used for the same purpose. REQUIREMENT OF ACADEMIC DEGREES FROM MEDICAL STUDENTS. Not many years ago any young man, after spending a few months of preparatory study in a physician’s office, could matriculate in probably any medical school in the United States, and, moreover, in only eighteen months he could come out of almost any medical school with his diploma. As a result young men from all sides were being graduated as doctors of medicine, although their medical knowledge was necessarily very limited. They were given diplomas certifying that they had been examined and found learned in all things pertaining to medicine and surgery. For¬ tunately, however, the diploma was usually in Latin, so that the truthfulness of the statement would not likely be called in question. Afterwards, with increasing num¬ bers of students, the medical colleges demanded three years of attendance, and when this did not perceptibly diminish the number of students, another year was added, making four years in the medical courses. The graduation requirements were made higher and higher, but the qualifications for entrance remained practically unchanged. In reply to inquiries of the Journal of the American Medical Association, January 12, 1895, we find the following from the medical department of Yale University: “ I have felt for some time that an increase in the matriculation requirement was more needed in this country than the increase of time of study — that is, that three years with well-prepared students would be better for the profession than a larger number of students kept at their professional work for a year longer. This opinion, however, does not seem to be the one which has prevailed.” With few exceptions the doors are still open to any one, the only regulations having reference to time to be spent. One important exception to this statement is in New York, where the regulations of the regents of the State University are such as to require a good secondary education before matriculation. The medical school of Johns Hopkins University was the first to come out boldly and demand a college degree as a requisite for admission to the full course. Harvard medical school is another to take an advance step on this question. President Eliot has already mentioned the year l'JOO as an appropriate time to inau¬ gurate the change. In the divinity school of Harvard an academic degree has been a prerequisite to entrance for some years, and in 1896 it will also be demanded of all students taking the regular course in the law school. Since the above was written the faculty of the medical school of Harvard Univer¬ sity, at a meeting held January 4, 1896, adopted the following resolutions: “ In and after June, 1901, candidates for admission to the medical school must pre¬ sent a degree in arts, literature, philosophy, science, or medicine from a recognized college or scientific school, with the exception of such persons of suitable age and attainments as may be admitted by a special vote of the faculty taken in each case. “All candidates, whether presenting a degree or not, are and will be required to satisfy the faculty that they had a course in theoretical and descriptive (inorganic) chemistry and qualitative analysis sufficient to fit them to pursue the courses in chemistry given at the medical school.” The courses in law, theology, and medicine are naturally post-graduate studies, and if our lawyers and doctors are not to be college graduates, who shall be, besides ministers and college professors? In theological schools it has not been difficult to secure attendance of students with degrees, for there, on account of assistance of churches or societies, the expenses of students amount to but little. In the law schools heretofore the course of study has not been so extended that young men could not complete it at a reasonable age, but it is difficult to see how, under present con¬ ditions, all medical students can be required to take a full college course before PROFESSIONAL EDUCATION. 1237 entering upon professional studies and at the same time begin their professional careers at a suitable age. They do not complete the college course until 22 or 23 years of age, and as nearly all medical schools have adopted courses of four years young men will be about 27 years of age before they can finish the medical course, and will be about 30 years old before they can be expected to support a family. If all medical students must be supported until they have completed college and pro¬ fessional courses at 27 years of age, it will soon be impossible for young men from the ordinary walks of life to complete a medical course at all. It is claimed, however, by those who believe in a full, liberal education for all medical students, that if the elementary and secondary education of pupils was properly conducted, and if there was a better correlation of secondary and higher studies, young men would be prepared for entering college at an earlier age. There can be no question but that progress in elementary studies could be much more rapid, especially in rural schools, if they had efficient teachers and supervisors. With the general improvement being constantly made in the public schools it is reasonable to conclude that in a few more years there will be nothing to hinder young men from receiving a full, liberal education and also completing a course in medicine at a much earlier age than is now possible. President Eliot has said : “ The average age of admission to Harvard College at this moment is fully 19. The student who stays there four years to get his A. B. is 23 when he graduates, He then goes to our medical school to stay there four years ; so he is 27 years of age before he even has his medical degree, and we all know that some years intervene between that achievement and competency to support a family. Now, that highly educated young man ought to have been married at 25. “ The remedies for this state of things — which is really intolerable, and which par¬ ticularly ought not to exist in a country so new as ours — are somewhat complex. They, in the first place, must include an improvement in the secondary schools of the country, whereby the boys may learn a great deal more and yet come out of them earlier. The proper age for secondary education in our country is between 13 and 18, not higher. Then I must frankly say that for years I have been in favor of reducing the ordinary term of residence for the degree of B. A. to three years, an out and out square reduction from four to three years.” At the medical congress in Baltimore, in 1895, Dr. Perry H. Millard, of Minnesota, stated that while it is too early for medical colleges generally to require an academic degree before admission, the standard of entrance requirements should nevertheless be raised. He suggested as a general standard that all medical students be required to show a certificate of matriculation in some college or university, or else undergo an examination to indicate an equivalent preparation. Some higher and more easily ascertainable standard of entrance requirements than the present indefinite regula¬ tions will have to be adopted before general satisfaction will be obtained. Columbia University, New York, allows senior students of the college to elect studies in the professional schools, the purpose being, according to President Low, to shorten the time required for completion of a professional course. In the first year of the adoption of the four years’ course in medicine there was a decline in the percentage of students with degrees from 40 to 36 per cent. He says students can not postpone professional studies until 22 or 23 years of age, while in England and Germany professional studies are taken up at 19 or 20 years of age, and especially since the age for completion of a professional course should be earlier in a new country than in an older one. According to President Low the trouble is that the college course has been lifted out of its proper place and away from its appropriate ages, namely, 16 to 20, and as a result young men go directly from the high school to the professional school. One indirect advantage to be derived from the plan of Columbia, of allowing selection of professional studies in the senior year, is that students after beginning professional studies in the university will probably continue them, whereas other¬ wise law students especially might begin professional training in private offices of attorneys, and so be deprived of the full discipline and equipment in legal knowledge to be obtained in a law school. Prior to the establishment of the common schools, the courses in any of the colleges could be entered upon at an earlier age than at present. This was not attributable to better instruction in the schools, for it was probably not equal to that of present times, but the boys who expected to enter upon a collegiate course had their studies shaped to meet the college requirements, even from the time of entering the grammar grades. There were many schools having as their declared purpose the preparation of boys for certain higher institutions, and all of the instruction was designed to meet this end, and the success of the school was determined in large measure by the readiness with which its pupils attained collegiate matriculation. As the result of this concentration of efforts and purpose upon the accomplishment of a particular object, the boys rarely failed to reach the standard required, even at the early age 1238 EDUCATION EEPOET, 1894-95. desired by parents. We say “the boys” rarely failed, for in those days it was no indignity to term them such, even for some months after matriculation, "but now col¬ lege students are all “ young men.” But with the advent of the common schools the ends designed to be accomplished were changed. There were no longer a few select schools with select pupils to be prepared for college, but there were many schools with many iiupils, to a consider¬ able extent children of the populace, of the oi rtoXXoi, and in some of the larger cities possibly of a multitudo egens et perdita. These desired not that their children should be prepared for college, but that they might keep the wolf from the door. They attached little value to Latin and Greek, but desired training in English branches and practical studies. As the number of students preparing for collegiate training is always much smaller than the number soon to enter business in some form, the courses preparing for col¬ lege become less important and academic candidates are left to qualify themselves as best they can. The courses in the high schools have gradually been broadened so as to include many other useful and practical studies, which even prospective col¬ lege students are unwilling to omit. Consequently the age for completion of high school courses has been elevated, and instead of preparing pupils for entrance to college they aim rather at preparation for the practical duties of life. But at the same time the matriculation requirements of colleges have been elevated. This caused no particular hardship a few years ago when a professional course could be completed with ease in one or two years. The courses in medicine were regarded as requiring only a few months’ study, and as for law, one could study three months or a year, according to his convenience. But times have changed, and this is soon realized by young men who conclude to study medicine with the expectation that they can complete the course as rapidly and as easily as was done by some physician they have known for years. In medicine every year now marks some advance in the requirements for graduation or for a medical license. The advances are made so rapidly as to escape the observation of all except those who are particularly interested in the subject. The courses of law schools are also being extended somewhat, although not so noticeably as in medical schools, and the standard of preliminary education is being elevated. In consequence of this broadening and lengthening of the courses in elementary schools, and the advanced age for completion of collegiate studies, young men who take a degree before beginning professional courses frequently can not complete the same until 28 or 30 years of age. MISCELLANEOUS NOTES ON MEDICAL SCHOOLS. The College of Physicians and Surgeons of Columbia College, New York, which lately received from the Vanderbilt family some important additions to its already valuable property, will soon be in possession of still other extensive improvements. The group of college buildings, given by the late William H. Vanderbilt and mem¬ bers of his family and by William D. Sloane, esq., stood upon thirty contiguous lots of land, bounded on the south, west, and north by Fifty-ninth street, Tenth avenue, and Sixtieth street. The college building proper cousisted of a southern portion measuring 140 by 40 feet, a northern portion 96 by 43 feet, and a middle portion 96 by 55 feet. Through the recent generous gift of Messrs. Cornelius, William K., Frederick W., and George W. Vanderbilt there has been rendered possible an impor¬ tant enlargement of the college building. The present south wing will be extended eastward for 55 feet and to a depth of 80 feet. It will be four stories high and will be devoted to the department of anatomy. The new Vanderbilt clinic covers an area of 180 by 60 feet, and is three stories in height. The original building having proved inadequate to accommodate the large number of patients, the sons of Mr. Vanderbilt united in an additional gift of $350, 000, enabling the size of the building to be doubled. The Sloane Maternity Hospital is a lying-in hospital given by William D. Sloane, esq., whose wife, a daughter of the late William H. Vanderbilt, has endowed the institution, making all of its beds free in perpetuity. Through the further munifi¬ cence of Mr. Sloane the present hospital is to be greatly enlarged. The new building will be six stories high, but will conform to the old building in general architectural style. This will furnish 72 additional beds for patients and offer greater accommoda¬ tion for the house staff and nurses. An addition to the Barnes Medical College building, of St. Louis, four stories high, and in immediate connection with the main building, was lately erected, cov¬ ering an area of 40 by 50 feet. It provides a separate entrance to the cliuic for dis¬ eases of women and children, and contains a microscopical laboratory 20 by 50 feet. Upon the second floor is a chemical laboratory 40 by 50 feet, and so arranged as to enable 100 students to simultaneously engage in the practical work in this PROFESSIONAL EDUCATION. 1239 department. Upon the third floor is an elegant museum, and the fourth contains an amphitheater with a seating capacity of nearly 500. The amphitheater is lighted from the dome, and the seats are so arranged that every student can obtain a satis¬ factory view. The Missouri Medical College, of St. Louis, one of the oldest medical institutions of the country, has just completed its fifty-fourth year. It now has a new edifice in process of construction which willafiord increased laboratory and clinical facilities and give place for all the didactic lecture rooms under one roof. The Omaha Medical College completed its new building in the fall of 1893. It is of pressed brick, with stone and terra-cotta trimmings, three stories and basement. The main amphitheater is on the second floor, 31 by 41 feet, and will seat 275 stu¬ dents. The entire building is heated by steam and lighted by electricity. The medical department of Buffalo University now occupies its new building on High street, near Main. It is finished with terra cotta, pressed brick, iron, and hard wood. It contains three amphitheaters, a chemical laboratory in which 96 stu¬ dents can work at one time, and other laboratories. The medical department of Tulane University, of Louisiana, occupies a new site twice as large as the former one and only two squares from Charity Hospital, with 700 beds, and where over 10,000 patients are annually treated. There is a central medical building containing two large lecture rooms, one above the other, and two wings for laboratories, library, museum, and recitation rooms. The lecture rooms have a seating capacity of about 500 each and are entirely free from posts and pillars. The medical department of Johns Hopkins University received another improve¬ ment in 1894, the Women’s Fund Memorial Building. The sum of $500,000 was raised for the endowment of the medical department on condition that women would be admitted on the same terms as men. Miss Mary Elizabeth Garrett contributed $306,977 in addition to previous subscriptions. The course of instruction now covers four years of nine months each. Baltimore Medical College has a new five-story building on Madison street and Linden, erected at a cost of $75,000. The lecture hall is 40 by 80 feet, and can seat 600 students. The anatomical room contains tables for 90 students to dissect at one time, and there is a chemical laboratory 42 by 84 feet. Degree in Pharmacy. At a meeting of the American Pharmaceutical Association in Asheville, N. C., Sep¬ tember, 1894, a paper was read by Robert J. Snyder on the subject, “What objections can be urged against bestowing the degree of doctor of pharmacy upon graduates of pharmacy who take a post-graduate course.” • The degree very generally given at completion of the regular course has been that of graduate in pharmacy (Ph. G.), but there is some disposition to adopt the former title as seeming more commensurate in dignity and importance with the more extended and elaborate courses which have been introduced of late years, a change which was advocated in the paper above mentioned. Of 31 schools of pharmacy concerning whose degree information has been received, all but 5 give the degree of graduate in pharmacy. The two schools at Washington, D. C., viz, the National College of Pharmacy and the pharmaceutical school of How¬ ard University, and the college of pharmacy of the University of Minnesota, bestow the degree of doctor of pharmacy, which is sometimes unfortunately abbreviated Ph. D., symbols which are generally interpreted differently.1 The University of Michigan and Vanderbilt University give the degree of pharma¬ ceutical chemist, their courses not requiring practical work in a pharmaceutical establishment, and not claiming to prepare for full commercial work. The school of pharmacy of the University of Kansas will hereafter give the degree of pharmaceu¬ tical chemist and will not require shop experience. Vanderbilt University also gives the degree of master in pharmacy upon completion of one year’s satisfactory post¬ graduate work in the school. The Illinois College of Pharmacy and the school of pharmacy of Purdue University give the degree of graduate in pharmacy, and for a longer course the degree of pharmaceutical chemist. TRAINING IN DRUG STORES. Not a great many years ago schools of pharmacy were almost unknown. Many physicians prepared their own medicines for administration, which quite frequently consisted of teas made from botanical plants, gathered by the physician himself from neighboring fields. Even after it became the general custom for prescriptions to be sent to a pharmacist, he received all of his training in the shop, and usually had one 1 The College of Pharmacy of Minnesota University gives the degree of doctor of pharmacy, which it abbreviates Phm. D. 1240 EDUCATION REPORT, 1894-95. or two assistants taking lessons from him, who afterwards succeeded him in the business or else established an independent shop. After pharmaceutical schools were opened the course of instruction usually fol¬ lowed was 4 years of training in a dispensing store and 2 years in a school of phar¬ macy. The latter would not bestow its diploma upon any student who had not received the 4 years of training in a pharmacy. The question whether schools of pharmacy should make work in a drug store a prerequisite to graduation has received much attention from pharmacists of late. This question is of particular importance to those schools where the student is required to give his entire time to his studies, for in the schools where the students work the greater part of the day in a drug store, and attend a school of pharmacy in the even¬ ing, there is usually no occasion to insist upon practical experience. It is claimed that the school of pharmacy can have no definite assurance that a student has served any length of time in a pharmacy, or that he has had any connection with the work of dispensing drugs. He may have been employed in such a capacity that he would acquire no acquaintance with drugs whatever, for there is much work in a drug store that calls for no pharmaceutical knowledge at all. In some pharmacies the prescription department is of minor importance. Other establishments conduct mainly a wholesale business, and here it would only be necessary for the student to be able to read the labels and to weigh out the projier amounts. On account of the difficulty, therefore, of determining whether a student has had such an actual experience in dispensing drugs, and for the proper length of time, some pharmaceutical schools relegate this question entirely to the State boards of examiners (where there are any), and content themselves with the declaration that their graduates have passed satisfactory examinations in all subjects connected with pharmacy, and that they have taken laboratory courses, giving them an intimate acquaintance with drugs. As a rule, too, these schools which require the students’ full time give an extended and accurate training both by means of lectures and by abundant laboratory work with the drugs themselves. But although such a student can illustrate accurately by chemical formulas the changes taking place in compounding drugs and can give full description of the different drugs, their properties and uses, yet if he must then enter for the first time behind the dispensing counter and take his first lessons in the various duties of a drug clerk and receive many useful and important hints from the junior clerk of only a few months’ experience, and perhaps have to call for his assistance to decipher a prescription to him illegal but to others as plain as day, he will soon recognize that he has many things yet to learn He will be astonished, too, to find that although well acquainted with the whole line of materia medica, customers constantly come in and ask for drugs by names entirely new to him, but which they evidently think he should know at once. *He will have little or no knowledge of the current prices of drugs and prescriptions, to say nothing of the large assortment of other articles so frequently kept, although not properly belonging in a pharmacy. He will proba¬ bly not possess the necessary tact in dealing with customers, nor dexterity in supply¬ ing their needs, and will not have that general knowledge of conducting a pharmacy which is so essential. Consequently, he can only act as junior clerk after all his years of study and training. Even after he has served several months he will constantly find himself in a quandary from which longer experience would have saved him. The pharmaceutical schools which require no training in drug stores frankly state that no student can become a satisfactory and successful pharmacist until lie has spent several months in the business. A professor in a pharmaceutical school speaks thus : >> “All pharmaceutical schools unquestionably recognize the universal rule that no person can become a fully equipped and accomplished dispensing pharmacist until after years of actual practical experience in properly conducted pharmacies where a considerable amount of sufficiently varied pharmaceutical work is done.”1 But if the diploma of a regularly established school of pharmacy can not be accepted as evidence that the holder can successfully discharge the duties of a phar¬ macist, but the question must be left to State boards of pharmacy, and if the State boards regularly admit to examination young men who have spent several years in pharmacies, but who have never spent a day in a pharmaceutical school, the diploma of the latter would soon be of little value to its holder in securing him employment, but instead a demand would be made for his license from the State board. If practi¬ cal experience in a pharmacy is absolutely indispensable in order that one may become fully qualified, and this seems to be universally acknowledged, is it altogether un¬ avoidable that a school of pharmacy should omit this important requisite? Is there no way by which its diploma may not only certify with truthfulness as to the hold¬ er’s theoretical knowledge, but also attest his ability to enter any pharmacy and immediately undertake the duties of a full clerk? Such a diploma would be valued 1 Oscax Oldberg, in The Apothecary, April, 1891, p. 158. PROFESSIONAL EDUCATION. 1241 far more highly, both by employers and students. Schools of law and medicine require all students to comply with certain regularly established requisites for matric¬ ulation, in order to avoid any uncertainty as to ability to enter upon the course. It is true that such matriculation requirements have not heretofore been rigidly enforced, but they have served a useful purpose and are now being rendered more difficult and exacting. Could not pharmaceutical schools also require applicants to produce* certificates as to former employment as druggists, and to avoid possibility of deception require all applicants to pass an entrance examination? Such exam¬ inations could be made so rigid as to fully test the applicant’s training even with¬ out a certificate. If the question of experience must be left to State boards of examiners, then in a State which has no board of pharmacy the graduates of phar¬ maceutical schools requiring no training in a store have no credentials as pharma¬ cists. ' Or if they should be accepted on the strength of the diploma, their wages, if not immediately, would soon be leveled to those of half-qualified clerks. It is prob¬ able also that a student who has passed two or three years of arduous study, and who has really acquired a large amount of valuable knowledge and has at last received a certificate to that effect, would be somewhat humiliated to be under the necessity of accepting a position as an incompetent clerk, even if on account of ignorance of many minor details of store work. Although some hold a different opinion, there are many who claim that the chief object of a pharmaceutical diploma should be to certify to the holder’s qualifications as a well-trained and fully competent pharmacist. If, as it has been claimed, it is not within the province of a pharmaceutical school to inquire as to the student’s training in dispensing drugs, but this must be left to the State boards of pharmacy, the question might be asked, How can the State board of pharmacy determine this matter any better than the pharmaceutical schools, or eveu as well, since the student must spend two or three years at the school, during which time it certainly might be able to ascertain better the student’s practical knowledge than could the State board in half a day? It is claimed by some that an apprentice in pharmacy should be required to notify the State board of pharmacy as soon as he enters upon the business and whenever he changes his place of work, and in this way some record might be kept of the time in which he has been employed in a pharmacy. Others claim that it is utterly impracticable for such a record to be kept and verified for three or four years of all apprentices in pharmacy. Large num¬ bers of young men serve in the business for two or three years and then drop out entirely. Others engage in the work temporarily, as they suppose, and afterwards make it their regular calling. Again, some States have no board of pharmacy for such work, even if it could be accomplished. Moreover, in some rural regions there is a scarcity of pharmacists even under the present lax requirements. Not only could the school of pharmacy ascertain the student’s training better than the State board, but it is within its power itself to give to a large extent this practical training. The work is not so extensive or so intricate but that it can be accom¬ plished. As some evidence of this, notice can be taken of the business colleges, or commercial schools, some of which have elaborate methods of conducting extensive business courses requiring far more intricate and technical knowledge. Much of the information necessary to a pharmacist can be obtained with less effort than that of a full commercial course. If the diploma of a pharmaceutical school signified both theoretical and practical knowledge, it would reflect greater honor upon the school, and its holder would bear a more grateful feeling to the institution which not only gave him valuable knowledge, but saved him from ignorance of many minor but important details. EVENING INSTRUCTION. The great defect in some schools of pharmacy is that the instruction is confined to a few hours in the evening, the student devoting his time during the day to work in a pharmacy, where, although he receives much valuable knowledge, ho is chiefly interested in the wages he receives. In some instances the time required of each student is only 5 or 6 hours each week, or about 20 or 25 hours in a month, or 100 or 125 hours in a whole course. Another school possibly exacts 5 or 6 hours each day in attendance at the school, while all the remainder of the student’s time is devoted to study, the student not being engaged in any business at all. There has been much discussion as to which of these methods furnishes the more valuable training. In one case a small space of time is devoted to regular and systematic training, while most of the time is spent in a pharmacy .where the student is in constant contact with the drugs which form the subject of study. In the other case the student devotes all his time to a study and examination of drugs with which ho had no previous acquaintance, and he is ignorant of the other thousand and one items of information which two years of service in a pharmacy would have given him. Of what special importance is it which of these methods gives more valuable information, when neither of them can be truly said to afford all that useful and practical knowledge 1242 EDUCATION REPORT, 1894-95. which the druggist always needs ? The student of pharmacy must have time in which to acquire knowledge not to he obtained while in a pharmacy. It is impossible for him to spend the entire day behind the counter and then in one or two hours in the evening get any complete and accurate instruction. He must also have time for recreation and enjoyment, or else he can not make full use of the instruction offered him. LICENSES IN WASHINGTON STATE. In the State of Washington graduates of the department of pharmacy of the University of Washington are allowed to register as assistant druggists without examination. After two years’ experience in a drug store, either before or after gradu¬ ation; they can be registered in full as qualified pharmacists without examination. EFFECT OF LEGISLATION IN MINNESOTA. When the law regulating the practice of pharmacy in Minnesota was passed in 1885 there were 1,046 persons enrolled on the list of pharmacists, and of this number only 38 were graduates of any college of pharmacy. There was not a college of pharmacy in the State, and all young men who wished to take a systematic course of instruction in pharmacy had to go to some other State. This is not necessary at the present time. The board of examiners has examined 1,676 persons, of whom 622 were licensed as pharmacists and 225 as assistant pharmacists. It is estimated that fully one-half of the names now on the register have passed examinations, thus showing their competency as pharmacists. That the pharmaceutical board is active in the enforcement of the law may bo known from the fact that 55 cases of violation of the law have been prosecuted, and in 43 cases the offenders were fined from $50 to $100 and costs. Theological Seminaries. The Protestant theological schools of Germany bear an intimate relationship to the State — in fact, almost the same relationship that exists between the State and the agricultural or educational department. The theological professors in the univer¬ sities, from which come the ministerial candidates, are entirely independent of the churches. They are both chosen and maintained by the State, in some instances in direct opposition to the expressed wishes of the churches. Although the church may consider one of the professors a heretic, yet he continues to be an instructor of her theological students. Three of the theological students at the General Theological Seminary of Newark, N. J., in 1894, came direct from Germany, and the directors in their annual report mention as possibly one of the important functions of the seminary in the future that it may send back as ministers to the fatherland godly young men trained under pious influences by professors chosen for their religious and spiritual as well as intel¬ lectual qualifications. They speak of the pious men of Germany as saying, u Uncon¬ verted professors in our universities are training unconverted students for our German pulpits.” In America we are so accustomed to entire separation of church and state that we naturally reject the plan in vogue in Germany, perhaps without considering whether in some cases the churches of this country do not sustain almost similar relations to the seminaries from which come their ministerial supply. A theological seminary is established by one of the denominations of this country, a board of trustees is selected in order that property may be purchased and held by a body legally recog¬ nized; in other words, to act as agents for the denomination. Without the support and utmost confidence of that denomination their positions would be as insignificant as the trusteeship of any rural school. So long as the institution is without endowment funds and must depend for con¬ tinued existence upon the direct contributions of the members of the denomination, it is clearly recognized by the trustees and others that the institution must enjoy the absolute confidence of the denomination, and upon the least intimation that tlio trustees were not receiving such indorsement their resignations would be tendered at once. But in the course of time, from contributions often involving much self-denial and from legacies bestowed by members who possessed wealth and who were anxious that the doctrines in which they believed should be maintained, the seminary accu¬ mulates funds amounting to perhaps more than a million dollars, and grounds and buildings of nearly equal value. With such an aggregation of funds and estates, the trustees, who once would have withered before even the frown of the church from which they acquired importance and power, begin to assert their independence and set up as instructors of ministerial students men pronounced heretics by the church, and then defiantly ask, What are you going to do about it? And w%at can be done about it? It avails nothing to say that the church expected better things PROFESSIONAL EDUCATION. 1243 of those in whom she placed implicit confidence. She has bestowed an inherit¬ ance during life upon her chosen heirs, and they have repaid her with base ingrati¬ tude. MISCELLANEOUS NOTES ON THEOLOGICAL SCHOOLS. San Francisco Theological Seminary, California. — This institution is not located, as one would infer from the title, at San Francisco, but near one of the suburban towns, San Rafael, about 16 miles from San Francisco, and regarded by many as one of the most beautiful places in the world. The grounds of the seminary comprise about 14 acres on the north sido of San Francisco Bay, the generous gift of Mr. A. W. Foster. The seminary is under the care of the Synod of the Pacific, subject to the act of the general assembly of 1870 relating to theological seminaries. Montgomery Hall, the residence of the students, is a three- story building arranged to accommodate 50 students, giving each student a separate room fully furnished and with a fireplace or grate. Scott Library is a large, well-arranged, circular building, 50 feet in internal diam¬ eter and 44 feet in height. The library contains over 18,000 volumes. Montgomery Memorial Hall honors the name of the donor of $50,000 to be used for building and maintaining a chapel on the seminary grounds. This building will be entirely of stope, and circular in form. McCormick Theological Seminary. — The seminary buildings are (1) Ewing Hall, erected in 1863, containing thirty- five rooms for students and a reading room ; (2) the chapel, erected in 1875, containing chapel and two lecture rooms; (3) McCormick Hall, erected in 1884, containing seventy suites of rooms for students, the office, and the parlor; (4) Fowler Hall, erected in 1887, containing sixty-five suites of rooms for students and two lecture rooms; (5) five houses for professors. The student has no expense for furniture or linen, as every room is furnished with elegance and comfort, so that the candidates for the ministry may bo trained amid surroundings appropriate to cultured living. A new and entirely adequate library building, Virginia Hall, has been erected at an expense of $80,000, the gift of Mrs. Nettie F. McCormick and Mr. Cyrus H. McCor¬ mick. The reading room, with its spacious walls and comfortable appointments, is a favorite rallying place for the students and the professors. The library at present coutains 18,000 volumes. The buildings above described, including professors’ houses, cost about $400,000, of which more than three-fourths was contributed by the late C. H. McCormick and his heirs. It should be noted in this connection that Mr. McCormick also contributed $30,000 to Union Theological Seminary, Virginia, for the endowment of a professor¬ ship. Garrett Biblical Institute, Evanston, III. — This is one of the oldest and best endowed seminaries of the Methodist Episcopal Church. It has an annual income of about $30,000 from its resources. Evanston is the great Methodist literary center of the Northwest. The seminary shares in the advantages of the new and splendid Orrington Hunt Library building, so named in honor of the munificent donor of $50,000. Danville Theological Seminary, Kentucky. — This institution has taken on new vigor. A new and commodious brick building has been erected and completed, Breckinridge Flail. It is 161 feet long, and contains excellent accommodations for 42 students, two recitation rooms, lecture hall, and library. Bangor Theological Seminary, Maine. — This institution was chartered in 1814 by the State of Massachusetts, as Maine formed a part of that State at that time. In 1820 the Province of Maine was separated from Massachusetts and became an independent State. It was larger than all the rest of New England, and contained a population of 300,000 souls. It was in order to supply this widely scattered population with ministers that Bangor Seminary was opened. “ The relations between the seminary and the Maine churches have always been most intimate. To the great majority of them it has furnished ministers, and to-day more than half of the pastors of the Congregational churches in the State are graduates of the seminary, while many from the other denominations also have studied there.” “ During the nearly eighty years of its existence this seminary has sent out more than 700 graduates, and has educated for one or more years without graduation 200 more.” The alumni of the seminary have raised an endowment of $10,000 for the Bond lectureship, named from Rev. Elias Bond, D. D., of the Flawaiian Islands, who gave the larger part of the fund. Cobh Divinity School, Lewiston, Me. — Founded September 1, 1840, it was the first established by the Free Baptist denomination. lu 1888 it first took its present name, in recognition of the liberal contributions to its funds by Hon. J. L. H. Cobb, a resi¬ dent of Lewiston. Roger Williams Hall, now in process of erection, the gift of Deacon L. W. Anthony, of Providence, R. I., will enable the institution for the first time to occupy a buildiug 1244 EDUCATION REPORT, 1894-95. of its own, distinctly for its own purposes. It is a three-story brick building, with basement and attic. 'St. Mary's Seminary , Baltimore, Md. — This is the oldest Catholic seminary in the United States, established in 1791, and was only preceded by one seminary of any denomination, the Dutch Reformed, at New Brunswick, N. J., in 1785. It was founded by members of the Society of St. Sulpice, who upon the outbreak of the French Revolution ‘‘thought it advisable to provide for its safety by founding a community of Sulpicians in the United States.’’ The four priests selected for this mission sailed from St. Malo in the month of March and reached Baltimore July 10, 1791. They bought a house then known as The One-Mile Tavern, and the spot is still occupied by their successors, now in the center of the city. The scholastic year 1894-95 was marked by the largest concourse of students ever in attendance, and fully justified the enlargement and improvement of the buildings which had just been completed. Princeton Theological Seminary , New Jersey . — Although one maybe well acquainted with the importance and greatness of Princeton Seminary, an institution which, with Princeton University, has made famous the rural village between New York and Philadelphia, and which for more than three-quarters of a century has been sending out many of the best ministerial scholars in the land, yet when he takes up the catalogue of 1894-95 and examines carefully its pages, where he finds nothing but names of trustees, faculty, and students, plates of buildings, courses of study, and brief notices of library, dormitories, and fellowships, he is surprised that such a wonderful institution has not attracted more of his attention. Here are 263 students, gathered literally from the four corners of the earth. Not only do they come from Canada, Holland, Scotland, and Ireland (15 from the latter), but from Turkey, Persia, Japan, India, and Australia. In the United States we find them from 28 States, from Maine to California, and from Wisconsin and North Dakota to Alabama and Mississippi. Seventy-three universities and colleges are represented by the students, all of whom except 18 had received collegiate instruc¬ tion. The graduates of Davidson and Erskine College in North and South Carolina meet for the first time their brothers in black from Biddle University on the floors of Princeton. No climate, race, or condition of men will be able to keep out the elevating and educating influence of Princeton’s graduates. The sons of the original abolitionists of New England hold friendly companion¬ ship with those who treasure the memory of Dixie heroes, while the sons of the forty-niners of California, appreciating rightly the actuating principles of either side, look on in admiration and hope as the words recur — Breathes there the man, with soul so dead, "Who never to himself hath said, This is my own, my native land ? On the first page of the catalogue is the plate of Alexander Hall, long known as the Old Seminary, the first building erected by Presbyterians in the United States for seminary purposes. Its primeval simplicity was accompanied by solid worth, and it serves to-day as useful a purpose as Hodge Hall, a magnificent four-story structure built by money bequeathed by Mrs. Mary Stuart, widow of Robert L. Stiiart, of New York. On another page is Brown Hall, the dormitory of single rooms, another four- story building, from Mrs. Isabella Brown, of Baltimore. In case of severe illness of any student, the Isabella McCosh Infirmary is ready to receive him. On another page is shown the library building, erected by the late James Lenox, of New York, and now containing 56,000 bound volumes. There is also a fund of $38,000, the income of which is to be used for the maintenance and increase of the library. Notwithstanding the great usefulness of this large collection of theological litera¬ ture and of the massive structures adjacent to it, what is of more value and what is more effective in securing attendance from so many quarters is the group of theo¬ logical scholars that compose the faculty. And for all these advantages the students pay neither tuition nor room rent. An endowment of over $1,000,000 saves them from that. General Theological Seminary of the Protestant Episcopal Church, New York. — Rev. Dr. W. E. Eigenbrodt, who for twenty-seven years was in active service in the sem¬ inary, died November 4, 1894. By his last will he bequeathed to the seminary property to the value of about $200,000, in addition to his valuable library. The seminary also received from the residuary estate of Mr. George A. Jarvis, of Brooklyn, $43,492.73, the principal to be kept invested, and the interest only to be used fur the benefit of the seminary. From Trinity Church, New York, $25,000 was received for another professor’s house, to be erected on the grounds, and provision was also made by other friends of the seminary, whose names are unknown, for the erection of another professor’s house. Union Biblical Seminary, Dayton, Ohio. — This is the only seminary of the Church of the United Brethren in Christ. Founded in 1871, it completes its twenty-fifth PROFESSIONAL EDUCATION. 1245 anniversary in October, 1896. The board of directors, at its regular session in May, 1895, unanimously resolved that the quarter centennial of tlie seminary be appro¬ priately observed, and that an effort be made to raise, as a special quarter-centennial fund, $60,000. The seminary possesses a splendid brick building, with large, well-furnished rooms, heated by modern methods. The seminary first opened in October, 1871, with 11 students and 3 professors — Rev. Lewis Davis, D. D., Rev. George A. Funk- houser, and Rev. J. P. Landis. Since the opening 192 students have been graduated, and about an equal number have taken a partial course, and the assets of the insti¬ tution have grown to $150,000 above all liabilities. Among those who contributed liberally toward securing the firm establishment of the seminary, special mention should be made of Rev. John Kemp, Dayton, Ohio, who contributed $10,000; Rev. H. W. and Louisa Cherry, Butler, Inch, $8,800; Robert Smith, Polo, Ill., $7,500; Miss Minerva Willey, Ross, Ohio, $6,000; John and Lydia Runkle, Caroline Bever, James Hammond, and Mary A. Herr, each giving $5,000. The present chairman of the faculty, Rev. G. A. Funkhouser, D. D., was born at Mount Jackson, Va., June 7, 1841. He attended the schools of his neighborhood, and at the age of 18 entered Otterbein University, but in 1862 enlisted in the Union army, serving till the close of the war, when he again entered college and graduated iu 1868. After a three-years course in Western Theological Seminary, Allegheny, Pa., he graduated from that institution in 1871, and the same year was elected professor in Union Biblical Seminary, where he still remains at its quarter centennial. United Presbyterian Theological Seminary, Xenia, Ohio. — April 24, 1894, the centen¬ nial year of the seminary’s existence was celebrated at Xenia with appropriate exer¬ cises. This institution, constituted by the consolidation of the Associate Reformed Seminary of the Northwest with the Associate Seminary of Xenia, disputes the claim of the Dutch Reformed Theological Seminary at New Brunswick, N. J., of being the oldest theological seminary in the United States. If it shall not be able to establish its right to the first centennial celebration it will at least prevent the stat¬ ute of limitations from running against its claim. Each of these institutions for several years had only a peripatetic existence, with one professor and a few students, who followed wherever convenience called him; so the identity in either case must bo traced with care. In 1794 Rev. John Anderson, D. D., was elected professor of theology by the Associate Synod, and a building was erected in Beaver County, Pa., and a library of 800 volumes collected. His instruction continued until 1819, when he resigned and Rev. John Banks was chosen professor, with headquarters at Phila¬ delphia; but in 1821 Rev. James Ramsay, D. D., was chosen professor of the western seminary, which was moved to Canonsburg, Pa., and afterwards to Xenia, Ohio. In 1874 it was united with the Associate Reformed Seminary. The institution is now firmly established, with 4 professors, about 30 students, over $100,000 endowment, and a library of 5,000 volumes. Law Schools. There are 72 schools of law in the United States, over half of them forming departments of universities. The number of law students attending them in 1894-95 was 8,950; the number of graduates was 2,717, or 30 per cent. Although there are so many lawyers in the United States that their name is legion, yet more than one-third of the States and Territories have no law school at all. Some of these, too, are important States, and 4 of them are among the original 13. The 15 States with no law school are Maine, New Hampshire, Vermont, Rhode Island, New Jersey, Delaware, Florida, North Dakota, South Dakota, Montana, Nevada, Idaho, Utah, Wyoming, and Washington ; the 3 Territories are Arizona, New Mexico, and Oklahoma. Yet students in these States need not go far to obtain instruction, for other States have an abundant supply of law schools. In the confines of the District of Columbia alone there are 4 schools; Illinois has 6, and although any one can practice law in Indiana, yet the young men so appreciate advantages of regular systematic instruction that it has 4 law schools. New York has 7, Ohio 5, and Tennessee 6. While nearly all medical colleges have courses of at least three years, and many of four years, law schools still lag far behind. In 12 law schools it is possible to complete the whole course in one year. The other schools have courses of two years, except 11, which require three years. Since the most ignorant can be admitted to the bar in some States, and few require¬ ments are made in others, law schools are placed under the necessity not only of having short courses of study, but also of having low tuition fees. The cost of completing a course in law schools, as compared with medical, is quite noticeable, as is shown by taking departments in the same universities, cost of books, board, etc., not being included. 1246 EDUCATION REPORT, 1894-95. Cost of an education in law or medicine. Medicine. Law. $450 125 420 426 335 $30 University of Colorado . 55 315 230 75 175 80 134 300 450 Yalo University . . . . . . . . Georgetown University . University of Georgia . Northwestern University . . . 405 Tulane University. . . . . . . . . 465 University of Maryland . . . . . 365 Boston. University . . . . . . . . . . . 510 Harvard University . 714 University of the City of New York .... . . . . . 525 220 480 Columbia College . . . . . 850 University of Oregon ...... _ ............. _ .... _ ... _ _ _ _ _ _ 295 130 455 University of Pennsylvania . 612 An examination of tlie diagram showing number of law students during the five years 1890-91 to 1894-95 (see a preceding page) reveals a rapid increase in number of students in law schools, and this increase had been occurring still further back. Although tlio number of law students has certainly been increasing, there must be some additional explanation of such numbers as 5,258, 6,073, 6,968, 7,311, 8,950. The explanation most probable is that young men are discarding the old method of study in the office of an attorney. While theological students and students of medicine, dentistry, and pharmacy are taking courses of three or four years in regular profes¬ sional schools, lawyers are still being made in as many months. Although a full preparation for the practice of law successfully will require as much time and effort as any other profession, and possibly more, fledgelings of a few months’ study pre¬ sume to undertake the most difficult cases, and their confiding cheats must reap the consequences. Although many States require an examination of all candidates for admission to the bar, it is notorious that such examinations, as conducted, fail to accomplish the desired results. Full qualifications in the great majority of cases can only bo reached certainly by regular and systematic training at a law school. It is true that many of the most successful members of the legal profession never entered a law school, but they succeeded in spite of difficulties. They had to encoun¬ ter and overcome many obstacles. Some of them, too, had no opportunity to attend a law school. There were also many physicians of great reputation who never attended a medical college, and it was once contended that in a physician’s office was the best place to become a physician, and a dentist’s office to study dentistry. Bitter war was once made on theological seminaries as being entirely unnecessary, and in some denominations the opponents are not entirely silenced yet. But the conflict is no longer waged; the decision of the majority is recognized. In regard to the study of law, too, a decision has been reached by those who have had proper opportunities for considering the question intelligently that while good legal train¬ ing can be obtained elsewhere than in law schools, and that while many have become eminent lawyers by private study, just as many of our most intelligent and wisest men have obtained their knowledge without collegiate training, yet as universities and colleges are the proper places for literary training, so law schools are the proper places for acquiring legal knowledge. Although many physicians acquired most of their skill in the practice*of their profession, yet medical colleges are regarded as indispensable. While many evangelists have caused such awakenings in the masses as to astonish staid theologians, the seminaries of theology have continued their instruction as usual. While Benjamin Franklin obtained such an education in his room at night, by a tallow candle, and in his printing office that he became both philosopher and states¬ man, he was unwilling for others to depend on such efforts, but labored constantly for the establishment and support of educational institutions, and the great Uni¬ versity of Pennsylvania is to fulfill his ideas, from whose efforts it took its beginning. While J. Marion Sims knew so little of medicine at the beginning of his profes¬ sional career that he read up his cases from both beginning and end of the book, and finally became so discouraged that he threw his medical shingle into a well, a school of medicine in New York is left to honor his memory, as well as one of later date in St. Louis, Mo. While the young surveyor on the banks of the Ohio grew up to a large extent in the frontiers, his discernment of the useful was such that he cherished a plan for a great national university. Although such examples as the above, and others like them, are constantly cited as instances of how men can succeed without the advantages of collegiate training, PROFESSIONAL EDUCATION. 1247 little is said about tlie opinions of sucli men as to the value of educational institu¬ tions. The most eminent lawyers of the American bar are the strongest advocates of full and thorough courses in law schools; nevertheless with strange inconsist¬ ency their examples are sometimes urged to show the uselessness of the schools they advocate. Although the value of law-school training is forcing a recognition from many, suffi¬ cient progress has not yet been made to induce State legislatures to require a law- school course before admission to the bar. In the State of New York a near approach has been made to this requirement. Several States require medical practitioners to have diplomas from medical colleges, but they do not require diplomas from law students. One prominent cause of this heretofore has been the scarcity of law schools, some States having none at all. But there are few communities at the pres¬ ent time where law schools can not be reached as easily as medical schools. Moreover, if all law students were required to pursue a regular course in a law school, other schools would soon spring up wherever needed. It need not be expected that there will be much elevation of the standard of legal education until the legislatures shall have adopted more stringent regulations. It is difficult for the laity to fully appreciate the need of an educated legal pro¬ fession. As they are unable of themselves to detect the gravest mistakes in medical practice, just so in the courts they are not aware when the greatest ignorance of law is displayed. Here are some statements made at the meeting of the American Bar Association in 1894, and not' a word of protest or doubt uttered by anyone present: “ An inundation of incompetency, to use no harsher term, has in recent years deluged our profession and brought it as the appointed agency for the attainment of justice into common disrepute.” There is at present a ‘ ( deplorable state of legal attainment among the members of the bar in general. ” “Men with rights to maintain or with wrongs to redress hesitate and often refuse to submit to the uncertainties, the tedious delays, and the wasting expense inevitable in the ordinary court processes of the day.” “And the worst feature of this condition of affairs is that this waning faith is justified by the facts.” “Judged by the results of its service in actual litigation, the profession is to-day a monstrous charlatan.” Another member said, in speaking of applicants for admission : “I have seen the most absolute ignorance displayed of the rules of orthography, and several men have been able to pass a good legal exami¬ nation who yet were utterly unable to write a single sentence in good English.” Another member said: “We are all united in the sentiment that there should be a higher Tlegree of culture in the legal profession, but the reform must come from the lawyers themselves,” because, as was suggested by Judge Dillon, the legislation of the country is largely done by lawyers. Complaint was made that the courses in law schools are too short to afford full legal training, but representatives of the law schools, while admitting this fact, stated that the fault lay not with them, but with the State legislatures which adopted no regulations requiring a full legal education for admission to the bar. ADMISSION REQUIREMENTS OF EAW SCHOOLS. Of 60 catalogues of law schools examined, in 43 we find that thero are practically no requirements for admission to the law classes. Any young man with an ordinary English education who has not the stamp of ignorance plainly visible upon his face, if ho can comply with the required financial outlay, need feel no hesitancy in enter¬ ing the law-school door. And indeed he does not ; and this is so well known that some of the catalogues do not even mention the subject of admission requirements, but instead dilate upon the importance of receiving instruction in a law school rather than in an attorney’s office, and in such a way that it is evident no applicant will be declined. In one catalogue it is stated that an examination will be required of all students who have not completed a course in a high school or grammar school, but “tho object of this examination is merely to ascertain whether his previous training has developed in him sufficient practical ability to appreciate the doctrine of the law. It will therefore be of a general rather than a technical character. An acquaintance with English and American history is desirable, but is not required for admission.” Of course, if no knowledge of American history is required, one need not worry about any other requirements. Twelve other schools require an examination when the applicant expects to apply for a degree, but not otherwise. But even in the institutions which have some reg¬ ulations for admission, tho requirements are so lax that few applicants, if any, are kept out. Graduates from high schools are received without examination, and in those cases vffiere an examination is required it is usually upon the branches of an ordinary English education. Tho University of Michigan requires some knowledge of Blackstone, and the New York law schools some Latin and geometry from candi¬ dates for degrees. 1248 EDUCATION REPOET, 1894-95. The Harvard law school is somewhat more restrictive. It requires an examination in Latin, French, and Blackstone’s Commentaries. In Latin they must he able to translate without grammar or lexicon passages from Csesar’s Gallic War and from Cicero, and in French they must translate ordinary passages without grammar or lexicon. When a young man concludes to he a lawyer, he begins a clerkship in the office of some attorney or enters upon the short course of study in some law school, after completing which he applies for admission to the bar. He is never troubled with doubts or fears as to whether ho will be able to pass successfully the examination of the law school, or whether he will find any difficulty in gaining admission to the bar. And ho does not conclude at once where he will locate for practice, whether in some Eastern city, or in one of the central States, whether in the South or in the West ; for why should he be perturbed with reflections on this subject, which he can decide at leisure and just to suit himself, for he knows that the door of admission to the bar hangs wido open in almost every State. As a result of such conditions hundreds of young men hang out their shingles as attorney and counselor at law when they ought to be driving carts or holding the plow. It is true they must wait many weeks before having much to do, and many of them drop out of the legal profession into other pursuits where muscle is needed as well as brain, and where they find a more appropriate sphere. In Pennsylvania students who expect to apply for admission to practice in the county of Philadelphia must undergo an examination in the ordinary English studies. It is useless, however, to complain of the admission requirements of law schools when the door of admission to the practice of law itself stands wide open. This is the root of the evil. While almost every State in the Union has a law governing the practice of medicine, and many of them very stringent laws which are stringently enforced, and while many States have laws governing the practice of dentistry and pharmacy, the profession of law can usually be entered by anyone with an ordinary English education after a few months’ study. It is a learned profession which requires little learning. As a result of this lack of instruction in the legal profession, Mr. Frank C. Smith stated at the meeting of the American Bar Association, in 1894, that the courts are clogged with cases of no legal merit, or which are delayed by contention as to methods of procedure, the true merits of the controversy being made entirely subordinate. m The imperfections and shortcomings of law schools are probably recognized and appreciated by none so fully as by law-school instructors themselves. They labor under the necessity of having to adapt their instruction to the capabilities of students who, in many instances, have not received that full and extensive equip¬ ment of knowledge and that culture which members of the legal profession constantly find so helpful. They fully recognize the inconsistency of students undertaking studies in law, which should really represent post-graduate work, while they are yet incapable of meeting the requirements for even beginning a collegiate course. They know, also, the utter impossibility of students acquiring anything like full preparation in law in the short time usually claimed for law courses, and probably none are so anxious as they to remedy these evils. But they are also well aware how serious an undertaking it would be to set up barriers before the law school which it would require time and labor to overcome, and then to ask an extended course of three or four years for legal training at considerable expense when at one bound the student can pass over the law school directly into the legal profession, where at once he can begin to receive some reward, however meager, for his work. They know full well how difficult it is for human nature to turn from the reward in reach of the hand, with the hope that in future years they may gather in larger returns. Medical schools until the last two or three years also labored under the same difficulties, and so far as entrance requirements are concerned little progress has yet been made. But they now have full time in which to impart medical knowledge. Courses of three years were at first adopted, but now four years are very generally required. American medical colleges formed an association to elevate the standard of medical education, and its efforts and aims were supported by the different State and national associations, and soon medical laws were enacted in different States which require attendance upon medical schools for a certain number of years and that an examination shall then be passed before a State medical board paid for their services, in order to see that the work of medical schools is well done. Study at home or in private offices is given but little consideration, although under some cir¬ cumstances considerable medical knowledge can be thus obtained by students zealous in their work and determined to succeed. As a result, there is no longer occasion for short courses and superficial examinations in medical schools. When State legislatures shall have been induced to enact laws requiring full prep¬ aration for admission to the bar, and especially when adequate measures shall have PROFESSIONAL EDUCATION. 1249 I)een adopted to "bring into full effect and operation the laws adopted (for several States liave good laws on admission to the bar, hut they are improperly or ineffi¬ ciently executed), law schools will he able to adopt courses of three or four years, and to raise the requirements, both for entrance and graduation. If an association of American law schools were formed, its efforts conjoined with those of the section on legal education of the American Bar Association and of the State bar associations would doubtless secure the enactment of laws for higher legal education with all necessary provisions for their successful operation and enforcement. Nothing would then prevent law schools from adopting courses of three or four years, or from requiring stringent examinations for graduation. The great value of systematic instruction in a law school would then stand out in such bold relief that notwith¬ standing the adoption of rigid requirements the number of law students would suffer no loss. REQUIREMENTS FOR ADMISSION TO THE BAR. It is true that quite a number of States have some law on the subject of admission, to the bar, and 24 States even mention a period of time that applicants must have studied law before admission, but from various causes these regulations have practi¬ cally no effect except in a few States. Ralph Stone, esq., says : “The favorite method of examining applicants is in open court by a temporary committee appointed by the court, or theoretically by the county or supreme judges themselves. Both of these methods, according to the testimony of the attorneys-general of the several Sta.tes [Mr, Stone had written to all of them on the subj ect] are very unsatisfactory. They are the methods in vogue, however, astonishing as it may seem, in all but eight of the States.” The time of study spent in a lawyer’s office can easily be made to cover a long- period, especially if the attorney has an elastic conscience. To illustrate the ineffect¬ iveness of such laws as compared with the requirement of a certain number of years in a law school, we need only refer to medical schools, which formerly demanded one year of study under a preceptor and two or three years at a medical school. The latter was easily enforced because definite and distinct, but the requirement of a year under a preceptor was a dead letter. A requirement for admission to the bar, common to perhaps all the States, is that the applicant be of good moral character, and certainly this is a very wise provision, and one which should be adhered to without exception, for great responsibilities and important trusts constantly rest in the hands of lawyers, and there should be some safeguard for the projjer execution of tliesetrusts. But a lawyer, writing in a recent periodical, says what is needed is that the States devise some means to maintain the good moral character which all the young lawyers seem to possess when admitted to the bar. Ralph Stone, in the Michigan Law Journal, February, 1895, gives the number of years of law study required in the several States with such a provision as follows: North Carolina, one year; Washington, eighteen months ; Colorado, Illinois, Iowa, Kansas, Maine, Maryland, Nebraska, North Dakota, Wisconsin, Wyoming, two years; Con¬ necticut, Delaware, District of Columbia, Minnesota, New Hampshire, Ohio, Penn¬ sylvania, Vermont, three years; New Jersey, three years if the applicant possesses an A. B. or B. S. degree, and four years if he does not; New York and Oregon, two years if a college graduate, three years if not ; Rhode Island, two years if the appli¬ cant possesses a classical education, and three years if he does not. According to the above statement Pennsylvania requires three years of study and an examination before admission to the bar, which would seem sufficient to insure well-trained applicants. The law student can give the required notice when begin¬ ning the study of law without stating whether he is devoting his whole time to law or two hours each week. After the required three years he presents himself for exam¬ ination, not in Philadelphia or Pittsburg, but in one of the rural counties. Let us see what he will encounter, according to Prof. George Wharton Pepper, of the law school of the University of Pennsylvania: “Admission to the bar is usually gained throughout the Commonwealth upon passing an examination before the board of examiners, selected by the judge or judges of the local courts from among the mem¬ bers of the bar. The standard of attainment required of the student differs in the different counties of the State, probably the most searching examination being that required for admission to the Pittsburg bar. In some counties the examination is scarcely more than a formality.” A professor of law in one of the Eastern States says the only requirement for admission to the bar in many of the Western States is “the possession of a good moral character and an unlimited amount of assurance.” The Western lawyer would doubtless reply that the requirements in the East are the same, and the character not closely examined. Diplomas from State law schools admit without examination in 13 States : Georgia, Illinois, Louisiana, Maryland, Michigan, Minnesota, Mississippi, Missouri, South Carolina, Tennessee, Texas, West Virginia, and Wisconsin. ED 95 - 40 1250 EDUCATION REPORT, 1894-95. Iii 8 States, Connecticut, Delaware, District of Columbia, Maryland, Massachu¬ setts, Minnesota, New Jersey, and New York, there are boards of examiners who insist upon a higher standard than is demanded in other States. A standard of general education is necessary in only 4 States : Delaware, Minne¬ sota, Now York, and Pennsylvania. In Delaware, Pennsylvania, and Vermont the student must register before beginning the study of law. As was stated above, the attorneys-general of the different States concur entirely in the statement that the examinations for admission to the bar, as at present con¬ ducted in the great majority of States, afford very inadequate tests of the appli¬ cants’ knowledge of law. The examinations are sometimes conducted in open court, possibly toward the close of term, when there is little time for anything but urgent business, and perhaps each applicant is asked not moro than half a dozen questions in law. Or if the examinations are conducted in private by a committee of lawyers, they are perhaps personal friends of the applicants, whose good will they desire to retain, and they have no methodic system of examination and attach little impor¬ tance to it, for the result of one examination with two or three applicants would have little effect on the general standing of the profession, but if all the applicants for admission in the State were required to appear at some city in the State at one of two examinations in a year, and to undergo a full and searching written exami¬ nation lasting two or three days before a State board of law examiners appointed for a term of years and given full compensation for their time and labor, the results of the examinations would be very important and would soon have a well recog¬ nized effect in elevating the standard of legal education. By the formation of an association of boards of law examiners of the different States, a uniform standard of requirements and methods might be adopted in a number of States as is being done at present by the State boards of medical examiners. Although the young graduate in law can locate in almost any State of his choice, and find no difficulty in admission to the bar, there is one State where he may be interrogated more closely than ho expected, and where not every ignoramus can assume the title of lawyer. It is eminently proper that the State of New York should lead in the reform of legal education, for its courts have sufficient legitimate work to do, without being burdened with controversies of no legal merit, and which intelligent lawyers would never institute. Other States are also sure to see the pro¬ priety of such regulations in order to shield themselves from the incompetency thrust upon them. In New York every applicant for admission to the bar must undergo an examina¬ tion before the State board of law examiners, and he is not allowed to take this examination at all until he has completed the required preliminary course of study, and he can not enter upon this imeliminary course until he shall have satisfied the regents that he is qualified to begin the study of law. Any one who has practiced law for three years in the highest court of law in another State or country may in the discretion of the supreme court, and under cer¬ tain conditions, be admitted and licensed without an examination. Before an appli¬ cant is entitled to a law examination, he must furnish evidence to the board of law examiners that he is a person of good moral character, that he is 21 years of age and a resident of the State, that ho has studied law according to the prescribed condi¬ tions for three years, or if a graduate of a college or university, that he has studied law for two years. Any one who has been admitted as an attorney in the highest court of original jurisdiction of another State or country, and has remained therein as a practicing attorney for at least one year, may be admitted to the law examina¬ tion after one year of study of law. Before entering upon a law clerkship) or attend¬ ance at a law school, an applicant must pass an examination, conducted under the authority and in accordance with the ordinances and rules of the University of the State of New York, in English composition, advanced English, first-year Latin, arithmetic, algebra, geometry, United States and English history, civics and eco¬ nomics, or in their substantial equivalents as defined by the rules of the university, but the regents may accept as the equivalent of the examination, first, a certificate of having successfully completed a full year’s course of study in any college or university ; second, a certificate of having satisfactorily Completed a three years’ course of study in any institution registered by the regents as maintaining a satis¬ factory academic standard; or, third, a regents’ diploma. In brief, it is required in New York that the applicant shall present evidence, first, that he has sufficient preliminary education to enter successfully upon the study of law ; second, that he has studied law three years, or, if a graduate of a college or university, two years ; and he must lastly stand an examination in law before a State board of law examiners. INSTITUTIONS REPRESENTED AT HARVARD LAW SCHOOL. In 1894-95 there were 404 students in attendance at the Harvard law school, and of these 305 were college graduates. Excepting one or two theological seminaries, PROFESSIONAL EDUCATION. 1251 it is doubtful if at any other institution in the United States can be found college graduates from so many different universities and colleges, distributed over so wide a territory. No one institution has a specially predominant number, if we omit Harvard University itself, which might be presumed more ascendant than to furnish only 140 out of 404 students. The other institutions almost invariably furnish only 1, 2, or 3 students, the exceptions being Yale, which furnishes 19, Amherst 16, and Brown University 11. Institutions in every section of the country are represented, and several in other countries. The University of California, which is about as distant as the national domain will admit of, sends 7 of its graduates; the University of Oregon has 1 for the northwest corner, and Texas University 1 for the southwestern, while Oberlin College from near the center of population of the United States is also represented. Including the representatives from Cambridge University, England, and Trinity College, England, and those from the universities in the provinces of Canada, there are in all 70 universities and colleges represented, and every section of the Union. LAW IN UNIVERSITIES AND COLLEGES. Thero can be no question as to the importance of a citizen having at least general information as to the principles of law, for in all business transactions some knowl¬ edge of law will be needed. It may not be necessary to understand legal forms and methods of procedure, but even here full knowledge in some one line may be valu¬ able by rendering easier the acquisition of legal knowledge in other cases. Whether one bo a farmer, mechanic, builder, or merchant there will be many occasions when legal knowledge will be needed. He should not have to depend, when avoidable, upon the honesty and character of men to be saved from financial loss. Upright dealing is best promoted by its being known that unfairness will be detected and intelligently resisted. Moreover, few studies are better suited than law to develop mental acumen, to accustom to close distinctions in interpretation of words, and in reaching logical con¬ clusions. The methods of reasoning in trained and untrained minds are so different that men of equal natural endowments arrive at entirely diverse opinions. Notwithstanding the importance of general legal knowledge, universities and col¬ leges include very little law in their courses of study. Constitutional and interna¬ tional law, it is true, receive attention in many colleges, but of the 430 universities and colleges in the United States in 1890-91 only 102 gave instruction in commercial law. It was very noticeable, too, that the large majority of those teaching commer¬ cial law were situated in the Central States — the great Mississippi Yalley and adja¬ cent States. Commercial law was not taught in a single institution of the New England States; in only 13 institutions of the great manufacturing and commercial States, New York, Pennsylvania, and New Jersey; in only 9 in the South Atlantic States, and in 7 institutions of the Pacific States. Columbia College, New York, marks quite an exception by offering instruction in contracts, elements of jurispru¬ dence, real estate, torts, criminal law and procedure, domestic relations, common law pleading and procedure. The committee on legal education of the American Bar Association state that “ Blaekstone’s Commentaries contain the lectures which their distinguished author read before the undergraduates at Oxford, and that Kent’s Commentaries contain the lectures which the distinguished chancellor delivered before the undergraduates of Columbia College in the early part of the present century. The introduction of technical law subjects into the academic curriculum would not, therefore, be con¬ trary to all academic precedents. * * * “ The introduction of law studies into the academic curriculum is to be strongly commended in the interest of those who have no intention of ever practicing law, but who may well know something of the elements of the law as a suitable part of a liberal education. In that admirable lecture with which Mr. Justice Blackstone began his instruction at Oxford he declared that bethought ‘it an undeniable posi¬ tion that a competent knowledge of the laws of that society in which we live is the proper accomplishment of every gentleman and scholar; a highly useful, I had almost said essential part of liberal and polite education. And in this I am war¬ ranted by the example of ancient Rome, where, as Cicero informs us, the very boys were obliged to learn the twelve tables by heart as a carmen necessarium or indis¬ pensable lesson, to imprint on their tender minds an early knowledge of the laws and constitution of their country. J ” PRESIDENT JORDAN ON AMERICAN LAW SCHOOLS. In the Forum of May, 1895, President David Starr Jordan contributes an article in which he says: “The various influences, German, English, and American, which are molding our higher education are joining together to produce the American university. And the American university, as Mr. James Bryce has clearly indicated, 1252 EDUCATION REPORT, 1894-95. is becoming an institution in every way worthy of our great Republic, Its swaddling clothes of English tradition are being cast aside, and it is growing to be American in the high sense of adjustment to the American people’s needs. The academic work of the best American institutions is characterized by vigor and thoroughness, and in the free air that pervades them there is every promise for their future. “In Europe professional training is in general the culmination of university edu¬ cation. It is not so in America. It is here rather a ‘practical short cut’ by which uneducated or ineducable men are helped to the rewards of knowledge and skill with the least possible loss of time. In most of our States provision is made for a system of public education, beginning with the common schools and culminating in the university. The law schools, however, in the different States form no part of this system. They are rarely ever in real alliance with it. Their place is with the ‘Independent Normal’ and the ‘School of Oratory.’ Instead of a requirement of general intelligence and a special knowledge of economics, history, literature, and language as a preparation for the study of law our schools have been eager to admit any one who could pay the required fees and perchance read the English language. “It is thus true, as President Eliot has said, that into an American law school any man ‘can walk from the street.’ But in most of the States he can do better or worse than this. From the streets he can walk directly into the profession of law, disregarding even the formula of matriculation or graduation. Even the existence of the law school is. a concession to educational tradition. It is possible with us to enter any one of the ‘learned professions’ with no learning whatsoever.1 In fact, in many of our States it requires no more preparation to be admitted to the bar than to be admitted to the sawbuck. - Fortunately admission to either on these terms carries with it no prestige or social elevation whatever. But the danger in the one case is greater than in the other. The inefficient lawyer may work the ruin of inter¬ ests intrusted to him. The ignorant physician is more dangerous than the plague. The incompetent wood sawyer harms only the woodpile. A large part of our crim¬ inal records is devoted to legal and medical malpractice. In other words, our bulk of crime is swollen by robbery and murder committed under the guise of professional assistance. When the professions cease to be open wide to adventurers andtheives, they will rise to something of their traditional dignity. It has been said that the only ‘learned profession’ in America at present is that of the engineer. Men can not trifle with the forces of nature.” “ Our people have always been willing to tax themselves to furnish a general edu¬ cation for their children. The common-school idea from the very first has included a liberal education. But in most of the States the people have at one time or another definitely refused to devote public funds to the making of lawyers and doc¬ tors. They would not, at their expense, help men into professions they believed to be overpaid as well as overcrowded. This policy has been a most short-sighted one. It has been responsible for, the existence in every part of our country of hordes of pettifoggers and quacks, who rob the people instead of serving them. Incompetent professional service is always robbery. The professions are overcrowded simply because they have ceased to be professions. The remedy for incompetence is found in insisting on competence. This can be done by furnishing means by which com¬ petence can be made possible. “Moreover, the politicians of each country are, for the most part, its lawyers. Our lawyers are our rulers. We can never hope to see our States well governed till its lawyers are well trained. There can be no political conscience except as an outcome of political knowledge. Right acting can come only as a result of right thinking. The men who think right will in the long run act in accord with tbeir knowledge. Those who have known that there is a science of human institutions can never wholly forget that fact. There can be no right thinking in matters of public administration without a knowledge of the laws of growth of human insti¬ tutions. Only in accordance with these laws is good government possible. Of these fundamental laws of being the statutes of man must be an expression. Where they are not so the people have sooner or later a fearful score to pay. The Fates charge compound interest on every human blunder, and they have their own way at the last.” INCOMPETENCY OF LAWYERS. [Frank C. Smith, of New York, at the Bar Association in Detroit.] The profession of the law is organized for a mission, and that mission is to aid in the administration of justice. Our patents of nobility are the commissions given us by the State to serve in this capacity, and we are proven either worthy or unworthy of the trust reposed in us according to the measure of fitness, mental and moral, and formerly true in medicine, hut now medical schools require three and four years of study. — A. E. M. PROFESSIONAL EDUCATION. 1253 the former no less than the latter. And right here it is well to remember that law, and that includes justice, is effective and potent only as it is applied to the affairs of men; and that, as stated, our profession. is justly judged not by its accumulated knowledge of legal principles but by the result of its practical applications of those principles in the course of its appointed service. Every true lawyer is, therefore, interested in the record which his profession is making as the minister of j ustice, and anxious that only those who are fully equipped to properly serve in this ministry shall be given its high responsibilities. The functions of the bar are no less important than those of the bench. It is the practitioner who conceives and advises litigation. It is he who gives it shape, who determines its character, who controls its issues, who conducts it through the courts and makes up the precise question which the bench is ultimately to decide. Upon him rests the duty of preparing the pleadings, of conducting the examination of witnesses, of supervising the makingup of the record, of perfectingthe appeal and securing a just hearing and determination of the issues by the court of final resort. If the practi¬ tioner fails in his judgment as to the proper action to be taken in any stage of the proceedings, the course of litigation is thereby embarrassed and complicated, the rights of parties are jeopardized, and often actually impaired and lost. The courts are thereby mistrusted, and the profession derided as incompetent to do the service which it claims as its especial prerogative. In other words, it is the practitioner and not the judge who is most largely responsible for the actual results of litigation. If men fail to secure their rights through an appeal to the courts it is principally because the lawyers who are intrusted with the conduct of the litigation fail to present properly these rights to the judicial tribunals, and this failure arises from the lack of a proper understanding of the rules of legal procedure. It is a deplorable fact, of too general cognizance to require more than a statement thereof in this presence, that year by year the failure of remedial justice to meet the needs of the people becomes more and more conspicuous and disheartening. Wo know that to a very considerable extent the causes of this failure lie in the imper¬ fect methods of legal procedure prescribed by the legislatures; but I repeat with emphasis born of convincing results of an investigation into the forensic practice of our profession which went deeper than that which it was my privilege to report to you last year, that, as compared with the incompetency of the profession as a whole, upon matters of legal procedure and practice, the just objections to the sys¬ tems themselves are of minor influence. It will be recalled that an examination of all the cases reported for the year cov¬ ered by the General Digest of 1894 resulted in ascertaining that over 48 per cent of the points which were therein submitted to, and determined by, the courts of appel¬ late jurisdiction in this country were upon questions of pleading and practice, in no sense involving the actual merits of the controversies. And it was strongly urged that this great proportion of such questions was monstrously disproportionate to the true province of legal procedure, and was a reproach to our profession, through whose ignorance or indolence, it was insisted, this fact was made possible. I was desirous of learning how far questions of legal procedure were actually deter¬ minative of litigations, deeming that such information would enable us to form an accurate judgment as to the real quality of the work of the bar in the trial of causes. For this purpose I have examined the cases reported for the year June 1, 1894, to May 31, 1895, with the following results: Total number of cases examined, 26,416. Of these, 1,052 were originally begun in the courts reported, leaving 15,364 which were heard on error or appeal. Of these 15,364 cases submitted to the appel¬ late jurisdiction of these courts, 9,523 were affirmed and 5,841, or a little over 38 per cent, were reversed. Of these reversed cases 2,302, or almost 38 per cent, were reversed upon questions of procedure. In other words, of the reversed cases 38 out of every 100 so resulted because of the incapacity of the attorney in charge to prop¬ erly present the merits of his cause for judicial determination. In 38 out ot every 100 such instances, then, justice was either denied the litigant or to gain his rights he had to submit to the anxiety, delay, and expense inevitable in a new trial or in instituting a new action. And this because the certified member of the bar to whom he intrusted his cause did not know how to practice law. Is it any wonder that men will hesitate and even refuse to submit their differences and their property interests to the precarious care of the average practitioner of the day when the records of our highest courts show that in 38 out of every 100 instances of reversal the cause is absolutely shipwrecked because of the misman¬ agement or stupidity of the licensed pilot? Men know these facts, if not these figures; and it is because the experience of the people for the last twenty or thirty years has proven to them the degeneracy of the bar, as the efficient servant of jus¬ tice, that the masses so often regard a surrender of their rights as preferable to an attempt to secure their enforcement by a recourse to litigation. 1254 EDUCATION REPORT, 1891-95. A BETTER EDUCATION THE GREAT NEED OF THE PROFESSION.1 [By Justice David J. Brewer, of tlie United States Supremo Court.] The lawyer is evermore the leader in society; and by society I do not mean that little coterie which lives simply to dine and wine, but that larger association of all individuals whose mingled labors have achieved the present and will work out the future of human life and destiny. In society, in this better sense of the term, the lawyer is the leader. Temporarily, it is true, he may be displaced by the soldier. In the abnormal and chaotic movements which accompany revolution and war the lawyer is ignored. Inter arma leges silent. The man on horseback becomes the leader, and around his life there is a pyrotechnic splendor which has lifted him into undue prominence, and made him too frequently the central figure in written history. But Ris leadership is always temporary, and conditioned upon some disarrangement of the normal condi¬ tion of human society. When life is moving on in peaceful and regular lines the soldier drops to his appropriate place, as simply the representative of force — the one ready to help the lawyer as the true leader in all efforts which make for the better¬ ing of human life and the coming in of a higher civilization. So, in the early days of New England, the minister, for a while, superseded him. Legislation denounced him, and society under its theocratic leadership endeavored to forbid his presence and exclude him from recognition. Washburn, in his Judicial History of Massachusetts, says : “ It was many years after the settlement of the colony before anything like a dis¬ tinct class of attorneys at law was known. And it is doubtful if there were any regularly educated attorneys who practiced in the courts of the colony during its existence. Lechford, it is true, was here for a few years, but ho was soon silenced, and left tho country. Several of the magistrates had also been educated as lawyers at home, among whom were Winthroj), Bellingham, Humfrey, and probably Pelham and Bradstreet. But these were almost constantly in the magistracy, nor do we hear of them ever being engaged in the management of causes. If they made use of their legal acquirements it was in aid of the great object which they had so much at heart — the establishment of a religious commonwealth, in which the laws of Moses were much more regarded as precedents than the decisions of Westminster Hall, or the pages of the few elementary writers upon the common law which were then cited in the English courts.” It is curious to note some of the legislation aimed to dispossess the lawyer from his rightful position, and exclude him from even existence in society. In 1656 the following statute was enacted in that colony: “ This court, taking into consideration the great charge resting upon the colony, by reason of the many and tedious discourses and pleadings in the courts, both of plaintiff and defendant, as also the readiness of many to prosecute suits in law for small matters, it is therefore ordered by this court and the authority thereof that when any plaintiff or defendant shall plead by himself or his attorney for a longer time than one hour, the party that is sentenced or condemned shall pay twenty shil¬ lings for every hour so pleading more than the common fees appointed by the court for the entrance of actions, to be added to the execution for the use of the country.” There was a crafty wisdom in this statute which commends itself to anyone of much experience on the bench, and I venture to suggest that a similar act would to-day be sustained by every court. By an act passed in 1663 “usual and common attorneys” were excluded from seats in the general court, as the Massachusetts leg¬ islature was called. But notwithstanding these efforts, it soon developed that the needs of society were stronger than the wishes of the theologic advisers, and little by little the lawyer was lifted in even that theocratic society into his proper and accustomed place, and there, as elsewhere in the land, became the recognized leader. To-day wealth is striving to dispossess him from his position of leadership, and money is used to secure position and control, but with the ordinary result that place and power acquired alone by such means simply expose the possessor to ridicule and scorn. It takes something more than a $200 silk nightshirt to make a man a leader in social forces, and whatever of prominence and notoriety money may pur¬ chase, it never purchases the power to change the currents of life. 1 Address delivered at the meeting of the American Bar Association at Detroit, Mich., August, 1895. From Proceedings of the American Bar Association, 1895. PROFESSIONAL EDUCATION. 1255 This leadership of the lawyer is not accidental nor enforced, hut natural, and resulting from his relations to society. That which hinds society together and makes possible its successes and its blessings, is the mystic force which we call “law.” It is that which transforms humanity from a mere aggregation of individuals, each by his own strong arm asserting his rights, into an organized society, the rights of whose individual members, as against one another, are enforced by the united strength of all, and in whose consequent freedom of personal action has been wrought out all the achievements of the past and rest all the possibilities of the future. Fie, therefore, who voices the law, who is its interpreter, must inevitably stand in the front as the leader in the social organization, the one to direct the movement of all its uplifting forces. Sneer at it as anyone may, complain of it as anyone will, no one can look at American society as it is to-day, and has been during the century of national existence, without perceiving that the recognized, persist¬ ent, and universal leader in social and political affairs has been the gentleman of the green bag. A distinguished member of our profession said to me the other day in Nashville : “ It is a curious fact that though there is no express authority therefor in any constitution or statute in the land, the lawyers have always been the rulers of this nation.” We speak of our Constitution as the wise organic instrument under whose provisions the nation has moved on to strength and glory, but that Constitu¬ tion was the handiwork of lawyers. They framed it, and they have interpreted it. Think how we should have drifted and what a helpless mass of people we should have been without its grants, limitations, and distributions of power. And, in a general way, the same may be said of every State constitution and of every statute. It is the brain of the lawyer which fashions them, and his brain that applies and makes them useful. As a general rule, made more consj)icuous even by the few bril¬ liant exceptions, the lawyer has been the legislator, the judge, and the executive. The power which alone permanently controls and lifts upward is brain power, and brain power applied in such a way and to such forces as regulate life in its daily action. Leadership, however, does not attend on the mere name of lawyer. It will continue in him and become more or less potent as his capacity therefor improves or wanes, according to his increasing or lessening fitness for interpreting the rules of human conduct and directing the movements of society. There is no physical force to compel his snpremacy. He has no inherited right, and he must always stand intellectually in front if he would lead. Civilization lifts all men up. The school¬ room places each man on a higher level than his father occupied. Knowledge is not only more wisely distributed, but also moving on a higher plane. And the lawyer of the future, to continue the leader must be a wiser man than the lawyer of the past or present. The thought of some is to dispossess the lawyer by giving to each man a knowl¬ edge of the rules of law, and you will find on many bookshelves such volumes as these : Every Man His Own Lawyer, The Business Man’s Guide — books aimed to place before all men the common rules for interpreting and controlling business transac¬ tions. Some fancy that with this diffusion of knowledge the need for the lawyer will cease. They who indulge in such fancy forget the fact that the many never keej) pace with the few, that social and business relations become more complicated as civilization advances, and that with the complexity of those relations comes a multiplicity of rules and laws beyond the reach of the ordinary education of the many. There is as much difference between the few primitive rules that controlled society in its early stages of development and those which are now required for the management of its great and interlaced interests, as there is between the hatchet, the saw, and other ordinary tools of the carpenter, and the marvelous and intricate machinery of our great manufacturing establishments. It may require but little time and effort to learn how to use a plane or a handsaw, but to construct and keep in motion and order all the involved machinery of a great manufacturing establish¬ ment requires years of patient study and careful attention. So it may be that a little knowledge will enable ono to go into a primitive society and advise as to the rules of law controlling its few transactions, but he who would stand in one of our great commercial cities as a power and a leader, advising and directing all its multi¬ form affairs, must be a man of superior knowledge and large wisdom. Wo hear many suggestions to-day as to the means necessary to make the law keep pace with the needs of advancing society. Law reform is a great cry. Simplicity in mode of procedure is thought by some to be the one thing needful. Far be it from me to belittle this demand. I do not wonder that the lawyer fell into disrepute when the highest effort seemed to be put forth in solving mere questions of pleading and practice, when the pride of the lawyer was in tripping his adversary through a mere technicality, and when the outcome of too many a lawsuit was not the deter¬ mination of the relative rights of the litigants, but simply how nearly the pleadings on the one side or the other conformed to a technical and arbitrary system. . Chief Justice Taney, writing of his professional experience, says: “In that day strict and nice technical pleading was the pride of the bar, and I might also say of the court. 1256 EDUCATION REPORT, 1894-95 And every disputed suit was a trial of skill in pleading between counsel, and a vic¬ tory achieved in that mode was much more valued than one obtained on the merits of the case.” I am glad that law reformers have swung ponderous blows against the common-law system of pleading and practice, and are striving to give the utmost simplicity to modes of procedure. Once in a while we see one of those technical devotees of ancient ways, whose delight is simply in the maneuvers of the court room. I remember one, who, employed to defend a chancery suit, wearied the court by the multitude of his dilatory, evasive, and technical pleas and motions. Finally, the judge, in his impatience, said to him, “ Why do you take up my time with these frivolous and technical matters; why do you not come to the merits of the case at once ?” And his reply, which illustrates so well the spirit of the old practitioners, was, “The moment I get to the merits of the case I lose all interest in it.” No thoughtful man can doubt that simplicity in modes of procedure is of the utmost importance. The mere tools of the profession should be easily handled. Writing a pleading, or any other document, in a dead language is not the best evidence of the highest practical learning, or the greatest capacity. And it is to the credit of our profession that its members are rapidly coming to appreciate this truth; to realize that mere form is of trifling moment, and that substance of right and justice is the one thing to be striven for. God speed the day when a victory won by a trick shall ruin the lawyer who wins it. Again, another demand is for more speed in the dispatch of litigation. A slow procedure, with free right of appeal from court to court and abundant license of indirect collateral attack, was barely tolerable when life itself moved slowly, when business transactions were few, when travel was by canal boat or stage coach, when the mail was weekly or at best triweekly, and when leisure was abundant. The pure gold of truth and justice was finally separated, it is said, after being sifted through many judicial sieves. “ Jarndyce v. Jarndyce” expressed even then the con¬ tempt of thoughtful minds. The law’s delay became proverbial. Now, when travel is by steam, and correspondence by electricity, when business transactions challenge the seconds in their flight, when men grow rich or poor in a fortnight, and all life moves in the hot haste of a Kansas cyclone, something must be done to bring the movements of the courts into harmony with the speed of other things. It is not strange that business men are compelling the members of their various commercial bodies to settle their controversies through committees rather than by lawsuits. Lawyers are proverbially conservative, and they do not change their habits or notions as easily or as quickly as some might wish. Precedent is an awful tyrant in our profession. What has been is to many the sacred law of what must be, and an iconoclast on the bench is a sacrilegious judicial monster. Even that tribunal of the nine black gowns glories in the past, and follows in its traditions, and the agonizing- cry of the despondent dissenter, even in the income-tax case, is that stare decisis is being stabbed in the house of its friends. Et tu, Brute ! When the court had little to do, the justices were wont to spend the morning hours of each Monday in reading at length what they had written during the prior weeks. What has been must be, and so, although the great stress of accumulating business demands every hour, the customs of the past still largely control. Someone has denounced in language too strong for me to quote the waste of time in reading to an audience of 100 or so that which is the interpretation of the law for 70,000,000 of people, who learn what has been decided not from the lips of the justices but from the pages of the press. And, I may add, the acoustic properties of the court room are so imperfect, and the voices of the justices generally so low, that scarcely half the scanty audience hear what is said. And when one speaks so that all in the room do chance to hear, the press dis¬ patches announce to the world that the audible justice has made a stump speech from the bench. But “great is Diana of the Ephesians,” and so for “about the space of two hours” every Monday morning the reading must go on. Yet speed of itself may be more of a vice than a virtue. Inrportant questions are • not rightly decided unless fully considered, and the administration of justice would soon be pronounced a mockery if first impressions controlled every case. But greater expedition can be obtained without detracting from fullest examination and consid¬ eration. Shorten the time of process. Curtail the right of continuance. When once a case has been commenced deny to every other court the right to interfere, or take jurisdiction of any matter that can be brought by either party into the pending litigation. Limit the right of review. Terminate all review in one appellate court. Reverse the rule of decision in appellate courts, and instead of assuming that injury was done if error is shown, require the party complaining of a judgment or decree to show affirmatively not merely that some error was committed in the trial court, but also that if that error had not been committed the result must necessarily have been different. It may be said that this would make reversals difficult to obtain. They should be difficult. The end of litigation should be almost always in the trial court. Business men understand that it is best that the decisions of their commit¬ tees of arbitration should be final and without any review; while some of our PROFESSIONAL EDUCATION. 1257 profession seem to tliink that j ustice is more likely to he secured if hy repeated reviews in successive courts, even to the highest in the nation, the fees of counsel can be made to equal if not exceed the amount in controversy between the clients. In criminal cases there should he no appeal. I say it with reluctance, hut the truth is that you may trust a jury to do justice to the accused with more safety than you can an appellate court to secure protection to the public by the speedy punishment of a criminal. To guard against any possible wrong to an accused, a board of review and pardons might he created with power to set aside a conviction or reduce the punishment, if on the full record it appears not that a technical error has been com¬ mitted, but that the defendant is not guilty, or has been excessively punished. The truth of it is, brethren, in our desire to perfect a system of administration, one which shall finally extract from confused masses of facts and fictions the abso¬ lute and ultimate verities, we forget that tardy justice is often gross injustice. We are putting too heavy burdens on our clients, as well as exhausting the patience of the "public. Better an occasional blunder on the part of a jury or a justice of the peace, than the habit of protracted litigation. The idea of home rule and local self-government is growing in favor. Thoughtful men more and more see that the wise thing is to cast upon each community full responsibility for the management of its local affairs, and that the great danger t© free government is in the centralization of power. Is it not in line with this thought that as far as possible the final settlement of all controversies which are in them¬ selves local shall be by the immediate friends and neighbors of the litigants? Was not that the underlying thought of the jury as first established? And while we boast that the jury system is the great bulwark of our liberties, are we not in dan¬ ger of undermining its strength and impairing its influence by the freedom of appeals? Is not the implication therein that the jury and the trial judge can not be trusted, and is not the sense of responsibility taken away from both when they understand that no matter what they may decide some superior and supposedly wiser tribunal is going to review all their decisions and correct whatever of mistake they may make? We boast of the educating influence of the ballot box, and say that only as each citizen realizes that the responsibilities of government rest upon him is possible the development of a perfect system of popular government. Is it not also true that the jury room has its educating influence, and that we ought so to adjust our system of jurisprudence that each juror shall come to feel that the responsibility for the admin¬ istration of justice rests largely upon him? But whatever of help may be in these suggested reforms, they are impotent of themselves to create the leader. They are simply a matter of machinery. The power must be in the man. The lawyer must be fitted to lead. For that a thorough edu¬ cation is necessary. And so I come to the thought which I wish to impress upon, you; and that is, if our profession is to maintain its prominence, if it is going to continue the great profession, that which leads and directs the movements of society, a longer course of preparatory study must be required. A better education is the great need and the most important reform. The door of admission to the bar must swing on reluctant hinges, and only he be permitted! to pass through who has by continued and patient study fitted himself for the work of a safe counselor and the place of a leader, I do not propose to discuss the different methods of legal education, or compare the law school with the office, the case with the text-book. These are questions which others can and doubtless will discuss with far more ability and with the benefit of a larger experience. That which I wish alone to emphasize is the need of securing in some way to everyone admitted to practice the benefit of a preparation therefor far surpassing that which most young lawyers now enjoy. I speak with the utmost freedom, for I did that which I now condemn. I hastened through my legal studies and was by the diploma of a law school and a certificate from a court declared fit to advise as to all rights and liabilities, and to carry on any litigation before I was old enough to be intrusted with the right to vote. I appreciated the mistake when I attempted to practice, and I fear some of my clients became equally aware of the fact. But why is a higher education to-day the special need of the profession? Because, first, the law is a more intricate and difficult science than heretofore. The verj complexities of our civilization and the multiform directions of human enterprise have not only increased the number, but have also given greater variety to the rules controlling business transactions. He who would become qualified to counsel and guide must therefore have a larger legal lore, and that is only ojbtained by a more extended study and training. While it is true that the practice of the law is becom¬ ing divided into specialties, and we have the insurance lawyer, the railroad lawyer, etc., yet no man can become a successful specialist without a general knowledge of the rules obtaining in other departments than his own. ED 95 - 40* 1258 EDUCATION REPORT, 1894-95. Because, second, to preserve tlio confidence of tlie community in the profession, eacli member must be qualified for the higher demands now made upon it. When society perceives that the great number are but slightly educated, how soon will the lawyer fall into disrepute. He will be only the object of the sneer of the cynic and the laugh of the wit. He will be thrown from his position of leader, and no longer sought after, respected, or followed. Because, third, his mistakes are freighted with greater possibilities of injury. When business transactions are nothing more than an occasional barter of a chattel, or a simple contract for labor, a mistake w'orks but little injury, and only to a few. But when they involve the great railroad and commercial dealings, so common to-day, a mistake may be fruitful of large and widespread ruin. So the responsibilities which rest upon us are greater than ever before, and we must rise to the level of those responsibilities, or both wo and the society we attempt to lead will suffer. Because, fourth, society each day of its advancing civilization needs and demands a wiser leadership. The welfare of humanity rests not on what has been accom¬ plished, but on the steps forward which it takes. If those steps are wisely advised and prudently taken, then we may confidently look for the coming in of the day of which poets have sung, and which prophets ha\re foretold, when peace and righteous¬ ness shall fill the earth. While, on the other hand, if illy advised and rashly taken, progress ceases and society resolves itself again into the anarchy and chaos from which it has so slowly arisen. It has often been said that a comnmnity is no better than its leaders, and while there may be temporary exceptions, that is certainly the general rule. So if we would have a steady advance in social order we must have an equally constant advance in the character and accomplishments of the lawyers, its leaders. I know that mere education is not all-sufficient. There must be a man to be edu¬ cated. It is an old saying that you can not make a silk purse out of the caudal appendage of the female swine. No more will any amount of study and training pour legal lore into some craniums or give that rare and blessed gift, common sense. Still that does not prove that there is no need of education. Henry Ward Beecher once said that dress does not make the man, but when the man is made he looks a great deal better dressed up. So while mere study will not supply the lack of legal capacity, given one capable of becoming a lawyer, and a thorough education will place him in the front. The strength of an army is not in its numbers, but in its discipline and training. Cortez, with a handful, rode through thousands of opposing Mexicans and entered the capital city in triumph. Japan’s disciplined troops saw scarcely anything else than the backs of the fleeing Chinese, and the most numerous people on the face of the earth were conquered within a few weeks. So it is with our profession. Its power lies not in the mere number of its members, but in their learning and capacity. A single true and noble lawyer is strength and glory, while a thousand pettifoggers are weakness and shame. In our late war, with its millions of volunteer soldiers, who became the victorious leaders ? The trained students of military science. Their education had fitted them to lead. The great movements of civilized society upward are struggles, though not wars. Who can lead in those movements? Mainly the trained lawyers, they whose long study of human rights and obligations enables them to place before each individual the limits of action, and to guide into paths of life and conduct, which are ways of pleasantness and paths of peace, and so the paths through which civilization moves on and up. It may be objected that if the course of study is extended and the conditions of admission to the bar increased a great many will be deterred from entering the pro¬ fession. A perfect answer is that a great many ought to be deterred. A growing multitude is crowding in who are not fit to be lawyers, who disgrace the profession after they are in it, who in a scramble after a livelihood are debasing the noblest of professions into the meanest of avocations, who instead of being leaders and looked up to for advice and guidance^ are despised as the hangers-on of police courts and the nibblers after crumbs which a dog ought to be ashamed to touch. Even of those who would love to keep up the dignity of the profession many find no adequate com¬ pensation from the practice, and so mingle with it dealing in insurance, real estate, and kindred matters, to eke out the living the law does not furnish. It would be a blessing to the profession, and to the community as well, if some Noachian delugo would engulf half of those who have a license to practice. Webster’s reply to the question whether the profession was not crowded was that the first story was full, but that there was plenty of room in the second. We should see to it that there be no first, story, and that only second-story lawyers be found on our rolls. It is said that some of the noblest of our members would be shut out from the law and turned into other pursuits. If a four-years’ course of study had been required would Abraham Lincoln have become a lawyer? My reply is two-fold. First, sel¬ dom would any one capable of becoming a hero of the bar be turned away. Obsta¬ cles only stimulate the efforts of such men. They work their way up in spite of all PROFESSIONAL EDUCATION. 1259 difficulties. They glory in their ability to overcome all opposition. Secondly, if perchance someone worthy of a place on onr rolls should he kept away there will be plenty loft. The general level of professional standing should not be lowered for fear some single chieftain is never found. Finally, it is objected that the high standard should not be insisted upon, because in our hamlets and smaller villages there is room for very ordinary lawyers. This is a mistake. There is no place anywhere on the face of the earth for a cheap lawyer. It is true that in a village there maybe but little business, true that many transactions are of such a simple character that a limited knowledge of the law will guide one safely through them; but it is also true that the relations between the villages and the great business cities are becoming more and more intimate, and are such that often the highest legal lore is required to properly advise the dwellers in the former as to their rights, duties, and liabilities, and so the lawyer in the village must be qualified to meet the lawyer in the city on equal terms. Further, he will represent the village in the legislature, and he should be able to make that village a power in the legislation of the State. There should be a general lifting up of the profession, so that all its members everywhere be recognized as leaders. The final peace of the world will be wrought out through our profession. I know the poet sings of the day 'When the war drum throbs no longer and the battle flags are furled In the parliament of man, the federation of the world. But the poet is mistaken. The legislator will not bring the day of universal peace. There will never be one great parliament, one federal republic embracing all races and ruling the world. The law of race individuality, with its consequent differences and antagonisms, can not be overcome. Gaul and Teuton, Slav and Saxon will never become one people. Blood is thicker than water. Because indi¬ viduals of these varied races come to this new land of ours, and dwelling as neigh¬ bors are slowly moving toward one homogeneous people, it does not follow that the law of race will ever be forgotten or ignored in the native land. The vision of one great nation with a single parliament is only a poet’s dream. But the lawyer will work out the final peace and bring in the glad day when the spear shall be turned into a plowshare and the sword into a pruning hook, and nations shall learn war no more. In each separate nation as it advances in civilization more and more are differences settled and rights adjusted by the lawyer and the judge, rather than by the pistol and bowie knife; so, as the world advances in civilization, will differences between nations be in like manner settled. Arbitrations are growing in favor, and international courts will soon be a part of the common life of the world. I know the time may seem far distant when any such court shall come into existence. It will be witness to a great advance in civilization, and yet within the last fortnight I have seen it stated in the papers that the French Assembly has unanimously passed a resolution looking to the establishment of some tribunal of arbitration to settle all differences that may in the future arise between that nation and this country. The world is becoming familiar with international arbitrations and the settlement of disputes thereby; and every successful arbitration is but a harbinger of the day when all disputes between nations shall be settled in courts offpeace and not by the roar of cannon and waste of blood. When in youth I studied the structure of our Government, I looked with awe and reverence upon the Supreme Court of the United States, a tribunal taking no ® cognizance of the minor disputes between individuals within the several States, but sitting in judgment upon the weightier controversies between States and citizens thereof, and determining the rights and liabilities of States to each other and to citizens. I thought of the solemn sense of responsibility which must rest upon each justice thereof as he came to the decision of every case. The years have brought me to a place on that bench. With a profounder reverence and a personal sense of responsibility I now look upon that court and its work, and I would that every judgment it pronounces should be wrought out with such wisdom as through the long stretch of coming years to stand the supremest test. Does it tell of the coming on of second childhood, or is it proof of a growing con¬ fidence in man and his capacity for self-control that I now look with the full assur¬ ance of faith to the dawning of a day when some great international court shall come into being, whose judgments, touching no questions between individuals, shall determine all controversies between nations, and by such determinations bid the world’s farewell to the soldier? But by whom shall such a tribunal be estab¬ lished, and who is to sit therein and render the judgments which shall command such confidence and respect that willing obedience thereto be yielded by all? Out of the rich brain of our profession shall be wrought the form and structure of that court, its fashion and its glory, and the lawyers shall be the judges thereof. So believing, let us all strive to lift the standard of professional character and acquirements so that no one shall ever think of challenging our place in the front. CHAPTER XXIX. MEDICAL SCHOOLS OF THE UNITED STATES.1 * The Report of the Commissioner of Education for 1892-93 (pp. 601-613) contains a summary of a report on medical education in the United States by Dr. Marcel Baudouin, delegate from the French Government to the Chicago Exposition and specially commissioned to study the system of medical instruction, conditions of professional life, etc., in our country. Dr. Baudouin visited the chief medical schools, hospitals, etc., of the country, and his report contains, in addition to the summary referred to, extended descriptions of individual institutions. To repro¬ duce these in full would require more space than can be allowed for the subject, but it seems desirable to present at least extracts relating to typical schools and in a few instances even to give in full Dr. Baudouin’s account of individual institutions. JOHNS HOPKINS UNIVERSITY. “Of this university for higher scientific education/7 says Dr. Baudouin, “it is necessary to give more than simple mention. Here, however, I can only describe its magnificent institute of physics, the largest in the United States, directed by Prof. Henry A. Rowland ; its chemical laboratories, which Prof. Ira Remsen courteously showed me, and its geological collections (so important ordinarily in all the large American universities on account of the development given to studies relative to the mineral wealth of an almost virgin soil). Apparently the chief purpose of this university is the training of engineers (mining, mechanical, etc.), and specialists in chemistry, but it is also celebrated for the works of pure science which come from its laboratories. Here are to be found men of undoubted ability; here are illustrious mathematicians, savants of the highest order, whom rival universities seek as pro¬ fessors. This is, in fact, one of the principal centers of higher education in North America and would well repay close study. It differs essentially from our French faculties and also from the German universities. “In 1889 the Medical Weekly stated that the medical department of Johns Hop¬ kins University, announced prematurely, was not in actual operation, but I was informed that the medical faculty of the famous university of Baltimore would open its doors in October, 1893. This department will, without doubt, have the same importance as the other faculties of this institution, and has jiromise of a brilliant future. Iu the hospital I am about to describe this school will possess fine appoint¬ ments, and since the cultivation of pure science is not neglected in this intellectual ceuter it can not fail to draw the most distinguished professors to its circle. Those men who have already taken the course of study at the hospital and who will cer¬ tainly form a part of the personnel of its future faculty are men well known in the intellectual world. JOHNS HOPKINS HOSPITAL. “This hospital is as well known in the medical as is the university of the same name in the scientific world, but, judging from its register, few Frenchmen have visited it. I know of only one hospital in Europe, the Urban Spital at Berlin, that can at all compare with this one founded by Johns Hopkins. Our French hospitals are built on a very different plan, which their antiquity readily explains. Those that have been recently constructed, whether at Paris or in the provinces, may be as good and as interesting as the two mentioned, but certainly they do not compare with them either in extent or in perfect hygienic resources, or iu the perfect, har¬ monious arrangement of all the parts. One who has not seen these two hospitals (which, be it said, admit only 300 or 400 patients, while Tenon at Paris admits double 1 From report of Dr. Marcel Baudouin, delegate from the French G-overnment to the Chicago Expo¬ sition. 1261 1262 EDUCATION REPORT, 1894-95. tliat number) can not form an idea of the results which may be attained at this age of the world in the construction of a great hospital when the resources are unlimited. “The Johns Hopkins Hospital, like the university, was built from funds left by Johns Hopkins, a merchant of Baltimore. Many plans for this institute were sub¬ mitted to the executive committee, both by physicians and architects, but that accepted is due to Dr. John S. Billings, whose name I have already had occasion to mention. In order to perfect his designs Dr. Billings spent several years in Europe, and visited the principal hospitals of France and Germany. From these studies resulted plans so admirable that they were adopted without opposition. The immense buildings intended for those attacked by acute diseases are situated on a point of land elevated above the city. They comprise numerous separate pavilions divided into three grand sections— medicine, surgery, and gynecology. There is no section of accouchement. These departments are each under a physician in chief. The hospital is free to patients resident of Baltimore and its environs, and to those vic¬ tims of accidents who are natives of Maryland. There are also separate pay wards for men and for women, and common wards where all patients may be admitted who are not able to pay the usual charges of $5 a week. “There are also laboratories of bacteriology and pathologic anatomy admirably equipped (pertaining to the school of medicine), an excellent dispensary, and a train¬ ing school for nurses with a nurses’ home. “I do not intend to give here a full description of the Johns Hopkins Hospital, which was finished only in 1889, nor to enter into all the details of its work. Those who desire more particular technical information will read with greater profit the mag¬ nificent publication of Dr. Billings. I prefer to dwell only on such parts as I have seen myself, and of which my report will naturally be shorter and less minute. “The wards. — My first visit was to the surgical department, which occupies a separate and finely appointed division. As I have said before, the wards are small and accommodate each only about a dozen beds. The largest ward is circular, or, rather, octagonal, a form which more than any other facilitates a constant watch on the patients. “I noticed here portable screens of pine wood which are used to separate the beds of the patients during an operation or while a painful wound is dressed. Sometimes three of these screens are used, forming a sort of box, and thus much agony is kept from the sight of the patients. Some surgical operations which I witnessed inter¬ ested me much, two in particular. A large aneurism of the aorta, and especially an operation at which, in the course of a hysterectomy, the ureter was cut, and at which Dr. Howard A. Kelly, professor of gynecology, successfully effected a suture of that conduit by means of a lateral anastomosis. “'Certain usages which I had never seen in Europe surprised me; for instance, the custom of taking the temperature in the mouth by means of a very convenient little thermometer. This instrument is placed in the buccal cavity, and the lips of the patient tightly closed for a few moments. In this way results are obtained compa¬ rable to those obtained by taking the temperature at the rectum and vagina. This method is a little less exact; as it is rapid it is employed in ordinary cases or where time presses. When the malady is serious recourse is had to the rectal temperature. Contagion is easily avoided by washing these little instruments in antiseptics. The wards for the sick deserve more than passing mention, but I can only touch upon their irreproachable cleanliness, upon the care with which all hygienic precautions are observed, upon the use of the telephone, the little libraries, the flowering plants, the aquariums, and the cages of birds. I must emphasize the importance and regu¬ larity of the services rendered by the American nurses who occupy the same position as the ‘ infirmieres ’ and ‘surveillants’ of our own hospitals. “ The nurses. — There are 60 nurses at Johns Hopkins Hospital, whose shining white uniforms, delicate manners, good nature, respect for the sick, and professional knowledge aroused in me a most lively interest. If the reader will beq,r in mind that I am a member of the corps of instruction in a training school for nurses con¬ nected with a similar hospital in Paris he will easily comprehend how painful were the comparisons which were forced upon me. “The comparison that I made between the uncertain remuneration of French lay nurses and the liberal salaries received by American nurses, especially those of Johns Hopkins Hospital, and also between the intellectual culture of the two, is not favorable to the French. “ The Nurses’ Home of Johns Hopkins Hospital is superb, in reality a little hotel, almost a palace, whose soft carpets and white marble staircase are in strong con¬ trast with the ragged straw matting and wooden ladders of the dormitories of the Pitie or of the Saipetriere. This building is four stories high. The basement con¬ tains a dining room which will accommodate 40 persons, a pantry, four storerooms, a study hall, a lecture room, bathrooms, water-closets, and an elevator, besides a kitchen where the nurses have practical lessons in cookery. “The first story opens from a large hall on a terraced walk. It contains a parlor MEDICAL SCHOOLS OF THE UNITED STATES. 1263 for tlie nurses, two rooms for the superintendent, a library, six rooms for the head nurses, two others for sick nurses, and water-closets and bathrooms. This story is reserved for the graduate nurses. “ The second and third stories are identical and have seventeen rooms heated by steam (a manner of heating very common in America), four rooms with fireplaces for sick nurses, a laundry, and bathrooms and Avater- closets. As a matter of simple information I believe it useful to describe the nurses’ parlor, which is furnished with a view to comfort rather than luxury. This room is heated by hot water although one of its few luxuries is a fireplace, a rarity in modern American houses. The waxed floor is covered with soft rugs ; easy wicker chairs, stuffed chairs, and the traditional rocking chair of America supply inviting seats. The clean white walls are bare of pictures and the windows are without curtains or draperies. I will add only one word more. We not only have nothing in France to be compared with institutions of this kind in the United States, but there is nothing in our country which can truly be called an autonomous and complete lay school for nurses. What has been done at Paris can not be compared with the institutions of this sort in the United States. “The new hall for surgical operations is reserved for the practice of gynecology and surgery, and is profusely lighted by electricity. “"The surgical amphitheater, in the form of a half circle, is provided with rows of seats rising one above another. At the rear is the entrance for students. Not far from this room is a smaller room for operations on the wounded, or patients requir¬ ing antiseptics. This is lighted from the two sides, while the largo hall receives its light from above. “At the outer edge of the hall is an anesthetic room, which serves for both operat¬ ing rooms, an arrangement somewhat objectionable. There is a dark room for oph¬ thalmology, a room for the surgeon, a room for watchers, a room for those who have undergone an operation, and a small hall for the sick. Situated at the side of the office through which all the wounded must be brought who require immediate opera¬ tion is a bathroom and a room for gynecological examinations. The wounded do not enter the operating room by the same passage as the hospital patients, and the students have still another entrance. I pass over the dispensary building (a descrip¬ tion of which would greatly astonish French physicians), to say a word about the isolating ward. In the basement of this building are the usual arrangements for heating, and from the roof project the usual ventilating chimneys. So numerous are these that one could well describe the Johns Hopkins Hospital as the hospital of little chimneys and hot- water coils. “Above the basement there is a single story a little more than 10 meters in height. It contains twenty alcoves which open on a central hall. A single bed is in each. In three of the alcoves the floor is perforated in order to insure perfect cleanliness and to admit extra heat from the coils immediately beneath. There are also two rooms for nurses, with two beds in each room, a laundry, a bathroom, and a special kitchen. “ Heating and ventilation. — I can not say enough in praise of the system of ventila¬ tion and heating which has been adopted by Dr. Billings. I should certainly fail in my duty if I did not make special mention of this feature, which distinguishes Johns Hopkins Hospital from all other American hospitals as well as from those of Europe. “ Machinery . — The basement of this establishment should also be seen in detail. Here is machinery unlike any to be seen in Franco and which can be equaled only in Berlin. Unfortunately it is impossible to describe it in a few lines. Therefore I shall only mention its principal points. Acoustic tubes are placed in all the halls and corridors and communicate with the different buildings. The separated build¬ ings are connected by telephone with the office and through this with the city. Almost every room is supplied with an electric register of temperature. “Altogether this hospital presents exquisite cleanliness and admirable organization and is constructed with that view to convenience that is met with only in a country where time is money and where in order to work well and profitably it is necessary to work quickly. It is a unique hospital which should be seen and studied.” WOMAN’S MEDICAL COLLEGE OF PENNSYLVANIA. “As everyone knows, in America there are several colleges devoted exclusively to women. I have examined in all its details the most important of these, The Woman’s Medical College of Pennsylvania, situated in Philadelphia. It was organized in 1850, and is the oldest and most celebrated of the existing woman’s colleges. The first college of this class, founded in Boston in 1848, is no longer in existence. “The school of medicine is under the direction of a board composed of men and women (the latter six in number). The president is a woman (Mrs. Mary E. Mun- ford), as is also the dean (Mrs. Clara Marshall). There are, besides, teachers, 1264 EDUCATION REPORT, 1894-95. demonstrators, assistants, and prosectors, many of whom are women. Like most of the American universities, it has a woman librarian. “The examination for entrance into this college is not difficult. In order to show the plane upon which medical colleges stand I add that the applicants for admission are required to know a little orthography, arithmetic, physics, and Latin (the con¬ jugation of the verbs is sufficient) ; nothing more is required. The professors, evi¬ dently, are content with very little. In the United States it is necessary not to he too severe if one intends to have pupils, a fortiori if they are women.” (Here follows a synopsis of the curriculum.) “I went through the building, even to the roof, and found that, as in almost all American colleges, the dissecting room was in the top story. The room in this case is lighted by electricity, and each table is supplied with a small light that can be moved to accommodate the operator. I wondered at the location of the operating room, hut it is probably so placed to prevent the odor from getting to all the rooms of the building and for freer admission of air into the room.” (Brief descriptions are also given of a few other rooms.) THE UNIVERSITY OF PENNSYLVANIA. “In spite of the importance of Jefferson College, in spite of the relative 6clat, at least, of the Woman’s College, the place of honor among the medical schools of the metropolis of Pennsylvania must be accorded lothe medical department of the University of Pennsylvania. It is situated some distance from the center of the city, on the left bank of the Schuylkill River, not far from the Drexel Institute. The campus of the university covers five squares, on which are located the immense buildings separated by grass plats. The first block inclosed by a railing is in the form of a trapezoid, on which stands the college hall of the university; that is to say, the offices of the directors and the halls of the faculty of philosophy, of the faculty of medicine, the laboratories for dental clinics, the library, the mechanical laboratories, and the machine shops. Behind these are the hospital of the univer¬ sity, the nurses’ home, the maternity hospital, and the morgue, with a mortuary chapel. A little farther away in a triangular park are the veterinary hospital, the veterinary school, a hospital for dogs, and the school of biology (faculty of natural sciences). Finally, there is in course of construction an immense building, which will receive the name of the Wistar Institute of Anatomy and Biology. “The school of medicine connected with this university is one of the oldest in the United States and one of the most important. Organized in 1765, it conferred its first diploma in 1768. Owing largely to the influence of Benjamin Franklin and William Smith, its early development was rapid. The course of study in this school is for three years only,1 but most of its professors are men of great distinction, and some of them, as, for instance, J. W. White, L. A. Duhring, J. Ashhurst, J. S. Bill¬ ings, aud J. Marshall, have a European reputation. The corps of teachers comprises 22 professors, 4 assistant professors, 1 demonstrator, 7 teachers, and 20 prosectors and instructors in anatomy. The dean, Mr. Marshall, still quite a young man, is only an assistant professor. The total number of students for the present scholastic year (1892-93) is 847, of whom 1 is French, 1 African, 1 Haitian, 1 Japanese, 2 Germans, and 2 natives of the West Indies. It was with great interest that I went through the laboratories of this university, especially the two for chemistry, each of which accommodates more than 200 pupils. The dissecting room, like that at the Woman’s College, is iu the top story, and is lighted by electricity and supplied with lavatories. I saw also the old museum of anatomy, which contains one or two curious specimens, and the museum of geology. “School of dentistry. — I was much struck by the location of this department. One room is in the lower story of the chemical laboratory, and is reserved for clinic exer¬ cises and for operations by the pupils. This immense hall contains a succession of dentists’ chairs, in which, at the time of my visit, were seated a large number of patients, upon whom the students were operating. This department is, moreover, much appreciated. It has 8 professors, 3 assistant professors, 9 instructors, and 17 demonstrators. The course of study is for three years. In the years 1892 and 1893 there were 153 pupils, of whom 72 were in the first year, 60 in the second, 17 in the third, and 17 more taking special studies. Among them were 1 French and 2 Ger¬ man pupils. “The operating room is one of the largest I visited in the United States. It measures 140 feet long by 40 feet wide. It is lighted from all sides by large bay windows. Before each of these windows, where the light is very strong, is placed a Morrison chair and all the instruments necessary in dentistry. The mechanical laboratory has been supplied with all the modern appliances and with electric lights. In 1891-92 8,536 persons were treated in the operating room. From this it will be seen that the patronage is large and the students active. 1 Since this article was written this school and many others have adopted courses of four years. MEDICAL SCHOOLS OF THE UNITED STATES. 1265 “Among the diseases treated are recorded 143 cases of alveolar abscesses and 1,321 cases — an almost incredible number — of salivary calculi. If this is so, it is cer¬ tainly a very characteristic pathologic fact, or else the American dentists have a special means of discovering these minute concretions. At the mechanical labora¬ tory they made 794 artificial pieces (protli€tiques) of various sorts during the year. At this school the study of dentistry costs from $100 to $120 a year, or about $400 for the three-years course.” ROOSEVELT HOSPITAL, NEW YORK. Dr. Baudouin passes in rapid review the various medical institutions and hos¬ pitals of New York. Respecting the Roosevelt Hospital he says: “ Of all the medical institutions this is the one which a doctor ought to see on visiting America. It is a hospital comprising nearly 250 beds, not large but well arranged, although not at all according to the modern ideas for the construction of hospitals. The most interesting part to study is an annex which forms at this time certainly the most beautiful structure in the world intended for operations. I speak of the Syms Building, which was finished in 1892 and has not yet been described in Europe. “ Thanks to Dr. McBurney, the chief of service, I visited this famous operating room. It is, in fact, a marble palace erected in honor of aseptic surgery. The luxu¬ rious operating rooms of M. Poncet, in Lyons; of the Urban Spital, in Berlin; of Professor Kelly, of the Johns Hopkins Hospital, Baltimore, are nothing beside this veritable temple of shining white marble. It cost 1,750,000 francs ($350,000), which was generously donated by Mr. W. J. Syms, on the express condition that it should he spent for the especial purpose of erecting a model establishment. The plans are worthy of the greatest praise, and the execution is equal to the majestic concep¬ tion of the architect, Mr. W. Wheler Smith, and the consulting surgeon, Dr. Ch. McBurney. “The Syms Building was opened November 5, 1892. Its principal entrance is on Fifty-first street, opposite the College of Physicians, and it communicates at the left by a special passage with Roosevelt Hospital. In the center is a vast amphi¬ theater admirably arranged. It is lighted from the sides, and has a floor, doors, and walls of marble. (Marble has been used here not for luxury, but because it can be so easily kept clean.) The building is lighted by gas and electricity. Arranged around the amphitheater are little rooms where all necessary preparations are made for operating; also a large circular lobby from which open a dozen rooms whose enumeration sufficiently indicates their uses. These are a waiting room for the sick near the operating room for septic patients ; an examination room for the sick; two rooms for etherization (anesthesia) ; a photograph room, with dark cabinet; a labo¬ ratory of histology; a room for bandages; a room for articles used in dressing wounds; a room for the sterilizing stoves (I counted six, very complete); a room supplied with two reservoirs for sterilized water, where the instruments are cleaned ; another room fitted with glass cases for the surgical instruments ; finally, a large toilet room for the assistants. At the side there is still another operating room for laparotomy, and the surgeon’s room. “We were particularly interested in an arrangement the advantages of which are at once apparent. I speak of a great inclined plane which takes the place of a staircase, or rather of an elevator, by which the patients are conveyed to the oper¬ ating room in the second story, with the least possible jolting. On the floor of this incline are projections, which make the descent of the litters and slides on which are placed the couches of the patients, slow and easy. I repeat, with pleasure, that I was amazed, not only at the luxurious appointments, but above all at the services rendered in this magnificent institution of surgery, which from all points of view must be regarded as a model.” At Bellevue Hospital Dr. Baudouin noted particularly the morgue, the tents in the open court for typhus cases, the old war ship at the quay fitted up as an isolating ward and more especially, as he says, “ a large building reserved for inebriates, who multiply alarmingly in New York, and who are generally of Irish origin. A visit to the rooms where delirium tremens and pneumonia with pulmonary oedema are com¬ mon is very interesting.” The author devotes several pages to the hygienic aspects of New York City, noting- in particular the abundant provisions for securing heat, light, and ventilation in private houses and in the principal hotels. He closes this chapter in these words : “Three things are greatly appreciated in the United States, first, the dollar, then equality, and finally, material comfort. If comfort comes last, it is nevertheless an adored idol.” From New York Dr. Baudouin continued his journey eastward, stopping first at Yale and then at Clark University. After a brief account of Yale he adds: “I would like to describe in detail the organization of the American university, taking 1266 EDUCATION REPORT, 1894-95. Yale, one of the most celebrated, as a typo, and also to show how and why in Amer¬ ica they unite under the name of university what is called a high school or a college and the various faculties. This organization is extremely curious and deserves the attention of those who are occupied with questions of education, but it would lead mo too far astray from the medical schools, which is my legitimate subject.” SCHOOL OF MEDICINE OF YALE UNIVERSITY. Of this school our author says: “It dates from 1810, at least it was authorized at that time, but was not organized until 1813, and the first instructors were chosen by the professors of Yale from the members of the Connecticut Medical School. In 1879 an examination for admission was required of applicants, and at least a three years’ course of study was demanded, together with practical work in the labora¬ tories. * * * In i884 the school passed entirely from the control of the Medical Society of Connecticut, under the authority of Yale College. It was then organized like one of our best full-course schools (6coles de plein exercise), and bears compari¬ son with several of our provincial faculties. (Here follows a brief outline of the course of study.) Dispensary and hospital. — “One word on the hospital of New Haven and the dis¬ pensary annexed to the university where the students take their course in clinics. The dispensary occupies one of the buildings which form a part of the school of medicine. It has recently been enlarged and the old buildings have been remodeled. In spite of this it is not very important and furnishes only restricted means of study to the students. The New Haven Hospital. — “This hospital is more worthy of interest on account of the numerous accidents which necessarily occur in an industrial city of nearly 100,000 inhabitants. Operations are frequently performed in the hospital, and the new amphitheater which is annexed to the surgical division is equipped after the most approved models. There are three resident physicians. “ Medical instruction at Yale approaches ours as far as regards practical work and clinic exercises, but the same can not be said with respect to its theoretic course; which system is the best remains to be decided (a difficult question to solve, since the duration of studies in the United States of America is notoriously too short). It is absolutely impossible to make a real doctor in three years — I do not say a learned physician. This is beginning to be recognized everywhere, since even in this coun¬ try, where (as one said to me) ‘everything goes by steam/ they realize that it is necessary to demand at least four years’ study.” [As stated before, nearly all American medical colleges have now a four years’ course, adopted since the above was written. — Ed.] “The gymnasium of Yale University, the plans of which were seen by M. Perre do Coubertin during his visit in the United States, is magnificent. It is now almost finished and a few words will characterize it better than a long description. It is a palace of white marble erected for hygienic and physical exercises. The old gym¬ nasium being totally out of keeping with the splendid edifices of the university and insufficient for the needs of the constantly increasing number of students, the alumni gave $200,000 for the construction of this temple of hygiene which was intrusted to the architect, Mr. Gaugolpho. “I went over the monumental staircase, the reception room, the hall of trophies, the swimming pools, and the immense hall at the top of the building which M. Perre do Coubertin saw only in drawings. I visited the toilet room, the water-closets, the baths in the basement. I saw the gymnastic apparatus and the students practicing and spectators watching their work. I saw all this, and my eyes, dazzled at the sight, shed tears of regret at the remembrance of what we had in France to compare with the American gymnasium ! In proportion as I admired the beautiful and lux¬ urious appointments and arrangements, just so much was I pained to see the abuse of sports, artificial and useless, such as rowing indoors and riding wooden horses, etc. I repeat what many have said — they will abandon this system which consists in transforming the colleges into places of sport. There must be a limit to every¬ thing, even to physical exercise. Please Heaven, may I never hear from a French woman, since I value highly the universities of past times, the remark made by a young American woman, daughter of an old governor of one of the Middle States: ‘It is so interesting and beautiful to see our brothers and our friends contesting in public the palm of baseball on the athletic field of the university, that I would wil¬ lingly sacrifice a night at the opera at Paris to be present at a performance of this kind.’ That day Paris and France will exist no more! Physical exercise in the open air without rule or torture as much as you wish ; but these rowing regattas on wooden streams, these trials of strength or races on the velocipede — to what good? Everyone knows the races have not benefited the horse and I do not believe they are any more efficacious for man.” MEDICAL SCHOOLS OF THE UNITED STATES. 1267 SHEFFIELD SCIENTIFIC SCHOOL. “Tliis institution is in reality designed to train men engaged in mechanical pur¬ suits. It resembles a little our Ecole Centrale, since biologists, chemists, mechani¬ cal and mining engineers, and agriculturists are graduated from its halls. There are also students who are occupied in high scientific researches as at Clark Univer¬ sity. Altogether we have nothing in France absolutely analogous to this institution. The great American universities, such as Yale, are unique ; this bringing together under one roof and classifying students of such diverse courses has truly a stamp of originality and grandeur. CLARK UNIVERSITY. “What a contrast with Yale! Clark has as yet only a few professors and few pupils. But let Yale take care; Clark will become great, provided the donations continue to flow to its treasury, and its future professors possess the qualities and courage of the president, Mr. G. Stanley Hall. Although Clark University has existed only a few years it is in a flourishing condition. In America universities are born and grow like cities. For instance, four of these universities, and four very important ones, have been founded within five years; Clark at Worcester, Stanford, the Catholic University at Washington, and that of Chicago, in course of construc¬ tion. “Clark University is an establishment which in its tendencies fairly represents a university as wo comprehend it in France, but where we have only two faculties, that of science and that of literature, Clark in reality has five departments, as they say in America; mathematics, physics, chemistry, biology, and psychology. It has no faculty of theology, nor of law, nor of medicine, nor of pharmacy; but I ought to add that they expect to organize these several branches of education as soon as possible. “The campus of the university is about a mile and a half from the center of the city, north of Main street. Two large buildings are completed, the most recent of which is reserved for chemistry ; the other contains the offices and Prof. G. Stanley Hall’s magnificent laboratory of physiological xisychology . I visited this department with lively interest, as well as the laboratories of physics and biology, which are of less importance. I repeat, it is absolutely necessary when on a scientific mission to the United States to devote one day to the department of chemistry and experimental psychology of this university. “Laboratory of experimental psychology . — The physician will be especially struck with the lavish appointments of Dr. Hall’s laboratory, with the nature of the original work which is done there, and with the ideas which prevail. It is certainly a model of its kind, and it is to be desired that one laboratory of physiological psychology at the Sorbonne, which serves the ‘ Ecole pratique des hautes etudes,7 be as well equipped, and that the means of study be as perfect. My attention was specially directed to the specimens that were used in a delicate study in histology, i. e., the sud¬ den transformation of the cells of the nerve centers from various causes. I could not help admiring the patience and technical skill of the young assistants who success¬ fully conducted very complicated work. Dr. Hall has a high conception of tbo role of a professor of psychology. He is not content with teaching his pupils merely the anatomy and physiology of the nervous system ; he takes them on Sundays to the insane asylums of the city, shows them the patients, and gives them living examples of the different affections of the will, the memory, etc. It is evident that the school of M. Ribot of the ‘Revue Philosopliique7 is not the only one in which the sick are made the subjects of psychological observations.77 Here follows an outline of the course in psychology, to which the writer adds : “It is evident that here we have a true institute of psychology worthy to be compared with the Paris School of Anthropology.” “Clark. University publishes a review more important than the Revue de l’ecole d’ Anthropologic, the American Journal of Psychology, much appreciated by compe¬ tent judges, and of which Dr. Hall is the founder and editor in chief. “In 1892 there were only 18 students following the course of higher studies at Clark University. Ultimately they become professors of specialties, and are much sought after by other colleges. “I am convinced that these few remarks on Clark University, on the course of study, and the laboratories of psychology will suffice to show what impulse a professor of talent is able to give to an institution ; what results a man of great energy may accom¬ plish when supported by generous donators, if he is simply guided in his enterprise by the love of science and his own original ideas. Is it not to be regretted, that in our country such men are never able to give proof of their moral vigor and their power as organizers? But what system is without faults? We must acknowledge that the American system is far from perfect.” 1268 EDUCATION REPORT, 1894-95. From Worcester Dr. Baudouin proceeded to Boston. Of this city he says: “It would he supposed that at Boston, the Athens, or, better, the Edinburgh of the United States, the most cultivated city beyond the seas, the schools of medicine would be superior to those of the rival cities of New York and Philadelphia. It is not so, except, perhaps, the Harvard Medical School. But this school, which ranks first in Massa¬ chusetts, and which is situated in Boston, while the other buildings of the University are at Cambridge, a suburb of Boston, is hardly larger or more celebrated than those of the University of Pennsylvania or of Columbia College.” Dr. Baudouin’s notes on Harvard University as a whole are exceedingly meager. Of the medical school he says: “This chief medical school of Boston, although a part of Harvard University, is situated in the city. The buildings occupy an entire block on Boylston street, not far from the Boston Athletic Club, one of the famous clubs of Boston, the great public library, and the Public Gardens, where the statue of carved bronze in honor of the discoverer of anaesthesia by ether is erected. The massive structure of red bricks presents an imposing but severe apjiearance. “ The course of study at this school has within a few years been changed from three to four years, and is extremely rigid. The course also has been recently extended; anatomy, physiology, embryology, bacteriology, and hygiene, concurrently with general and medical chemistry, form the subjects of the first.year. Unfortu¬ nately the entrance examination is not very severe, not at all comparable to our bac¬ calaureate’s.1 It is the same everywhere; the students of the learned professions in America are not, as with us, taken from the cultivated classes; and the doctors com¬ mence their special studies very poorly equipped in point of general instruction. “The school is equipped with laboratories for bacteriology and special rooms for experimental work in histology, physiology, chemistry, etc. “ I noticed at Harvard University, as elsewhere, that medical physics is not well developed, at least not in comparison with chemistry. The courses in natural his¬ tory also are very limited. They give much less time to zoology and botany than we do. Perhaps this is due to the fact that the students are supposed to be suffi¬ ciently advanced in these studies when they enter the medical school. Clinical studies are pursued in the several hospitals of the city, which afford great facilities for this work. A sort of post-graduate course has been instituted in connection with the regular school, analogous to those in New York. It comprises a very im¬ portant personnel, whose members lecture in the various city hospitals to doctors wishing to perfect themselves in one or the other branches of the healing art.7’ M. Baudouin describes at length the Harvard school of dentistry and speaks of its wide reputation. He devotes nearly a page to the veterinary school, and in closing says: “The instruction here is very complete. Ophthalmology is taught in a special manner, and of course there are chairs of anatomy, botany, of chemistry, general and medical, of pathological anatomy, etc. The course of study is for three years and is based upon the usual curriculum of the medical schools of the country. The practical work is organized with care. The Massachusetts State board of cattle commissioners and the board of health of Boston have some official connection with the school, which is also of practical advantage to the pupils. The veterinary hospital, founded in 1883, affords the pupils opportunity for clinic exercises.” INSTITUTE OF TECHNOLOGY. “It would be unpardonable,” says our author, “if in my enumeration of the sci¬ entific institutes of Boston I should forget its famous school of technology, well known to the pupils of our schools of arts and technical professions. It has a special section of biology for sanitary engineers. This magnificent establishment which represents exactly our Ecole Centrale, has superb laboratories of chemistry, physics, etc. I only regret that I can not describe them here.” HOSPITALS. The numerous hospitals of Boston are enumerated in the report, and a few described in detail. Of the Massachusetts General Hospital Dr. Baudouin says: “It is old, but has yet a certain interest on account of its dimensions, and the new buildings which are contemplated. An operating room is to be added, which will be in con¬ formity with the most modern ideas. “The Boston City Hospital, of more recent date, does honor to the city which has founded it. I must mention particularly its tent service, that deserves detailed description; its capacity — it is one of the largest, after Bellevue Hospital, in the United States ; and the nurse training school which is attached to it. “Before leaving Boston one should visit the McLean Hospital, an annex of the Massachusetts Hospital. It is a vast hospital asylum of recent construction, built at Waverley, a few miles northwest of Bostou, not far from Watertown and Waltham. Tlie regulations recently adopted will require a literary degree for entrance. MEDICAL SCHOOLS OF THE UNITED STATES. 1269 It is composed of a number of buildings erected in a beautiful park in tbe midst of a grove of old oaks. There are six buildings reserved for tbe sick. In the center of this group is the administration building, which contains the offices, the library, the telephone, a dispensary, etc., in the first story, while the second and third are occupied by the personnel of the hospital. At a certain distance are found other constructions remarkable for their arrangement : Upham Memorial Building, formen ; Appleton Building, for women; Belknap House, containing numerous rooms well arranged, with refectories, halls, etc. Each of these buildings is independent of the others, and all are heated by steam. A training school for nurses has been annexed to the McLean Hospital since 1882. I will here say a few words concerning it, for I have had scarcely an occasion to speak in detail of these schools which are so com¬ mon in the United States : “ The training school at McLean, like others of the same character, is under the direction of a woman superintendent, subordinate to the superintendent or director of the hospital. The lectures of elementary instruction are delivered by the chief nurses and supervisors and technical lectures by the doctors and surgeons of the hospital and their assistants. From time to time the pupils pass examinations. Naturally they are instructed in all that relates to the service of the sick room, to simple dressings, and the first principles of massage and the necessary preparation for slight surgical operations. They are taught to recognize the chief symptoms of disease (delirium, coma, etc.); they learn how to restore asphyxiated patients; they are shown the necessity of thorough disinfection, and, above all, the benefits of constant and thorough cleanliness. u In return for this instruction they give their services to the hospital. They live at the hospital in the capacity of nurses and assistant nurses, and receive only suf¬ ficient money to pay for their clothing. The women receive $12 a month the first year and $15 the second year. The men receive $23 the first year and $25 the second. The studies last for two years, and after the diplomas are granted the pupils become graduated nurses and receive appointments at $25 per month for the first year and $30 per month for the second year. The men are a little better paid; they receive $27 a month the first year and $30 a month the second year. At least these are the salaries given at the McLean Hospital. In other cities they are higher. “It is needless to remark on the suggestiveness of the comparison of the salaries received by these nurses and those of Paris. But I ought to add at once that the personnel of the American hospitals in point of morality and intellect surpasses that of our hospitals. The nurses, in the great cities of the East especially, are for the most part women above the average. This is so true and is so well recognized that many of them, well raised, pretty, and well educated, marry the medical students. The system of marriage dowry does not exist in the true Yankee family. Apart¬ ments as luxurious and well furnished as those of the assistant doctors are reserved for these nurses. It is certainly true that women generally are better cared for in America than in Europe, and that on the American side of the Atlantic the comforts of life are met almost everywhere, as well in the family of the simple workman as in that of the millionaire.” CORNELL UNIVERSITY. The reputation which Cornell University enjoys in Europe made it a special center of interest to Dr. Baudouin. “ The wild and picturesque region of Ithaca, in the State of New York, where this magnificent institution has been erected, is reached after a fatiguing journey, especially so to one not used to American railroads. Leav¬ ing Syracuse, a great center of commerce and manufacture of all sorts, I accom¬ plished this interesting excursion to Ithaca in one day, and visited the campus of Cornell University in company with Mr. Fr. C. Crane, professor of the literature of the romance languages, and a sincere friend of France. Besides its college, very renowned in America, this model establishment possesses a school of law, recently opened, and special schools of agriculture, of architecture, and of engineering. The school of mechanical and electrical engineering is one of the best in the United States, and its professors are much esteemed in Europe. Many of their works have been translated into French. There are laboratories for the study of machines and the resistance of materials, which are organized with a lavishness unknown to us in France. The arrangements of the testing shops and the hall for practical work are tbe most unique in the world. “The laboratories of physiology and comparative anatomy, placed under the charge of Prof. Burt Green Wilder, are worth visiting. Mr. Wilder, who is a veri¬ table specialist in the study of the brain of vertebrates, very courteously conducted me through his museum. The specimens which he has prepared do honor to this collection of the university. This expert anatomist showed us some very well pre¬ served human brains — the brains of a twin foetus, the brain of a young monster — and a series of preparations illustrating the development of the human brain. Almost all these specimens are truly masterpieces of fine dissection. Many other organs 1270 EDUCATION REPORT, 1894-95. Rave been prepared with as much skill, particularly the different parts of the heart. Almost all of this entire museum is the work of Professor Wilder. “ In twenty years he has succeeded, with rather moderate resources, informing a zoo¬ logic collection quite sufficient for the college of the university. In this collection are somp rare animals, many of them of American origin. Recently Mr. Wilder, who is an old pupil of Agassiz, has dissected an orang-outang. He showed us the brain, a preparation of which he is very proud, for it is difficult to procure this anthropoid in America. This organ is remarkable for the folds of its circumvolutions, in particular that of Broca. Mr. Wilder has established many very interesting anatomical facts with this specimen; for example, by means of this it has been possible to demonstrate the existence of the orifice of Magendie in the orang-outang.1 Mr. Wilder lias also the brains of criminals and of men distinguished for ability. We saw in this museum the brain of a celebrated, philosopher, Cliauncy Bright, which is remarkable for a well-developed connecting convolution, extending between the ascending frontal and the anterior parietal convolutions at the upper end of the fissure of Roland. There is also the curious brain of a lunatic, and one of a well-known assassin, Rullott. u Preparatory course of medicine. — If at Cornell there is no faculty of medicine, there is nevertheless a preparatory course for those of its students who desire to pursue the study of medicine. This course, which lasts two years, is very peculiar. There is nothing analagous to it in France.” * 7f * * * * Hero M. Baudouin introduces the programme of this preparatory course, with respect to which he continues: “It will be noticed that drawing and military and other physical exercises are included in the programme, and also that importance is given to the studies, which in France are called accessory sciences (i. e., chemistry, botany, physics). We remark also the mixture of courses, which in the French sys¬ tem belong to superior instruction (histology, anatomy, embryology, etc.), with those of the higher classes of the secondary schools in France (i. e., psychology, living languages, etc.). This mixture is very curious, and shows that in the United States there is little disposition to follow our old way, the so-called classics. In any case, it is very difficult to compare our actual organization with that of American universi¬ ties. It is evident, therefore, that the question of the real equivalence between American and French diplomas is not likely to be settled at once. In America every¬ thing has been conceived in a manner so novel and unexpected to our minds, accus¬ tomed to classifications fixed, but artificial, also, in spite of their antiquity, that any comparison with what passes in Enrope seems to mo premature at this time. It is necessary to wait for a series of reforms which are^ sure to take place before many years elapse. Moreover, of what use is it to attempt the comparative study of ques¬ tions set for entrance examinations or of the programmes of technical schools when the respective standards of these schools differ in different schools, and according to the patronage that each controls, the resources with which they are provided, and the number of their students? Of what use is it to compare our students in the first year of the medical course, or those possessed of the diploma of bachelor of sciences limited, with the young men who follow the preparatory course in medicine at Cornell ? I am satisfied that this would be a sterile work. It is important rather to consider the attractive independence and great variety of tho American programmes, the practical spirit which characterizes them. Certainly these tendencies are not in¬ dulged without great inconveniences, without some risk even to science itself. But if there are not many schools of savants in the United States, there are certainly numerous men of science, endowed with the sacred fire, and thanks to their remark¬ able energy and indomitable activity, America is still able to make a good figure in the world of high intellectual culture. I have already said that Johns Hopkins and Clark universities prove this. I add that at Cornell there are also a certain number of professors who belong to the phalanx of the dlite.” The following extracts from the pages devoted to the institutions of the North Central and the Pacific States will suffice to indicate the extent and variety of Dr. Baudouin’s studies in the department of professional instruction which was the object of his mission. MICHIGAN. “Ann Arbor even more than New Haven is tho typical university city of America, like Montpellier in France, or Gottingen in Germany. 'It is nothing aside from the great number of both sexes who make the university one of the most important of the United States. Here those who wish to study the functions of high schools and colleges, the system of coeducation and the effects of common school education ought to come and remain several weeks of the school year. Eife here is very quiet and 1 Burt G-. Wilder, ilThe metapore or foramen of Magendie, in man and in the orang-outang, ” in American Neurological Association. (Congress of July 25-27, 1893, at Bong Branch.) MEDICAL SCHOOLS OF THE UNITED STATES. 1271 the American professors and students live together in an inexpensive way very much like the Germans. “At first view Ann Arbor seems to offer nothing very interesting to the visitor, hut on closer acquaintance he discovers that it would be a great mistake to neglect the university. It really presents a curious phenomenon, very characteristic of the country, namely, the maintenance in the same State university, of two schools of medicine, allopathic (regular) and homeopathic. The allopathic school resembles those that I have already described but by force of circumstances displays a more tolerant spirit. The professors of these two institutions often mingle amicably in official meetings as they form part of the same household. This is certainly a feature almost unique in the world (to use a favorite expression of my host). It is in any case a very rare spectacle to find thus side by side the two hostile sisters. To see on the same campus the two rival establishments and to study their reciprocal relations, have certainly been special points of interest in my medical journey ings in the United States. As I have said, there are in America a great many homeopathic schools, but this is the first instance in which I have found in the same university these professors united with those of the classic schools and living thus harmoni¬ ously.1 Ann Arbor has also a school of pharmacy and a school of dentistry of high renown.” In describing the regular school of medicine at Ann Arbor, Dr. Baudouin notes that women are admitted, and adds: “Singular contradiction in this university where, as M. P. de Coubertin says, ‘the women students have the deliberate manner, the sceptical air, and the abominable sang-froid of the Russian Nihilists/ they have not the right to dissect with the men. They also read the anatomical works in sep¬ arate halls. Note, however, by the side of this a peculiarty not less interesting, they go to the hospital with the young men and attend all the clinics with them.’1 “At Ann Arbor, the State university, instruction is almost gratuitous. The stu¬ dents of the school of medicine, natives of Michigan, pay $35 for the course, includ¬ ing entrance fees and annual dues; the other students pay $60; there are also supplementary expenses for all (diploma, $10; dissection, $20; laboratories, $76), without counting the expense of special courses. I saw on the campus the modest buildings appropriated to this school of medicine. They are not luxurious like those of the universities founded by private individuals; so true it is that always and everywhere official assistance paralyzes the generosity of individuals. I believed myself transported into one of our little secondary schools. Nevertheless, in 1892, Ann Arbor had 344 students in the regular school of medicine, without counting 63 in the homeopathic school. Apparently the number of students in the regular school is not increasing, at least the official figures show a decrease from 1880 to 1890. In the latter year the course of study was raised from three to four years; since 1890, however, the number of students has increased slightly.” MEDICIXE AT THE WORLD’S FAIR. “ One word now of the great Columbian Exposition, and also of the great hospital of the World’s Fair. I have had the opportunity of examining sections least accessi¬ ble to the public, especially in the Palace of Homeopathy, the Children’s Building, and more particularly in the Columbian Emergency Hospital, which may certainly serve as a model for our future exposition of 1900. This description, in years to come, may have a certain historic. interest when nothing of the World’s Fair remains. The Columbian Emergency Hospital is situated opposite one of the principal entrances to the Fair. The building has two rooms, each containing ten beds. One room is devoted to the treatment of the sick, and the other to the victims of acci¬ dents. There is still a third room, quite large, which is reserved for obstetric cases. It contains three beds. “The hospital is well lighted by electricity. The parts reserved for the superin¬ tendent and employees and the head nurse are furnished with luxury and taste. As in all American hospitals, flowers abound, especially in the waiting room. “The hospital was one of the first buildings completed, and was early called into use for the workmen employed on the buildings of the Exposition. It continues to be of the greatest service, thanks to the system of ambulances stationed at each corner of Jackson Park. The surgical service, in particular, is admirably arranged. This ward is remarkable for its cleanliness, and the operating room is a veritable model of aseptic appliances. It is sufficiently large, well lighted, completely fur¬ nished, and well kept. I have witnessed here many small operations, such as in our hospitals are performed at consultations. I was told that whenever they had a serious case the patient was removed to a city hospital, but, considering the perfect appointments of the Emergency Hospital, the operation could have been as well performed there. It is the same at Minneapolis, Minn., and in Iowa. 1272 EDUCATION REPORT, 1894-95. “ On days when the crowd was the greatest there were naturally many accidents, especially from fires, which were very frequent. The Fourth of July, the national holiday, the visitors numbered less than 200,000; there were nevertheless 170 per- sons brought to the hospital. If, as the administration confidently expected, there had been each day from 500,000 to 600,000 persons, it will be readily seen that the hospital accommodations would scarcely have sufficed. “ Every morning the patients not yet cured are taken to a city hospital and thus at the beginning of each day the 23 beds are almost always empty. It is hardly necessary to dwell on the efficiency of the assistants at the hospital. Here are to be seen strong, vigorous women, members of the worthy body of American nurses. Two doctors are in charge; they have as aids five house surgeons very expert (I have seen them at work), two sanitary inspectors, a superintendent of the ambulance corps, very efficient, a druggist, employees of the office, a superintendent of the nurses, and five graduate nurses. “ The Homeopathic Hospital. — Not far from the hospital of the regular school is the headquarters of homeopathy. It has two parts — a small homeopathic hospital in the second story and the homeopathic exhibit on the ground floor. The homeopaths insisted upon having their hospital at the World’s Fair on the same footing as the regulars. “ The model Homeopathic Hospital comprises several rooms furnished for the sick. It has a doctor in charge and many nurses. I must add, however, that I saw no sick people there. “ In the part devoted to the exhibit there are rooms for the display of chemical and pharmaceutical products and a series of framed photographs showing the Chi¬ cago Homeopathic College and Free Dispensary, the professors of the college and their pupils. There are portraits of 74 homeopathic doctors. Elsewhere they show the plans of another homeopathic hospital which will soon be erected at the corner of York street and Hermitage avenue. Dr. Streeter also shows photographs of his private hospital on Calumet avenue, devoted exclusively to the treatment of women. It is very well arranged and has in connection with it a school for nurses.” children’s building. “I must note in brief the Children’s Building or ‘Pavilion des enfants/ situated not far from the principal entrance. It contains, first,, exhibits referring to infancy; second, a model gymnasium; third, a series of class rooms; fourth, a refuge; fifth, a creche of which I will speak later. The roof serves as a court of recreation for the children and has a toboggan slide. In the creche they care for babies during the day while the fathers and mothers visit the Exposition, or, if they are employed there, while they attend to their work. In a large room some of the little ones play together freely ; others are in cradles suspended from the ceiling like hammocks and rocked by the older girls. Others occupy dainty little beds of iron, while the young¬ est are in the charge of nurses. Strangers at Chicago often laugh about this creche. They can not suppress a smile at seeing the babies ‘checked’ on their entrance. To each mother leaving her child, a copper tag is given bearing a number correspond¬ ing to one which is attached to the neck of the child. A ‘ check’ is used in America in place of the ‘bulletin de bagages’ with us. In spite of the pleasantries to which it has given rise this creche seems to me to fill a need and I shall be happy to see an institution of this kind at the next exposition in Paris (1900). How many poor families might pass several days at the Exposition if they knew they would find there a creche and competent, trustworthy women to whom they might confide the„ir chil¬ dren instead of taking them into the crowd to be lost.” RELIEF STATIONS AT THE WORLD’S FAIR. ‘‘These posts, placed at ditferent points of the Exposition, seem to me very inter¬ esting. There are three principal stations besides the one annexed to the hospital. These flying hospitals are organized like fire companies. Instead of firemen they are in charge of ambulanciers, well trained in the duties of their office. Near a little table stands the ambulance, patiently waiting the sound of an electric bell which announces an accident. The shafts are always ready for the horse with the harness suspended over them. Behind, in a box stall, stands the trained horse; at the sound of the bell the men throw themselves into the ambulance, the doors of the box open, and the horse places himself under the harness. In less than a minute the carriage is en route. Notice of accidents is given at each end of these stations in a very simple way. There are at the Exposition a large number of alarm boxes communi¬ cating with the ambulance posts, the fire engines, and the police stations. An acci¬ dent occurs — immediately the policeman nearest the scene of accident goes to the nearest alarm box, and presses the electric button which notifies the central office. From this office the proper ambulance is called and sent to the scene of the accident, the wounded person is immediately conveyed to the hospital, where an assistant, MEDICAL SCHOOLS OF THE UNITED STATES. 1273 already notified of the occurrence, awaits his arrival in the operating room, which is always ready for patients. “This brief description of this interesting and important feature of the World’s Fair will show what is the outcome when private initiative has free course and when an able man is allowed to put into execution his own ideas unembarrassed by routine. “ If America has some faults she has some great qualities also. It must be confessed that often by a single stroke she goes far toward solving the most difficult ques tions. These brief remarks upon the hospital of the World’s Fair may furnish some information to those who are charged to organize medical science at the exposition of 1900.” The following general observations introduce the reader to M. Baudouin’s account of Western universities: “The universities of the East and center of North America, it is hardly necessary to repeat, are the most interesting to visit. Those on the Atlantic border give the impression of indisputable power, and an intensity of physical and intellectual life really astonishing. It must also be admitted that their actual value is sufficient to justify to the foreigner the renown of this new country.” SCHOOLS OF THE WESTERN STATES. “ The colleges of the Central States,” says Dr. Baudouin, “which have neither the age nor the distinction of the Eastern colleges, are, nevertheless, worthy to be com¬ pared with our provincial schools and faculties, and whoever ha3 visited America has seen or, at least, heard of them. It is not so A^ith the others, which, situated in the West or ‘Far West,’ have had a development as rapid as that of the cities where they have been established. It has, therefore, seemed to me important to visit these schools so young but already so prosperous, and to study their effects in the places where they are located— to see their buildings and appointments, almost as magnifi¬ cent for those at the foot of the Rocky Mountains as for those on the borders of the Great Lakes, and to devote some pages to their schools of medicine in spite of their extreme youth and small renown.” It is impossible even to name here all the foundations which are described or mentioned in the remaining pages of the report. We can note only a few typical institutions. The University of Minnesota is described somewhat in detail. As to its rapid growth the author says: “'This university, situated on the left bank of the Missis¬ sippi River, in the city of Minneapolis, comprises many large buildings. It was founded in 1857, and had hardly commenced to receive students in 1860. It has at this time (1893) more than 1,000 students, male and female.” The report presents views of the college of medicine and surgery and the medical laboratory, and also the course of study for each year at the homeopathic college. An official statement as to the cost of living at Minneapolis is quoted, which gives $323.54 as the expenses for a young man and $240.05 for a young woman. University of Colorado. — “The development of the University of Colorado is still more astonishing than that of the schools of Minneapolis. The place where the city of Denver now stands was in 1858 only a vast prairie extending to the foot of the Rocky Mountains. At this time (1893) the Queen of the Prairies possesses more than 150,000 inhabitants. Its university, which, though established in 1860 can hardly be said to have developed before 1876, comprises several important buildings at Boulder, a little city situated 29 miles from the capital in the Rocky Mountains, at the entrance to the celebrated Boulder Canyon. About 300 students are here congregated. “The school of medicine which belongs to the university is situated not at Boulder but at Denver itself, in the center of the city, at Seventeenth and Stout streets. The first year students study at Boulder, the boys living at Kent Hall with the law students and the young girls in buildings reserved especially for them. When a brother and sister attend the university at the same time they may live in the same house. All students are obliged to register at Boulder. In the second year they attend the school of medicine at Denver in order to take advantage of the hospital work. This arrangement reduces expenses, as living in Denver is much dearer than in the neighboring towns. The course of study lasts three years, nine months each year. “The clinical instruction is given in the hospitals of the city, which accommodate more than 400 patients, and are open to the students. The Arapahoe County Hos¬ pital, where many of the professors of the school teach, contains 150 beds and is increasing in importance every year. There are four clinic lectures at this hospital each week. The dispensary of the school is also here and is open every day except Sunday. Here also clinic lessons are given every day during the scholastic year. In these lessons the student is obliged to give a diagnosis, a prognosis, and a treat¬ ment of a case. “ The school is open to all graduates of recognized colleges or high schools. Other 1274 EDUCATION REPORT, 1894-95. candidates for admission are obliged to submit to an examination in English grammar, arithmetic, geography, history of the United States, and the elements of physics. Some students come to the University of Colorado for the sake of the climate, just as certain students go to the Lycees of Pan and of Nice. “The climate of this region is indeed highly recommended for pulmonary affec¬ tions or chronic malaria. The average temperature, which is 48° F., or nearly 9° C., attracts many pupils who are invalids, but who, after a year at Boulder, are often able to continue their studies. “ From the character of the surrounding country and the frequent accidents the Americans have drawn a very legitimate conclusion and have established here a course of lectures relating especially to the treatment of the victims of railroad accidents. Those who have traveled in this section, and who remember that at Denver all the railroads of the far West meet and cross, will not be astonished at or fail to realize the importance of a special medical service of the first order.” The schools and hospitals of Portland. — “Oregon has two medical schools located at Portland. Although not the capital of the State, by reason of its situation and commerce this city, which has an English stamp, is the metropolis of the Northwest Pacific. Here is a Chinese population of more tTian 3,000 and a house of refuge especially for Chinese women (the Chinese Woman’s Home). The Good Samari¬ tan Hospital was founded in 1875 by an old bishop of Oregon. It accommodates 125 patients and is directed by a superintendent. Only those patients are admitted who are able to pay $7 per week in the common ward or $14 per week for special rooms. Attached to the hospital is a training school for nurses’ directed by Mrs. E. Loverage. “ The Portland Methodist Episcopal and Free Dispensary, which was rebuilt in 1888 and received 100 patients, is hardly less interesting. “St. Vincent’s Hospital, which contains 200 beds, is as old and more important than the Good Samaritan. It is under the supervision of the Sisters of Charity and receives about 1,500 patients each year. “Four medical societies, of which one is homeopathic, are established at Portland. The best known is the Oregon State Medical Society.” Medical schools of San Francisco. — “As the medical schools -of San Francisco have not been visited by many physicians of Europe, I may hope that they will thank me for having pushed my university investigation into California. “The two most important medical schools are well worthy of mention; moreover, in this distant country the French language and literature are not at all forgotten, and what is still more interesting, many of our compatriots practice here, and at this moment superintend the construction of a magnificent hospital. They certainly merit our attention. “I may note here that in this State, quite new and still almost a desert in some parts, numbering only 1,200,000 inhabitants, there are already five schools of medi¬ cine, so that the old pioneers of San Jose Valley can scarcely lack practitioners. The oldest and certainly the most important school of medicine is the Cooper Med¬ ical College. Its organization dates back to 1858, when it constituted the medical department of the University of the Pacific. Its first diplomas were granted in 1860. The school ceased to exist from 1864 to 1869, but in 1870 was reopened under its for¬ mer name. Two years later it became the medical department of the University of of San Francisco and then took the name of Medical College of the Pacific. In 1882 its former name was restored, and this is still retained. An effort is now being made to incorporate it as the school of medicine of a very rich university about to be erected at Palo Alto near the bay of San Francisco. This institution first granted diplomas in 1860. “In 1890 the college received important donations from Mr. James M. MacDonald, and also from Professor Lane, who gave land and buildings to the value of about $100,000. Mr. Lane is the nephew of Mr. Samuel Cooper, the founder of the school, who died in 1861 at the age of 41 years, and whose ambition was to found a hospital. Professor Lane’s gift was intended as a memorial of Dr. Cooper. He was a distin¬ guished surgeon (especially known by his work on the suture of the kneepan, an operation which he was one of the first to perform on the articular resections, etc.). He should not be confounded with Astley Cooper.” In addition to a detailed description of the buildings of this college and their appointments, Dr. Baudouin notes that here, as in most of the American colleges, the dissecting room is in the top of the building. He counted, he says, 12 cadavers injected with red wax. He adds : “Mr. Gibbons told me that as they used each year only 50 cadavers, it was necessary to keep them as long as possible. One subject serves for 5 students, and costs $12. Generally a student in the course of his study dissects five bodies, making an expense of $60. The course of study is for three years, but after 1894 it will continue for four years. It is gratifying to observe that all the good schools are in favor of this change. “In the list of books recommended I have seen only English and American authors, MEDICAL SCHOOLS OF THE UNITED STATES. 1275 with a few German, but not a single French work. This is inexcusable, at least in California where nothing French should pass unnoticed.” A somewhat extended account, historical and descriptive, is given of the Toland Medical College, which constitutes the medical department of the University of California. The author notes as a matter of special interest that in the dissecting room he saw 15 students at work. “This,” he adds, “appeared strange to me con¬ sidering the season of the year, as I had not before seen students working in any of the colleges I had visited. I soon learned that the course of study here is divided into a spring, a summer, and a fall term, the vacations taking place during the winter months of December, January, and February, an arrangement best suited to the climate of San Francisco, as I can state from my own experience; this has induced the doctors to depart hero from the custom as old as old Europe. It is only in America that such changes can be made without objections, and it is really the study of these thousand little details, rather than the visits to so great a number of institutions which with few exceptions are not of a high order, that has made my tour in the United States interesting.” A paragraph is given to the San Francisco polyclinic or post-graduate medical department of the University of California. Brief but interesting accounts are also given of the hospitals of San Francisco, including the Chinese hospital, the German, and the new French hospital. The plans of the latter are fully described and graphically illustrated. The Homo for Inebriates is also mentioned in the same chapter. “There is nothing,” says the writer “analogous to this in France.” With respect to the number of practicing physicians in California, Dr. Baudouin says: “For a population of about 300,000, San Francisco has 600 physicians, or 1 for every 500 persons. At Los Angeles the proportion is still greater, i. e., 1 physician for every 250 inhabitants. This is the general average for American cities, while in Europe (even in Germany, where doctors abound) the proportion in cities is gen¬ erally 1 doctor for 1,000 inhabitants. Undoubtedly the high proportion at San Fran¬ cisco, as in other cities of the United States, is due to the excessive number of schools and the low standard of studies. But here another cause operates also; this is the large importation of Germans; actually there are 181 German physicians in the city. To this there could be no objection if they were really doctors, but it appears that out of the 181 only 6 have really passed the State examination required in Germany ; the others are only students, who have scarcely mastered their course, and whose professional attainments leave much to be desired. A remedy for this state of things is earnestly desired here where, in truth, it is not denied that admission to the pro¬ fession is far too easy. It appears, however, that the matter can not well be regu¬ lated without what would be still more difficult, the complete reorganization of American universities.” CHAPTER XXX. EDUCATION IN THE SEVEBAL STATES. ALABAMA. [Letter of Dr. J. L. M. Curry to the gubernatorial candidates of Alabama.] Washington, D. C., May 21, 1896. To the Mon. Joseph F. Johnston and Hon. Albert T. G-oodivyn. Dear Sirs : I address this open letter to you as the accredited representatives of the two great parties seeking to control the government of the State. I need make no apology for my interest in Alabama or the cause which I seek to bring before you. With the issues which divide the parties 1 have no concern in this letter. The subject of this communication is higher, far more important, more paramount than all the issues, Federal and State, which divide parties, local or national. It involves vitally every county, neighborhood, family, and citizen. It is not of temporary, but of permanent interest. It affects the people individually, socially, intellectually, and materially. All patriots should combine and labor incessantly until there be permanently established and liberally sustained the best system of free schools for the whole people, for such a system would soon become the 4 ‘most effective and benignant of all the forces of civilization. ” Such a cause should enlist the best and most practical statesmanship, and shouFd be lifted above and out of mere party politics, which is one of the most mischievous enemies of the public school system. Mr. Jefferson is quoted by both parties on fiscal and currency and constitutional questions. Let us hear what he says on the education of the people. In 1786 he wrote to George Wythe: “I think by far the most important bill in our whole code is that for the diffusion of knowledge among the people. No surer foundation can be devised for the preservation of their freedom and happiness. ” To Washington he wrote: “It is an axiom in my mind that our liberty can never be safe but in the hands of the people themselves, and that, too, of the people of a certain degree of instruction. This it is the business of the State to effect and on a general plan.” The best test of a country’s civilization is the condition of public instruction, said a French statesman. Tested by that standard, what is the rank of Alabama among civilized people? The total population of Alabama over 10 years of age by the last census is 1,069,545, and of these 107,355, or 18.2 per cent of the white people are illiterate, and 331,260, or 69 per cent of the negroes are illiterate. Of 540,226 children between 5 and 18 years of age 301,615, or 55.80 per cent are enrolled in schools, leaving only two States in this particular below her. In 1891-92 the per¬ centage of school population (5 to 18 years) in attendance was 33.78 per cent with four States below. The average school term or session was seventy-three days, 1277 1278 EDUCATION REPORT, 1894-95. This diagram shows graphically the rank of each State and Territory according to the rates of illiteracy in 1890 : Nebraska . Wyoming . Iowa . Kansas . . . Oregon . . Soutli Dakota . . Washington . Idaho . . Colorado . . Illinois . Ohio . Connecticut . . Oklahoma . Maine . Montana . New York . Utah . Michigan . Minnesota . . North Dakota . . Massachusetts . Indiana . New Jeresy . . Vermont . . Wisconsin . New Hampshire - Pennsylvania .... - California . Missouri . Khode Island . . Nevada . District of Columbia. Delaware . West Virginia . Maryland . Texas . Kentucky . Arizona . Arkansas . Tennessee . Plorida . Virginia . N orth Carolina . Georgia . . Mississippi Alabama . New Mexico ... South Carolina. Louisiana . .35. 7 ■ .40. 0= .41. 0= .44.5— .45. 0= .45.8, This beggarly array does not fill up the dark outlines of the picture. These short schools are in many cases inefficient and inadequate, and the graduates of high schools, even, are three years behind the German graduates in the amount of knowl¬ edge acquired and in mental development. This inferiority is largely attributable to the shorter terms of school years, to the want of professional teachers, and to the small enrollment. In Prussia, under a compulsory law, 91 per cent are instructed in the public elementary, or people’s schools, or only 945 of the children subject to the law were unjustly withheld from school. It is lamentable that in many cases a teacher in primary schools need not know much more than he is required to teach, and that knowledge may be confined to the text-book. This deficiency in teacher training is, with political and sectarian influence, the most vulnerable point in our school system. The lack of proper supervision and inspection of schools is traceable to this same pestiferous influence, and hence the officers charged with this duty remain too short a time in their places to be qualified for their work. Rotation in EDUCATION IN THE SEVERAL STATES. 1279 office, narrow partisanship, inefficiency, are the direct fruits of making school offices not places of trust, hut spoils of political victory. Our system of public instruction has acquired such dimensions, ramifies so minutely into every family and neighbor¬ hood, concerns so greatly every interest of the State, that its administration should be vested in officers of the highest intelligence and patriotism, of administrative skill and ability, of thorough acquaintance with school and educational questions. The state superintendent should remain in office long enough to be thoroughly familiar with the duties of his exalted position, and should be an expert, callable of advising executive and legislature, and school officers and teachers, and in full and intelligent sympathy with the educational problems that are so important and numerous. Greatly blessed is a State and are the children who have at head of school affairs such men as Mann, Sears, Dickinson, Draper, White, Ruffner, and our peerless Harris. The statistics of defective schools and consequent illiteracy teach their own sad lessons. The calamities which, in the inevitable order of events, must result from having so large a portion of the people in ignorance, need not be elaborated, but they should fill every patriot with alarm and impel to the adoption of early and ade¬ quate remedies as an antidote for what is so menacing to free institutions and to general prosperity. While ignorance so abounds, how can we hope for purity in elections and safety from demagogism, immorality, lawlessness, and crime ? “ What¬ ever children wo suffer to grow up among us we must live with as men; and our children must be their contemporaries. They are to be our copartners in the rela¬ tions of life, our equals at the polls, our rulers in legislative halls, the awarders of justice in our courts. However intolerable at home, they can not be banished to any foreign-land; however worthless, they will not be sent to die in camps or to be slain in battle ; however flagitious, but few of them will be sequestered from society by imprisonment, or doomed to expiate their offenses with their lives.” Perhaps the argument most likely to reach the general public is the close relation between public free schools and the increased productive power of labor and enter¬ prise. The political economy which busies itself about capital and labor, and revenue reform and free coinage, and ignores such a factor as mental development, is suprem- est folly ; for to increase the intelligence of the laborer is to increase largely his pro¬ ducing power. Education creates new wealth, develops new and untold treasures, increases the growth of intellect, gives directive power and the power of self-help; of will and of combining things and agencies. The secretary of the board of educa¬ tion of Massachusetts in his last report makes some valuable statements and sugges¬ tions. No other State is giving as much for education, and yet each inhabitant is receiving on an average nearly seven years of two hundred days each, while the aver¬ age given each citizen in the whole nation is only four and three-tenths of such years. While the citizens of Massachusetts get nearly twice the average amount of education, her wealth-producing power as compared with other States stands almost in the same ratio. This increased wealth-producing power means that the 2,500,000 people pro¬ duce $250,000,000 more than they would produce if they were only average earners. And this is twenty-five times the annual expenditure for schools. The capacity to read and write tends to the creation and distribution of wealth, and adds fully 25 per cent to the wages of the working classes. It renders an additional service in stimulating material wants and making them more numerous, complex, and refined. We hear on every hand louder calls for skilled labor and high directive ability. It is a lack of common business sagacity to flinch from the cost of such a wealth- producing agency. This question is not, How can we afford to do it? but, Can we afford not to do it? All experience shows only one means of securing universal education. Private and parish schools educate only about 12 per cent of the children, and if they could edu¬ cate all there would remain insuperable objections to them in the way of management, classification, efficiency and support. Our institutions and rights demand free schools for all the people, and they must be established and controlled by the State, and for their support combined municipal, county, and State revenues are needed. Eighty- seven per cent of the children of the Union are now in public schools. In 1890 the entire costs for school purposes were estimated at $143,110,218, toward the payment of which the local school tax contributed $97,000,000. While furnishing education is a legitimate tax on property, whether the taxpayer takes advantage of the public schools or not, the history of education in the United States shows that with State revenues should be combined local taxation. This insures immediate interest in the schools, better supervision, greater rivalry, and, on the whole, better results. The schools in Alabama are handicapped by a clause in the constitution limiting local taxation to an extremely low figure. If by general agreement among the friends of education the removal of this restriction could be separated from party politics, and local taxation could be brought to the support of schools, there would soon be an era of educational and material prosperity. What a commentary it would be on the capacity of our people for self-government, on their catholic patriotism, on the 1280 EDUCATION REPORT, 1894-95. subordination of private wishes to the public good, if, under the advice and leader¬ ship of those selected as fittest persons for the executive chair, the whole subject of free and universal education should be elevated to the plane of organic law, and be as sacred and irremovable as any of the fundamental muniments of liberty. Yours, truly, J. L. M. Curry. CALIFORNIA. EDUCATING GIRLS. [Communicated to the Boston Sunday Journal by President David Starr Jordan, of the Leland Stan¬ ford Junior University.] The subject of the higher education of young women at present usually demands answers to these three questions : 1. Shall a girl receive a college education? 2. Shall she receive the same kind of a college education as a boy? 3. Shall she be educated in the same college? First. Shall a girl receive a college education? The answer to this must depend on the character of the girl. Precisely so with the boy. What we should do with either depends on his or her possibilities. Wise parents will not let either boy or girl enter life with any less preparations than the best they can receive. It is true that many college graduates, boys and girls alike, do not amount to much after the schools have done the best they can with them. It is true, as I have elsewhere insisted, that “you can not fasten a $2,000 education to a 50-cent boy,” nor to a 50- cent girl, either. But there is also great truth in these words of Frederic Denni¬ son Maurice: “I know that nine-tenths of those the university sends out must be hewers of wood and drawers of water. But if we train the ten-tenths to be so, then the wood will be badly cut and the water will be spilt. Aim at something noble; make your system of education such that a great man may be formed by it, and there will be manhood in your little men of which you do not dream.” It is not alone the preparation of great men for great things. Higher education may prepare even little men for greater things than they would have otherwise found possible. And so it is with the education of women. The needs of the times are imperative. The noblest result of social evolution is the growth of the civilized home. Such a home only a wise, cultivated, and high-minded woman can make. To furnish such women is one of the noblest missions of higher education. No young women capable of becoming such should be condemned to a lower destiny. Even of those seemingly too dull or too vacillating to reach any high ideal of wis¬ dom, this may be said, that it does no harm to try. A few hundred dollars is not much to spend on an experiment of such moment. Four of the best years of one’s life spent in the company of noble thoughts and high ideals can not fail to leave their impress. To be wise, and at the same time womanly, is to wield a tremendous influence, which may be felt for good in the lives of generations to come. It is not forms of government by which men are made or unmade. It is the character and influence of their mothers and wives. The higher education of women means more for the future than all conceivable legislative reforms. And its influence does not stop with the home. It means higher standards of manhood, greater thoroughness of training and the coming of better men. Therefore, let us educate our girls as well as our boys. A generous education should be the birthright of every daughter of the Republic as well as of every son. Second. Shall we give our girls the same education as our boys? Yes and no. If we mean by the same an equal degree of breadth and thoroughness, an equal fitness for high thinking and wise acting, yes, let it be the same. If we mean to reach this end by exactly the same course of studies, then my answer must bo no. For the same course of study will not yield the same results with different persons. The ordinary “college course” which has been handed down from generation to genera tion is purely conventional. It is a result of a series of compromises in trying to fit the traditional education of clergymen and gentlemen to the needs of men of a different social era. The old college course met the special needs of nobody, and therefore was adapted to all alike. The great educational awakening of the last twenty years in America has come from breaking the bonds of this old system. The essence of the new education is individualism. Its purpose is to give to each young man that training which will make a man of him. Not the training which a cen¬ tury or two ago helped to civilize the masses of boys of that time, but that which will civilize this particular boy. One reason why the college students of 1895 are ten to one in number as compared with those of 1875, is that the college training now given is valuable to ten times as many men as could be reached or helped by the narrow courses of twenty years ago. In the university of to-day the largest liberty of choice in study is given to the EDUCATION IN THE SEVERAL STATES. 1281 student. The professor advises, the student chooses, and the flexibility of the courses makes it possible for every form of talent to receive proper culture. Because the college, of to-day helps ten times as many men as that of yesterday could hope to reach, it is ten times as valuable. The difference lies in the development of special lines of work and in the growth of the elective system. The power of choice car¬ ries the duty of choosing rightly. The ability to choose has made a man out of the college boy, and transferred college work from an alternation of tasks and play to its proper relation to the business of life. Meanwhile, the old ideals have not risen in value. If our colleges were to go back to threshing the cut straw of medieval¬ ism — in other words, to their work of twenty years ago — their professors would speak to empty benches. In those colleges which still cling to those traditions these benches are empty to day or filled only with idlers. This to a college is a fate worse than death. The best education for a young woman is surely not that which has proved unfit for the young man. She is an individual as well as he, and her work gains as much as his by relating it to her life. But an institution broad enough to meet the varied needs of varied men can also meet the varied needs of the varied woman. Intellec¬ tual training is the prime function of the college. The intellectual needs of men and women ^are not different in many important respects. The special or profes¬ sional needs so far as they are different will bring their own satisfaction. Those who have had to do with the higher training of women know that the severest demands can be met by them as well as by men. There is no demand for easy or “goody-goody” courses of study for women except as this demand has been mad© or encouraged by men. There are, of course, certain average differences between men and women as stu¬ dents. Women have often greater sympathy, greater readiness of memory or appre¬ hension, greater fondness for technique. In the languages and literature, often in mathematics and history, women are found to excel. They lack, on the whole, origi¬ nality. They are not attracted by unsolved problems, and in the inductive or “inex¬ act” sciences they seldom take the lead. In the traditional courses of study, tradi¬ tional for men, they are often very successful. Not that these courses have a special fitness for women, but that women are more docile and less critical as to the purposes of education. And to all these statements there are many exceptions. In this, how¬ ever, those who have taught both men and women must agree. The training of women is just as serious and just as important as the training of men, and no training is adequate for either which falls short of the best. Third. Shall women be taught in the same classes as men ? This is, it seems to me, not a fundamental question, but rather a matter of taste. It does no harm whatever to either men or women to meet those of the other sex in the same class rooms. But if they prefer not to do so, let them do otherwise. Considerable has been said for and against the union in one institution of technical schools and schools of liberal arts. The technical character of scientific work is emphasized by its separation from gen¬ eral culture. But I believe better men are made where the two are not separated. The devotees of culture studies gain from the feeling reality and utility cultivated by technical work. The technical students gain from association with men and influences whose aggregate tendency is toward greater breadth of sympathy and a higher point of view. A woman’s college is more or less distinctly a technical school. In most cases its purpose is distinctly stated to be such. It is a school for training for the profession of womanhood. It encourages womanliness of thought as something more or less different from the plain thinking which is often called manly. The brightest work in women’s colleges is often accompanied by a nervous strain as though the students or teachers were fearful of falling short of some expected stand¬ ard. They are often working toward ideals set by others. The best work of men is natural and unconscious, the normal product of the contact of the mind with the problem in question. On the whole, calmness and strength in woman’s work are best reached through coeducation. At the present time the demand for the higher education of women is met in three different ways : 1 . In separate colleges for women, with courses of study more or less parallel with those given in colleges for men. In some of these the teachers are all women, in some mostly men, and in others a more or less equal division obtains. In nearly all of these institutions the old traditions of education and discipline are more prevalent than in colleges for men. Nearly all of them retain some trace of religious or denom¬ inational control. In all of them the Zeitgeist is producing more or less commotion, and the changes in their evolution are running parallel with those in colleges for men. 2. In women’s annexes to colleges for men. In these, part of the instruction given to the men is repeated to the women, in different classes or rooms, and there is more ED 95 - 41 1282 EDUCATION REPORT, 1894-95. or less opportunity to use tlic same libraries and museums. In some other institu¬ tions the relations are closer, the privileges of study being similar, the differences being mainly in the rules of conduct by which the young women are hedged in, the young men making their own regulations. It seems to me that the annex system can not bo a permanent one. The annex stu¬ dent does not get the best of the institution, and the best is none too good for her. Sooner or later she will demand it, or go where the best can be found. The best stu¬ dents will cease to go to the annex. The institution must then admit women on equal terms or not admit them at all. Thero is certainly no educational reason why women should prefer the annex of one institution if another institution equally good throws its doors wide open for her. 3. The third system is that of coeducation. In this relation young men and young women are admitted to the same classes, subjected to the same requirements, and governed by the same rules. This system is now fully established in the State insti¬ tutions of the North and West, and in most other colleges of the same region. Its effectiveness has long since passed beyond question among those familiar with its operation. Other things being equal, the young men are more earnest, better in manners and morals, and in all ways more civilized than under monastic conditions. The women do their work in a more natural way, with better perspective and with saner incentives than when isolated from the influence and society of men. There is less of silliness and folly when a man ceases to be a novelty. There is less attraction exerted by idle and frivolous girls when young men meet also girls industrious and serious. In coeducational institutions of high standards frivolous conduct or scan¬ dals of any form are unknown. The responsibility for decorum is thrown from the school to the woman, and the woman rises to the responsibility. Many professors have entered Western colleges with strong prejudices against coeducation. These prejudices have in no case endured the test of experience. What is well done has a tonic effect on the mind and character. The college girl has long since ceased to expect any particular leniency because she is a girl. She stands or falls with the character of her work. It is not true that the standard of college work has been in any way lowered by coeducation. The reverse is decidedly the case. It is true, howeArer, that untimely zeal of one sort or another has filled our Western States with a host of so-called col¬ leges. It is true that most of these are weak, and doing poor work in poor ways. It is true that most of these are coeducational. It is also true that the great majority of their students are not of college grade at all. In such schools often low standards prevail, both as to scholarships and as to manners. The student fresh from the coun¬ try, with no preparatory training, will bring the manners of his home. These are not always good manners, as manners are judged in society. But none of these defects are derived from coeducation, nor are any of these conditions in any way made worse by it. A final question: Does not coeducation lead to marriage? Most certainly it does, and this fact need not be and can not be denied. But such marriages are not usually premature. And it is certainly true that no better marriages can be made than those founded on common interests and intellectual friendships. A college man who has known college women is not drawn to women of lower ideals and inferior training. He is likely to be strongly drawn toward the best he has known. A college woman is not led by mere propinquity to accept the attentions of inferior men. Among some thirty college professors educated in coeducational col¬ leges, as Cornell, Wisconsin, Michigan, California, whose records are before me, two- thirds have married college friends. Most of the others have married women from other colleges, and a few chosen women from their own colleges, but not contempo¬ rary with themselves. In all cases the college man has chosen a college woman, and in all cases both man and woman are thoroughly happy with the outcome of coedu¬ cation. It is part of the legitimate function of higher education to prepare women as well as men for happy and successful lives. CONNECTICUT. THE TENDENCY OF MEN TO LIVE IN CITIES. [Address of President Kingsbury, of the American Social Science Association. Bead September 2, 1895.] Two or three years since I wrote this title as a memorandum for a paper which I wished to prepare when I should find time sufficient to make some necessary inves¬ tigations, statistical and otherwise. I knew of nothing, or almost nothiug, written on the subject, except by way of occasional allusion. I made many inquiries in various directions, personally and by letter, of those who would, I thought, be likely to give me information ; I examined libraries and catalogues — and all this with very trilling results. To-day, when I again take up the theme, so much has been written EDUCATION IN THE SEVERAL STATES. 1283 on Che subject that the question has almost passed from the stage of generalization to that of specialization and detail. In the April number of the Atlantic Magazine of the present year an article com¬ menting on Dr. Albert Shaw’s recent work, entitled “ Municipal government in Great Britain,” says: “The great fact in the social development of the white race at the close of the nineteenth century is the tendency all over the world to concentrate in great cities.” Doubtless this is true; but it is not a new, or even a modem tendency, although, as wo shall see, there is much in modern civilization which tends to increase and accentuato it. Still, when the earliest dawn of authentic history sheds its pale light on the impenetrable darkness which lies beyond, it shows us cities as large, as mag¬ nificent, as luxurious, as wicked, and apparently as old as any that the world has since known. The books speak of Babylon as the largest city the world has ever seen; but it was by no means the first, and may not have been the greatest even then. Nineveh, its great rival, Memphis, Thebes, Damascus, claiming to be the oldest of them all, Rome, in a later time, with its two or three millions of inhabi¬ tants, are but representatives of other cities by the thousands, perhaps larger and older than the largest and oldest here named, and are certainly sufficient to show that a tendency in men to live congregated together in large numbers is as old as anything that wo know about the human race. In our earliest literature, too, we find, apparently well fixed, some of the same prejudices against the city as a place for men to dwell in that now exist. These prejudices must have been already existing for a long time, and their influence must have been the Subject of observation before even the possibly somewhat prejudiced people who did not live in cities should have arrived at such firmly settled con¬ clusions in regard to their deleterious influence. Curiously enough, the prejudice appears in one of our earliest writings. These is no doubt that the writer of the Book of Genesis had what might be called an unfriendly feeling toward Cain. He gives him a bad character in every respect. He holds him up to the universal con¬ tempt of mankind, and visits him with the severest judgments of God. And, after he has said about him nearly every bad thing that he can think of, he adds as a climax to his enormities, “And Cain builded a city.” Now, whether he meant to be understood that cities, having been first built by such an infamous scoundrel, had turned out to be very much what you might expect, or whether, the general char¬ acter of cities having been already settled in his mind, it was adding ono more black mark to Cain to mention this fact, is by no means clear; but this much is certain, that the writer was no admirer of cities, and that neither Cain nor cities were intended to derive any credit from his statement. From that day to this they have had their severe critics. They have been regarded as the breeding places of vice and the refuge of crime. Our own Jefferson — that is, Thomas, not Joseph — is said to have called them “ ulcers on the body politic.” Dr. Andrew D. White, in liis address as president of this association delivered in 1891, says, “Our cities are the rotten spots in our body politic, from which, if we are not careful, decay is to spread throughout our whole country; for cities make and spread opinions, fashions, ideals.” The poet Cowley says, “ God the first garden made, and the first city Cain.” And other writers with the same feelings have used language of a similar import, dictated by the warmth of their temperament, the range of their vocabulary, and the power of their rhetoric. Prof. Max Nordau, who has lately shown us in a large octavo of 650 pages how we are all hastening on to certain destruction — a conclusion which I am not dis¬ posed to combat — or perhaps I might more modestly say, as the late President Wool- sey is reported to have said to Daniel A. Pratt, the great American traveler, when he laid before him some rather startling propositions, that I would rather give him a dollar than to attempt to point out the fallacy in his argument — Mr. Nordau, after quoting high authority to show how the human race is poisoning itself with alcohol, tobacco, opium, hasheesh, arsenic, and tainted food, says : “To these noxious influences, however, one more may be added, which Morel [the authority he has just quoted] has not known or has not taken into consideration; namely, residence in large towns. The inhabitant of a large town, even the richest, who is surrounded by the greatest luxury, is continually exposed to unfavorable influences which diminish his vital powers far more than what is inevitable. He breathes an atmosphere charged with organic detritus; he eats stale, contaminated, adulterated food ; he feels himself in a state of constant nervous excitement, and one can compare him without exaggeration to the inhabitant of a marshy district. The effect of a large town on the human organism offers the closest analogy to that of the Maremma, and its population falls victim to the same fatality of degeneracy and destruction as the victims of malaria. The death rate in a largo town is more than a quarter greater than the average for the entire population. It is double that of the open country, though in reality it ought to be less, since in a large town the most vigorous ages predominate, during which the mortality is lower than in infancy 1284 EDUCATION REPORT, 1894-95. and old age. And the children of large towns who are not carried off at an early age suffer from the peculiar arrested development which Morel has ascertained in the population of fever districts. They develop more or less normally until they are 14 or 15 years of age, are up to that time alert, sometimes brilliantly endowed, and give the highest promise. Then suddenly there is a standstill. The mind loses its facility of comprehension; and the hoy, who only yesterday was a model scholar, becomes an obtuse, clumsy dunce, who can only be" steered with the greatest diffi¬ culty through his examinations. With these mental changes bodily modifications go hand in hand. The growth of the long bones is extremely slow or ceases entirely, the legs remain short, the pelvis retains a feminine form, certain other organs cease to develop, aud the entire being presents a strange and repulsive mixture of uncom¬ pleteness and decay. Now, we know how in the last generation the number of inhabitants of great towns increased to an extraordinary degree. At the present time an incomparably larger portion of the whole population is subjected to the destructive influences of large towns than was the case fifty years ago. Hence the number of victims is proportionately more striking, and continually becomes more remarkable. Parallel with growth of large towns is the increase in the number of the degenerate of all kinds, criminals, lunatics, and the higher degenerates of Magnan ; and it is natural that these last should play an ever more prominent part in endeavoring to introduce an ever greater element of insanity into art and litera¬ ture.” Many people think Nordau like the patient in the asylum. He thinks everybody crazy except himself. But Dr. Walter B. Platt, in a paper read before this associa¬ tion in 1887, points out certain dangers to the constitution to which every dweller in cities is of necessity exposed from physical causes, specially mentioning disuse of the upper extremities, the exposure to incessant noise and its cumulative effect on the whole nervous system, the jarring of the brain and spinal cord by a continual treading upon unyielding pavements. And he adds that good authorities assert that there are very few families now living in London who with their predecessors have resided there continuously for three generations; but he excepts from the operations of these deleterious influences those whose circumstances are such as to enable them to spend a considerable portion of each year in the country. Dr. Grace Peckham, in a paper read before this association in 1885, says: “How¬ ever it was arrived at, the census of 1880 shows that the infant mortality of cities in this country is twice as great as that of the rural districts.” Everyone who has taken an interest in Mr. Charles Loring Brace’s great work in the city of New York knows that his firm belief was that the salvation of the city poor depended on getting the surplus into country homes; aud few men have been more competent to judge or more ready to look at all sides of a case than he. The literature of the slums is full of every human horror; and it would seem as if any change must be for the better. Dr. Josiah Strong, in that vigorous presentation of the dangers of our American civilization entitled Our Country, says: “The city has become a serious menace to our civilization, because in it each of our dangers is enhanced and all are localized. It has a peculiar attraction for the immigrant. In 1880 our fifty principal cities contained 39.3 per cent of our German population and 45.8 per cent of our Irish. Not only does the proportion of the poor increase with the growth of the city, but their condition becomes more wretched. Dives and Lazarus are brought face to face.” Speaking of Dives and Lazarus, has Dives had what you might call quite fair play? Even Judas has had his apologists, but I do not remember ever to have seen any speculation as to what would have become of Lazarus if he had not been fed from Dives’s table. Doubtless he preferred that to the poorhouse or even to tramping; and from all accounts, he was not exactly the sort of person you would choose for a parlor boarder. This, however, is a mere passing comment, and, I trust, will not involve me in any theologic discussion ; but I do like to see even the devil have his due. The feature of cities which is perhaps at present attracting more attention than any other is their misgovernment. Dr. Strong begins a paragraph thus : “The gov¬ ernment of the city is by a ‘boss’ who is skilled in the manipulation of the ‘machine,’ and who holds no political principles except ‘ for revenue only.’” If a foreigner were to read that sentence he would infer that “boss” was the English for the chief mag¬ istrate of a city, but we know so well just what it means that it scarcely attracts our attention. * * * One would think after reading all this about the evils of cities from the time of Cain to the last New York election, or, rather, let us say, to the last but one — and especially when we must admit that we know everything that is said to be true, and that even then not the half nor the tenth part has been told, and we are almost driven to the conclusion that nothing short of the treatment applied to Sodom and Gomorrah will meet the necessities of the case — that every sane man and woman should flee without stopping for the open country; and the women especially should be careful EDUCATION IN THE SEVERAL STATES. 1285 how they look behind them, and be sure to remember Lot’s wife, and nothing should induce them to turn their faces cityward again. Now, in spite of all this precisely the reverse is true, and, while there has always been a strong tendency in humanity cityward, this nineteenth century sees it intensi¬ fied beyond all former experience. Statistics do not make interesting public reading, but from Dr. Strong’s valuable work, where there are many, we take a few in support of our position : “The population of this country as divided between city and country was, in 1790, omitting fractions, country 97 per cent, city 3 per cent; in 1840, country 91 per cent, city 9 per cent; in 1890, country 71 per cent, city 29 per cent; and the rate of increase is itself all the while increasing.” In 1856 Chicago had a population of 90,000. In 1895 it is supposed to have 1,500,000, with several outlying districts not yet heard from. In this classification, which is taken from the United States census, towns of 8,000 and over rank as cities, while the rest is country. Of course a line must be drawn somewhere for the purpose of sta¬ tistics, but many think it might more properly have been drawn at 5,000, which would largely increase the city percentage. Dr. Strong also quotes this statement : That in the rural districts of Wayne County, N. Y., there are 400 unoccupied houses, and much other valuable statistical information of a similar character. Professor Nordau also has many statistics of various European countries, all to the same purport. But the general fact of the enormous increase of the city at the expense of the country is so notorious that it needs no proof. Let iis consider some of its causes. It is well to notice, and perhaps here as well as anywhere, that, while in all coun¬ tries the influence of the city has been great, it has not been equally great in all. Rome was the Roman Empire. Carthage was Phoenicia. Paris to-day is France. But London, big as it is, is not England; Madrid is not Spain, and, certainly, Berlin is not Germany. In all these cases there is a power and a public opinion, a consensus of thought, a moral, political, and social influence in the country as a whole, which does not look to nor depend upon the city as its maker, leader, and guide. It is easier to see and feel this fact than to analyze and explain it. Probably the same reasons or kinds of reasons do not apply in every case, but each has its own, some of which are easy to find and others too deep and elusive to be discovered. Accidents of early his¬ tory, geographical relations, the temper and idiosyncrasies of a people, and other influences, some broader and some more subtle, all combine to fix the relative posi¬ tion and importance of the great city and the country or the lesser town. Speaking of Constantinople, Mr. Frederic Harrison says : “ There is but one city of the world of which it can be said that for fifteen centu¬ ries and a half it has been the continuous seat of empire under all the changes of race, institutions, customs, and religions. And this may be ultimately traced to its incomparable physical and geographical capabilities.” In England more than in any other country, as it seems to me, country life is regarded as the normal condition of a fully developed man ; and even then it is only those who keep themselves polished by frequent attrition with city life that accom¬ plish much for themselves or their fellow-men. But probably the lesson to be drawn is that a life where both the city and country have a part develops the highest form of manhood and is the end to be striven for. Ancient cities owed their existence to a variety of causes. Probably safety and convenience were, at the bottom, the reasons for aggregating the population; but any special city frequently owed its existence, so far as appears, to the mere caprice of a ruler as a passing fancy — though he may have had his reasons — sometimes, doubtless, to military considerations, and sometimes perhaps to accident, or to migration, or the results of natural causes, geographical or commercial. It was not until the Middle Ages that the industrial town was evolved. But the modern town seems wholly indus¬ trial in its raison d’etre ; it is therefore governed by the laws which govern industrial progress. Buckle says: “Formerly the richest countries were those in which nature was most bountiful. Now the richest countries are those in which man is most active.” (He also adds, although perhaps it has no special significance in this connection, that “it is evident that the more men congregate in great cities the more thej^ will become accustomed to draw their material of thought from the business of human life and the less attention they will pay to those proclivities of nature which are a fatal source of superstition.”) Aside from all questions of mutual defense and protection and mutual helpfulness in various ways and industrial convenience, doubtless one of the very strongest of forces in the building of the city is the human instinct of gregariousness. This under¬ lies ancient as well as modern, military as well as industrially founded aggregations, and the hamlet or the village as well as the city. But there is always a craving to get where there are more people. The countryman, boy or girl, longs for the village, the villager for the larger town, and the dweller in the larger town for the great city ; and, having once gone, they are seldom satisfied to return to a place of less size, 1286 EDUCATION EEPORT, 1894-95. In short, whatever man may have heen or may ho in liis prognathous or troglodyte condition, ever since we have known much about him he has been highly gregarious, even under unfavorable conditions. As long ago as 1870 Mr. Frederick Law Olmsted, in a paper read before this asso¬ ciation, said, “ There can be no doubt that in all our modern civilization, as in that of the ancients, there is a strong drift townward;” and he quotes the language of an intelligent woman whose early life had been spent in one of the most agreeable and convenient farming countries in the United States: “If I were offered a deed of the best farm I ever saw, on condition of going back to the country to live, I would not take it. I would rather face starvation in town.” The life of the great city would seem to bear hardest of all on the very poor, and the country, or at least suburban, life to present the strongest attraction, by con¬ trast, to this class. Pure air, plenty of water, room for children to play, milk on which to feed them, room to sleep, wholesome food for adults — these things, almost impossible to the poor in the city, are nearly all of easy attainment in the country; yet the overmastering desire for a city life seems to be stronger with this class than with any other. Perhaps you are familiar with the story of the kind lady who found a widow with a great family of children living in the depths of poverty and dirt in the city, and moved them all to a comfortable country home where, with a moderate amount of exertion, they were sure of a living. At the end of six weeks her country agent reported that the family had suddenly disappeared, no one knew where. Going back to the neighborhood of their old haunts, she found them all reestablished there in the same circumstances of dirt and destitution as of old. “Why did you leave that comfortable home and come back here?” was her astonished inquiry. “Folks is more company nor sthoomps, anyhow,” was the answer. Poor food, and little of it, dirt and discomfort, heat and cold — all count as nothing in competition with this passion of gregariousness and desire for human society, even where that means more or less of a constant fight as the popular form of social intercourse. Doubtless one of the most potent factors in the modern growth of cities has been the immense improvement in the facilities for travel, which has been such a marked characteristic of the last half century. But, after all, what is this but saying that it has been made easier for people to go where they wished to be? Facilities for travel make it as easy to get from city to country as from country to city ; but the tide, except for temporary purposes, all sets one way. Nevertheless, there is no question that this ease of locomotion has been availed of to a surprising extent in transporting each year in the summer season a very large portion, not of the rich alone, but of nearly every class, not only from our great cities but from our mod¬ erately largo towns, to the woods and lakes and seashore for a time. The class of people who, fifty years since, lived in the same house the year round, without thought of change, now deem a six or twelve weeks’ residence in the country a vital neces¬ sity ; and this fact is a great alleviation and antidote to some of the unfavorable influences of city life. All modern industrial life tends to concentration as a matter of economy. It has long been remarked that the best place to establish or carry on any kind of business is where that business is already being done. For that reason we see different kinds of manufactures grouping themselves together — textiles in one place, metals in another; and, of the textiles, cottons in one place, woollens in another; and of the metals, iron in one place, copper in another, and so on. The reason of this is obvious. In a community where a certain kind of business is carried on the whole population unconsciously become, to a certain extent, experts. They know a vast deal more of it than people who have had no such experience. Every man, woman, and child in a fishing village is much superior in his or her knowledge of fish, bait, boats, wind, and weather to the inhabitants of inland towns. This is true of all the arts, so that, besides the trained hands which may be drawn upon when needed, there is a whole population of half-trained ones ready to be drawn upon to fill their places. Then, every kind of business is partly dependent on several other kinds. There must be machine makers, blacksmiths, millwrights, and dealers in supplies of all sorts. Where there is a large business of any kind these subsidiary trades that are sup¬ ported by it naturally flock around it; whereas in an isolated situation the central establishment must support all these trades itself or go a considerable distance when it needs their assistance. Fifty or sixty years ago small manufacturing establish¬ ments in isolated situations and on small streams were scattered all through the Eastern States. The condition of trade at that time rendered this possible. Now they have almost wholly disappeared, driven out by economic necessity ; and their successors are in the cities and large towns. If you will examine any city newspaper of fifty or sixty years ago, you will find frequent advertisements for boys as clerks in stores; and almost always they read “one from the country preferred.” Now you never see this. Why is it? I think mainly because the class of boys which these advertisements were expected to attract from the country are no longer there. This was really a call for the EDUCATION IN THE SEVERAL STATES. 1287 well-educated boys of the well-to-do farmers of native stock, wlio thought they could better themselves by going to a city. They went, and did better themselves; and those who stayed behind fell behind. The country people deteriorated, and the country boy was no longer for business purposes the equal of the boy who had been trained in city ways. Country boys still go to the city; but they are not advertised for, and have to find their own way. Our great civil war compelled us to find out some way in which to replace the pro¬ ductive power of a million men sent into the field and suddenly changed from pro¬ ducers into consumers. Their places had to be filled in the lines of agriculture and of all the mechanic arts, in the counting room, in the pulpit, at the bar, and every¬ where else where a soldier was to be found. A hundred thousand of these places, more or less, in shops, in mechanic industries, in counting rooms, in the medical pro¬ fession, even at the pulifit and the bar, were filled with women ; and the deficit left by the remainder of the million was supplied by newly invented machinery to do their work. The result was that when the war was over a million of men, or as many as came back, found their places filled. They were no longer needed. In ail rural occupations this was especially the case; and, being driven out the country by want of work, they flocked to the city as the most likely place to find it. The disturbing influence in financial, economic, and industrial matters of this sudden change of a million men from producers to consumers and back again to producers, followed as it was soon after by the disturbing influences of the Franco-Prussian war, have never been given their due weight by students of sociology. Wo must remember, too, that cities as places of human habitation have vastly improved within half a century. About fifty years ago neither New York nor Boston had public water, and very few of our cities had either water or gas, and horse rail¬ roads had not been thought of. When we stop to think what this really means in sanitary matters, it seems to me that the increase of cities is no longer a matter of surprise. A few years since the great improvement of the lift or elevator added probably 10 per cent actually, and much more than that theoretically, to the possibilities of population on a given amount of ground; and now within a very recent period three new factors have been suddenly developed which promise to exert a powerful influ¬ ence on the problems of city and country life. These are the trolley, the bicycle, and the telephone. It is impossible at present to foresee just what their influence is to be on the question of the distribution of population ; but this much is certain, that it adds from 5 to 15 miles to the radius of every large town, bringing all this additional area into new relations to business centers. Places 5 or 10 miles apart and all the intervening distances are rendered accessible and communicable for all the purposes of life as if they were in the next street. Already the bicycle has done more toward directing attention and effort to the improvement of ordinary highways than all that has been done before since the days of Indian paths. It is affecting the legislation of the country on the subject of roads. When we think of what this minimizing of distance means we can not help seeing that its influence must be immense, but just what no man can foretell. It is by such apparently unimpor¬ tant, trifling, and inconspicuous forces that civilization is swayed and molded in its evolutions and no man can foresee them or say whither they lead. Cities, as desirable places of human habitation, seem to have touched low-water mark — as,. did almost everything else — in that miserable period of comparative cessa¬ tion in human progress known to us in European history as the “ Dark” or “ Middle Ages.” Babylon had its gardens and its perennial streams of pure water running through its streets; Damascus, its wonderful groves and gardens. Old Rome had its mighty aqueducts traversing the country like lines of pillared temples and bringing the fail flow of the mountain streams into the heart of the city, where it irrigated the great gardens and pleasure grounds of the wealthy nobles, and sported in fountains for everybody, and furnished baths for the benefit of tho mass of the people. And many other large cities on both shores*of the Mediterranean wero but a duplicate of Rome. But, when the people had in some way lost their grip, either through luxury or gluttony or the idleness which came of having no great wars on hand, or whatever it may have been, their waterworks fell out of repair, their baths went to ruin, the Goths came and finished up the job, and tho last state of that people was worse, very much worse, than the first. London, which had its rise and great growth in these days of ignorance and darkness, was a great straggling village, without a vestige of sanitary appliances, without decent roads, infested by robbers, and alto¬ gether such a place as pestilence delights in and only fire can purify. Mr. Frederic Harrison is so impressed with this that he seems to think the Christianity of those days largely responsible for the increase of dirt that was contemporaneous with its early growth, and that, in its stern repression of luxurious living and caro for the body, it affords a very unfavorable contrast to the cleanlier and more sanitary ways of the earlier time. Probably this is not without much truth; but there were other forces at work affecting alike both saints and sinners. Yet in these mediaeval cities, 1288 EDUCATION REPORT, 1894-95. miserable places as many of them often were for human dwellings, there were cer¬ tain forces at work which have done as much for humanity, and for modern civiliza¬ tion as any that can be named. Cities have always been nurseries of freemen. Tho Rev. Dr. James W. Cooper, in a recent address, says: “It is a significant fact that in the development of society productive industry and political liberty have always gone together. There has been no manufacturing or trading people known to history, from the ancient Tyrians to the mediaeval Flor¬ entines and the modern English, which has not also been a free people. Business enterprise demands freedom and developes it. Men must have liberty if they are to combine in business ventures, and through such combinations they learn also to unite their interests in other than mere business ways for the common weal. There is a close connection between the private fortune of each and the property of all, if it can only be discerned ; and practical, pushing men are ordinarily the first to dis¬ cern it.” “If you go back to the fourteenth or fifteenth century, you will find the seeds of modern civilization in the little towns and free cities which were just then beginning to develop an independent life all over England and on the Continent. * * * With the introduction of manufactures came the town, and with the town there came insistence on personal rights, a self-respecting, self-governing, compact community was developed, the castle was defied, the old feudal system of the Middle Ages gave way before the new civilization, and the modern era was ushered in. This was accomplished by the towns. It is the habit just now to praise the country and decry the town. We quote Cowper, and say, ‘God made the country, man made the town/ I suppose this is true. But God also made man who made the town, * * * and, while the beginning of things was a garden in the paradise of Eden, the end of things, as prophesied in the Book of Revelation, is a city, magnificent and popu¬ lous, the new Jerusalem.” In a paper read before this association in 1885 on city and country schools, Mr. W. M. Beckner says: “Cities have played a noble part in the struggle for light and progress. In Europe they were the first to rebel against the feudal system. In England, London always led the fight against tyranny.” Indeed there is plenty of historical proof of this fact. “The ordering of secular matters appertaineth not to the Pope,” said the burghers of London in the year 1215, a time when the Pope him¬ self and a great many other people thought that the ordering of everything that was worth ordering appertained to him. I find also the following in a book of parlia- mantary usages : “At the first meeting of a new Parliament the members for the city of London, in court dress or uniform, take seats on the treasury bench, which are afterwards vacated for the ministers of the day. This privilege is accorded to them in commemoration of the jiart taken by the city in 1642 in defense of the privilege of Parliament and the protection given to the five members who took refuge in the city when their arrest had been attempted by King Charles. This usage was observed,” it says, “ at the meeting of Parliament in April, 1880.” London and Bristol were the sympathizers and stanch friends of America in our own Revolution. It is remarked, too, I think, by Mr. J. R. Green, that the important part in all public matters played by the trade guilds, which were only found in cities, and their influ¬ ence as a whole toward freedom, although at times despotic within themselves, is too well known to need any lengthy reference. Prof. George Burton Adams, in his History of Mediaeval Civilization, says : “It is in Italy, however, that the most revolutionary changes which mark the new age are to bo seen. There Frederick found himself opposed by an entirely new and most deter¬ mined energy — the cities.” And in the history of freedom the very names of Utrecht, Dort, Haarlem, Leyden, Magdeburg, Hamburg, Bruges, Wittenberg, Eisenach, and Worms, of Padua, Bologna, and Florence, of Warsaw, Prague, and Buda-Pesth, to which maybe added London, Bristol, and Boston, ring with the story of popular rights and human liberty. Frederic Harrison says: “The life that men live in the city gives the type and measure of their civilization. The word ‘civilization7 means the manner of life of the civilized part of the community — that is, of the city men, not of the countrymen, who are called rustics, and were once called pagans (pagani), or the heathen of the villages.” And another says: “A great and beautiful city surely draws to her the observant and thoughtful souls from every district, and, if she does not keep them, sends them home refined and transmuted.77 Some modern woman is quoted as saying that, if one has to run the gauntlet of two or three hundred pair of sharply scrutinizing eyes, the consciousness of a Paris dress is worth any amount of moral principle. And Sappho, who sang six or seven hundred years before the Christian era, says : What country maiden charms thee, However fair her face, Who knows not how to gather Her dress with artless grace ? EDUCATION IN THE SEVERAL STATES. 1289 If they “didn't know everything down in Judee," it is clear that in Leshos they knew two or three. In contrast with the statements of Nordau and of others in regard to the unfavor¬ able sanitary conditions of city life, it mnst he noticed that it is always in cities that those who can afford it get the best food; and, if you are living in the country, you are largely dependent on the city for your supply. The summer seashore visitor usually finds, if he takes the trouble to investigate, that his fresh fish comes from the nearest great city, also his meat, and quite likely his butter and eggs, and nearly everything except perhaps his milk. To be sure, they came from the country first in many cases; but they seek the best market, and are to be best found at it. It is also only in great cities, as a rule, that the best medical skill can be obtained. There we all go or send to have our most serious diseases treated and our most criti¬ cal surgical operations performed. It is almost wholly owing to the unsanitary condition among the children of the very poor that the city death rate is so high. Mr. C. F. Wingate, in a paper read here in 1885, quotes Dr. Sargent as saying that ‘ 1 life in towns is, on the whole, more healthful than in the country ; " also Sir Charles Dilke, in speaking of recent sanitary improvements in England, as saying that “the exceptions are mostly found in the rural districts." This apparent discrepancy between these statements and some of the others is doubtless to be accounted for by f he fact that the former had in mind the very poor, while the latter doubtless referred to the better conditioned. I have been fairly familiar with the streets of New York and Boston for the last fifty years, and there is no fact in that connection with which I have been more impressed than the physical improvement which has taken place in both men and women during that period. The men are more robust and more erect, the women have greatly improved both in feature and carriage; and in the care and condition of the teeth in both sexes a surprising change has taken place. In Boston streets and street cars it seems to me that you see a hundred good-looking women where you formerly saw one. Whether this would hold good in the slums and low parts of the town may be doubted, but there of course one looks for the refuse and cast-off material of society. A few years since I stood by the grave of a prominent man in one of onr rural towns. By my side stood a man who had achieved a reputation both in literature and law. He said to me, ‘ ‘ Who is that man opposite ? " calling my attention to a tall, fine-looking man. “That," I replied, “is General H." “Ah !" said my friend, with accents of enthusiasm, “one needs to come into the rural districts to see the finest specimens of manhood." I said, “Look about, and see if you find any more." He did not find them. Then I said, “You have picked out the one man here who is in no sense a rural product. It is true this is his home, but his life is metropolitan or cosmopolitan; and those prematurely old, bowed, rheumatic, decrepid, and uninter¬ esting people who make up most of the gathering are the true representatives of our rural population." I think I shattered an ideal, but the logic of facts was too strong to be resisted. Perhaps this is as good a place as any to remark that when any occupation or calling in life or in a community becomes relatively less remunerative than the aver¬ age, there begins at once, by natural selection, a process of personal deterioration of those engaged in it. In other words, success is the stepping stone to improvement. And in the rural districts of the Eastern States this deterioration has been going on now for fifty years. Rev. Dr. Greer has recently said, speaking of clerical work in city and country : “I think I should say that the difficulties in the country are greater than those in the city. There is more, I think, in common village life to lower and degrade and demoralize than in the city. Take the matter of amusements in the city. There are good ones, and we can make a choice. In the country one can not make a choice. If a theatrical company comes to a village, it is a poor company. If a concert is given, it is a poor concert. The entertainment is of a poor character. Then, again, there is a loneliness, an isolation in the country life; and this tends to lower and depreciate that life. I believe statistics show that a large contingent of the insane in our asy¬ lums come from the farms. That hard drudgery of struggle with the clod and the soil from early morning to evening twilight is a lonely and bitter struggle. There is a want of idealism." I think it is Dr. Strong who says : “When population decreases and roads deterio¬ rate, there is an increasing isolation, with which comes a tendency toward demoral¬ ization and degeneration. The mountain whites of the South afford an illustration of the results of such a tendency operating through several generations. Their heathenish degradation is not due to their antecedents, but primarily to their isola¬ tion." He also mentions communities in New England where like causes have pro¬ duced a similar result. I think isolated rural life, where people seldom come in contact with dwellers in large towns, always tends to barbarism. I believe that ED 95 - 41*- 1290 EDUCATION REPORT, 1894-95. poorer people in onr cities, if planted in isolated situations in tlie country, would deteriorate and grow barbaric in habit and thought, even though they might bo physically in better condition. What very unattractive people most of our rural population are ! It is to be noted that the attrition and constant opportunity for comparison which city life makes possible, and even compulsory, tend to make all the people who are subjected to its influence alike. They do and see and hear and smell and eat the same things. They wear similar clothes, they read the same books, and their minds are occupied with the same objects of thought. In the end they even come to look alike, as married people are sometimes said to do, so that they are at once recognized when they are seen in some other place; while people who live isolated lives think their own thoughts, pursue different objects, and are compelled to depend upon their own judgments and wills for the conduct of their daily lives. The consequence is that they develop and increase peculiarities of character and conduct to the verge of eccentricity, if not beyond it, and present all that variety and freshness of type which we call originality or individuality. They are much more dramatic, pictur¬ esque, and interesting in literature, perhaps not always in real life. I mention this in passing, without any attemx>t to estimate fully the value of either development. Doubtless something is lost and something gained in either case, and probably much could be said in favor of each. Many persons have a great desire to get, as they say, “back to nature,” while others prefer mankind in the improved state, even with some sameness. The ideal life, time out of mind, for all who could afford it, has been the city for action, the country for repose, tranquillity, recuperation, rest. When Joab, the mighty captain of Judea, quarreled with King David, he retired to his country seat, in what was called the “Wilderness.” When Cicero tired of the excitement of Rome, he found rest and quiet in Tusculum. When things went badly with Cardinal Wolsey, he sought refuge and repose in the Abbey of Leicester. Prince Bismarck retires from the frown of young Kaiser Wilhelm to Friedrichsruhe. The country is a good place to rest in, especially if one can control his surroundings. The quiet, the calm, the peace, the pleasant color, the idyllic sights and sounds, all tend to allay nervous irritation, to tranquilize the soul, to repress the intellectual, and to invig¬ orate the auimal functions in a very remarkable degree. But this is not rustic life; it is only the country life of the city resident. But the tranquil appearance of a country town, the apparent simplicity and serenity of rural life, the sweet idyllic harmony of rural surroundings are, as everyone must know who has much experi¬ ence, very deceptive. I remember in one of Dickens’s stories a man who lives the life of a traveling showman, one Dr. Marigold, says, in substance, that temper is bad enough anywhere, but temper in a cart is beyond all endurance. The small jealousies and rivalries, the ambitions, the bickerings and strifes of a small rural community, are greatly intensified by the circumscribed area in which they find their vent, and compared with the same human frailties in a larger sphere have all the drawbacks of temper in a cart. Mr. (Lacon) Colton says: “If you would be known and not know, vegetate in a village. If you would know and not be known, live in a city.” But to this it may bo added that those who are known in a city are very much more widely known than they can bo in the country. A happy fitness between the size of the person and the size of the place is doubtless productive of the most desirable results. Mr. Shaw says : “I am not willing to deduce any pessimistic conclusions from this general tend¬ ency, whether exhibited in England, in Germany, or in America. I do not for a moment believe that modern cities are hastening on to bankruptcy, that they are becoming dangerously socialistic in the range of their municipal activities, or that the highland even higher rates of local taxation thus far indicate anything detri¬ mental to the general welfare. It all means simply that the great towns are remak¬ ing themselves physically, and providing themselves with the appointments of civilization, because they have made the great discovery that their new masses of population are to remain permanently. They have in practice rejected the old view that the evils of city life were inevitable, and have begun to remedy them and to prove that city life can be made not tolerable only for workingmen and their fam¬ ilies, but positively wholesome and desirable.” It would seem then (1) that for economic reasons a large part of the work of the world must be done in cities, and the people who do that work must live in cities. (2) That almost everything that is best in life can be better had in the city than elsewhere, and that, with those who can command the means, physical comforts and favorable sanitary conditions are better obtained there. (3) That a certain amount of change from city to country is desirable, and is also very universally attainable to those who desire it, and is constantly growing more so. (4) That the city is grow¬ ing a better place to live in year by year; that in regard to the degenerate portion of maukind, the very poor, the very wicked, or the very indifferent, it is a question EDUCATION IN THE SEVERAL STATES. 1291 whether they are better off in the country; hut, whether they are or not, their gre¬ garious instincts will lead them to the city, and they must he dealt with there as part of the problem. (5) That efforts to relieve the congested conditions of the city poor by deportation of children to the country are good and praiseworthy, but only touch the surface of things, and that city degeneration must mainly be fought on its own ground. Perhaps, too, the country needs some of our syrmpathy and care. It appears clear that here is a constant process of deterioration. Deserted farms and schools and churches mark the progress of ignorance and debasement, and threaten to again make the villagers pagani, as they were in the days of old. And improvement here is not the hopeless thing it might seem; but it must be on economic, and not on sentimental, lines. The problems here discussed have but recently attracted general attention, and doubtless much is yet to be learned, but the progress already made is by no means small and all the signs are signs of promise. GEORGIA. [Address delivered October 31, 1893, by Hon. J. L. M. Curry, general agent of the Peabody and Slater funds, in response to an invitation of the general assembly of Georgia.] Mr. President, Mr. Speaker, Gentlemen of the Senate and House of Representatives of the General Assembly of Georgia: I appreciate, I trust properly, the distinguished compliment of being invited to speak to you upon what the president of the senate has well characterized as the paramount subject of your deliberations. I count myself happy in appearing, also, in this magnificent hall of this magnificent capitol, which has, I understand, the rather exceptional merit of having been completed within the original appropriation, and of having been completed without stain or smirch resting upon anyone connected with it. I have the honor of appearing before men of distinguished ability, engaged in the most responsible work of lawmaking. Lawmaking is the attribute of sover¬ eignty, and it is of the highest human honor and responsibility to be invested with this attribute. It would be carrying coals to Newcastle for me to say in this presence that the proper fulfilment of this function demands intelligence, patriotism, integrity, general acquaintance with law, political economy, and a thorough knowledge, not so much of what people desire or clamor for, as of what may be best for the people’s needs and welfare. Divine law is the expression of omniscience and omnipotence; human law is the condition of civilization. Under the provocation of atrocious crimes, communities, aroused to indignation, have sometimes violated law. Some¬ times, under the experiences of the law’s delay and cheated justice, and burning with a desire to take vengeance upon odious malefactors, they have summarily, and sometimes with savage ferocity, deprived a suspected or guilty person of his life under the process of what is known as “ lynch law.” In pioneer and frontier life, communities have sometimes been compelled, for self-protection, to organize vigilance committees and take the law into their own hands. Such an extreme exigency does not exist at the South, nor excuse the illegal proceedings with which the papers are too often too full. The race of these criminals has not the possession of the govern¬ ment and is not charged with any of its functions. The white people, the race wronged and outraged, are in power, and control the legislative, executive, and judi¬ cial departments. As they are the judges, jurors, and executioners there is not the remotest possibility of one of these criminals, under just operation of law, going unwhipped of justice. A mob is a sudden revolution. It is enthroned anarchy. It is passion dominant, regnant. It usurps all the functions of government. It con¬ centrates in itself all the rights and duties of lawmaker, judge, jury, counsel, and sheriff. A mob does not reason, has no conscience, is irresponsible, and its violence is unrestrained, whether it burns down an Ursuline convent, as in Massachusetts, or tortures a ruffian in Paris, Tex. A mob of infuriated men, or of hungry, enraged women, will violate all law, human and divine, and will be guilty of torturing, of qtiartering, of burning, of murder — enormities hardly surpassed by the most atrocious crimes. Life, x>roperty, person, character, perish as stubble before the flame, in the presence of a conscienceless, unthinking, aroused multitude. A rape is an individual crime, affecting disastrously, incurably, the person or the family ; a mob saps the very foundations of society, uproots all government, regards not God nor man, is fructiferous of evil. The progress of mankind is to be found only along the lines of the higher organization of society. Our free institutions can not survive except on the condition of the union of enlightened liberty and stable law. Lawlessness and violence are the antipodes of liberty and social order. Obedience to the constituted authorities, to law, is of the essence of true freedom, of self-control, of civilization, of happiness, of masterful development. There probably is not a neighborhood in the United States which would not have summarily arrested and executed, without 1292 EDUCATION REPORT, 1894-95. a day’s waiting, tlie fiend of Paris. But that infliction of merited punishment, coupled with vengeance, is not defensible, but is fruitful of manifold evils. To its disregard of law may be traced whitecapism in the West and South, in which self- constituted bauds mercilessly execute their unauthorized judgments as to martial rights and obligations, political economy, personal duties, etc. It is a very grave error that democracy means the right of the people anywhere and everywhere, and in any way, to execute their passionate will. Ours is a representative government. Our representatives are not chosen because the people can not assemble en masse to legislate, adjudicate, and execute; but because the people ought not to assemble eu masse to execute these functions of a complex government. I can fortify mvself before a Georgia audience by quoting the expression of the Chief Justice of the Supreme Court, who said before the bar association of this State : “ The people have no hands for unlawful work. Justice is in the hands of the people only when it is in the hands of their organized tribunals.7’ I think it but a natural transition from these preliminary remarks to say that there is a wrong estimate of the power and effects of legislation. Too much is often expected of the general assemblies, as if the legislature were a sort of second-hand providence; and I suspect that not a few of you heard when you were candidates, or when you were about to leave for Atlanta, such inquiries as “What are you going to do for us ? What will you do for us when you get to Atlanta?77 I heard this very often when I was in public life. The world is governed too much. Some political thinker has said that the best government is that which governs the least. I would not altogether subscribe to the “let alone77 theory, because it may be pushed to extremes. There are two great factors of modern, progressive, civilized life. They are wise social organizations and proper individual development. Bearing these two factors in mind, I think you will not fail to see the relativity of my intro¬ ductory remarks to what will follow. In cases of commercial distress, agricultural depression, financial crisis, national bankruptcy, we are too prone to seek for legis¬ lative cures and political nostrums, but all the legislation that you could pass from now until next Christmas would not increase one iota the real returns of agriculture. There are some knaves — not in Georgia, I hope — more demagogues, and a good many fools, who are trying to find a short cut to national and individual prosperity by treating wealth as if it were a thing that could be created by statute without the intervention of labor, forgetting that the products of labor represent all that there is of wealth in a country. Now, there are some universally established truths in political and legislative economy. Great changes, new systems of finance and trade, are not to be ordered as if you were to order a new suit of clothes according to a certain pattern. History condemns South Sea bubbles, John Law schemes of finance, shin-plaster, and fiat currency. Building Chinese walls around your country and erecting barriers against foreign trade never made a nation prosperous any more than the absurd notion, revived in recent times, that what makes one nation rich impov¬ erishes the other, what one gains another loses. Now, we have serious agricultural depression in Georgia, Alabama, Mississippi, and in all the Southern States. The abolition of slavery was a gigantic revolution. Did it ever occur to you that there is not in the annals of history anything comparable to it in its unprecedented mag¬ nitude and suddenness? This, with other effects of the war, paralyzed Southern industries and produced individual and general impoverishment. African slavery was a great economic curse. I am not speaking of it politically, socially, or morally, but it brought upon the South the curse of ignorant, compulsory, uninventive labor, undiversified products of agriculture, and sparse population. It was an interdict effectual upon invention, thrift, development of varied resources, diversity of employments, large and profitable use of machinery, improvement of soil, construction of good country roads, establishment of free public schools. These were the results of African slavery as an economic force. Curse as it was, it suggests a remedy for its evils. What are we to do? We must increase and make more val¬ uable and diversified our products, and we must improve our country roads. What¬ ever facilitates exchange of products is a blessing. It will not be worth while to produce unless we can exchange what is beyond our own consumption. What do you need in Georgia? You need intelligent, skilled labor. Many of your laborers are ignorant, stupidly so, of every element of art and science. I spoke to a negro the other day at a railway station about his future. His reply was characteristic : “I ain’t got nothing, and I don’t want nothing.77 What is the worth of a system which produces such men? What you want is an alliance of brains and hands, with habits of thrift and cleanliness, and increased capacity of production. Now, Mr. President, I affirm that no ignorant people were ever prosperous or happy. You may measure the growth, the progress, development, and the prosperity of a people by their advance in culture, in intelligence, in skill ; and you can measure the decline of a people by their decline in culture, intelligence, and skill. In the United States there are twenty millions of horsepower at work, lowering the cost of production, cheapening the necessaries of life, giving to toil a larger reward. Much EDUCATION IN THE SEVERAL STATES. 1293 of what handiwork did has been displaced by labor-saving machinery. Guiding the plow with the hand, mowing grass with the scythe, cutting grain with the cradle — this is fast disappearing from enlightened communities. The steam harvester and thrasher have rendered the work of saving the grain crops more rapid and less arduous. Science has found practical application, and ceases to be mere theory ; it has allied itself with the useful arts. Machinery has released thousands from a weary struggle for supply of mere animal wants, and has permitted them to take up other pursuits, such as mining, manufactures, mechanical arts, gardening, fruit rais¬ ing, etc., but this wealth-creating industry demands intelligence, thrift, and saving. Industry has thus received great benefit; the people have gained hope, inspiration, and life from the applications of the principles of science, have gained, finally, 'com¬ mand of all of the resources of nature and have had opened for themselves the highest rewards of intelligent industry. It needs to be repeated and emphasized that national wealth is not the result of chance, or fraud, or legislative hocus-pocus, or stockjobbing manipulations or adroit dealing in futures. It is the result of honest, intelligent labor. The elements of wealth exist in nature in manifold forms, but must be fitted for human wants by labor. Through all transitions from natural condition to finished and useful artifi¬ cial state, each successive process adds to the value. To utilize the powers of nature, the elements of property and wealth, is, in beneficent results, proportionate to the intelligence employed. The value created is almost in the direct ratio of the skill of the worker. Labor is not spontaneous nor self-willed, but must have behind it an intelligent control. Stupid labor is confined to a narrow routine, to a few, simple products. Unskilled labor is degraded necessarily to coarser employments. What makes work honorable, productive, remunerative, what elevates a man above a brute, is work directed by intelligence. The best method of applying power might be illustrated by such common processes as turning a grindstone, shoveling manure, harnessing a horse, driving a nail. Among the aristocracy of the old world and the Bourbons of the new is a current theory that it is best for the lower classes, the mud¬ sills of society, the common laborers, to remain in ignorance. I have no patience with men who say that education for the ordinary occupations of life is a wasted investment, or who deny the utility or the feasibleness of furnishing to wage earners and breadwinners an education suited to the industries of real life. Will our impoverished people never see that ignorant labor is terribly expensive, that it is a tax, indirect but enormous, bringing injury to the material worked, to the tools or implements employed, wasting force and lessening and making less valuable what is produced? The president has declared what was intended as the burden of my address. While there are local interests and concerns that may interest you, there is one question, overtopping all others, that goes into the very household, that concerns every individual, that is allied to every interest; and that is how to furnish cheaper and more efficient means of education for the boys and girls of the State. When I speak of this being the paramount subject of legislation, I mean to say that the duty of the legislator is not only to look after education in Clarke County, in Cobb County, but to have the means of education carried to every child, black and white, to every citizen within the limits of the State. I mean universal education; free education; the best education; without money and without price. The great mis¬ take in legislators and people is that, while they profess to be friends of education, and satisfy themselves that they are, they are talking and thinking of the public schools as poor schools for poor children, and not as good schools, the best schools, for the education of all. Here is field and scope for the exercise of the highest powers of statesmanship. This universal education is the basis of civilization, the one vital condition of prosperity, the support of free institutions. All civilized governments support and maintain schools. In semicivilized countries there is no recognition of the right to improvement, nor of the duty of the government to sup¬ port universal education. William Ewart Gladstone is the greatest statesman of this century. Financier, scholar, orator, with marvellous administrative capacity, even to the minutest details of departmental and governmental work, and shows his appreciation of education by giving to the vice-president of the council of edu¬ cation a seat in his cabinet, and he is the only British prime minister who has so honored education. Last year I was reading brief biographical sketches of the candidates of the Republican and Democratic parties of Massachusetts for the various State offices — governor, attorney-general, etc. — and every one of them, with one exception, had been trained in the common schools of the State, and, therefore, when in office, they would understand what people were talking about when they advocated common schools, and would feel as Emerson said, that if Massachusetts had no beautiful scenery, no mountains abounding in minerals, yet she had an inex¬ haustible wealth in the children of the Commonwealth. None of you, perhaps, were educated in the public schools. How many times do you visit the public schools? How many times in the last year have yon gone into a public school and sat down 1294 EDUCATION REPORT, 1894-95. on the rear "bench, and watched the teacher teaching, in order to know what is being done in these great civilizing agencies of the State? A few years ago tho King of Prussia, through Bismarck, issued a call for an edu¬ cational conference, and he took part with educators and scholars in the discussions. In my journeys through the South, pleading for the children, I have found one gov¬ ernor from whom I never fail to receive a sympathetic response to every demand or argument that I may present for higher or general education. In days that are to come, when you shall record what Rabun did, what Troup, what Clarke, what Mc¬ Donald, what Johnson, what Gilmer, what Jenkins, what Brown, what Gordon, what Stephens, and what other governors of Georgia have done, there will ho no brighter page, none more luminous with patriotism, broad-minded, honest, intelligent, benefi¬ cent patriotism, devotion to the highest interests of the State, than that which shall record the fact that the great school governor of the South was William J. North en. [Great applause.] The most interesting and profitable changes that have been made in the ends of modern education is the incorporation of manual training in the curriculum, so as to bring education into contact with the pursuits of every day. Tho three r’s, reading, Ariting, and Arithmetic, used to be the standard. We should add the three IPs, and develop, pari passu with the three r’s, the hand, head, aud heart, so that wo may develop the child intellectually, physically, and morally, and so havo the completest manhood and womanhood. Oh! it is a sad spectacle to see the ordinary graduate from one of our colleges, with an armful of diplomas, standing on the platform receiving bouquets, and ready to step across the threshhold and enter the arena of active life. You congratulate him because he has acquired knowledge in the school¬ room. But what can he do? What can he produce? What Avealth can ho create? What aid can he render civilization ? He may be a laAvyer. A lawyer never yet made two blades of grass grow where only one grew before. [Laughter.] Now, you show that you agree with what I am saying. [Laughter.] I ha\m no sympathy, however, alloAv me to say it, with tho vulgar, ignorant, stupid prejudice that some people ka\re against lawyers. None in the world. [Applause.] You may trace the history of free government in all the struggles for right and liberty, you may study with pro- foundest admiration the constitutions, the embodiments of political wisdom, and every page of that history you will find illuminated by the wisdom of lawyers. But I say of lawyers Avhat I say of doctors. Doctors do not add one cent to the wealth of the community. Neither do preachers. They are valuable; you can not do Avith- out them. But the lawyer, the doctor, the preacher, the editor, do not add one cent to the assessed value of the property in Georgia. Wealth comes from productive labor, and wealth is in proportion to the skill of the labor. It is the mechanic, the farmer, the miner, the manufacturer, the fruit grower, who add Avealth to the com¬ munity and to the country. Tho others are indispensable in the distribution of the products of labor, in tho transactions of business between man and man, and in a thousand ways, but they do not create Avealth. Let me come back to what I Avas saying, that the graduate of your college is educated to bo a clerk, doctor, lawyer, preacher. You may turn him out of college and ho will tramp the streets of your cities, of Atlanta, Augusta, SaA^annah, to find some place in tho bauk, or some place in a doctor’s or lawyer’s office. He has been educated away from business, from ordinary productHc pursuits; and has a distaste for labor. If his natural bent had been followed, if he had been taught tho applica¬ tion of science to business, made familiar with tools and constructive machinery, ho would have turned out, in very many cases, something more useful than ho will bo after having entered one of the learned professions. I wish some of you would stop over some time on your way to New York at Wash¬ ington or Philadelphia and go through the public schools. You would see that from the kindergarten to the high school there is no schoolroom where the pupils can not be taught the application of scientific principles to everyday life, and from which they can not come with a knowledge of the common tools and their uses. England learned that in order to hold the markets of the world she had to teach her children in industrial schools. She discovered that her trade was slipping away from her 1 because of the lack of industrial training on the part of her working people. France gives manual training to both sexes. Saxony, a manufacturing country, had in 1889 115 trade or industrial schools, it being discoArered that “a thorough professional education alone can aid the trades¬ man in his struggle for life.” Statistics show a constant improvement of economic conditions. The flourishing orchards, with their Avorld-renowned wealth of fruit, in Austria, Hungary, Bavaria, and Oldenburg, are directly traceable to the intro¬ duction of practical instruction in the school gardens. Prussia has introduced into the normal schools instruction in the culture of fruit and forest trees, and “tho admirably managed forests and vast orchards of Prussia owe their existence and excellent yield in no small degree to the unostentatious influence of the country school¬ master who teaches his pupils in school and the adult villagers in agricultural clubs.” EDUCATION IN THE SEVERAL STATES. 1295 As mncli as wo may boast of our free institutions wo are far behind tbe rest of the world in industrial education, in the application of scientific principles to daily life. We abuse Russia, but Russia has 1,200 technological schools; Belgium has 25,000 pupils in her trade schools; Denmark, 6,000; Italy, 16,000. Georgia has no trade school for white children. She has, fortunately, one noble technological school, which I commend to your support and your encouragement. The other day I went to Newport News, which, as you know, is at the mouth of James River, on Hampton Bay, in the State of Virginia. The largest shipbuilding works and the largest dry dock in the United States are at Newport News, They recently received contracts for the construction of United States vessels, and are prepared to do all such work in the best possible manner. I went through the works. I had an old Confederate soldier to pilot me. When I asked about the improvements in the place his heart rejoiced. I was there when the dinner hour arrived. From the shops and works men came in great numbers, until it seemed there must have been 1,600. I said to my friend, “Where do these men come from?” He replied that they came from various parts of the world. “Are there any from the South?” said I. “Oh, yes,” said he. “What do you pay these men?” I asked. “From one dollar a day up to eight or ten.” “Do any of these old Confederates get the eight or ten?” With a deep sigh and with a tear in his eye, he said: “No; no Confederate among them. The Confederate soldiers,” he continued, “and the negroes get a dollar a day; the Northern and European laborers get the six or ten dollars a day.” “Why is this?” I asked. “Because,” said he, “they have had industrial training at home. They come from their shops and from their training schools, and they put intelligence into their work, and they get for it the best wages.” And yet, when I stand here and appeal to Georgians for manual-labor schools, you say that man is a theorizer ; he is taking up the time of the legislature, which should be passing an act to declare Goose Creek a highway, or to build a road across Possum Swamp, or a bridge over Terrapin Hollow ! [Laughter.] Last year, Mr. President, I was in Asia Minor. If any of you have read The Prince of India you will remember some account of the town of Brusa, southeast of Constantinople. I saw there hundreds of donkeys and women with loads of mul¬ berry leaves. A few years ago the silk trade seemed likely to become extinct, because of an insect that was destroying the mulberry trees and attacking the cocoons. Thousands of trees were cut down. The people are now replanting the mulberry trees, and trade is springing up again. It is because Pasteur, the great curer of hydrophobia, subjected the cocoons to a microscopic examination, discovered the insect and applied a remedy. He applied scientific knowledge to the work of saving the silk trade. A school of sericulture has been established, the mulberry trees are being planted, and the people are growing prosperous again. When you came here you took the oath to support the Constitution, and it says that there shall be a thorough system of common schools, free to all children, for education in the elementary branches of an English education. This mandate requires general, or State, and local supervision, neat and healthy houses, grading and classifying of the pupils, adequate local and State revenues. A valued friend said to me last night that Georgia is spending too much money for public schools. Let us see how this is. Agricultural depression is more serious and more harmful in Mississippi than in any other State, because it is so exclusively agricultural, having few manufacturing interests, little commerce, and no big cities. And yet Mississippi pays for her public schools $7.80 on every thousand dollars of the taxable value of property; Illinois pays $14.40; Texas, $4.80; Nebraska, $18.70; Massachusetts, $3.80; New York, $4.50. Georgia’s educational tax proper for the support of the public schools is $1.40 on the thousand dollars ! What do you say to that? Can you expect to equal other States in school advantages unless you increase the revenues going to the public schools ? Let it be borne in mind that outside the cities, the local or extra- State revenues are very meager. The Southern States raise on an average about 36 ' cents per capita of population. But you need not only to increase the revenues supporting the common schools — you need promptly and properly paid teachers. The worst thing that I have ever heard about my native State, Georgia, is that she has permitted the teachers in her public schools— poorly paid as they are — to go month after month without receiving the pittance of their hard-earned salaries! [Applause.] If I were the legislature I would not let the sun go down before I wiped away this crime against the teachers of the State. I only echo what you will find in the governor’s message, in the report of Captain Bradwell, and in the lamentations of the teachers. The training of the teachers is implicitly contained in the compulsory establish¬ ment of schools. By making education an integral part of the government you are under strongest obligation to provide good schools. The teacher is the school. You can not have a thorough system of common schools without good teachers. You can not have good teachers without paying them promptly their salaries and without training them to teach. Unfortunately our normal schools are handicapped by the 1296 EDUCATION REPORT ? 1894-95. unpreparedness of the pupils to be taught bow to teacb. Thorough general training should precede professional training, and is its best preparation for it. Take a school of medicine or of law and combine it with elementary education. It would be absurd. It is none the less absurd to combine elementary instruction with pro¬ fessional training for teaching. Teachers should know the history of education and of educational methods, and practical and definite application of the principles of education; and these things should not be dead rules. The teacher goes from the concrete to the abstract ; from special to general ; from known to unknown ; from idea to the word; from thought to clear expression; and these should be applied habitually, unconsciously, and govern spontaneously every act and element in teach¬ ing. Students can become habituated to best methods by being kept in the true path, under the guidance of those familiar with the right methods and principles. I went to Milledgeville the other day to see and inspect the Normal and Industrial College. It is a most remarkable school. It has been in existence only three years, and has 322 girls; 121 engaged in preparing themselves for teaching school. Although in its infancy, it has sent out 100 teachers to teach in Georgia. I went into the differ¬ ent departments. I wish you could see Professor Branson’s teaching in the normal department; it would do you good. You could not do a better thing than to spend a clay in going through the school and seeiug what they teach there. If you do not go yourselves, send your committees and let them see how the thing is done. Here is a map, which is an object lesson. It shows the normal schools in the United States. It is not accurate in all its details ; yet the general facts are correctly stated. In the States that are most wealthy and most advanced there are the greater number of these black dots, which represent normal schools. The person who mado the map did not recognize the fact that in Georgia you have an excellent normal school at Milledgeville. It is industrial and normal, and the work done is excellent. The Peabody fund gave $1,800 last year to this school. I wish I could persuade you to establish coeducation of the sexes at Milledgeville. In the namo of patriotism, why do not you teach the boys as well as the girls how to teach school? Teaching — good teaching, I ought to say — has much of the persuasive power of oratory. It is a glorious sight to see a live teacher — not one of these old moss-back teachers, who has not learned anything since the flood, but a live teacher, who appreciates his vocation — standing before his classes ! How it arouses enthusiasm, fortifies the will, inspires the soul; and what a criminal waste of time and money and labor and energy it is to put an incompetent teacher before a class of boys and girls! We see sometimes a picture of Herod murdering the innocents. -Howwe grieve over it ! I went into a school the other day in the mountains. There sat the teacher, ignorant, stolid, indifferent, incapable, with the boys and girls gathered •around him, studying the a-b, ab; b-a, ba, k-e-r, ker, baker; and I thought then, Mr. President, that we ought to have another painter to draw another picture of the murder of the innocents. It is not the teachers who ought to be painted in that picture; it is the legislatures who are murdering the innocents, when they refuse to establish normal schools tor the proper training of teachers. How docs the old hymn go? “ How tedious and tasteless the hour” — some of you have sung it. How unut¬ terably tedious are the hours spent in such schools, poring over lessons day after day. Some are mechanics when they ought to be artists, for these teachers have no plan nor method, no inspiration nor striving to teach and stimulate all the many sides of a child’s nature to higher attainments, higher thoughts and more vigorous action. Time does not permit me to speak of secondary schools, of rural schools, of six-months schools. Some one in writing about me in the paper said that I was growing old. That may be true as to years, but not in thought, not in patriotism, not in loyalty to the South, not in loyalty to the Union, not in loyalty to this country of ours, and to the Stars and Stripes. I am not growing old in my interest in the cause of educa¬ tion. And yet when I hear that your people are about to celebrate the semicenten¬ nial of Atlanta, it recalls to mind the time when I used to pass this place and there was no city here, nothing but old Whitehall Tavern. That was in 1841-42. During that period a town was started which was called Marthasville. I used to ride through this section of the country, by Decatur and Stone Mountain, on my way from my home in Alabama to the college at Athens. It then took me five days to make the journey. Now I can go the distance in six hours. What a mighty change! From Marthasville in 1842 to Atlanta in 1893! Five days of travel cut down to six hours; five days on horseback or in stage coach to six hours in a Pullman palace car ! Steam has revolutionized the business and travel of the world. We have gone from the stage coach to the steam car, and the sails of the old ships have been superseded by the ocean steamships. The telegraph and telephone and steam have brought the continents into one neighborhood and given solidarity to the business of the world. The merchant can telegraph to China or to Japan for a bill of goods; and before he goes to bed to-night word comes from the other end of the world that the goods havo been delivered to the ship and they will leave in the morning. What a revolution has been wrought in our methods of business. Improved machinery of transportation EDUCATION IN THE SEVERAL STATES. 1297 has reduced freight expenses from 2£ cents per ton per mile to about one-half cent per ton per mile. Civilization creates new kinds of property. In Africa the inhab¬ itants know nothing about bills of exchange, promissory notes, choses inaction — nothing about the modern methods of business. Just in proportion as you grow in civilization, and advance in the scale of education and intelligence, you have more kinds of property. It is because of diffused education, because of the work of intel¬ ligence, because the forces of nature have been harnessed to the business of life. Science and religion are both evangels of democracy. Wherever these go shackles fall off, tyranny ceases, and the great masses are lifted up to the recognition of their rights and their privileges. Prerogative of mental development is no longer confined to the few, but is conceded to all who bear the image of the Son of Man. Only one more remark. I said awhile ago that I was a Georgia boy. I am a native of Lincoln County — the dark corner of Lincoln. I graduated from the University of Georgia, growing up in my college days with such men as Tom Cobb, Linton Stephens, Ben Hill, Jud Glenn, and others. In my political life I associated on terms of intimacy with such men as Stephens, Toombs, Hill, and Cobb. I come to you as a Georgian, appealing for the interests of the children of Georgia, and appeal¬ ing to the representatives of the State. How inspiring it is to deeds of noble states¬ manship to read the names of the counties you represent. Some of them recall in imperishable words the names of founders of the State, of men who stood for her rights, of men who bore the brunt of the Revolutionary struggle, such as Oglethorpe, Richmond, Burke, Chatham, Wilkes, and Camden; Jefferson, Madison, Franklin, Carroll, Sumter, Putnam, Jasper, Greene, the German De Kalb, Hancock, Lincoln; to them add the names of the men of the days succeeding the Revolution, Calhoun, Webster, Clay, Lowndes', Polk, Pierce, Douglas, Randolph, Taylor, and Quitman — men from other States, but allied to you in close sympathy. Not these only, for your own great men have their names linked with the destinies of your counties. What an inspiration it must be to represent the county of Berrien, or Bartow, or Cobb, or Clayton, or Dawson, or Dooly, or Dougherty, or Forsyth, or Gilmer, or Hall, or Jackson, or Johnson, or Lumpkin, or McDuffie, or Miller, or Meriwether, or Murray, or Troup, or Walton. I think that if I were a representative from such a county, with such a name, I should be inspired with patriotism to do something high arid useful, and to help the State I lived in to bear worthily the name of the “Empire Stace of the South.” [Applause.] I appeal to you for the common schools of Georgia, for the future men and women of the State The women of the State touch my heart very deeply. My grandmother, mother, daughter-in-law, grand¬ daughter, Georgia born, names suggestive of holiest affection and tenderest memo¬ ries, which make me, not less than my nativity, a Georgian. In all of womankind, whether or not history has recorded or romance described or poesy sung her virtues, there has been no type of female excellence, no example of purity or loveliness or heroism more exalted and noble than that furnished by Georgia mother or wife, fit representatives of the unsurpassed southern matron. In their names I plead. Mr. President, a friend told me of a girl in the northern part of the State, not prince-begotten nor palace-cradled, growing up in glad joyousness and innocency, amid the rich, virgin growth of wild trees, who was seen plowing an ox on rolling hillside to earn subsistence for an invalid father, a bed-ridden Confederate soldier, who lay helpless in an adjacent log cabin. Touched by such heroism and filial fidelity, a gentleman sent her to school, and last year at the examination one thou¬ sand people, who had come from the mountains to show their interest in the educa¬ tion of the children, saw that girl, who had labored for the support of herself and her bed-ridden father, stand on the platform and take the prize offered for the best essay. Refusing to abandon her old father during vacation, she went back to her mountain home and to labor, but she is now teaching in the school which brought to light her latent powers. There are thousands of Georgia boys, in the wire grass and middle Georgia and in the mountains, who, if educated, would, like Stephens, be patriotic and honored servants of the State. There are thousands of young maid¬ ens, who, like our heroine, require but the helping hand of the State and the warmth of generous culture to emerge from humble homes of obscurity and poverty to places of usefulness and honor. [Long applause.] LOUISIANA. THE ORIGIN AND DEVELOPMENT OF THE PUBLIC-SCHOOL SYSTEM IN LOUISIANA. [Paper prepared for Louisiana Educational Association, by John It. Ficklen, professor of history in Tulane University.] “ If I had as many sons as Priam, I would send them all to the public schools.” — Daniel Webster. Mr. President, ladies, and gentlemen: It seems eminently wise that the Louis¬ iana Educational Association at this period of its honored career should devote a por¬ tion of its time and attention to the origin and development of the public-school 1298 EDUCATION KEPORT, 1894-95. system within the borders of this State; for we are now entering upon a new era in the history of our schools, and wo need, in particular at such a time, to study both the present and the probabilities of the future in the light of the past. As student and teacher I have always laid great stress upon this study of the historical development of our institutions as one of prime importance. We do not thoroughly understand the present until we know how and why it has become what it is. Moreover, from the accumulated experience of those who have gone before us we may learn to avoid a thousand errors; where they garnered only “barren regrets,” we may reap a boun¬ tiful harvest of good results. As the individual must live over in miniature the life of the whole human race, so those who would reform institutions must investigate the history of those institu¬ tions and understand the causes that led to failure or to success. Without this knowledge their labors will be short sighted and unfruitful, and to their hands no wide powers should be intrusted. Let us trace, then, as briefly as possible, the origin and development of our public- school system. From such a study I hope something profitable and something inter¬ esting may be gleaned together. Clearness of treatment will be promoted if we divide the whole subject into three periods. I. From the beginning of this century to the framing of the second constitution in 1845. II. From 1845 to the civil war. III. From the civil war to the present time (1894). I. Before the opening of the nineteenth century, as you doubtless know, public free schools did not exist in Louisiana. The Ursuline Nuns, ever since they were brought over by Bienville, had devoted themselves to the education of young women, and there were some private schools in New Orleans, but the policy of the Government had provided no system of public instruction. The truth is that monarchical gov¬ ernments in that day were unfavorable to the education of the masses. Knowledge is power, and it was not considered desirable that the people should have much power. In the year 1803, however, the great Territory of Louisiana, Jefferson’s fine pur¬ chase, was formally transferred to the commissioners of the American Union. As you know, Louisiana then embraced a vast tract of country, from which many rich and prosperous States have since been carved. For nine years the southern portion was called the Territory of Orleans ; but, finally, in 1812, much to the delight of its 60,000 inhabitants, 'it was erected into the State of Louisiana — one of the fairest sovereignties that go to constitute the American Union. During the early period of its territorial government, there are to be found fre¬ quent references to the subject of public education. But many years were to elapse before educational views crystallized into any kind of system of free schools. Nor was this tardy recognition of the value of common schools peculiar to Louisiana. It was equally the case in the early history of all the Southern and most of the Northern States. It would be interesting to trace the development of public schools in the United States at large ; to show how the enduring system established in Massa¬ chusetts by the old Puritans of the seventeenth century was modeled after the sys¬ tem of schools which they had learned to know during their sojourn in Holland — a system in which Holland at that time led the world. It would be interesting to showthat the main object of the Puritans was to keep out “that old deluder, Satan,” by teaching all the children to read the Bible, thus preparing them to exorcise the evil spirits that ever torment the ignorant. It would be still more interesting to show why that old royalist, Governor Berkeley, feared the rise of public (I had almost said republican) schools, and devoutly thanked God that there were none in "Virginia. Such themes, however, while they would be fruitful of suggestions as to the progress of our American civilization, would occupy far more time than has been allotted to this whole paper. I can not forbear, however, mentioning one fact which may make our Louisiana teachers rejoice that they live in this day and gen¬ eration rather than in the New England of the seventeenth century. In an old New England town book (date 1661) the duties of the schoolmaster are laid down as follows: (1) To act as court messenger; (2) to serve summonses; (3) to conduct certain ceremonial services of the church; (4) to lead the Sunday choir; (5) to dig the graves ; (6) to take charge of the school ; (7) to ring the bell for public worship ; (8) to perform other occasional duties. With these manifold functions to discharge, it is easy to understand the importance attached, in early New England, to the office of schoolmaster. But to return to Louisiana. No sooner had the United States taken possession of Louisiana than the enlightened policy of our first American governor, W. C. C. EDUCATION IN THE SEVERAL STATES. 1299 Claiborne, spoke out in no uncertain accents on the subject of public education. I quote from his address to tho territorial council in 1804, just ninety years ago : “ In adverting to your primary duties/7 he says, “I have yet to suggest one than which none can be more important or interesting. I mean some general provision for the education of youth. If we revere science for her own sake or for the innumerable benefits she confers upon society, if we love our children and cherish tho laudable ambition of being respected by posterity, let not this great duty be overlooked. Permit me to hope, then, that under your patronage, seminaries of learning will prosper, and means of acquiring information be placed within the reach of each growing family. Let exertions be made to rear up our children in the paths of science and virtue, and impress upon their tender hearts a love of civil and religious liberty. My advice, therefore, is that your system of education be extensive and liberally supported.77 These were noble sentiments, but if we may judge by the words of the same gov¬ ernor some years later, they found as yet only a feeble echo in the hearts of the people. For in 1809 wo find Claiborne lamenting the general “ abandonment of education in Louisiana.77 It is true that in 1805 the College of Orleans was established — a college in which the honored historian of Louisiana, Charles Gayarre, was a pupil; but though it lingered on till 1826, it was never in a flourishing condition, and the legis¬ lature finally concluded to abolish it and appropriate its funds to the establishment of one central and two primary schools. In tho constitution of 1812, under which Louisiana was admitted to the Union, there is no mention of a system of public education; it was perhaps intended that the whole matter should be left to legisla¬ tive action. During the ensuing war of 1812-15 with England, in which Louisiana boro so glorious a part, the people were too much absorbed in the defense of their soil to make any provision for education. According to the annual message of Governor A. B. Roman (in 1831), it was the year 1818, just one hundred years after tho founding of New Orleans, that witnessed tho enactment of the first law concerning a system of public schools. The governor doubtless means the first effective law; for ten years previously (1808), an act was passed to establish public schools, but it was rendered nugatory by the proviso that the school tax should be collected only from those who were willing to pay it. Begin¬ ning in 1818, however, the legislature made comparatively liberal appropriations for educational purposes, the amounts increasing from $13,000 in 1820 to $27,000 in 1824. Little attention was paid to elementary instruction, but it was proposed to establish an academy or a college in every parish in the State. Lottery schemes — not peculiar to Louisiana, but used freely for educational institutions at this period, both in the North and in the West — were set on foot to raise funds for the College of Orleans and for an academy recently established in Rapides Parish. In addition, one-fourth of the tax paid by the gaming houses of New Orleans was presumably sanctified by its appropriation to the cause of education. In spite, however, of all these efforts the message of Governor Roman in 1831 makes patent the fact that the system of public instruction in Louisiana has been a failure. The main cause of the failure was recognized by this enlightened Creole and he sets it forth in the clearest and strongest language. It may be summed up in a few words. The schools had not been wholly free. In every academy estab¬ lished and in every primary school provision was made to receive without tuition fees a certain number of indigent pupils. In the two primary schools of New Orleans, for instance, gratuitous instruction was given only to children between the ages of 7 and 14, and preference was to be shown to at least 50 children from the poorer classes. Thus a certain number of poor children, marked with tho badge of charity, were to be admitted to the schools and there associate with others that paid. Such a system of public schools could not be successful. The pride of the poorer classes was hurt. One of the parishes refused to take the money appropriated for public schools, while in many others the parents, though living near the schoolhouses, would not send their children because it was repugnant to their feelings to have them educated gratuitously. In twelve years, declares Governor Roman, the expenditure for public schools had amounted to $354,000, and it was doubtful whether 354 indigent students had derived from these schools the advantages which the legislature wished to extend to that class. In conclusion the governor uttered these significant words, words which should be engraved over the portals of our legislative halls: “ Louisiana will never reach the station to which she is entitled among her sister States until none of her electors shall need the aid of his neighbor to prepare his ballot.77 Thus we see that the necessity of a new system was beginning to be felt — a system under which the schools should be absolutely free, under which the sons and daugh¬ ters of the rich and poor should sit side by side, and know no distinction except that which is created by superior abilities. Unless the schools could be raised to a higher level in public esteem, there was no hope of their success. 1300 EDUCATION REPORT, 1894-95. There were other causes of failure which perhaps did not escape Governor Roman, hut which he fails to mention. There was, first of all, the sparseness of the country population, which in Louisiana, as elsewhere in the South, made the problem of educating the people a far different matter from what it was in Massachusetts. In the South large plantations and the absence of towns tended to make the progress of public schools slow and uncertain; while in Massachusetts the fact that the whole population was grouped first in settlements around the churches and then in regular townships, made the organization of public schools a comparatively easy task. In discussing the backwardness of the South in educational facilities, this important consideration is too often omitted. If, with the increase of the popula¬ tion at the present day, it has less significance, it certainly had a great deal before the war. In the second place, among the old Creoles of Loiiisiana, the education of young children was regarded as a matter that concerned not the State but the family. Exception must be made in favor of enlightened men like Governor Roman, but the fact remains that for many years the scheme of free public schools was looked upon as a useless innovation. As late as 1858, says De Bow’s Review, every Louisiana planter had a school in his own house to educate his children. From other sources we know that when children were ready for higher instruc¬ tion their parents, if they were prosperous, most often sent them to Northern colleges or to France. This feeling against the public schools arose partly from what Mr. Lafargue has called the aristocratic and somewhat feudal social system of that day, and partly from the force of custom — a custom that dates back to the eighteenth century — when Etienne de Bor6, the first successful sugar planter in Louisiana, received his education first in Canada and then in France. Last of all it has been claimed with some justice that slavery impeded the progress of the public schools, as that institution impeded the rise of the white laboring classes from whose ranks these schools have always drawn the largest number of pupils. This was certainly true of the country parishes ; but to a far less extent of New Orleans where all classes of society were duly represented. All these causes were more or less operative to hinder the progress of the free school system until the civil war came and radically changed the conditions of Southern life. From 1835 to 1845 Louisiana continued to make generous appropriations for the cause of education, but instead of establishing what was especially needed for the mass of the people, a good system of elementary instruction, the public funds were expended in founding a number of pretentious academies and colleges. These were required to give free instruction to a small number of indigent pupils, but how many such pupils were actually received it is impossible to say. The student who examines the early records of the State is amazed at the number of these transitory institutions, many of which hardly survived the generous dona¬ tions made for their support. As far as I know, the only ones now remaining of some twenty odd which were once scattered through the various parishes of the State are Centenary (once the College of Louisiana), now administered by the Methodists; Jefferson College, now under control of the Marist Fathers, and the Louisiana State University, which was once the Seminary of Learning in Alexandria. To illustrate the preference in that early period for these higher institutions, none of which gave free tuition except to a few indigent pujfils, it will suffice to say that in 1838 the amount appropriated for public schools was $45,633, while during the same year the subsidies to colleges and seminaries were $126,000. During the period of which we are about to speak, however, far less was given for the support of these institutions. Many of them being found superfluous had doubtless already disap¬ peared. II. We now enter upon our second period, 1845-1860. During the year 1845 Louisiana received a new constitution. In it full expression was given to the democratic ten¬ dencies of the day. The Whigs had yielded to the Democrats, and the latter pro¬ ceeded to grant the people many privileges which had been previously denied. The privilege of choosing the governor from the two candidates receiving the highest number of votes was taken from the legislature, and the right to vote was no longer restricted to owners of property. But best of all its democratic measures this con¬ stitution provided for a system of public schools under the care and supervision of a superintendent of education, to be appointed by the governor, and of parish super¬ intendents, to be elected by the people. The importance of this departure can not be exaggerated. Up to this time such schools as had existed in the State had been under the care of the secretary of state, whose other official duties were too numerous for this additional burden. From this time on we are to see a superintendent of EDUCATION IN THE SEVERAL STATES. 1301 education devoting his time and energies to the establishment of an extensive sys¬ tem of public free schools and making regular reports to the general assembly.1 The constitution of 1845, and the laws passed by the legislature to carry out its provisions, created a new era in the history of education in Louisiana. Up to 1845, although large sums in proportion to the educable population had been expended, the system had been a failure, and the secretary of state had declared it should be consigned to “an unhonored grave.” Let us see what were the provisions for the organization and support of the new system. In the first place the schools were tp be absolutely free to all white children. Of course, as it was one of the corollaries of the institution of slavery that it was dangerous to educate the slaves, no provision was made for the education of the negro until he had been emancipated. For the support of the new system, the constitution declared that the proceeds of all lands granted by the United States Government for the use of public schools, and of all estates of deceased persons falling to the State, should be held by the State as a loan, and should be a perpetual fund, on which annual interest at 6 per cent should be paid for public schools, and that this appropriation should remain inviolable. The lands referred to were the public lands which the Federal Government had retained when Louisiana was made a State, and which that Government was now granting to the State for educational and other purposes. In 1847 these land grants amounted to 800,000 acres, and in many instances proved to be very valuable. More¬ over, there are many references in these old acts of the legislature to the location of the sixteenth sections in townships for school purposes and to the sale of these sec¬ tions. For the further support of the schools it was now provided by an act of the legislature that every free male white over 21 years of age should pay a poll tax of $1, and that a tax of 1 mill should be levied on all taxable property. As early as 1842 the police jurors2 were authorized to levy a tax for schools not to exceed one- half the annual State tax. Provision was now made that whenever a parish raised not less than $200 the governor should authorize the State treasurer to pay over to said parish double the amount so assessed. Certainly no happier choice for State superintendent of education could have been made throughout the extent of Louisiana than was made in 1847 by Governor Isaac Johnson. The man he chose was a ripe scholar. He had been trained in all the learn¬ ing of that day. First under a private tutor and then in Georgetown College he had saturated his mind with all that was best in classical literature, and he had caught an inspiration which made him one of the great teachers of his time. A brilliant orator, he spoke and wrote with convincing eloquence whenever the sacred cause of education was at stake. Such a man was Alexander Dimitry, the first superintendent of educa¬ tion, whom Louisiana honors and reveres as the organizer of her system of public schools. Both the reports of Mr. Dimitry, which are generally supposed to be lost, are to be seen in the Fisk Library of New Orleans. The first was rendered in 1848 and the second in 1850. To the student of our educational progress both are interesting and instructive. The first describes how the 47 parishes had been divided into school districts by the police jurors, assisted by the parish superintendents. The services of these super¬ intendents, who were elected at a salary of $300 a year, were very efficient, but the schools in the parishes were not generally welcomed, and Mr. Dimitry declared that he viewed them rather in the light of an experiment. It -was only natural that he should hold this opinion; for when the free schools were first established in New Orleans, during the years 1841 and 1842, the announcement, says Mr. Dimitry, was received by some with doubt, and by others with ridicule, if not hostility. “When the schools in the second municipality were opened personal appeals and earnest exhor¬ tations were made to parents, and yet such were the prejudices to be overcome that out of a minor population of 3,000 only 13 pupils appeared upon the benches.” For¬ tunately, public sentiment in the city gradually changed, and in 1848 Mr. Dimitry was able to declare that thousands were blessing the existence of the city schools, for in 1849, out of an educable population of 14,248, the number attending the free schools was 6,710, or nearly 50 per cent. In the country parishes his labors were soon rewarded with more than anticipated success, for out of an educable population in 37 parishes of 28,941 the number attending in 1849 was 16,217, or more than 50 per cent. In his last report Mr. Dimitry complained of the opposition shown by many to the new system, and especially to a portion of the law which prescribed the levying of a district tax for the schools. But he had reason to congratulate himself on having 1 Mr. R. M. Lusher, formerly State superintendent of education, and a noble worker in that office, wrote a sketch of the public school system in Louisiana. In this sketch he makes the curious error of stating that all the reports of the State superintendents from 1847 to 1860 were burned during the war. In the Risk Library of Hew Orleans may he found nearly every one of the reports which he supposed to he destroyed, ‘beginning with that of Alex. Dimitry' in 1848. 2 County officers in Louisiana. 1302 EDUCATION REPORT, 1894-95. created a sentiment in favor'of the free schools and in obtaining an attendance of more than 50 per cent of the edncable population — a per cent, it is to be remembered, far higher than that of the year 1894, when 70 per cent of our educable population are not receiving any instruction either in public or private schools. (Estimate made by the Times-Democrat.) Throughout this period (1848-1850) moreover, the State was prosperous, and the sums appropriated to the public schools in 1849 amounted to nearly one-third of a million dollars, a higher ratio per educable youth than at the present day. Such was the condition of the public schools during Dimitry’s able administration. By annual visits to the different parishes, he kept himself in touch with his superin¬ tendents, and inspired the State at largo with much of his own zeal and enthusiasm. In the years 1851 and 1852 important changes were made in the administration of the schools. First of all, the State superintendent was no longer to be appointed by tho governor, he must be elected by the people. Then followed an act of the legis¬ lature which proved to be extremely unwise. That body in a fit of economy abol¬ ished the office of parish superintendent and substituted in each parish a board of district directors who were to receive no salary. Moreover, the salary of the State superintendent was reduced to $1,500 a year, and he was relieved from the duty of an annual visit to each parish. The effect of these changes upon the schools in tho country parishes is abundantly shown in the reports of the State superintendents, Robert C. Nicholas, in 1853, Dr. Samuel Bard, in 1858, and Henry Avery, in 1861. They all declare that the system outside of New Orleans had been seriously crippled ; that the district directors took no interest in their work, and that often it was impossible to find out who were directors in a parish. Loud complaints, moreover, came from many of the parishes that the teachers appointed were not ouly incom¬ petent, but often drunkards and unprincipled adventurers. It is not, therefore, sur¬ prising to learn that many parents demanded and actually obtained their children’s quota of the public-school funds, which they used in part payment of the salaries of private tutors and governesses. Such a method of appropriating the public money, however, not only produced general demoralization, but worked great injustice to the poorer classes. In spite of complaints and appeals, the legislature failed to restore the parish super¬ intendents and to reform the abuses just mentioned. Hence a pessimistic writer in De Bow’s Review for 1859, taking up an annual report of the State superintendent, gives a gloomy account of education in Louisiana. He even goes so far as to conclude that the New England system of forcing education on the people was not adapted to Louisiana; that such a iaw was theoretical and void of practical results. He then continues in the following strain: “If a law were passed by the State of Louisiana appropriating $300,000 a year to furnish every family with a loaf of bread more than half the families would not accept it. The report of the superintendent for 1859 proves that more than half the families in Louisiana will not accept the mental food which the State offers their children. Some parishes will not receive any of it. Tensas, for example, which is taxed $16,000 for the support of public schools has not a single school. The truth is the government does more harm than good by inter¬ fering with the domestic concerns of our people.” This Jeremiah then proceeds to detract as much as possible from the merit of tho public schools in New Orleans, though he admits that these schools were regarded as very successful. I have quoted the words of this critic quite fully because, while they contain some grains of truth, I believe they also contain a great deal of error. Luckily the reports from 1856 to 1861, from which he forms his conclusions, are still in existence, and they do not justify his statement that at this period the people were opposed to the public schools because “they did not wish to accept the mental food offered them by the State.” On the contrary, here is an extract from the report of 1859 which throws much light on the condition of affairs in many of the parishes : “Under the present law nearly every wealthy planter has a school at his house and draws the pro rata share out of the public treasury. The poor children have not the benefit of these schools, and in this parish, which pays about $14,000 in school tax, there is conse¬ quently not enough in the treasury to pay the expense of a single school at the parish seat, where it ought to be.” This extract shows what pernicious custom lay at the root of the failure. The money was misappropriated in favor of the private schools; so that where public schools were established, cheap and worthless teachers had to be employed, who soon brought their schools into disrepute. The inefficiency of the school directors followed as a matter of course. Seeing that the rich planters were satisfied, the legislature simply did nothing but appropriate ample funds, which often never reached the schools for which they were destined. Under these circumstances it is even remarkable that in 1858, according to Dr. Bard’s report, the number of pupils attending public schools in the country parishes was 23,000 out of an educable popu¬ lation in the whole State of 60,500. EDUCATION IN THE SEVERAL STATES. 1303 Let us turn to New Orleans. During this period the city was divided into four school districts, with a hoard of directors and a smperintendent for each district. This arrangement insured most efficient management. The attendance in 1858 was 20,000 — nearly as many as in all the country parishes — and Dr. Samuel Bard, after an examination of the city schools during this year, reported to the general assembly that “the discipline was admirable, the attainments of the scholars unexpectedly extensive, and the teachers of rare ability.” Hon. William O. Rogers, who did splendid work for the schools at this period, and who later became city superintend¬ ent, has often in my presence corroborated the testimony of Dr. Bard. It was at this very time, also, that an important advance was made in educational methods. As early as 1853 Superintendent Nicholas had recommended the establish¬ ment of a normal school, declaring, however, that there was none in the United States and only one in Canada. Finally in 1858, largely through the exertions of Mr. Rogers, a normal school, the first in Louisiana, was opened in New Orleans. Unfortunately its career of usefulness was soon cut short by the rapidly approaching civil war. Mankind has often been accused of viewing the past through a roseate haze, which, while it lends a new charm to that which was already beautiful, also clothes with its own light even that which was dark and unbeautiful. It will not be Avise, there¬ fore, in looking back over the period of fifty-six years which we have just reviewed to speak too favorably of the system of public schools in Louisiana. Certainly, however, the State in 1860 had great reason to congratulate herself on the advance that had been made over the period previous to 1845. Up to that date, as we have seen, the school system was not organized at all; for the schools were not under proper supervision and outside of New Orleans they were not free except to a small class of indigent pupils. With the new constitution and the advent of Alexander Dimitry, Louisiana entered upon a new era of educational progress, especially in New Orleans. In the country jjarishes down to 1860 it must be admitted that the success of the system was only partial — a result that was due to the size of the plantations, the too conservative character of the old planters, the abolition in 1852 of the office of parish superintendent, and especially to the appropriation of public funds for the benefit of private schools. III. PUBLIC SCHOOLS DUELING AND SINCE THE WAR. During the great civil war it was but natural that the public schools of Louisiana, especially in the country parishes, should languish, for men were engaged in a strug¬ gle which left little time for the consideration of the educational problem. In most of the parishes the schools for several years were entirely closed. One of the school directors wrote that from his parish there were no reports to make except war reports. In New Orleans, however, and in the neighboring parishes, which Were in the posses¬ sion of the Federal troops, many schools were kept open, and provision was made by the Freedmen’s Bureau of Education to give instruction to the newly emancipated slaves. Under these new conditions there was a strong effort to open schools in which the two races should be educated together. But this policy, so repulsive to Southern sentiments, ended in failure and it was abandoned. The history of our State after the war is too well known to need repetition here. In a few years the public debt ot Louisiana Avas increased by the su-m of $40,000,000. More- OA^er, in 1872, the Government sold at public auction the whole free-school fund, Avliieh had been invested in State bonds, and which had been repeatedly declared a sacred and inviolable trust for the benefit of the public school. This fund, derived from the sale of public lands, amounted to more than $1,000,000. After it had been accom¬ plished there followed a period of “ storm and stress” — a fierce struggle for suprem¬ acy, which, during the year 1877, ended in the triumph of the more conservative elements of the State, under the leadership of Francis T. Nicholls. Wo can point with pride to one of the first acts of the legislature under this new administration. It was as follows: “The education of all classes of the people being essential to the preservation of free institutions, we do declare our solemn purpose to maintain a system of public schools by an equal and uniform taxation upon property as provided in the consti¬ tution of the State, and which shall secure the education of the white and the col¬ ored citizens with equal advantages. “Louis Bush, Speaker. “Louis A. Wiltz, Lieut. Governor. “Feancis T. Nicholls, Governor.” It is to be noted here that the State assumed formal charge of the education of the freedman, pledging him the same adAmntages as the whites. This pledge has been faithfully kept; the number of colored pupils has gradually increased until there are now enrolled in the public schools of the State more than 60,000. 1304 EDUCATION REPORT, 1894-95. In March, 1877, a few months before the act above quoted, the general assembly had established a State board of education, consisting of the governor, the lieutenant- governor, the secretary of state, the attorney-general, the State superintendent, and two citizens of the United States, residents for two years in Louisiana. As you know, this board was reorganized some years later, so as to contain one representative from each Congressional district — a change most wisely made.1 The most important step, however, in the reorganization of the public school sys¬ tem was taken in the constitution of 1879. This is the, constitution under which we are now living, but which we all hope to see radically amended in the near future. It provided for the appointment of parish boards, and declared that these boards might appoint at a fixed salary a parish superintendent of public schools. Thus, after the lapse of twenty-seven years, Louisiana restored the office of parish superintendent — an office which under Alexander Dimitry was found to be all impor¬ tant, and which since 1879 has proved essential to the very existence of public schools in Louisiana. May the parish superintendent, one of the strongest pillars of public education in our State, be a perpetual institution among us, and may his office in the future receive that meed of respect and remuneration which his zeal and devotion so richly deserve. While the constitution of 1879 is entitled to our gratitude for the reinstatement of the parish superintendents, one is forced to admit that it made no adequate provi¬ sion for the support of the public schools. It is true that the free-scliool fund, the bonds of which were sold in 1872, was placed among the perpetual debts of the State, but the interest to be paid was reduced from 6 to 4 per cent, and it was further declared that this interest and the interest due on the seminary and the agricultural and the mechanical funds should be paid, not out of the general revenues of the State, but out of the tax collected for public education. This was a wholesale “robbing of Peter to pay Paul.” Moreover, though provision was made for a supplementary tax to be levied for public schools by the police juries of each parish, even this was not obligatory, and if it were levied it was to be kept within very narrow limits. These unwise articles of the constitution have received such repeated and such hearty condemnation from every superintendent of education that it is not necessary for me to add my own opinion. I would only remind you that when that constitu¬ tion was adopted in 1879 the State had just passed through the period of recon¬ struction, her finances were in a prostrate condition, and some constitutional limitation of taxation seemed absolutely necessary. Those conditions no longer exist, and it is to be hoped that the amendments recently proposed by the board of education will be unanimously adopted. It may be added that the constitution of 1879 ended its provisions for the public schools with one article that has received universal approval and should be widely acted upon. It declares that women over 21 years of age shall be eligible to any office of control or management under the school laws of Louisiana. This is simply an act of justice to that sex which furnishes so large a proportion of our teachers throughout the State. , The history of the public schools since 1879 is so well known that I can not pretend to any knowledge which this audience does not already possess. A simple outline, therefore, will suffice to refresh your memories. The first result of the insufficient support granted by the constitution, you will remember, seemed to be the ruin of the public school system. In spite of the splendid efforts of Hon. R. M. Lusher, a devoted and untiring worker iu the cause of public education, the school receipts for 1882 allowed only 45 cents for each educable child in the State ; and the Louisiana Journal of Education for that year gloomily but forcibly declared that the public school system was as “dead as Hector.” The teachers even in New Orleans were often unpaid, many schools had been closed, and the double obligation of educating both whites and blacks seemed too great a burden for the State to bear. But the exertions of Lusher, Easton, and Jack, together with the efficient aid received from the parish superintendents and the State board, were not without avail. Defeat was at last changed into victory, and the record of the past decade, illuminated by the labors of these men, is a most interesting chapter in the history of our educational progress. The school fund, especially in the country parishes, has been largely increased, and so has the attend¬ ance. Not only has public sentiment, without which laws avail naught, been brought over to the side of education, but the teachers themselves, though often receiving scanty remuneration, have shown greater ability and greater enthusiasm than ever before in the history of the State. This I attribute largely to the splendid work done in the Normal School of New Orleans under Mrs. Mary Stamps and in the State Normal of Natchitoches under President Boyd. I am sure you will believe that lack JIn 1870 the Republicans had established a State hoard of education, consisting of the State super¬ intendent and six “division superintendents.” The State was divided into six districts under these “division superintendents.” EDUCATION IN THE SEVERAL STATES. 1305 of space, and not lack of appreciation, has prevented my giving a detailed account of the valuable aid rendered to this normal work by the Peabody fund. A tribute to Dr. Curry’s wise administration of this fund is certainly due from anyone who writes the history of public education in Louisiana. Lack of space must also be my plea for omitting the history of the McDonogh fund, to which New Orleans owes its array of splendid school buildings. It may safely be declared, therefore, that the year 1894 records progress in every direction, but I can not do more than name some of the chief influences at work for the advancement of the public schools. They are the Association of Parish Super¬ intendents; the State Teachers’ Association, with its reading circle and its official journal; the State and parish institutes for teachers, the Louisiana Chautauqua; and last, but not least, the Louisiana Educational Association. Surely this is a goodly list — one that any State might be proud of. In glancing over the incomplete sketch of public education in Louisiana, the progress of which I have traced through ninety years, I am struck with the fact that the State has followed what is called the general trend of education. This trend, as laid down by Dr. William T. Harris, is as follows: First, from private, endowed, and parochial schools there is a change to the assumption of education by the State. “When the State takes control, it first establishes colleges and universities ; then elementary free schools, and then it adds supplementary institutions for the afflicted ; then institutions for teachers, together with libraries and other educational aids. In the meanwhile increasing attention is paid to supervision and methods. Schools are better graded. In class work there is more assimilation and less memorizing. Corporal punishment diminishes, and the educational idea advances toward a divine charity.” Such, amid a thousand difficulties and vicissitudes, has been the history of public education in. Louisiana. I am persuaded that we are on the right path. The question still remains, however, Is Louisiana abreast of the other States of the Union in her provision for the education of her youth? The highest authorities declare that she is not. Let us for a moment examine the conditions as they exist. In 1848 the educable youth of the State numbered only 41,500; in 1894, with the addition of the colored pupils, they numbered more than 378,000. Of these only 115,000 attend any school, either public or private. What is the consequence? I answer that in seven of our prosperous parishes, out of 13,000 voters, it is stated that 6,858 white voters, more than 50 per cent of the whole number, can not read and write; and it is a well-known fact that Louisiana now leads all the Southern States in illiteracy. What shall we do to remove this lamentable condition of things? Evidently, though we now spend nearly $1,000,000 a year for our public schools, that sum, in view of the increased population, is grossly inadequate. We need higher salaries for our teachers, better remuneration for our parish superintendents, and longer sessions for our schools. The machinery of our public school system, as far as the officials and their relations to each other are concerned, is excellent. But what we require above everything is the privilege of local taxation beyond the pres¬ ent constitutional limitation. We have reached a point in Louisiana where local pride has been aroused. We are beginning to feel that however grateful we may be for the beneficent work of such funds as the Peabody, we must first of all help our¬ selves; we must demand our independence — the most glorious privilege granted to man. MASSACHUSETTS. Mary Hemenway. [At a meeting held by the Boston public school teachers at the Old South Meeting House May 2, 1894, in honor of the memory of Mrs. Mary Hemenway, warm and loving tribute was paid to her personal character and worth, her services in the cause of education were reviewed, and the reforms instituted by her recalled to remembrance by those who had been her associates and coworkers and who were specially qualified to represent the different phases of her activity. The addresses made upon this occasion were afterwards incorporated into a memorial volume, under the editorial supervision of Dr. Larkin Dunton, head master of the Boston Normal School From this volume the following extracts have been made to illustrate her life and work. They are succeeded by a more detailed account of the Old South work from another source.] [From the introductory remarks by Dr. Dunton.] Mrs. Hemenway was born in the city of New York December 20, 1820, and died at her home in Boston March 6, 1894. She was the daughter of Thomas Tileston, from whom she seems to have inherited her remarkable business ability. She married Mr. Augustus Hemenway, a great shipping merchant. Several years before his death his health had so failed as to throw much of the oversight of his immense business upon Mrs. Hemenway. By this means was developed that remarkable talent for the 1306 EDUCATION REPORT, 1894-95. directing of affairs which subsequently proved so useful in carrying on her great benevolent enterprises. She certainly possessed business ability of a high order. Her insight into the causes of suffering among the people, far and near, present and future, and into the remedies for this suffering, was wonderful. Her breadth of view was only equalled by the warmth of her heart. It was the generosity of her nature that so endeared her to the teachers of Boston. They came to know her as a fellow-worker for the good of the people. Pride, haughtiness, and condescension, which too often accompany the possession and even the distribution of wealth, were so conspicuously wanting in her nature that every teacher who was brought into con¬ tact with her in her benevolent work felt only the presence of a great heart beating in sympathy with all mankind. Her beneficent plans wTere never set on foot and then left to the management of others. She not only followed her work with her thought and her kindly interest, but she stimulated and cheered her coworkers with her inspiring personality. It was her clear head, her warm heart, and her cheerful presence that gained for her admiration and affection. [Resolutions presented, by Robert Swan, master of tbe Winthrop School, and adopted by the meeting.] Whereas it is fitting, at the close of Mrs. Mary Hemenway’s useful life, that the Boston public school teachers, assembled in the Old South Meeting House, which she loved so well and did so much to save, should placo on record their profound appreciation of the noble work she has accomplished for the practical education of the children under their care, by which the pupils, and through them the homes from which many of them come, havo been elevated both mentally and morally: Therefore be it Resolved, That through her wise foresight and long perseverance in the introduc¬ tion of a systematic training in sewing, by which girls in tho public schools are made proficient in needlework, the first step toward manual training, now acknowl¬ edged by all to be an essential part of our school programme, she exhibited an almost intuitive sense of tho needs of the community, and enabled the children to relieve their mothers of many weary hours of labor. Resolved, That by tho introduction of the kitchen garden and, later, the school kitchen — a long step in progress — she accomplished by this wise provision of her studious care an inestimable benefit to the city, the children being thus taught not only to cook intelligently and economically, but also to buy understandingly the various articles required, by which the manner of living has been changed, health¬ ful food and proper service displacing uncomfortable and unhealthful methods. Resolved, That by the introduction of the Ling system of gymnastics, in which Mrs. Hemenway’s liberality and care for the physical development of the children were the principal factors, the city is greatly indebted for another advance in education. Resolved, That by the establishment of the Normal School of Cooking and the Boston Normal School of Gymnastics, furnishing qualified teachers to inaugurate the work in other cities, by which tho full advantage of Boston’s experience is reaped, her beneficial influence has made instruction in these branches national instead of local. Resolved, That by her contribution in money and intelligent helpfulness in pro¬ moting the Boston Teachers’ Mutual Benefit Association in the days of its inception much was done to insure the success of tho enterprise. Resolved, That by the purchase of Dr. John D. Philbrick’s library and its presenta¬ tion to tho Boston Normal School she has made easily accessible to the pupils the choicest works ou educational subjects, thus making the valuable information acquired a part of their equipment for their chosen profession. Resolved, That by her x^rizes for essays on subjects connected with American his¬ tory, awarded to graduates of the Boston high schools on Washington’s Birthday in the Old South Meeting House, she has caused a thorough research into our colonial and national life that can result only in inspiring patriotic ardor which must con¬ duce to the best citizenship. Resolved, That by these and many other acts which can not be enumerated at this time her name is justly entitled to rank with the names of Pratt and Drexel, who have established institutes in Brooklyn and Philadelphia that will confer incalcula¬ ble benefits on the x>eople of this country. Resolved , That Mrs. Hemenway, in these varied interests, gave what is infinitely more important than money — her constant sympathy in and enthusiasm for the work, which is an invaluable memory to all who were blessed with her assistance. Resolved, That in tendering these resolutions to the family of Mrs. Hemenway wo desire to express our deep symx>athy in their bereavement. [Address by Edwin P. Seaver, superintendent of schools.] How the Old South Meeting House was saved from threatened destruction is a well-known story that needs not now to be rejmated. Mrs. Hemenway’s interest in EDUCATION IN THE SEVERAL STATES. 1307 that patriotic enterprise did not end with her giving a large share of the purchase money. That generous gift was hut the beginning of a larger enterprise, the pre¬ lude to a nobler history. These ancient walls had been saved. What should bo done with them? They might have been allowed to stand as mute witnesses to the events of a glorious past. They might have been used merely as a shelter for curious old relics, which anti¬ quarians love to study and passing visitors cast a glance upon. And so the old meeting house might have stood many years more — a monument to religion and free¬ dom, not unworthy, indeed, of its purpose, but yet a silent monument. The plans of Mrs. Hemenway were larger and more vital. The old building should be not only a relic and monument of the past, but a temple for present inspiration and instruction. The thoughts and the hopes that aforetime had thrilled the hearts of men assembled in this house should live again in the words of eloquent teachers. Here should young people gather to learn lessons of virtue and patriotism from the lives of great men whose deeds have glorified our nation’s annals. What has now become known throughout the country as “the Old South work” is the outgrowth of this fruitful idea. Let us briefly review the particulars of this (i Old South work,” keeping in mind as we do so its main purposes, which are first to interest young peo¬ ple in American history, and then, through that interest, to inspire them with a love of their country, and to instruct them wisely concerning the duties and privileges of citizenship under a free government. Can any instruction more vital to the public good be thought of? First, we may notice that Washington’s Birthday has been appropriately celebrated in this house every year from 1879. Other national holidays have been celebrated likewise, or may hereafter be celebrated, for the idea is a growing one. Next should be noticed “the Old South lectures.” As early as 1879, and in the two years following, courses of lectures on topics of American history were delivered in this house by Mr. John Fiske, who has since become so well known as a brilliant writer on historical subjects. That these lectures would be intensely interesting to the adult portion of the audiences was naturally enough expected at the time, but it was hardly foreseen that the young people would be so thoroughly fascinated as they were with a lecturer who had been known chiefly as a writer on deep philo¬ sophical subjects. Mr. Fiske has been a frequent lecturer on this platform from 1879 down to the present time. In 1883 “the Old South lectures,” properly so called, were organized on a definite and xiermanent plan. Each year the work to be done is laid out in a systematic manner. A general topic is chosen, and particular topics under this are assigned to different speakers, who are invited because their special knowledge of the topics assigned them gives great interest or importance to what they may have to say. The great interest awakened by these lectures has led to the repetition of many of them in other cities. “The Old South leaflets” are an interesting auxiliary to the lectures. A practice was early adopted of providing in printed form the means of further studying the matters touched upon by the lecturer of the day. The leaflets so provided contained not merely an outline of the lecture, but the texts of important historical docu¬ ments not otherwise easily accessible, and references to authorities with critical notes thereupon, and other interesting special matter. These leaflets have proved to bo so useful to teachers in their school work that the directors of “the Old South work” have published a general series of them, which are to be continued, and are supplied to schools at the bare cost of paper and printing. Perhaps ‘ 4 the Old South essays ” touch the Boston public schools more immediately than does any other part of “ the Old South work.” Every year, beginning with 1881, have been offered to high school pupils soon to become graduates, and also to recent graduates, four prizes, two of $40 and two of $25 each, for the best essays on assigned topics of American history. The usual objection to the plan of encourag¬ ing study by the offer of prizes, that many strive and few win, so that the joy of victory in the few is more than offset by the disappointment of failure in the many, was met in the present case with characteristic wisdom and liberalitj"; for every writer of an essay not winning a money prize has received a present of valuable books in recognition of his worthy effort. The judges who make the awards of prizes state that crude essays, betraying a want of study and care on the part of the writers, are extremely rare. On the other hand, there are often so many essays of the highest general excellence that the task of making a just award is a difficult one. Some of these essays have been printed in the New England Magazine and in other periodicals. Some have been published in jjamplilet form, and have received the favorable notice of historical scholars. It is now the custom to invite at least one of the prize essayists each year to deliver one of “the Old South lectures.” Among the more distinguished of the essayists may be named Mr. Henry L. South- wick, a graduate of the Dorchester High School, whose prize essay of the year 1881, entitled “The policy of the early colonists of Massachusetts toward Quakers and 1308 EDUCATION BEPORT, 1894-95. ethers whom they regarded as intruders/’ attracted much attention; Mr. F. E. E. Hamilton, a graduate of the English High School, and since an alumnus of Harvard College : Mr. Robert Me Lovett, a graduate of the Boston Latin School, who led his class at Harvard College; Miss Caroline E. Stecker, who took prizes in two succes¬ sive ye 'rs; and Mr. Leo R. Lewis, of the English High School, now a professor in Tufts College. Others there are who may be expected hereafter to distinguish them¬ selves in the line of work for which the writing of their essays was the beginning of a preparation. The whole number of Old South essayists is now over 100. About 20 of these have been or still are students in colleges, some proceeding thither in regular course from the Latin schools, but others in less easy ways, being impelled to the eifort undoubtedly by a desire for higher education that had grown out of their historical studies for their essays. But among the essayists who have not become college stu¬ dents, the interest in historical studies has been no less abiding. The Old South Historical Society, formed about two years ago, is composed of persons who have written historical essays for the Old South prizes. Quarterly meetings are held for the reading of papers and for discussion on historical subjects. This society may well be regarded with peculiar interest by our teachers, because it represents the best historical scholarship of successive years in the high schools of Boston. It may soon become, if it be not already, one of the most important learned societies in this city. But historical study and writing are not for the many, nor are they enough to satisfy the few. A broader influence may touch the hearts of all through music. Out of this thought has grown the society known as “ The Old South Young People’s Chorus.” At many of “the Old South lectures” there has been singing of national patriotic hymns by large choruses of boys and girls from the public schools, three or four hun¬ dred often taking part. On the Washington’s Birthday celebrations there has always been singing by the public-school children. These interesting exercises have led to a more permanent organization for the practice of patriotic music, which flourishes now under the name of “Young People’s Chorus.” Finally, let us note the extension of “the Old South work” to other cities, as Provi¬ dence, Brooklyn, Philadelphia, Cleveland, Indianapolis, Chicago, Madison, Milwau¬ kee, and others. Everywhere the idea of bringing our national history home to the minds and hearts of young people through an awakened interest in monuments and memorials of the past has been enthusiastically received. Philadelphia, no less than Boston, has her shrines of freedom. There is no city or town in the land that does not possess something interesting as a memorial of past events — events which the national historian may regard as of no more than local importance, but which, by the very circumstance of being local, best show the child the stuff out of which the fabric of our national history is woven. Everywhere, therefore, the materials for “the Old South work” are at hand, and the plan of this work is so simple that it can be adopted everywhere. * •* * [From the address by James A. Page, master of the Dwight School.] Of the public-spirited woman in whose honor we are met it may be said, in the language of Sydney Smith, that she was three women, not one woman. Practical as a business man, she was yet tender and generous to many different sorts of people. Expecting always faithful and loyal service, she was considerate of those carrying forward her great plans. She delighted to spend money, as she was spending it, for lofty purposes. She had strength — the strength of opposite qualities, the strength that fits for public service. The city was fortunate that at such a time, or at any time, such service was to be had. The woman who gave this service saw very surely that any institution, to be last¬ ing, must be firmly founded; and her motto therefore in this, as in other things, was “Go slowly.” We had had “systems” of gymnastics before, and they had vanished. We had had “fads” of this kind, and they had perished one by one. The thing to be done now was to secure a plan that should be workable, and yet should be based on well-ascertained physiological and psychological data. She gave her mind to this. In 1888 the cooperation of twenty-five teachers was secured, and the work was carried on for a considerable time in rooms at Boylston Place. After much experience had been gained and circumstances had seemed to justify it, larger rooms were obtained, and in 1889 the masters of the schools were invited to interest themselves in the movement and to take part in the exercises. They responded to the call without an exception, I believe, and the work took on a wider scope. It was in this year also (1889) that the Conference on Physical Train¬ ing took place under the auspices of this school, and the advocates of many diff erent systems Avere invited to take part, and each to show by example and on the stage the special excellencies of his own school of work. The German pupils, those of the Chris¬ tian associations, of Delsarte, of the colleges, of the Swedish, and of some private EDUCATION IN THE SEVERAL STATES. 1309 schools took the stage successively, and had ample opportunity to demonstrate th::. value of their several systems. A brilliant reception was given in the evening. It was determined, I think, at this time by a very general consensus of opinion that for the public schools of this city as a whole, and with all their limitations, the Swedish system was the best adapted. 1 From this time, convinced it was on the right track, the Boston Normal School of Gymnastics has continued a constantly growing power and success. Under the same firm biit fostering hand as at the beginning it outgrew its quarters in Park street, and since 1890 has been located in more commodious rooms at the Paine Memorial Build¬ ing. It has graduated three classes, that of 1891 consisting of 12 students, that of 1892 also of 12, and that of 1893 consisting of 43 students, and this with a constantly advancing standard as to conditions of admission. In addition to these regular grad¬ uates 30 pupils have received one-year certificates, and some of them are now doing good work as teachers. The school has at its head Miss Amy Morris Homans and in its staff such men as Dr. Enebuske, the professor of philosophy at Harvard University, the dean of the Harvard Medical School, and the professor of biology at the Massachusetts Institute of Technology. It is not strange, then, that the services of pupils trained in such a way should be in demand in all parts of the country. Two have gone to the Drexel Institute of Philadelphia; 2 have gone to Smith College, Northampton; 2 to Radcliffe College, Cambridge; 1 to Bryn Mawr, Pa. ; 4 to different State normal schools in Massachu¬ setts; 1 to Oshkosh, Wis. ; 1 to Denver, Colo.; 1 to the Normal College, Milledge- ville, Ga. ; and 1 each to Gloucester, Lynn, Lawrence, Dedham, Cambridge, and Pawtucket. The aggregate salaries paid to the young ladies of the three classes already grad¬ uated are not less than $50,000, the highest single salary reaching $1,800, and the average being slightly less than $1,000. These statements give but a faint idea of the work of the school — its fineness, its scope, its far-reaching quality. But we can see that the bread cast on the waters is beginning to return. These centers throughout the country are already established. Imagine them, as the years go by, multiplied a thousand fold, making a better and happier, because a stronger, people, and then bring the threads back to this place and connect them with the deed of one noble, public-spirited woman. The counterpart of this picture is the one of 60,000 children taking the Swedish exercises daily in our own city schools, under the direction of teachers acquainted with the system from actual contact with it, and under the supervision of an expert like Dr. Hartwell. Who that saw the exposition of it at the English High School on Saturday last can hesitate in his hearty Godspeed or forget the one whose initi¬ ative made it all possible? [From the address of Dr. Larkin Dun ton, head master of the Boston Normal School.] If a man has wisdom and money, but no heart, he does nothing for his fellow-men. If his purse is full and his heart is warm, yet, if he lacks wisdom to guide his efforts, he is as likely to harm as to help. But happy is it for the world when wisdom, love, and wealth are the joint possession of one great soul. They then constitute an irre¬ sistible force. Mrs. Mary Hemenway possessed them all in largest measure. Let us note briefly the comprehensiveness of view and kindness of heart that are shown in the work of this grand woman. She was allowed to grow up, as she said, without learning to do things ; and she noticed that girls who were efficient workers were happy. She felt that she had been deprived of her birthright. This was her first inspiration for teaching girls to sew; though she saw also the effect of a knowledge of this work in their future homes as well as in helpfulness to their mothers. Through her efforts sewing was introduced into the schools of Boston. But she was too wise to allow this branch of instruction to depend upon the life of any one person. She began at once to inter¬ est the school committee and teachers in the work, to the end that it might be incor¬ porated into the regular programme of the schools, be given to all the girls, and, more than this, be made perpetual by being put under the fostering care of the immortal city. The example of Boston has been widely copied, so that the influence of the work thus unostentatiously begun, but so wisely managed, has extended and will extend to millions of children and millions of homes. A legitimate result of the introduction of this new branch of instruction has been the creation of a department of sewing in the Boston Normal School, so that here¬ after sewing is to be taught by women as able and as well educated as those who teach arithmetic or language, and is, therefore, to take its place as an educational force in the development of our girls. Through various experiments in vacation schools in summer Mrs. Hemenway came to see that it would be possible to raise the standard of cooking in the homes of the people by teaehiug the art to the children in the public schools. This, she thought, 1310 EDUCATION EEPOET, 1894-95. would not only raise np a stronger race of men and women, but would make their homes happier and more attractive, and so would lesson the temptation of fathers and sons to spend their evenings at the saloon. And thus good cooking came to stand in her mind as the handmaid of temperance. But she was wise enough to see that the realization of her ideal, namely, the uni¬ versality and perpetuity of good cooking, depended upon two conditions — first, that the work must be under the care and support of an abiding power; and second, that the instruction must be given by competent teachers. Hence she set herself to work to demonstrate the feasibility of the plan to the school authorities, to the end that they would undertake it for all the girls of the city. At the same time, seeing that there were no suitable teachers for this new branch of education, she established a normal school of cooking, which she has maintained to the present time. This normal school has not only supplied the school kitchens of Boston with com¬ petent teachers, but has supplied other cities with teachers, so that other centers of like influence could be created. This institution has also shown the authorities here the necessity of training teachers for this kind of school work, and a department of cooking has been provided for in the city normal school. So the continuation and improvement of the work are secured. When Mrs. Hemenway’s attention was called to physical training as a means of improving the health, physique, and graceful bearing of the young, she immediately began experimenting with various systems of gymnastics for the purpose of ascer¬ taining which was best adapted to the needs of American children. She soon became so favorably impressed with the Swedish system that she invited 25 Boston teachers to assist her in making her experiment with it. Their judgment of the result was so favorable that she made an offer to the school committee to train a hundred teachers in the system, on condition that they be allowed to use the exer¬ cises in their classes in case they chose to do so. The offer was accepted, and the result proved a success. Mrs. Hemenway saw at the outset that what she could do personally was but a trifle compared to what ought to be done, so she decided to start the work in such a way that it would become as broad as Boston and as lasting. Hence she began at once to share the responsibility with the city and to train the teachers for the work. She soon gained such a broad view of the possibilities of the system that she decided to make it more generally known. This led to the great Conference on Physical Training in Boston in 1889, which did so much to arouse an interest in the subject and to create a demand for teachers specially trained for the work. But it was not enough to create a demand for .teachers; the demand must be met; so she established the Boston Normal School of Gymnastics for the education and training of teachers of gymnastics. Mere imitators would not do for this work. She believed the body to be the temple of God, and that it should be guarded and adorned by those who knew it so well as to believe in its possibilities and its sacredness. This school has done much to qualify the teachers of Boston for conducting the Swedish exercises, and it has sent its graduates into many other cities, which in turn have become centers of inspiration and help along the same line. Mrs. Hemenway, through this school, will improve the physical power, health, and morality of millions of our children. But she was not satisfied with all this. She saw that to make this work perpetual in Boston the education of teachers of gymnastics must be made perpetual: it must not depend upon one frail life; so she furnished the best equipped teacher that she could procure to give instruction in the theory and art of gymnastics in the Boston Normal School till a woman could be educated for the place. When this was done and the school committee had appointed a competent teacher, Mrs. Hemenway’s influence was gradually withdrawn, so that now every graduate of our normal school goes out prepared to direct intelligently the work in gymnastics, and all is done that human foresight could devise to make instruction in this subject perpetual. Her work in connection with the Old South had the same general aim. It was to improve the morals of the people by teaching patriotism widely and perpetually. She once said : “ I have just given $100,000 to save the Old South, yet I care nothing for the church or the corner lot; but if I live, such teaching shall be done in that old building and such an influence shall go out from it as shall make the children of future generations love their country so tenderly that there can never be another civil war in this country.” This sentiment accounts for her support of Old South summer lectures and Old South prize essays for the development of patriotism in the young. Mrs. Hemenway spent $100,000 in building up the Tileston Normal School, in Wil¬ mington, N. C. When asked why she gave money to support schools in the South, she replied: “ When my country called for her sons to defend the flag, I had none to give. Mine was but a lad of 12. I gave my money as a thank offering that I was not called to suffer as other mothers who gave their sons and lost them. I gave it that the children of this generation might be taught to love the flag their lathers tore down,” EDUCATION IN THE SEVERAL STATES. 1311 THE OLD SOUTH WORK. ["By Edwin D. Mead.1] * * The extent of the obligation of Boston and -of America to Mrs. Hemen- way for her devotion to the historical and political education of our young people is something which we only now begin to x>roperly appreciate, when she has left us and we view her work as a whole. I do not think it is too much to say that she has done more than any other single individual in the same time to promote popular interest in American history and to promote intelligent patriotism. Mary Hemenway was a woman whose interests and sympathies were as broad as the world; but she was a great patriot — and sho was preeminently that. She was an enthusiastic lover of freedom and of democracy, and there was not a day of her life that she did not think of the great price with which our own heritage of freedom had been purchased. Her patriotism was loyalty. She had a deep feeling of per¬ sonal gratitude to the founders of New England and the fathers of the Republic. She had a reverent pride in our position of leadership in the history and movement of modern democracy, and she had a consuming zeal to keep) the nation strong and pure and worthy of its best traditions, and to kindle this zeal among the young people of the nation. With all her great enthusiasms, she was an amazingly prac¬ tical and definite woman. She wasted no time or strength in vague generalities, either of speech or action. Others might long for the time when the kingdom of God should cover the earth as the waters cover the sea — and she longed for it; but while others longed she devoted herself to doing what she could to bring that corner of God’s world in which sho was set into conformity with the laws of God — and this by every means in her power, by teaching poor girls how to make better clothes and cook better dinners and make better homes, by teaching people to vmlue health and respect and train their bodies, by inciting people to read better books and love better music and better pictures and be interested in more important things. Others might long for the parliament of man and the federation of the world — and so did she ; but while others longed she devoted herself to doing what she could to make this nation, for which she was particularly responsible, fitter for the federation when it comes. The good patriot, to her thinking, was not the worse cosmopolite. The good state for which she worked was a good Massachusetts, and her chief interest, while others talked municipal reform, was to make a better Boston. American history, people used to say, is not interesting; and they read about Ivry and Marathon and Zarna, about Pym and Pepin and Pericles, the epliors, the t; ibuut s, and the House of Lords. American history, said Mrs. Hemenway, is to us the most interesting and the most imjJortant history in the world, if we would only open our eyes to it and look at it in the right way — and I will help people to look at it in the right way. Our very archaeology, she said, is of the highest interest; and through the researches of Mr. Cushing and Dr. Fewkes and others among the Zunis and the Moquis, sustained by her at the cost of thousands of dollars, she did an immense work to make interest in it general. Boston, the Puritan city — how proud sho was of its great line of heroic men, from Winthrop and Cotton and Eliot and Harvard to Sumner and Garrison and Parker and Phillips! How proud she was that Harry Vane once trod its soil and here felt himself at home ! How she loved Hancock and Otis and Warren and Revere and the great men of the Boston town meetings — above all, Samuel Adams, the very mention of whose name always thrilled her, and whoso portrait was the only one save Washington’s which hung on the oaken walls of her great dining room ! The Boston historians, Prescott, Motley, Parkman ; the Boston poets, Longfellow, Lowell, Emerson — each word of every one she treasured. She would have enjoyed and would have understood, as few others, that recent declara¬ tion of Charles Francis Adams, that the founding of Boston was fraught with conse¬ quences hardly less important than those of the founding of Rome. All other Boston men and women must see Boston as she saw it — that was her high resolve; they must know and take to heart that they were citizens of no mean city ; they must be roused to the sacredness of their inheritance, that so they might be roused to the nobility of their citizenship and the greatness of their duty. It was with this aim and with this spirit, not with the spirit of the mere antiquarian, that Mrs. Hemenway inaugu¬ rated the Old South work. History with her was for use — the history of Boston, the history of New England, the history of America. In the first place she saved the Old South Meeting House. She contributed $100,000 toward the fund necessary to prevent its destruction. It is hard for us to realize, so much deeper is the reverence for historic places which the great anniver¬ saries of these late years have done so much to beget, that in our very centennial year, 1876, the Old South Meeting House, the most sacred and historic structure in Boston, was In danger of destruction. The old Hancock house, for which, could it be Reprinted from the Journal of Education, August 30-September 13, 1894. 1312 EDUCATION REPORT, 1894-95. restored, Boston would to-day pour out unlimited treasure, had gone, with hut feehle protest, only a dozen years before ; and hut for Mrs. Hemenway the Old South Meet¬ ing House would have gone in 1876. She saved it, and, having saved it, she deter¬ mined that it should not stand an idle monument, the tomb of the great ghosts, hut a living temple of patriotism. She knew the didactic power of great associations; and everyone who in these fifteen years has been in the habit of going to the lectures and celebrations at the Old South knows with what added force many a lesson has been taught within the walls which heard the tread of Washington, and which still echo the words of Samuel Adams and James Otis and Joseph Warren. The machinery of the Old South work has been the simplest. That is why any city, if it has public spirited people to sustain it, can easily carry on such work. That is why work like it, owing its parentage and impulse to it, has been undertaken in Providence and Brooklyn and Philadelphia and Indianapolis and Chicago and elsewhere. That is why men and women all oVer the country, organized in societies or not, who are really in earnest about good citizenship, can do much to promote similar work in the cities and towns in which they live. We have believed at the Old South Meeting House simply in the power of the spoken word and the printed page. We have had lectures and we have circulated historical leaflets. What is an Old South lecture course like? That is what many of the teachers and many of the young people who read the Journal of Education, and who are not con¬ versant with the work, will like to know. What kind of subjects do we think will attract and instruct bright young people of 15 or 16, set them to reading in American history, make them more interested in their country, and make better citizens of them? That question can not, perhaps, be better answered than by giving the Old South programme for the present summer. This course is devoted to “ The Pounders of New England,” and the eight lectures are as follows : “ William Brewster, the elder of Plymouth,” by Rev. Edward Everett Hale; “ William Bradford, the governor of Plymouth,” by Rev. William Elliot Griffis; “ John Winthrop, the governor of Massa¬ chusetts,” by Hon. Frederic T. Greenhalge; “John Harvard, and the founding of Harvard College,” by Mr. William R. Thayer; “John Eliot, the apostle to the Indi¬ ans,” by Rev. James de Normandie; “John Cotton, the minister of Boston,” by Rev. John Cotton Brooks; “Roger Williams, the founder of Rhode Island,” by President E. Benjamin Andrews; “Thomas Hooker, the founder of Connecticut,” by Rev. Joseph H. Twichell. It will be noticed that the several subjects in this course are presented by repre¬ sentative men — men especially identified in one way or another with their special themes. Thus, Edward Everett Hale, who sjDoke on Elder Brewster, is certainly our greatest New England “elder” to-day. Dr. Griffis, whose book on “Brave Little Holland” is being read at this time by many of our young people, is an authority in Pilgrim history, having now in preparation a work on “The Pilgrim Fathers in Eng¬ land, Holland, and America.” It was singularly fortunate that the present governor of Massachusetts could speak upon Governor Winthrop. Mr. Thayer is the editor of the Harvard Graduates’ Magazine, and a special student of John Harvard’s life and times. Mr. De Normandie is John Eliot’s successor as minister of the old church in Roxbury. Rev. John Cotton Brooks, Phillips Brooks’s brother, is a lineal descend¬ ant of John Cotton, and has preached in his pulpit in St. Botolph’s church at old Boston, in England. President Andrews, of Brown University, is the very best per¬ son to come from Rhode Island to tell of that little State’s great founder. Mr. Twichell, the eminent Hartford minister, was the chosen orator at the celebration of the two hundred and fiftieth anniversary of the founding of Connecticut, in 1889. With such a list of speakers as this, this course upon “The founding of New Eng¬ land’’ could not help being a strong, brilliant, and valuable course; and so it has proved. The Old South lectures — thanks to Mrs. Hemenway’s generosity, still active by provision of her will — are entirely free to all young people. Tickets are sent to all persons under 20, applying in their own handwriting to the directors of the Old South studies, at the Old South Meeting House, and inclosing stamps. Older peo¬ ple can come if they wish to — and a great many do come — but these pay for their tickets; it is understood that the lectures are designed for the young people. We tell our lecturers to aim at the bright boy and girl of 15, and forget that there is anybody else in the audience. If the lecturer hits them, lie is sure to interest every¬ body; if he does not, he is a failure as an Old South lecturer. We tell them to be graphic and picturesque — dullness, however learned, is the one thing which young people will not pardon ; we tell them to speak without notes — if they do not always satisfy themselves quite so well, they please everybody else a great deal better; and we tell them never to speak over an hour — we pardon fifty-nine minutes, but we do not pardon sixty-one. Persons starting work like the Old South work in other cities would do well to remember these simple rules. Any persons looking in upon the great audience of young people which, on the Wednesday afternoons of summer, fills the Old South Meeting House, will quickly satisfy themselves whether American history taught by such lectures is interesting. EDUCATION IN THE SEVERAL STATES. 1313 For tlic Old Soutli lectures are summer lectures — vacation lectures — given at 3 o’clock on Wednesday afternoons. They begin when the graduation exercises and the Fourth of July are well behind, usually on the Wednesday nearest August 1. For one reason we find this a little late — it carries the last lecture or two beyond the opening of the schools in September; and such courses of lectures in vacation might well begin as early as the middle of July. Our lectures are not meant for idlers ; we do not aim to entertain a crowd of children for an hour in a desultory fashion ; our lecturers do not talk baby talk. The Old South work is a serious educational work; its programmes are careful and sequential, making demands upon the hearers; it assumes that the young people who come are students, or want to be — and by consistently assuming it, it makes them so. Dr. Hale, who has addressed these Old South audiences oftener, perhaps, than anybody else, remarked at the opening of the present course upon the notable development in the character and carriage of the audiences in these years of the work; it is no longer safe, he said, to say 1603 at the Old South, when vou ought to say 1602. Last year, when the people of the whole country were assembling at Chicago, the capital of the great West, the lectures were devoted to the subject of “ The opening of the West.” The subjects of the previous ten annual courses were as follows: “ Early Massachusetts history,” “ Representative men in Boston history,” “ The war for the Union,” “ The war for independence,” “ The birth of the nation,” “The story of the centuries,” “America and France,” “The American Indians,” “The new birth of the world,” “ The discovery of America.” ******* The Old South Leaflets are prepared, primarily, for circulation among the young people attending the Old South lectures. The subjects of the leaflets are usually immediately related to the subjects of the lectures. They are meant to supplement the lectures and stimulate reading and inquiry among the young people. They are made up, for the most part, from original papers of the periods treated in the lec¬ tures, in the hope to make the men and the life of those periods more clear and real. Careful historical notes and references to the best books on the subjects arc added, the leaflets usually consisting of 16 or 20 pages. A single instance more will suffice to show the relation of the leaflets to the lectures. The year 1889 being the centen¬ nial both of the beginning of our own Federal Government and of the French revo¬ lution, the lectures for the year, under the general title of “America and France,” were devoted entirely to subjects in which the history of America is related to that of France, as follows: “Champlain, the founder of Quebec,” “La Salle and the French in the Great West,” “ The Jesuit missionaries in America,” “ Wolfe and Montcalm. The struggle of England and France for the Continent,” “ Franklin in France,” “The friendship of Washington and Lafayette,” “Thomas Jefferson and the Louisiana purchase,” “ The year 1789.” The corresponding leaflets were as follows: “ Verrazzano’s account of his voyage to America,” “Marquette’s account of his dis¬ covery of the Mississippi,” “Mr. Parkman’s histories,” “The capture of Quebec, from Parkman’s ‘ Conspiracy of Pontiac ;; ” “ Selections from Franklin’s letters from France,” “Letters of Washington and Lafayette,” “The Declaration of Independ¬ ence,” “The French declaration of tbe Rights of Man, 1789.” * * * * * * * The virtue of the Old South Leaflets is that they bring students into first hand, instead of second hand, touch with history. That, indeed, may describe the Old South work altogether. It has been an effort to bring the young people of Boston and America into original relations with history; and it has been, we think, the foremost effort of the kind in the country. This is why it has won the atten¬ tion and commendation, so gratifying to us, of the educators of the country. Our joy in the Old South work has been the joy of being pioneers, and the joy of know¬ ing that we were pioneers in the right direction. We should have known this if others had not known it; but we do not deny that the warm words of the histor¬ ical scholars and teachers of the country have been very grateful and very helpful to us. The Old South work is “in exactly the right direction,” John Fiske lias said. It is a pleasant thing to remember that it was at Mrs. Hemenway’s instance and at her strong solicitation that Mr. Fiske first turned his efforts to the field of American history ; and almost everything that has appeared in his magnificent series of historical works was first given in the form of lectures at the Old South. In his new school history of the United States, * * * the Old South Leaflets are con¬ stantly commended for use in connection. “The publication of these leaflets,” he says, ‘ ‘ is sure to have a most happy effect in awakening general interest, on the part of young students, in original documents.” To the same effect writes Mr. Montgomery, whose text-books in history are so widely used in the schools. James MacAlister, the president of the Drexel Institute in Philadelphia, writes: “I regard the. Old ED 95 - 42 1314 EDUCATION REPORT, 1891-95. South work as one of the most important educational movements of recent times.” Mr. Herbert Welsh, of Philadelphia, wrote a special tract about the Old South work and spread it broadcast in Philadelphia. He had been deeply impressed by the Old South work when he came to lecture for us a little while before. “The- secret of the success of the Old South plan,” he said, “is that it teaches history from a living and most practical standpoint. It is the application of the best that our past has given to the brain and heart of the youth of the present.” “Why should not this simple and effective plan be made use of in Philadelphia?” he asked; and last year Old South work was inaugurated in Philadelphia, the lectures to the young people being given in the old State house, where the Declaration of Independence was signed and the Con¬ stitution framed. President Andrews, of Brown University, Prof. Herbert Adams, of Johns Hopkins, Professor Hart, of Harvard, Prof. Woodrow Wilson, Mr. Horace E. Scudder, and others have written in the same warm way. Mr. Tetlow, the master of the Boston Girls’ High School, and masters all over the country, unite in welcom¬ ing the leaflets. ‘ ‘ To teach history by the study of original documents,” writes one, “lias been the dream of the best instructors, but this dream may now be realized through the inexpensive form in which these originals are presented.” “ The edu¬ cational world,” writes Miss Coman, the professor of history at Wellesley College, “is coming to recognize the value of teaching history, even to young people, from the original records, rather than from accounts at second or third hand. I rejoice thatthese documents have beenmade accessible to the children of our public schools.” “We may talk about such documents all we please,” says Mr. Huling, the master of the Cambridge High School, “and little good will be done ; but when the pupil reads one of these for himself, he is indeed a dull fellow if ho does not carry away a definite impression of its place in history.” “I wish,” writes Mr. Belfield, the principal of the Chicago Manual Training School, who has done more than anybody else to pro¬ mote the Old South movement in the West, “that the series could be brought to the attention of every school superintendent, high-school principal, and teacher of United States history in the country.” “The Old South Leaflets,” says Professor Folwell, the professor of history in the University of Minnesota, “ought to be scattered by millions of copies all over our country.” It is a satisfaction to be able to quote such words from such persons, for they are surely a great reenforcement of our commendation of this missionary work in good citizenship to the attention of the country. For that is what the Old South work is — a missionary work in good citizenship — and feeling it to be that, we “ commend ourselves.” We wish that societies of young men and women might be organized in a thousand places for historical and political studies, and that our little Old South Leaflets might prove of as much service to these as they are proving to our Old South audiences and to the schools. But the Old South work is not simply a means of doing something for the young people of Boston; it is also a means of getting something from them and setting them to work for themselves. Every year prizes are offered to the graduates of the Boston high schools, graduates of the current year and the preceding year, for the best essays on {subjects in American history. Two subjects are proposed each year, and two prizes are awarded for each subject, the first prize being $40 and the second $25. The subjects are announced in June, just as the schools close, and the essays must bo submitted in the following January. The prizes are always announced at the Washington’s birthday celebration, which is one of the events of the Old South year. The subjects proposed each year for the essays are always closely related to the general subject of the lectures for the year, our aim being to make the entire work for the year unified and articulate, each part of it helping the rest. The sub¬ jects for the essays for the present year, when the lectures are devoted to “ The founders of New England,” are (1) “The relations of the founders of New England to the universities of Cambridge and Oxford,” (2) “The fundamental orders of Con¬ necticut and their place in the history of written constitutions.” I think that some of your readers would be surprised at the thoroughness and gen¬ eral excellence of many of these essays written by pupils just out of our high schools. The first-prize essay for 1881, on “The policy of the early colonists of Massachusetts toward Quakers and others whom they regarded as intruders,” by Henry L. South- wick, and one of the first-prize essays for 1889, on “Washington’s interest in educa¬ tion,” by Miss Caroline C. Stecker, have been printed, and can be procured at the Old South Meeting House. Another of the prize essays, on “Washington’s interest in education,” by Miss Julia K. Ordway, was published in the New England Maga¬ zine for May, 1890; one of the first-prize essays for 1890, on “Philip, Pontiac, and Tecumseh,” by Miss Caroline C. Stecker, appeared in the New England Magazine for September, 1891; and one of the first-prize essays for 1891, on “Marco Polo’s explo¬ rations in Asia and their influence upon Columbus,” by Miss Helen P. Margesson, in the New England Magazine for August, 1892. The Ne w England Magazine, which is devoted preeminently to matters relating to American history and good citizenship, has from the time of its founding, five years ago, made itself an organ of the Old EDUCATION IN THE SEVERAL STATES. 1315 South -work, publishing many of the Old South essays and lectures, and always notic¬ ing in its editor’s table everything relating to the progress of the movement. The young people who have competed for these Old South prizes are naturally the hest students of history in their successive years in the Boston high schools. They now number more than 100, and they have recently formed themselves into an Old South Historical Society. Many of the Old South essayists have, of course, gone on into college, and many are now scattered over the country; hut more than half of their number, not a few of them teachers in the schools, are to-day within sound of the Old South bell, and the quarterly meetings of the little society, which by and by will bo a big society, are very interesting. There is always some careful historical paper read by one of the members, and then there is a discussion. We have the beginning of a very good library in the essayists’ room at the Old South, and this we hope will grow and that the society’s headquarters will by and by become a real seminary. The society is rapidly becoming an efficient factor in the general Old South work. It has recently formed three active committees — a lecture committee, an essay committee, and an outlook committee — and its leading spirits are ambitious for larger service. The members of the lecture committee assist in the distribution of tickets to the schools and in enlisting the interest of young people in the lectures. The members of the essay committee similarly devote themselves to enlisting the interest of the high schools in the essays. They will also read the essays submitted each year, not for the sake of adjudging the award of jrrizes — that is in other hands — but that there may always be in the society scholarly members thoroughly cognizant of the character of the work being done and of the varying capacity of the new members entering the society. The office of the outlook committee is to keep itself informed and to keep the society informed of all important efforts at home and abroad for the historical and political education of young people. It will watch the newspapers; it will watch the magazines; it will watch the schools. It will report anything it finds said about the Old South work and about its extension anywhere. At the next meeting I suppose it will tell the society about Mr. Fiske’s new school history and about any new text-books in civil government which have appeared. I hope it will tell how much better most of the series of historical readers published in England for the use of the schools are than the similar books which we have in America. It is sure to say something about the remarkable growth of the Lyceum Leagues among our young people lately, and it is sure to report the recent utterances of President Clark and other leaders of the Christian Endeavor movement upon the importance of rousing a more definite interest in politics and greater devotion to the duties of citizenship among the young people in that great organization. Especially will it notice at this time the Historical Pilgrimage, that interesting educational movement which suddenly appeared this summer, full grown — a movement which would have enlisted so warmly the sympathies of Mrs. Hemenway, who felt, as almost nobody else ever felt, the immense educational power of historical associa¬ tions. It will tell the society what Mr. Stead has written about historical pilgrim¬ ages in England, and Mr. Powell and Dr. Shaw in America; it will speak of the recent reception of the pilgrims at the Old South ; and it may venture the inquiry whether the Old South Historical Society might not profitably make itself a center for organizing such local pilgrimages for the benefit of the young people of Boston — pilgrimages, one perhaps each year, to Plymouth and Salem and Lexington and Con¬ cord and old Rutland and Newport and Deerfield and a score of places. That thought, I know, is already working in the minds of some of the more enterprising members of the society. Many societies of young people all over the country might well take up such his¬ torical studies as those in which the Old South Historical Society interests itself. They should also interest themselves in studies more directly political and social. We have in Boston a Society for Promoting Good Citizenship. This is not a con¬ stituent part of the Old South work ; but it is a society in whose efforts some of us who have the Old South work at heart are deeply interested, and its lectures are given at the Old South Meeting House. Its lectures deal with such subjects as qualifications for citizenship, municipal reform, the reform of the newspaper. Last season the lectures were upon “A more beautiful public life,” the several subjects being: “The lessons of the white city,” “Boards of beauty,” “Municipal art,” “Art in the public schools,” “Art museums and the people,” and “Boston, the City of God.” These subjects, and such as these, young men and women might take up in their societies, with great benefit to themselves and to their communities. Our young people should train themselves also in the organization and procedure of our local and general government, as presented in the text-books on civil government, now happily becoming so common in the schools. The young men in one of our colleges have a House of Commons ; in another college — a young woman’s college — they have a House of Representatives. Our Old South Historical Society has talked of organizing a town meeting for the discussion of public questions and for schooling in legislative methods. Why should not such town meetings be common among our young people ? 1316 EDUCATION REPORT, 1894-95. Why, too, will not our young people everywhere, as a part of their service for good citizenship, engage in a crusade in behalf of better music? Good music is a great educator. Bad music is debilitating and debasing. That was a wise man whom old Fletcher quotes as saying: “ Let me make the songs of a people and I care not who makes the laws.” How many of the young men and women iu the high schools have read what Plato says about strong, pure music in education, in his book on The Laws? Indeed, it is to bo feared that not all the teachers have read it. I wish that a hundred clubs or classes of young people would read Plato’s Laws next winter, and his Republic the next, and then Aristotle’s Politics. Do not think they are hard, dull books. They are fresh, fascinating books, and seem almost as modern, in all their discussions of socialism, education, and the rest, as the last magazine — only they are so much better and more fruitful than the magazine ! They make us ashamed of ourselves, these great Greek thinkers, their peaching is so much better than our practice; but it is a good thing to be made ashamed of ourselves sometimes, and we need it very much here in America in the matter of music. We are suffering in our homes, in our schools, in our churches, our theaters, everywhere, from music of the trashiest and most vulgar character. Let us go to school to Plato ; let us goto school to Germany and England. We aim to do something in behalf of this reform at the Old South. Our large choruses from the public schools at many of our celebrations have sung well; but we wish to do a real educational work, not only as touching patriotic music strictly, but as touching better music for the people generally. If in some future the ghosts of some of the great Greeks stroll into the Old South Meeting House we hope they may find it the center of influences in behalf of pure and inspiring music, which shall be as gratifying to them as the devotion to the State which has been inculcated there in these years would surely be. THE OLD SOUTH LEAFLETS. The Old South Leaflets, which have been published during the last thirteen years, in connection with these annual courses of historical lectures at the Old South Meeting House, have attracted so much attention and proved of so much service, that the directors have entered upon the publication of the leaflets for general cir¬ culation, with the needs of schools, colleges, private clubs, and classes especially in mind. The leaflets are prepared by Mr. Edwin D. Mead. They are largely repro¬ ductions of important original papers, accompanied by useful historical and biblio¬ graphical notes. They consist, on an average, of 16 pages, and are sold at the low price of 5 cents a copy, or $4 per 100. The aim is to bring them within easy reach of everybody. The Old South work, founded by Mrs. Mary Hemenway, and still sustained by provision of her will, is a work for the education of the people, and especially the education of our young people, in American history and politics; and its promoters believe that few things can contribute better to this end than the wide circulation of such leaflets as those now undertaken. It is hoped that professors in our colleges and teachers everywhere will welcome them for use in their classes, and that they may meet the needs of the societies of young men and women now happily being organized in so many places for historical and political studies. Some idea of the character of these Old South Leaflets may be gained from the following list of the subjects of the first sixty-four numbers, which are now ready. It will be noticed that many of the later numbers are the same as certain numbers in the annual series. Since 1890 they are essentially the same, and persons ordering the leaflets need simply observe the following numbers: No. 1. The Constitution of the United States. No. 2. The Articles of Confedera¬ tion. No. 3. The Declaration of Independence. No. 4. Washington’s Farewell Address. No. 5. Magna Charta. No. 6. Vane’s “Healing Question.” No. 7. Charter of Massachusetts Bay, 1629. No. 8. Fundamental Orders of Connecticut, 1638. No. 9. Franklin’s Plan of Union, 1754. No. 10. Washington’s Inaugurals. No. 11. Lincoln’s Inaugurals and Emancipation Proclamation. No. 12. The Federalist, Nos. 1 and 2. No. 13. The Ordinance of 1787. No. 14. The Constitution of Ohio. No. 15. Washington’s Circular Letter to the Governors of the States, 1783. No. 16. Washington’s Letter to Benjamin Harrison, 1784. No. 17. Verrazzano.’s Voyage, 1524. No. 18. The Constitution of Switzerland. No. 19. The Bill of Eights, 1689. No. 20. Coronado’s Letter to Mendoza, 1540. No. 21. Eliot’s Brief Narrative of the Progress of the Gospel among the Indians, 1670. No. 22. Wheelock’s Narrative of the Rise of the Indian School at Lebanon, Conn., 1762. No. 23. The Petition of Rights, 1628. No. 24. The Grand Remonstrance. No. 25. The Scottish National Covenants. No. 26. The Agreement of the People. No. 27. The Instrument of Government. No. 28. Cromwell’s First Speech to his Parliament. No. 29. The Dis¬ covery of America, from the Life of Columbus by his Son, Ferdinand Columbus. No. 30. Strabo’s Introduction to Geography. No. 31. The Voyages to Vinland, from the Saga of Eric the Red. No. 32. Marco Polo’s Account of Japan and Java. No. 33. Columbus’s Letter to Gabriel Sanchez, describing the First Voyage and Discovery. EDUCATION IN THE SEVERAL STATES. 1317 No. 34. Amerigo Vespucci’s Account of liis First Voyage. No. 35. Cortes’s Account of the City of Mexico. No. 36. The Death of De Soto, from the “ Narrative of a Gentle¬ man of Elvas.” No. 37. Early Notices of the Voyages of the Cabots. No. 38. Henry Lee’s Funeral Oration on Washington. No. 39. De Vaca’s Account of his Journey to New Mexico, 1535. No. 40. Manasseh Cutler’s Description of Ohio, 1787. No. 41. Washington’s Journal of his Tour to the Ohio, 1770. No. 42. Garfield’s Address on the Northwest Territory and the Western Reserve. No. 43. George Rogers Clark’s Account of the Capture of Vincennes, 1779. No. 44. Jefferson’s Life of Captain Meri¬ wether Lewis. No. 45. Fremont’s Account of his Ascent of Fremont’s Peak. No. 46. Father Marquette at Chicago, 1673. No. 47. Washington’s Account of the Army at Cambridge, 1775. No. 48. Bradford’s Memoir of Elder Brewster. No. 49. Brad¬ ford’s First Dialogue. No. 50. Winthrop’s “ Conclusions for the Plantation in New Engjand.” No. 51. “ New England’s First*Fruits,” 1643. No. 52. John Eliot’s “ Indian Grammar Begun.” No. 53. John Cotton’s “ God’s Promise to his Plantation.” No. 54. Letters of Roger Williams to Winthrop. No. 55. Thomas Hooker’s “ Way of the Churches of New England.” No. 56. The Monroe Doctrine: President Monroe’s Mes¬ sage of 1823. No. 57. The English Bible, selections from the various versions. No. 58. Hooper’s Letters to Bullinger. No. 59. Sir John Eliot’s “ Apology for Socrates.” No. 60. Ship-money Papers. No. 61. Py,m’s Speech against Strafford. No. 62. Crom¬ well’s Second Speech. No. 63. Milton’s “A Free Commonwealth.” No. 64. Sir Henry Vane’s Defence. Title pages covering Nos. 1 to 25 (Vol. 1) and 26 to 50 (Vol. II) will be furnished to any person buying the entire series and desiring to bind them in volumes. Address Directors of Old South Studies, Old South Meeting House, Boston. WOMEN AND MEN — THE ASSAULT ON PUIYATE SCHOOLS. [Contributed by T. W. Higginson to Harper’s Bazaar.] When Matthew Arnold, who had spent much of his life as an inspector of schools came to this country, he found with surprise that our public schools were not what he had supposed. Ho had thought them schools to which all classes sent their chil¬ dren; but he found it otherwise. In cities, he said, they seemed to be essentially class schools — that is, the more prosperous classes avoided them, sending their sons rarely to them, their daughters never. What then became of the talk of our orators in favor of these schools as the most democratic thing in the whole community? In the country it might be so, but population was tending more and more to the cities, tending away, that is, from the public schools. All the alleged danger to our system from religious interference seemed to him trivial compared with this silent social interference, which was going on all the time. Matthew Arnold was in many ways, for a man so eminent, curiously narrow and even whimsical, but his perceptions on this one point were certainly acute. As one evidence of it we see a movement brought forward in the newspapers, from several different quarters, to crush this particular evil, by one sweeping measure, with the absolute prohibition of all private schools. Either abolish them all and force every child into the public schools, or else place all private schools under direct public supervision and allow at their head o’hly publicly trained teachers. There is little chance that any such measure will ever be seriously brought forward. The amount already invested in private or endowed schools and colleges — and the plan, to be consistent, must include colleges — is too immense to allow of its being very strongly urged. But it presents some very interesting points and is worth considering. To begin with, it has the merit, unlike the attacks on merely denominational schools, of being at least logical. Those attacks in some parts of our land have needed almost no probing to show a hopeless want of logic. They always turned out to be aimed, not at denominational schools in themselves, but at some particular denomination. At the East this was naturally the Roman Catholic body, and to some extent the Episcopalian. In certain Western States it was the Roman Cath¬ olics and Lutherans. But these attempts to prohibit sectarian schools invariably fell to pieces when it appeared that most of the opponents had not the slightest objection to denominational schools if they only belonged to the right denomination — that is, their own — and only objected to them in the hands of some other religious body. The crowning instance of this was when the late Rev. Dr. Miner, an excel¬ lent and leading clergyman of the Universalist order, appeared every winter before the Massachusetts legislature to urge the utter prohibition of parochial schools ; and yet spent one of the last days of his life in giving out diplomas at an academy of his own sect, and, moreover, provided for several similar schools in his will. Now no such inconsistency stands in the way of those who would prohibit, with¬ out distinction, all denominational and all private schools. Unwise they may be, but not illogical. Indeed, the step they propose is only following out consistently what the others urged inconsistently. If it is right to coerce one mother, who takes 1318 EDUCATION REPORT, 1894-95. her children from the public school through anxiety for their souls, we should cer¬ tainly do the same for another, who withdraws hers for the sake of their bodies; or perhaps, after all, only out of regard for the welfare of their clothes. There are several prominent religions bodies which believe that religious education of their own stamp is absolutely needful for children. Most of the early public schools in this country were on that basis, and began instruction with the New England Primer. We may say that this motive is now outgrown ; but it is certainly as laudible as when a daughter is taken from one school and sent to another, that she may bo among better-dressed children or make desirable acquaintances. Grant these reasons frivolous — and they are not wholly so — there are ample reasons why the entire prohibition of private schools would be a calamity to the educational world. The reason is that they afford what the public schools rarely can, a place where original methods may be tried and individual modes of teaching developed. Private schools are the experimental stations for public schools. A great public school system is a vast machine, and has the merits and defects of machinery. It usually surpasses private institutions in method, order, punctuality, accuracy of training. It is very desirable that every teacher and every pupil should at some time share its training. In these respects it is the regular army besides militia. But this brings imitations. The French commissioner of education once boasted that in his office in Paris he knew with perfect precision just what lesson every class in every school in the remotest provinces of France was reciting. We do not reach this, but it is of necessity the ideal of every public system. It has great merit, but it kills originality. No teacher can ever try an experiment, for that might lose 1 per cent in the proportion of the first class able to pass examination at the end of the year. The teacher is there to do a precise part; no less, no more. Under this discipline great results are often achieved, but they are the results of drill, not of inspiration. Accordingly every educational authority admits that the epoch-making experi¬ ments in education — the improvements of Pestalozzi, Fellenberg, Froebel — were made in private, not public schools. Like all other experiments, they were tried at the risk of the inventor or his backers, and often to the impoverishment of all con¬ cerned. Mr. A. Bronson Alcott’s school was starved out, in Boston, half a century ago, and he himself dismissed with pitying laughter. Yet there is no intelligent educator who does not now admit the value of his suggestions; and Dr. Harris, the national superintendent of education, is his admiring biographer. His first assist¬ ant, Miss Elizabeth Peabody — esteemed throughout her beneficent life a dreamer of the dreamers — yet forced upon American educators Froebel’s kindergarten. He began it with a few peasant children in Germany, and now every city in the United States is either adopting or discussing it. In many things the private school leads, the ijublic school follows. Every one who writes a schoolbook involving some originality of method knows that the private schools will take it up first. If it suc¬ ceeds there, the public schools will follow. To abolish or impair these public schools would be a crime against the State ; to prohibit private schools an almost equal crime. It would be like saying that all observatories must be sustained by the State only, and that Mr. Percival Lowell should be absolutely prohibited from further cultivating his personal intimacy with the planet Mars. Humane Education. The objection of the American Humane Society, as stated by its president, George T. Angell, 19 Milk street, Boston, is “to humanely educate the American people for the purpose of stopping every form of cruelty, both to human beings and the lower animals.” For the accomplishment of this worthy purpose it seeks to enlist the aid of public and private school teachers, the educational, religious, and secular press, and the clergy of all denominations, “in order to build up in our colleges, schools, and else¬ where a spirit of chivalry and humanity which shall in coming generations substi¬ tute ballots for bullets, prevent anarchy and crime, protect the defenseless, maintain the right, and hasten the coming of peace on earth and good will to every harmless living creature, both human and dumb.” This work of this society should commend itself to all well-disposed persons. ? One phase of the society’s activity is its jjronounced opposition to the vivisection or the indiscriminate dissection of animals in the public schools. It is felt that such practices have an unfavorable effect on young and undeveloped minds — tend to blunt the edge of their finer sensibilities. The agitation of this subject in Massachusetts led to the enactment of a law in 1894 prohibiting the vivisection of animals in the public schools, or the exhibiting of any animal upon which vivisection had been practiced; also regulating the dissection of dead animals. The States of Maine and Washington require their teachers to spend at least ten minutes each week in teaching kindness to animals. EDUCATION IN THE SEVERAL STATES. 1319 MISSISSIPPI. WHY EDUCATE? WHAT IS THE PHILOSOPHY OF EDUCATION? [An address delivered at the second annual commencement of Millsaps College, Jackson, Miss., June 12, 1894, by Hon. William H. Sims, of Mississippi.] Gentlemen of the Faculty and Student Body of Millsaps College, Ladies, and Gentlemen: My appreciation of the honor of occupying this place to-day, in an institution whose success is very near my heart, will not, I trust, he measured hy the modest contribution of thought and learning which I am able to bring to this occasion, but rather, let me ask, by the willingness I have shown to obey the summons of this faculty in coming a thousand miles to discharge a duty which the invitation of a Mississippi college imposes upon a Mississippian. * In appearing before you in this beautiful new home, the thought very naturally arises in my mind, Why was this building built? Of course, its dedication to present uses and the fame which has gone abroad concerning its origin would seem suffi¬ ciently to answer the inquiry. And yet, it has occurred to me that it may be useful in presenting what I have to say to-day to endeavor to center your attention upon , what the answer to that question involves. Why was this building built? Do you imagine that this inquiry will have more of interest to a beholder of this structure a few centuries hence, as perchance he may look upon its venerable walls, stained j by the mold and decay of time, when its architectural design may have become antiquated and obscured, amid the changeful fashions of later days; when its mission, then in part fulfilled, its history or many of its chapters written, the good that it shall have accomplished then made manifest, the seed that shall have been , winnowed within these walls and distributed to the sowers scattered across the face of the land, yielding a fruitage excellent and a harvest abundant ? And, may I ask, is there no good to be gained from such presuppositions? Does the forecasting of the possible outcome of a great benefaction to mankind inspire thoughts less of interest and of jirofit than the looking back upon the good already accomplished ? Is it better to seek inspiration from the things of the x>ast than from the hopes of the future? Is it better that our eyes be turned to the setting than the rising sun; to the gold- crowned summit of Solomon’s Temple; to the land of promise which has been tra¬ versed, or to the shining xfimnacles of glory which gleam ahead beyond the rugged hilltops and invite to the sun-burst splendor of the New Jerusalem? But think on this as we may, I invite you back to the question suggested : Why was this building built? Did not its founder know before the work was begun why it was to be begun? Did not an intelligent benevolence conceive the object of its erection before its foundations were laid? Would the noble benefactor of his day and generation, whose name it bears and without whose munificent generosity its existence was not possible, have parted with his great endowment and led others to emulate his example without a definite object and what seemed to him a wise end in view, carefully and deliberately considered,, which lay back of the giving of the gifts ? Those who know him well and those who know the manner of men from whom large charities habitually come will answer, nay — verily! What was that purpose? Why was this building built? I answer: It was built for the noblest of human purposes; for the highest earthly object this side of heaven for which any building can be built. It was built for a schoolhou.se ; for a college to enlarge the opportunities of Mississippi boys for high education, for sound, broad, conservative mental training, along the lines of Christian ideals. And was this a wise investment of a great sum of money? Let us consider this: Why educate ? What is the philosophy of education ? Around these suggestive inquiries I purpose to group the facts and reflections which I have collected as my opportunities permitted to present to you to-day. The student of nature and her wonderful methods is continually impressed by the wise adaptation of the means she employs to the ends designed. Throughout all the vast departments of creation, wherever scientific investigation has been rewarded with the discovery of what nature intended to effect in any particular case, this perfect adaptation of method to design is to be found. So certain is the intelligent mechanical inventor of the correctness of nature’s plans that when he has been able to employ one of her devices in constructing his machine he looks forward to its suc¬ cessful operation with unwavering confidence, because he knows that no better con¬ trivance is possible ; and it may be always assumed that where this law of adaptation is not apparent it is not because of its absence but because nature’s true purpose has not been discovered. This prelude, I trust, will acquit me of seeming irreverence when I further say that no animal being on earth seems to have been less prepared for his natural envi¬ ronments, according to our knowledge of his introduction on this earth, than man. 1320 EDUCATION REPORT, 1894-95. From the very beginning of liis existence on this mundane sphere he has commenced life the most dependent and the most helpless of all the animal kingdom. So far as we know, no other animal at birth is so poorly equipped for the life thrust upon him. The beasts of the field and the fowls of the air were furnished by nature with bodies suited to their environments, without need of artificial coverings, while man has needed bodily protection from the cradle of his being. All other animals except man were endowed at birth with natural instincts so perfectly adapted to their necessities that they correctly guided them in their selection and accumula¬ tion of food and the preparation of their several habitations with an exactness that left nothing to be desired for their well being. Primitive man, however, we are left to suppose, was not so happily conditioned. He was at birth given no unerring inward impulse to safely guide him in the early days of his being amid the perils which surrounded him, no instinct to meet the ani¬ mal necessities which soon beset him. Unlike other animals, he had no ready-made clothing for his vesture, no ready-made law for the government of his daily life, and like the Son of Man himself, when incarnated, “had not where to lay his head,” though the foxes had holes and the birds of the air had nests. It would be a shallow thinker, however, who would argue from these premises that nature’s plummet slipped when man was made and placed on earth amid condi¬ tions unadjusted to his necessities. On the contrary, I maintain that all the grand philosophy of man’s creation and being turns on this pivotal point. While seem¬ ingly the most helpless and most dependent of mortal beings at the start, and with the smallest provision ready-made to supply his animal wants, man was, notwith¬ standing, invested with such potential powers as not only marked him as nature’s favorite, but as the crowning work of “Nature’s God.” Other animals, while they were under the special guidance of nature’s law of instinct, were yet the slaves of the very laws that guided them and which fixed their conditions as mere animals in appointed grooves as long as the species should last ; while man, endowed with mind and reason and soul like unto the spiritual image of God himself, possessed powers which, though feeble at first, were perforce of man’s self-activity to be so developed by the friction of his environment and the free direction of his immortal personality as to make him the regnant king of all the kingdoms of nature, the Avatar of earth. Thus armed with reason and self-determining purpose, unfettered by his Creator, man entered upon his career with capacity “ to grow in knowledge and wisdom and holiness forever.” His civilization is the measure of his progress toward complete development. His history is the record of his experience along the way of that progress. The lessons of that experience and the learning and wisdom he has accu¬ mulated and left to us are man’s great educational capital. “As heirs of all the ages,” each is entitled to share in this capital. The business of teaching is to so distribute the inheritance to the young heirs who seek it that they may be helped along their several ways of development and progress. The partiality and selfishness, however, with which this distribution has been made from remote eras by those whom power had set in authority is alike interesting and instructive, and the effort of benevo¬ lence in recent times, whether of individuals or of government, to ameliorate the condition of mankind and work out the problem of man’s development has been most profitably directed to widening the avenues to learning and instruction, so that all may seek the portals of their temple with such freedom of thought and action as the good of society permits. In contemplating the winding stream of educational development through the long years of recorded history, it is interesting to observe its tortuous course, its unequal volume, and the restricted boundaries of its channel, influenced and con¬ trolled, as it has been, by those who shaped the life and destiny of humanity. Sel¬ dom was it permitted to dash along with the impulse of nature into the cascades and waterfalls that set in motion the mills that ground the mental pabulum of the poor and lowly ; rarer still to accumulate into great lakes and reservoirs of learning about which the multitude could congregate and slake their thirst for knowledge; and still rarer did it overflow the barriers made to confine it, and, like the generous Nile, spread its beneficent fertilization amid the desert about it, enriching and quick¬ ening the common mind. Its eddies were the whirlpools of fanatical ignorance maddened by wrongs. Its lakes were stagnant lagoons of brutish superstition, where darkness brooded and the vampire made its home. Its overflows were the fiery billows of religious wars consuming the youth and virtue of the nations. And yet this educational stream even in the ante-Christian period, was not without instances where it flowed through the untaught masses pure and strong and deep, like the Jordan through the body of the Dead Sea. Glancing at educational conditions in the Orient, we find that from time immemo¬ rial they have been created and maintained by the government, or the ruling classes, for the narrowest and most selfish of purposes. It is to be noted, however, that far back in the centuries, the Chinese Government enforced general education, but of a rigid and stereotyped character. Its fundamental purpose was obedience to the EDUCATION IN THE SEVERAL STATES. 1321 regnant authority ; its ideal end, to the family. Profound reverence for parents and the aged, and a religious homage for the Emperor as the great father of all the families of the realm, were absolutely enforced. These, the precepts of their philosophers, Confucius and Mencius his follower enjoined, and the price of disobedience was death. The Imperial Government was an aristocracy of scholars, all of its officers, from the highest to the lowest, were selected by competitive examinations from among those whose minds had been saturated with such teachings of reverence and whose memories were found best stored with the maxims and phrases, to the very letter, of the infallible philosophy of their classics. In their written examinations the betrayal of any thought of their own, or expression not based upon such authority, was fatal to the seeker of official trust. All independence of ideas was suppressed; all indi¬ viduality pruned away by these procrustean methods. And thus the oldest and most populous nation of earth for centuries stood in its wooden shoes upon the same intellectual dead level, yielding the humblest obeisance to the supreme authority of the Empire and to the absolutism of prescribed thought crystallized in the max¬ ims, laws, and standards handed down by their teachers of religion and philosophy. Is it wonderful that such education made hundreds of millions of intellectual dwarfs and automatons, who, though toilsome, sober, economical, peaceful, and skilled in many arts, have for centuries dwelt in the supreme contentment that they had noth¬ ing more to learn, and that all change was treason to state and religions? Passing from China to ancient India, wo leave popular education behind us, and high mental cultivation for the few and none for the many. Hero the Brahmins, by a rigid religious tenure, monopolized all education. Impassable boundary lines divided society into the distinctive castes of Brahmin, and warrior, and merchant, or hand worker and slave. In these several castes they were born and lived and died. No interchange of the positions of the social strata Avas possible under the n.ystic dominion over mind and soul exercised by the sacred Brahmins. As priests set apart by their subtle religious philosophy, they were alone permitted to read and teach and interpret the books of the Vedas, the fountains of knowledge from which all their wisdom came. Hedged about with mystery and the profoundest reverence, their mental and moral sway was so absolute, that, although enjoying no official authority of state, their decisions of questions brought before them had the force and effect of law. They were regarded so nearly infallible that they could commit no crime worthy of corporal punishment. Their exclusive possession of all the real learning of the nation invested them with such awe and unquestioned superiority as to make it possible for them to maintain their supreme influence over all other classes. How this state of things was brought about it is difficult to trace; but undoubtedly the control of education perpetuated their power. For just experience tells in every soil That those that think must govern those that toil. In Egypt as in ancient India, the molding of the national education was in the hands of a sacerdotal order. The children of the people were the recipients from tin ir fathers of crude instruction in reading and writing, but the priests, who, through their religious potencies, ruled the rulingpowers of state, kept within their unyielding grasp all superior instruction and dispensed it for their own ends and purposes. No development of the masses was possible under such conditions and the mysterious sphinx, the sleeping mummy in its staid cerements, and the immobile pyramids are just symbols and types of their motionless national life. While the end of education in both ancient India and in Egypt wras to subordinate the toiling millions to the absolute control and dominion of the priests, the educa- tioual purpose of the ancient Persians was to make soldiers. The State dreAv to itself all individual life for that object. The boy was born and trained and died not to achieve his own destiny, not to advance his own status or that of his family, but that he might efficiently serve the government in its armies. In short, no account was taken of the individuality of the citizen, his rights, his preferences, his tastes, his talents. Ho was a mere atom, whose existence was merged into the army of a Xerxes for the benefit of his kingdom. This we observe to be the operative principle underlying all oriental education. The tyranny of some power whether of caste among the Hindoos or of priests among the Egyptians and, wo may add, among the ancient dews or of government among the Chinese and the Persians, so proscribed the intellectual development of the people that it was everywhere more than ignored; it was repressed and molded by the ruling of the sacerdotal classes to their own ends and uses. In striking contrast to the foregoing, Sparta excepted, was the philosophical aim of education among the Greeks, among whom “ we lind the most splendid types of intellectual culture the world has yet known.” The education of the Spartans, as of t lie Persians, was the education of the State, by the State, and for the State, to make the most perfect human fighting machines which breeding and selection and ED 95 - 42 * 1322 EDUCATION REPORT, 1894-95. rigid discipline could accomplish witli a hand of iron. Perhaps the human animal was never before or since so systematically and perfectly developed in a race. The healthy- child was taken, the weakling' was cast to the wild beasts of the forests. The chosen one was left in the care of the mother who gave her maternal service strictly to the purpose of this training. At 7 the hoy went from her bosom to the bosom of the com¬ monwealth, to bo the mother’s boy no longer. He was put in charge of a special magis¬ trate as his trainer, by whom he was schooled in hardships and developed in strength and cunning and courage through years of assiduous attention. His sinews became as steel, his limbs practiced to fatigue and endurance, his art with arms perfect, his Avill obedient to the discipline of war, his eye true, his spirit daring and audacious and unconquerable. Of such were the three hundred who died with Leonidas at Ther¬ mopylae, and these were only the types of eight thousand comrades in arms, every one of whom would have done the same thing. In another part of Greece, however, alongside of the Spartan, there grew up at Athens a system of education of broader scope and more ennobling purpose. With equal devotion to the supremacy of the state and her need for invincible soldiers, the Athenian conception was to so educate her free-born citizens by promoting; and developing rather than by restraining and cramping their individuality of character that they might not only be soldiers, but far more. The aim was to accomplish them not only for war but for the civic pursuits of peace. Not by the authority of law, as at Sparta, but by the force of public opinion. Not for the sole use and benefit of the body politic, but for the development and exaltation of the citizen first and the glory of Athens afterwards. The fruits of this conception were educational results never before equaled and perhaps never since surpassed.. The harmonious training of mind and body were supplemented by an aesthetic culture. Their ideals, though not heaven sent and though not inspired by the contemplation of the Son of Righteousness, were born of a reverent love of goodness and beauty with which they had invested the most perfect of their mythological deities. Their unfettered freedom of thought shone through the marble drapery of their statues, and the soul of immortal longings inspired tlleir canvas, while grace and lofty daring sat upon their persons and declared a character that despised all that was mean and ignoble. The result of Grecian education and culture did not end with her citizens. It was embalmed in her literature, and whispers its lessons of truth and beauty to-day through the galleries and labyrinths of the mind of every student and scholar whom its language has reached. It has clung to the very Avords of that language, andits airy grace has given it the Avings of the thistle down and disseminated it all over the earth. Further toward the setting sun, on shores Avashed by the same Mediterranean Sea that embraced the Peninsula of Hellas, arose a later civilization under the dominion and influence of Rome. This civilization, by reason of a A'alor, nursed by a stern spirit of independence and a patriotism born of the robust virtues of her people in the early days of the Republic had extended her empire across a populous region 3,000 miles in length by 2,000 in breadth. The genius ot her people was con¬ quest and their education was lor that purpose, and to make the self-respecting freeman whoso proudest boast was that lie Avas a Roman citizen. Over his free spirit, however, the State exercised no educational coercion, but alike as at Athens, the sway of public opinion was the moulding factor of his culture, and the love of country the high incentive. His indomitable will did not expend its energies, as did the Greeks, in interpreting and subduing nature, but in conquering provinces: not in creating ideals after the gods of Olympus, but in marshaling legions on the field of Mars. War ho considered the chief business of his life, and education in letters he ranked as a pastime. Even his language itself embodied this spirit of his living, since exercitus (the army) meant business, and Indus (the school) meant diversion. > Unlike the Grecian, the real and the practical, rather than the speculative and the aesthetic employed his thoughts, and while Rome was spending her eagles of con¬ quest from the Thames to the Euphrates, her internal improAmment in material pros¬ perity, her wealth, her institutions, her laws, her public works, alike attested the greatness of her utilitarian education. And this continued her distinctive charac¬ teristic even after the cultured captives that returned with her victorious columns from Grecian conquest, introduced into Rome the refinements and subtleties of the Athenian schools of thought, and filled her Forum Avith the discussions of sophists and philosophers. Thus leading up to and into the Christian era, the sturdy char¬ acter of Roman education in its trueness and depth and practical purpose resembled the modern Christian education. The Greeks formed intellectual and aesthetic ideals and standards. The Romans formed physical or practical ideals and stand¬ ards. The Christians formed ethical or moral ideals and standards. In this partial though somewhat tedious review of the scope and purpose of educa¬ tion, as illustrated in the typical civilizations of history, it is perhax^s more clearly revealed to us why the ancients did not educate than why they did educate. We EDUCATION IN THE SEVERAL STATES. 1323 Rare seen that the personal and individual development of the people was of small concern to the ruling powers and was seldom tlie end aimed at. Indeed, with the single exception of China, popular education, as we now use that term, had no national existence, nor did it prevail anywhere until modern times. We need not look far to discover a reason for this, especially when we consider that for centuries as small account was taken of the right of the people to individual liberty as to individual education. Knowledge then, as in later days, was regarded as a power, and it was truly conceived that the ignorant masses could he more easily kept in subjection to the rule of absolutism than a body of intelligent citizens. Absolute governments had no place for educated subjects except in numbers limited to the necessities of enforcing authority. The province of the subject was to toil and to obey. Even in the case of general education in China, to which we have referred, the system of education was so ingeniously guarded in its philosophical conception and application that it subserved rather than violated the principle of subjection; for, as remarked by that great scholar and philosopher. Dr. W. T. Harris, of our National Bureau of Education, concerning this Chinese system: “It is one of the most interesting devices in the history of education — a method of educating a peo¬ ple on such a plan that the more education the scholar gets the more conservative he becomes.” The thought occurs here, would not such a system as the Chinese be serviceable to-day in the regulation of the now world-wide disturbers of social order, the anarchists, the socialists, and their kindred brood f I answer, that only under Chinese conditions of liberty would such education be practicable, and under no conditions of liberty acceptable to modern civilized manhood could it possibly bo enforced. The world, in its ideas of freedom of thought and of action, has moved far away from such tyranny in governments. The divine right of kings or of oligarchies has no footing in Western civilization. It has cost hecatombs of human lives and seas of blood to reach our present estate of human freedom. But the socalist and anarchist can not permanently harm American institutions and organized society. Those who havo so apprehended have not carefully considered the basis of their fears. The nihilistic agitations in Europe will doubtless operate to sweep away some of the remains of the feudal fetters imposed on liberty of living, but this “ government of the people, for the people, and by the people” has nothing to fear from such agitations. The social vagaries and economic delusions which are preached to the unemployed wage worker to ferment society will have local expres¬ sion in sporadic violence, but the disturbances can not, in our day and generation, mount up to the proportions of revolution. The anarchists submit no propositions which can engage such general local interests as to array State against State or section against section— as in the late civil war; and as long as State autonomy remains to us, the State governments can take care of their internal disturbances, especially when backed by the power of the General Government. Until the great body of the people lose their balance and common sense, they may be safely trusted to adhere to the tradition that any government is better than no government at all. But even the sovereign authority of the people, with which the States and General Government have been invested, will not long have to contend with anarchistic ele¬ ments Avhich have come to us from abroad under the false pretense of enjoying and upholding our established institutions of freedom, if we so legislate as to stop the crevices in our naturalization laws, through Avhich the wild, untrained, fanatical representatives of European red republicanism hnd entrance into our body politic. And, again, we may hope to increase the volume of our now mighty current of popular education until eArery precinct in every county in every State shall have the full benefit of its quickening and enlightening influence, and until every child in all the land, native and foreign, white and black, Indian and Chinaman, shall be possessed of the modern trivium of education, “the three R’s,”the three keys to knowledge, with which he can gain access to the immense treasury of learning which the centuries have piled up for us, and to which they have fallen heirs. This accomplished, and the plea of the anarchist will find few sympathizers among our people. It is not too much education that makes the vicious, but the lack of it. The anarchist here Avith us is not too much educated; as may be supposed, he is too badly educated or too wrongly trained and educated by the factors of the environment from which he came to us to be adjusted into any niche of American freedom. We may not be able to educate and assimilate into good citizenship all the Herr Mosts and vicious cranks that Europe can empty upon us, but we can restrain their coming and so educate the children of those already here as to make them cohelpers in good government. We are told in the Greek reader that Aristotle, when asked in what way the edu¬ cated differed from the uneducated, replied, “As the living differ from the dead.” Compare the lowest type of the barbarian with the highest type of the Greek in Aris¬ totle's day (and the comparison is just as good in ours) and you can appreciate the force of this remark. Carlyle, the great Scotchman, said: “An educated man stands as it were in the 1324 EDUCATION REPORT, 1894-95. f midst of a boundless arsenal and magazine filled with all the weapons and engines Y^hich man’s skill has been able to devise from the earliest time, and ho works accordingly with the strength borrowed from all the ages. How different is his state who stands on the outside of the storehouse and feels that its gates must be stormed or remain forever shut against him? His means are the commonest; the work done is in no measure of his strength. A dwarf behind his steam engine may remove mountains, but no dwarf will hew them down with his pickaxe, and he must be a Titan that hurls them abroad with his arms.” These illustrations from two great thinkers, who spoke more than two thousand years apart, each standing upon the very apex of culture of his day and time, do not contrast too strongly the conditions referred to. In both the wholly uneducated is set over against the fully educated man; the savage against the scientist and the scholar. The distance between them is measureless, and we can not say that 1 ho chasm will ever be bridged. Leaving aside the consideration of racial inequalities, about which there is now little dispute, the natural mental inequalities of men must long postpone, if it ever reaches this consummation. The leveling process muse encoun¬ ter obstructions by this inequality which is one of natures unwritten laws. This inequality is the unescapable consequences of action — the necessary predicate of human progress. In this progression the individual speed is unequal ; all can not be in the front line. Few can be abreast with Newton or Bacon or Gladstone. That education, however, under conditions seldom favorable, has raised the general aver¬ age of mankind from century to century, the history of civilization attests, and this progress of civilization is but the progress of education. A learned English scholar recently wrote concerning the history of education: “ It would comprehend the transforming of crude nature of the savage man, which chiefly concerns itself with mere animal wants and desires, into the higher nature of a being who looks behind to gather the fruits of experience; who looks before to utilize them for the benefit of those who are to succeed him, who explores the remote and the distant as well as the near, who reflects and thinks with the view to the general good of the commonwealth, and this, while it is the problem of civiliza¬ tion, is also the problem of education.” But, let me ask, what is the modern conception of education? What is education in its true intent and meaning— not in the widest amplitude with which it may be regarded, but in the sense it is accepted in the schools? Considered in the light of its derivative Latin synonym, Educere, it means to lead forth, to unfold the powers of the mind. And while it means this, it is obvious that it means far more than this. The unfolding of the powers of the mind, I conceive, might be accomplished by an artificial system of mental gymnastics, without acquiring any useful knowledge and without being provided with any of the instruments of self teaching, the arts of reading and writing. Those instruments must in themselves constitute the most important part of education, and, as we are told by a philosophic writer: “ The child may learn to read and write, and by it learn the experience of the race through countless ages of existence. He may by scientific books see the world through the senses of myriads of trained specialists devoting whole lives to the inventory of nature. What is immensely more than this, he can think with their brains and assist his feeble powers of observation and reflection by the gigantic aggregate of the mental labors of the race.” And so it is that education does not merely contemplate the unfolding of the mental powers, but demands moreover that such process of unfolding shall bring to the mind of the pupil the largest amount of important and useful knowledge. Just here however, let me say, that I do not rashly venture in this presence to assume the educator's task of suggesting how to educe or unfold the powers of the mind, or what material should be put before the mind in its progress toward development, to enable it to reach the full measure of education. The first should be determined by the teacher, as he looks into the face, and studies the capacity of each pupil. The latter is appointed after wise consideration in the curriculum chosen by every school of high education. As all nature is a sclioolhouse for him who seeks education, and all his¬ tory, with its “ philosophy teaching by examples,” is his text-book, so all thought is an educational factor. There are many roads to knowledge, but only one to educa¬ tion, and that is through the gateway of self-help, which the earnest seeker of edu¬ cation aftords to his own mind. Indeed, it has been wisely said that there is no real education that is not self-education. Whatever of knowledge is assimilated and appropriated, becomes education. It is the exercise of man’s self activity at last that sets in motion his powers of observation; the orderly classification of the things observed; the determination of the scientific principles underlying these classes, and the great philosophical unity that unites all the sciences, and links man to The Great First Cause; this, I take it, to be in its last analysis, the true philosophy of education. The greatest teacher can do little more than lift the latch and point the way. EDUCATION IN THE SEVERAL STATES. 1325 PENNSYLVANIA. THE PUBLIC EDUCATION ASSOCIATION OF PHILADELPHIA. [From a pamphlet by Lewis E. Harley, Ph. D.] The desirability of improving the school system of Philadelphia has given rise to a number of voluntary associations, which have been actively engaged for several years in urging reforms and promoting the development of the schools in various ways. Among the most active of these organizations has been the Public Education Association of Philadelphia, founded in 1881. This association, like some of its predecessors, grew out of charity work. Its source was the Committee on the Care and Education of Dependent Children of the Society for Organizing Charity. It is the object of this association to promote the efficiency and to perfect the sys¬ tem of public education in Philadelphia, by which term is meant all education emanating from, or in any way controlled by, the State. They purpose to acquaint themselves with the best results of experience and thought in education, and to render these familiar to the community and to their official representatives, that these may be embodied in our own pubic-school system. They seek to become a center for work and a medium for the expression of opinion in all matters pertaining to education, as, for instance, the appointment of superintendents; the compilation of school laws; the kindergarten in connection with public education; manual instruction— how much is desirable, and what it is practicable to introduce into the public-school system; the hygiene of schools; the adequate pay and the better qual¬ ification of teachers; and, above all, to secure, as far as possible, universal educa¬ tion, by bringing under instruction that large class, numbering not less than 22,000 children, who are now growing up in ignorance in this city. These objects the association hope to attain through appeals to the local authori¬ ties and to the legislature, and by such other means as may be deemed expedient. The officers of the association in 1895 were Edmund J. James, chairman; Miss E. W. Janney, treasurer; William W. Wiltbank, recording secretary. The Public Education Association has had a busy career of fifteen years. It has been a constructive period in educational work in Philadelphia, and the association has seen the following results accomplished: I. The institution of the department of superintendence, with the increase of force by which the efficiency of this department has been largely augmented and thoroughly organized. II. The selection of a superintendent. III. The introduction of sewing into the curriculum of the Normal School, and its more recent introduction, based upon the success of the earlier experiment, into the lower grades of schools, by which 25,000 girls were, in 1887, receiving regular, systematic instruction in needlework. IV. The universal acknowledgment that the most complete and satisfactory exhi¬ bition of this work ever made in the country was the exhibit of the sewing done in the public schools of Philadelphia made in the spring of 1888, at the Industrial Exhibition at New York. V. The institution of the Manual Training School. VI. The reorganization of the schools under supervising principals. VII. The introduction of cooking classes in the Normal School. VIII. The exhibition of school work in Horticultural Hall. IX. The assumption by the board of education of the kiudergarten schools. X. The establishment of the chair of pedagogy in the University of Pennsylvania. XI. The lectures in pedagogy in the Summer School of the Extension Society. XII. Tlio separation of the girls’ high and normal schools and the material improve¬ ment of the courses in the former. XIII. The passage of the compulsory school law. The association encouraged and assisted all of these movements; it initiated and completed some of them. There are still other tasks for the association. The new compulsory school law will render a school census necessary. The school accommo¬ dations of the city will be inadequate to meet the requirements of the law, and the enforcement of the law itself will depend upon public sentiment. In all these mat¬ ters the society can be of assistance. The department of education should be reorganized. The association has already made strenuous efforts to have the sectional boards abolished, and it seemed at times as if the measure would pass the legislature. The agitation should be con¬ tinued until the department of education is placed beyond the reach of politics. The administration of the city schools should be committed to a single body. These are some of tho subjects which should receive the attention of the association. The 1326 EDUCATION REPORT, 1894-95. work of the Public Education Association is not completed. The educational wel¬ fare of so large a municipality as Philadelphia will require the continued aid of this influential organization, which in the past has accomplished so much for the advancement of the schools. SOUTH CAROLINA. [Address delivered December 13, 1891, by Hon. J. L. M. Curry, in response to an invitation of tlie general assembly of South Carolina.1] Senators and Representatives : It has been said that among the best gifts of Providence to a nation are great and good men, who act as its leaders and guides, w*ho leave their mark upon their age, who give a new direction to affairs, who intro¬ duce a course of events which come down from generation to generation, pouring their blessings upon mankind. Public men are the character and conscience of a people. Respect for the worth of men and women is the measure of progress in civilization. On the 16th of November, 1894, passed away one of America’s purest and noblest men, one of the last links which bound the present with the better days of the Republic. For South Carolina ho cherished a great affection, and sought to rekindle and keep alive tho memories and fraternity of the Revolutionary period, when Massachusetts and South Carolina were struggling together for the establish¬ ment of our free insfitutions. Deeply touched and very grateful was he that South Carolina honored him so highly, by attaching his name in perpetuity to one of her most beneficent institutions of learning. The watchward of liis life was tho wor¬ ship of truth and devotion to the Union. He saw clearly that “ whoever would work toward national unity must work on educational lines.” We may well pause to drop a tear over the grave of author, orator, philanthropist, patriot, statesman, Christian gentleman. Governor Tillman said last May, at the laying of tho corner stone of the college at Rock Hill: “On one thing the people of South Carolina are certainly agreed — in their love for Robert C. Winthrop and the new college that bears his Lame.” I have said that he was a Christian statesman. Christianity and democracy have revolutionized the ideas and institutions of the world in reference to man, his rights, privileges, and duties. The arrival of democracy, says Benjamin Kid, is the fact of our time which overshadows all other facts, and this arrival is the result of tho ethical movement in which qualities and attributes And tho completest expression ever reached in the history of the human race. Kings and clergy, as having superior access to God and command of the*Divine prerogatives, have been relegated to tho background. Man’s attainment to an enjoyment of privileges and possibilities depends on the development of latent, original, God-given powers. Families, churches, and States recognize and provide lor the unfolding of these capacities. “Education, a debt due from present to future generations,” was the idea and motive which permeated Mr. Peabody’s munificence, and the sentiment is tho legend for tho official seal of the Peabody Education Fund. Free schools for the wffiole people should be the motive and aim of every enlightened legislator. South Caro¬ lina incorporates the duty into her organic law. There can be no more legitimate tax on property than furnishing the means of universal education, for this involves self-preservation. The great mass of the people arc doomed inevitably to ignorance, unless the State undertake their improvement. Our highest material, moral, and political interests need all the capabilities of all the citizens, and then there will bo none too much to meet life’s responsibilities and duties. As tho people are sovereign, free schools are needed for all of them. Wo recognize no such class as an elect few. It is desirable that citizens should read the laws they are to obey. A governor once put his edicts above the heads of the people; we sometimes, practically, do tho samo by keeping the people in ignorance. When all must make laws as well as obey, it is essential that they should be educated. The more generally diffused the educa¬ tion the better the laws; the better are they understood and the better obeyed. The highest civilization demands intelligent understanding of tho laws and prompt, patriotic, cheerful obedience. 1 Extract from tlie journal of the house of representatives of the State of South Carolina, Thursday, December 13, 1894 : JOIXT ASSEMBLY. The senate attended in the house at 11 a. m. to hear the address of the Hon. J. L. M. Curry. The president of the senate presented Senator Tillman, who introduced the Hon. J. D. M. Curry, who entertained the general assembly for some time in an eloquent and able address on education. Mr. Manning offered the following resolution : "•Resolved, That the general assembly of South Carolina has hoard with pleasure and the deepest interest the eloquent and instructive address of the Hon. J . L. M. Curry, and the heartfelt thanks of this body are hereby extended to him for his address, and we wish to assure*him that his words on behalf of the advancement of the educational interests of the State have fallen on ears that are alive to those interests, and that we hope for the best results upon the educational institutions of the State.” Which was considered immediately and unanimously adopted. 1327 EDUCATION IN THE SEVERAL STATES. When schools are established, what will perfect them ? The first need is sufficient money, to be attained through State and local revenues. In no instance should this money he appropriated for sectarian purposes. In England, since the free education act, there has been a determined effort to quarter denominational schools upon tho rates. In the United States a persistent effort is made to subsidize from general revenues certain sectarian schools in States and among the Indians. During the nine years-— 1886—1894 — our Government gave for education of the Indians $4,277,940) and of this appropriation one church received $2,738,571. The remainder was dis¬ tributed among fifteen various- schools and organizations. Another requirement is efficient local and State supervision, divorced; from party politics, and controlled by civil service principles. If education bo of universal and vital concern, it needs for its; administration the highest capacity. Tho system of common schools reached its preeminent usefulness in Massachusetts under the administration of such remarka¬ ble men as Mann, Sears, and Dickinson. Pupils should be graded so as to economize time, utilize teaching talent, and secure systematic progress. At last, all depends on good teaching',, and children, with all their possibilities, deserve, the best. There is often a criminal waste of time, talent, opportunities, and money, because of incom¬ petent teachers. There is sometimes a distressingly small return for mony and labor expended upon schools. It is not well-organized school systems, nor excellent text¬ books,. nor systematic courses of study, nor wise supervision, however important, that make the good school. It is the teacher, not mechanical in method and the slave of some superficial notion of the object and the process of the work, hut a thorough master of the profession, widely knowledge d and cultured, able to interest the pupils, to develop the highest power and efficiency. A good teacher will make a good school in spite of a thousand hindrances. One able to awaken sluggish intel¬ lect, give a mental impulse running through after life, who understands child nature, the laws of mental acquisition and development, whose mind has been expanded and enriched by a liberal education, who has accurate scholarship and a love for sound learning, who can awaken enthusiasm, mould character, develop by healthful aspirations, inspire to do duty faithfully, will have a good school. Andrew D. White called Dr. Wayiand the greatest man who ever stood in tho college presidency) and such men as Mark Hopkins, M. B. Anderson, Drs. Me Guffey and Broadus show the value of high qualifications in teachers. In our public schools are thousands of men andwomen, doing heroic work, noiselessly and without ostentation, who deserve all the praise which is lavished upon less useful laborers in other departments. As the' State has undertaken the work of education, it is under highest obligations to have the best schools, which means the best teachers . How shall Sou tlr Carolina meet these imperative obligations? Your schools aver¬ age four and: seventh -tenths months, hut no school should have a term shorter than eight months, and the teachers, well paid, should be selected impartially, after thorough and honest examination. All should have unquestioned moral character, sobriety, aptitude for the work, desire and ability to improve. It has been suggested that if only one law were written above the door of every American schoolroom, it ought to be, No man or woman shall enter here as teacher whose life is not a good model for the young to copy. The experience of most enlightened countries has shown that these teachers should be trained in normal schools; and by normal schools I do not mean an academy with deceptive name and catalogue, and the slightest infusion of pedagogic work. Teaching is an art, based on rationally determined principles. The child grows and runs- up the psychic scale in n certain order. The mind has laws, and there is no true discipline except in conformity to and application of these laws. Acquaintance with and application of these laws come not by nature, not spontaneously, hut by study and practice. Tbc real teacher should be familiar with the history, the philosophy, and the methods of education. Ua will best acquire and accomplish the technical and professional work if he have a well-balanced mind, fine tastes, and “the faculty of judgment, strengthened by tho mastery of principles, more than by the acquisition of information.” We have professional schools for the lawyer, the doctor, the engineer; why not for the teacher ? His ability to teach should not be picked up at haphazard, by painful experience, and with the sacrifice of the children. A signboard near my residence reads, u Horses shod according to humane principles of equine nature.” It conveys a true principle and suggests that children should he instructed according to the true principles of. mental science. President Eliot, in one of his excellent papers, enunciates six essential constituents of all worthy education. («) Training the organs of sense. Through accurate observation we get all kinds of knowledge and experience. The child sees the forms of letters, hears the sound of letters and words, and discriminates between hot and cold, black and white, etc. All ordinary knowledge far practical purposes, and language as well, are derived mainly through the senses. (&) Practice in comparing and grouping different sensations and drawing inferences. 1328 EDUCATION REPORT, 1894-95. (c) Accurate record in memory or in written form. (d) Training the memory ; and practice in holding in the mind the record of observa¬ tions. groupings, and comparisons. ( e ) Training in the power of expression, in clear, concise exposition; logical set¬ ting forth of a process of reasoning. (/) Inculcation of the supremo ideals through which the human race is uplifted and ennobled. Before the pupil should be put the loftiest ideals of beauty, honor, patriotism, duty, obedience, love. Teachers are greatly helped by teachers’ institutes, when those who assemble get the wisdom and experience of many minds on the difficult problems of the profession. The work should be practical, systematic, logica1, continuous from year to year, and a course of professional reading should be prescribed, so as to increase the intelli¬ gence and culture of the profession. We very ofteu lose sight of the true end of education — it is, or should be, effective power in action, doing what the uneducated can not do, putting acquisition into practice, developing and strengthening faculties for real everyday life. The only sure test is the ability to do more and better work than could be done without it. The average man or woman with it should be stronger, more successful, more useful, than the average man or woman without it. It is the human being. with an increase of power which makes one more than equal to a mere man.- It is not so much what is imparted, but what is inwrought ; not what is put in, but what is got out. It is not so much rvliat we know as what we are and can do for productive ends. The object of Christianity is to make good men and good women here on earth. The object of education is to make useful men and women, good citizens. And here comes in the need of manual training, which is not to fit for special trades, but to teach the rudi¬ ments of mechanics, those common principles which underlie all work. The pupil can acquire manual dexterity, familiarize himself with tools and materials, bo instructed in the science without a knowledge of which good work can not be done. The object of this industrial instruction is to develop the executive side of nature, so that the pupil shall do as well as think. This introduction of manual training into schools has been found to be very helpful to intellectual progress. Gentlemen need not reject it as something chimerical and utopian ; it is not an innovation; the experiment is not doubtful; it has been tried repeatedly; it is comparatively inex¬ pensive, and has been and is now in very successful operation. It is not wiso state- manship, nor even good common sense, to forego for many years what other peoples are now enjoying the advantages of. In a quarter of a century trade schools, techni¬ cal schools, manual training, the kindergarten, will have nearly universal adoption. Why, during this period, should a State rob her children of these immense benefits? As population increases the struggle to maintain wages becomes more severe, the pressure being the hardest upon the unskilled, and less severe on each higher rank of laborers. Every possible facility for education should bo put within the reach of laboring men, to increase their efficiency, to raise the standard of life, and to augment the proportion between the skilled and the unskilled. Dr. Harris, our wisest and most pliilosojjhical educator, says: “Education emancipates the laborer from the deadening effects of repetition and habit, the monotony of mere mechanical toil, and opens to him a vista of new inventions and more useful combinations.’7 Our indus¬ trial age increases the demand for educated, directive power. Business combinations, companies for trade, transportation, insurance, banking, manufacturing, and mining, demand, as essential conditions of success, intelligent directive power. Production is augmented by skill. An indispensable condition of economic prosperity is a largo per capita production of wealth. Socialism, as taught by some extremists, would sacrifice production to accomplish distribution, and means annihilation of private capital, management by the State of all industries, of production and distribution, when Government would bo the solo farmer, common carrier, banker, manufacturer, storekeeper, and all these would be turned into civil servants, and bo under the con¬ trol and in the pay of the State, or of a party. States may have ideals as well as individuals, and embody the noblest elements of advanced civilization. Agriculture, manufactures, mining, mechanical arts, give prosperity when allied with and controlled by thrift, skill, intelligence, and honesty; but what is imperishable is tho growth and product of developed mind. Greece and Rome live in their buildings, statuary, history, orators, and poems. Pliny said : “To enlarge the bounds of Roman thought is nobler than to extend the limits of Roman power.77 The founders of tho great English universities centuries ago builded wiser than they knew, and opened perennial fountains of knowledge and truth from which have unceasingly flowed fructifying streams. All modern material improvements are the outgrowth of scientific principles applied to practical life. If you would legislate for the increased prosperity and glory of South Carolina, be sure not to forget that this is the outcome of tho infinite capacities of children. Hamilton said there was nothing great in the universe but man, and nothing great in man but EDUCATION IN THE SEVERAL STATES. 1329 mind. “No serious thinker,” says Drummond, “can succeed in lessening to liis own mind the infinite distance between the mind of man and everything in nature.” Fisk says: “ On earth there will never he a higher creation than man.” Evolutionists say that the series of animals comes to an end in man, that he is at once the crown and master and llie rationale of creation. What you know and admiro in South Carolina is what has been dono by cultivated men and women. What other country can show such a roll of immortal worthies as your Pinckneys and Rutledges, your Marion, Sumter, and Pickens, your Harper, Johnson, O’Neill, your Fuller and Thorn- well, your McDuffie and Hayne, Legare and Petigru, and, toweri.ig above all contem¬ poraries, peerless in political wisdom, metaphysical subtlety, ignited logic, tho great unrivaled American Aristotle, John C, Calhoun? CHAPTER XXXI. EDUCATION OF THE COLOEED EAOE. References to preceding reports of the United States Bureau of Education; in which this subject has been treated: In annual reports — 1870, pp. 61, 337-339; 1871, pp. 6, 7, 61-70; 1872, pp. xvii, xviii; 1873, p. lxvi ; 1875, p. xxiii; 1876, p. xvi; 1877, pp. xxxiii-xxxviii ; 1878, pp. xxviii-xxxiv; 1879, pp. xxxix-xlv; 1880, p. Iviii; 1881, p. lxxxii ; 1882-83, pp. liv, xlviii-lvi, xlix, 85; 1883-84, p. liv; 1884-85, p. Ixvii; 1885-86, pp. 596, 650-656 ; 1886-87, pp. 790, 874-881; 1887-88; pp. 20, 21, 167, 169,988-998; 1888-89, pp. 768,1412-1439 ; 1889-90, pp. 620, 621,624,634,1073-1102, 1388-1392, 1395-1485 ; 1890-91, pp. 620, 624, 792, 808, 915, 961-980, 1469 ; 1891-92, pp. 8, 686, 688, 713, 861-867, 1002, 1234-1237; 1892-93, pp. 15, 442, 1551-1572, 1976; 1893-94, pp. 1019-1061. Also in Circulars of Information — No. 3, 1883, p. 63; No. 2,1886, pp. 123-133; No. 3, 1888, p. 122; No. 5, 1888, pp. 53,54,59,60,80-86; No. 1, 1892, p. 71. Special Report on District of Columbia for 1869, pp. 193, 300, 301-400, Special report, New Orleans Exposition, 1884-85, pp. 468-470, 775-781. This chapter and the one which follows contain a large amount of matter relating to the advancement of the colored race in the United States. The very creditable exhibit made at the Atlanta Exposition in 1895 by the more progressive element among the negroes aroused new interest in all parts of the country in their educa¬ tional advancement. In response to the general demand for information on this sub¬ ject a special effort was made by this” Bureau to collect statistics from all the colored schools of the South. It was no easy task on account of the indilference manifested by many of those in charge of private schools. Of the 162 schools of secondary and higher grade known to this office fewer than half the number responded to the first request for information. Even after the fifth request had been sent out a few of the schools had failed to respond. Many of the reports received contained but meager information. Such statistics as could be obtained will be given in detail in succeed¬ ing pages of this chapter. The statistics of public common schools for the negroes are given in connection with the statistics of white schools in the beginning of the first volume of this annual report. On the next page is presented a table which contains in condensed form the more important items of information relating to the number and attend¬ ance of colored pupils in the common schools of each of the former slave States. In these sixteen States and the District of Columbia the estimated number of persons 5 to 18 years of age, the school population, was 8,297,160. Of this number 5,573,440 were white children and 2,723,720, or 32.9 per cent, colored. The total enrollment in the white schools was 3,845,414 and in the colored schools 1,441,282. The per cent of white school population enrolled was 69 and the per cent of colored school popu¬ lation enrolled was 52.92. The whites had an average daily attendance of 2,510,907, or 65.30 per cent of their enrollment, while the average attendance of tho blacks was 856,312, or 59.41 per cent of their enrollment. There were 89,276 white teachers and 27,081 colored teachers in the public schools of the South in 1895. An accurate statement of the amo unts of money expended by each of the Southern States for the education of the colored children can not be given for the reason that in only two or three of these States are separate accounts kept of the moneys expended for colored schools. Since 1876 the Southern States have expended about $383,000,000 for public schools, and it is fair to estimate that between $75,000,000 and $80,000,000 of this sum must have been expended for the education of colored chil¬ dren. In 1895 the enrollment of colored nupils was a little more than 27 per cent of 1331 1332 EDUCATION REPORT, 1894-95. the public school enrollment in the Southern States. It is not claimed that they received tlio benefit of 27 per cent of the school fund and perhaps no one would say they received Jess than 20 per cent. It is a fact well known that almost the entire burden of educating the colored children of the South fails upon the white property owners of the former slave States. Of the more than $75,000,000 expended in the past twenty years for the instruction of the colored children in Southern public schools but a small per cent was contributed by the negroes themselves in the form of taxes. This vast sum has not been given grudgingly. The white people of the South believe that the State should place a common-school education within the reach of every child, and they have done thus much to give all citizens, white and black, an even start in life. Common-school statistics classified by race, 1S94-95. State. Estimated number of persons 5 to 18 years of age. Percentages of the whole. Enrolled in the public schools. Per cent of per¬ sons 5 to 18 years enrolled. White. Colored. White. Colored. White. Colored. White. Colored. Alabama a . 327, 400 280, 600 53.85 46. 15 190,305 115, 709 58. 13 41.24 Arkansas . 321, 100 124, 500 72. 06 27.94 216, 863 82, 429 67. 54 66.21 Delaware b . 39, 850 8, S80 81. 60 18. 40 28, 316 4, 858 71. 06 54. 10 District of Columbia. . . 44, 300 24, 370 64. 51 35. 49 26, 903 14, 654 60. 73 69. 13 Florida a . 84, 230 66, 770 55. 79 44. 21 59, 503 37, 272 70. 64 55. 82 Georgian . 357, 800 335, 900 51. 59 48. 41 262, 530 174, 152 73.37 (51.85 Kentucky . 550, 900 94, 300 85. 38 14. 62 394, 508 73, 463 71.61 77.99 Louisiana . 203, 400 216, 700 48. 42 51. 58 92, 613 63,313 45. 53 L’9. 22 Maryland . 250, 100 | 72, 200 77.62 22. 38 161, 252 43,492 64. 48 (SO. 24 Mississippi . 212, 700 309, 800 40.71 59. 29 162, 830 187, 785 76. 55 6l). 61 Missouri . 804, 500 52, 600 94. 26 5. 74 612, 378 32, 199 70. 84 61.21 North Carolina a . 379, 940 227, 800 62. 52 37. 48 242, 572 128, 318 63. 84 56. 33 South Carolina . 171, 600 288, 100 37. 34 62. 66 103, 729 119,292 60. 45 41.41 Tennessee a . 466, 900 157, 600 74.77 25. 23 381, 632 101,524 81.74 64.42 Texas a . 693, 800 212, 500 76. 55 23.45 463, 888 134, 720 66. 86 63. 40 Virginia . 337. 320 240, 000 58. 43 41. 57 235, 533 120, 453 69. 82 50. 19 West Virginia . 267, 600 11, 000 96. 04 3. 9G 210, 059 7,649 78. 50 69.54 Total . 5,573,440 2, 723, 720 67. 15 32. 85 3,845,414 | 1,441,282 69. 00 52. 92 State. Average daily attendance." Per cent of enrollment. Number of teachers. White. Colored. White. Colored. White. Colored. Alabama a . c 112, 800 c 72,300 59.27 62. 48 4,412 2, 196 Arkansas . 126, 820 48, 120 58.48 58. 38 5, 124 1,796 Delaware & . c 19, 746 c 2, 947 69. 73 60. 66 734 106 District of Columbia . 20, 446 10, 903 76. 00 74. 40 660 331 Florida a . 38, 752 25, 386 65. 13 68.11 2, 151 772 Georgia a . 157, 626 104, 414 60. 04 59. 96 5, 827 8. 206 Kentucky . 243, 703 28, 663 61.77 39. 02 8, 578 1, 373 Louisiana . 67, 887 41, 548 73. 30 65.62 2, 506 915 Maryland . 103, 031 18,531 63.89 42. 61 3,797 716 Mississippi . 99, 048 103, 635 60. 83 55. 19 4, 591 3, 264 Missouri . c 406, 180 c 20, 430 66.33 63. 45 13, 750 737 North Carolina® . 154,361 75, 940 84, 895 63. 64 59. 18 5, 285 3,075 South Carolina . 74, 359 71.69 71.17 2, 696 1,X69 Tennessee® . 277, 678 65, 986 72. 76 65. 00 6, 928 1,909 334, 884 83, 185 72. 19 61.75 9, 960 2, 502 Virginia . 137,830 64, 700 58. 52 53.71 6,211 2, 081 West Virginia . 135,756 4,729 64. 63 61.83 6, 066 233 Total . 2, 510, 907 856, 312 65. 30 59. 41 89, 276 27, 081 a In 1893-94. b In 1891-92. c Approximately. ILLITERACY OF THE COLORED POPULATION. What have the negroes themselves accomplished to justify the generosity of the white people of the South and the benevolence of the people of the North? It may be said that in 1860 the colored race was totally illiterate. In 1870 more than 85 per cent of the colored population of the South, 10 years of age and over, could not read and write. In 1880 the per cent of illiterates had been reduced to 75, and in 1890 the illiterates comprised about 60 per cent of the colored population 10 years of age and over. In several of the Southern States the percentage is even below 50 per 1333 EDUCATION OF THE COLORED RACE. cent. The comparative statistics for 1870, 1880, and 1890, showing the illiteracy of the colored race, are given for each of the Southern States in the following table: Illiteracy of the colored population 10 years of age and over. 1890. 1880. 1870. State. Popula¬ tion 10 years of age and over. Illiterates. Popula¬ tion 10 years of age and over. Illiterates. Popula¬ tion 10 years of age and over. Illiterates. Number. Per cent. Number. Per cent. Number. Per cent. Alabama . 479, 430 331,200 69. 1 399, 058 321. 680 80.6 328, 835 290,953 88.1 Arkansas . 217, 454 116, 655 53. 6 137, 971 103, 473 75.0 85, 249 69,244 81.2 Delaware . 21, 008 10, 692 49.5 19, 245 11, 068 57.5 16, 570 11,820 71.3 District of Columbia. 61, 041 21, 389 35.0 45, 035 21,790 48.4 33, 833 23, 843 70.5 Florida . 119, 034 60. 204 50.6 85, 513 60, 420 70.7 62,748 52, 899 84.1 Georgia . 600, 023 404,015 67.3 479, 863 391, 482 81.6 373, 211 343, 654 92.1 Kentucky . 197, 089 110, 530 55.9 190, 223 133, 895 70.4 156,483 131,099 83.8 Louisiana . 392, 642 283, 245 72.1 328, 153 259, 429 79.1 262, 359 225, 409 85.9 Maryland . 161,100 80, 723 50.1 151,278 90, 172 59.6 127, 708 88, 707 69.5 Mississippi . 516, 929 314, 858 60.9 425, 397 104, 393 319, 753 75.2 305, 074 265, 282 87.0 Missouri . 114, 160 47, 562 41.7 56, 244 53. 9 83, 393 60, 648 72.7 North Carolina . 392, 589 235, 981 60. 1 351, 145 271,943 77.4 272, 497 231,293 84.8 South Carolina . 470, 282 301, 262 64.1 394, 750 310, 071 78.5 289, 969 235, 212 81.1 Tennessee - - ... 309. 800 167, 971 54.2 271,386 194, 495 71.7 225, 482 185, 970 82.4 Texas . 336, 154 176, 484 52. 5 255, 265 192. 520 75. 4 169, 965 150, 808 88.7 Virginia . 455, 682 260, 678 57.2 428, 450 315,660 73.2 362, 624 322, 355 88.9 West Virginia . 24, 787 10, 992 44.4 18, 446 10, 139 55.0 12, 905 9, 997 77.4 Total . 2, 934, 441 60.2 4, 085, 571 3,064,234 I 75.0 3, 168, 905 2, 699, 193 85.2 In thirty years 40 per cent of the illiteracy of the colored race had disappeared. In education and in industrial progress this race had accomplished more than it could have achieved in centuries in a different environment without the aid of the whites. The negro has needed the example as well as the aid of the white man. In sections where the colored population is massed and removed from contact with the whites the progress of the negro has been retarded. Ho is an imitative being, and lias a con¬ stant desire to attempt whatever he sees the white man do. He believes in educat¬ ing his children because he can see that an increase of knowledge will enable them to better their condition. But segregate the colored population and you take away its object lessons. The statistics exhibited in the following table in a measure con¬ firm the truth of this position : Colored population and illiteracy in 1S90 compared. State. Colored population. Per cent to total. Per cent of colored illiteracy. Per cent of white illiteracy. 1 2 3 4 5 West Virginia . 32, 717 4.3 44.4 13.0 Missouri . 150, 726 5. 6 41.7 7.1 Kentucky . 268 173 14.4 55.9 15.8 Delaware . 28, 427 16.9 49.5 7.4 Maryland . 215, 897 20.7 50.1 7.0 Texas . 489, 588 21. 9 52. 5 10. 8 Tennessee . . . . 430, 881 24.4 54.2 17.8 309, 427 27. 4 53. 6 16. 3 District of Columbia . 75, 697 32.9 35.0 2.7 North Carolina . . 562, 565 34 8 60. 1 17.9 Virginia . 635, 858 38.4 57.2 13.9 Florida . 166. 473 42.5 50.6 11.3 Alabama . . 679, 299 44.9 69. 1 18.2 Georgia . . . . . . 858, 996 46. 8 67. 3 16. 3 560, 192 50. 1 72. 1 20. 1 Mississippi . 744, 749 57. 8 60.9 11.9 South Carolina . 689,141 59.9 64.1 17.9 Here it is shown that in the States where the colored population is greatest in proportion to the total population, or where such colored population is massed, as in the “ black belt” of South Carolina, Georgia, Alabama, Mississippi, and Louisiana, there the per cent of illiteracy is highest. In this table the Southern States are 1334 EDUCATION REPORT, 1894-95. arranged with reference to their proportion of colored population, West Virginia standing first with only 4.3 per cent, and South Carolina at the foot of the list with 59.9 per cent colored population. The per cent for each State is shown in the third column. ' Leaving out of the count the District of Columbia, in which there is a perfected system of city schools, the percentages of illiteracy in column 4 seem to bear a close relation to the percentages of population in column 3. The eight States having less than 30 per cent of colored population have, with a single exception, less than 55 per cent of colored illiteracy. The eight States having more than 30 per cent of colored population have, with two exceptions, more than 60 per cent of illiteracy. In the fifth column the per cent of white illiteracy is given for each State. SECONDARY AND HIGHER EDUCATION. There are in the United States, so far as known to this Bureau, 162 institutions for the secondary and higher education of the colored race. Six of these schools are not located within the boundaries of the former slave States. Of the 162 institu¬ tions, 32 are of the grade of colleges, 73 are classed as normal schools, and the remaining 57 are of secondary or high sehool grade. While all these schools teach pupils in the elementary studies, they also carry instruction beyond the common school branches. State aid is extended to 35 of the 162 institutions, and 18 of these are wholly supported by the States in which they are established. The remaining schools are supported wholly or in part by benevolent societies and from tuition fees. Detailed statistics of the 162 institutions will be found in this chapter. In these schools were employed 1,549 teachers, 711 males and 838 females. The total number of students was 37,102; of these, 23,420 were in elementary grades, 11,724 in second¬ ary grades, and 1,958 were pursuing collegiate studies. The following table shows for each State the number of schools and teachers and the number of students in elementary, secondary, and collegiate grades: Summary of teachers and students in institutions for the colored race in 1894-do. State. 02 O o o 02 O 6 Teachers. Students. Total. Male. Female. Total. Elementary. Secondary. Collegiate. Male. Female. Total. Male. Female. Total. Male. a3 i Ph Total. j Alabama . ii 92 91 183 1,218 1,431 2, 649 625 544 1, 169 58 14 72 3,890 Arkansas . 6 20 19 45 279 385 664 171 135 306 26 5 31 1,001 Delaware . 1 3 0 3 13 2 15 10 4 14 29 District of Columbia . 4 74 29 103 125 154 279 238 543 781 327 5 332 1,392 [Florida . 6 18 26 44 231 276 507 93 156 249 756 Georgia . . 21 GO 130 196 U518 2,332 3, 850 592 732 1,324 167 61 228 5, 402 Dlinoia . . . . . 1 1 1 2 7 21 28 28 Tn d in m n. 2 3 3 6 45 52 97 33 60 93 ... 190 Kentucky . . 7 30 37 67 485 916 1, 401 186 333 519 101 26 127 2, 047 Louisiana (a) . . . 7 5 19 24 161 206 367 67 85 152 50 0 50 569 Maryland . . . 5 13 17 30 67 156 223 70 192 262 64* 13 77 562 Mississippi . 9 37 30 67 631 572 1, 203 277 229 506 96 15 111 1,820 Missouri . 5 19 19 38 125 96 221. 139 136 275 7 0 7 503 "Nb w .T ersey _ 1 2 3 5 5 5 10 15 17 32 42 Kortli Carolina . 26 102 99 201 1, 203 1, 699 2, 902 1, 077 1,086 2, 163 151 69 220 5, 285 Ohio . — 1 10 8 18 77 63 140 37 77 114 43 8 51 305 Pennsylvania _ .... _ 1 11 0 11 167 0 167 167 South Carolina . 12 36 04 100 1,071 1, 107 2, 178 301 500 801 63 49 112 3, 091 Tennessee . . . 12 69 96 165 1, 210 1, 703 2,913 576 641 1,217 121 35 156 4, 286 Texas . . . . 9 34 47 81 556 882 1, 438 281 325 606 62 53 115 2, 159 Virginia . 13 53 96 149 923 1, 356 2, 279 424 574 998 85 3 88 3,365 West Virginia . . . 2 7 4 11 45 54 99 50 61 114 213 Total . 102 711 838 1,549 9, 975 13, 445 1 23,420 1 5, 272 6, 452 I 11, 724 1 1, 5981 1 360 1,958 37, 102 a Two schools not reporting. Of the 13,682 students in secondary and higher grades there were 990 in classical courses, 811 in scientific courses, 295 in business courses, and 9,331 in English courses. Tho distribution of these students by States, the classification by courses of study, and the apportionment by sex can be seen by consulting the following table (p. 1335). EDUCATION OF THE COLORED RACE. 1335 Classification of colored students , by courses of study, 1894-95. State. Students in classi¬ cal courses. Students in scien¬ tific courses. Students in English course. Students in busi¬ ness course. Male. Fe¬ male. Total. Male.1 fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Alabama _ 8 3 11 15 8 23 499 501 1,000 16 9 25 Arkansas.. . . 10 6 16 5 9 14 48 78 126 9 8 17 0 0 0 10 4 14 13 2 15 0 0 0 District of Columbia. 17 4 2L 3 0 3 71 117 188 66 41 107 Florida . . 0 0 0 0 0 0 148 268 416 0 0 0 Georgia . . . . 44 5 49 56 25 81 628 991 1,619 0 0 0 Illinois _ _ 0 0 0 0 0 0 7 21 28 0 0 0 Indiana . 38 60 93 0 0 0 0 0 0 0 0 0 Kentucky . 20 23 52 91 157 248 26 34 60 2 8 10 Louisiana - - 68 19 87 21 17 38 318 249 567 0 0 0 Maryland . . 6 1 7 6 1 7 58 104 162 0 0 0 Mississippi . 30 5 35 2 2 4 166 205 371 47 25 72 Missouri . 13 6 19 41 71 112 40 30 70 9 7 16 New Jersey . . . 5 7 12 0 10 10 5 0 5 0 0 0 North Carolina - : los 29 134 57 45 102 305 293 598 33 0 33 Ohio . : 22 4 26 15 7 22 77 62 139 9 6 15 South Carolina . . 48 42 90 17 10 27 327 513 840 0 0 0 Tennessee . . . 138 111 249 26 4 30 451 616 1,067 0 0 0 Texas - - - 6 1 7 12 10 22 244 287 531 0 0 0 Virginia _ _ _ 23 41 64 17 37 54 578 780 1, 358 0 0 0 "West Virginia . ... 9 9 18 0 0 0 77 94 171 0 0 0 Total . . 614 376 990 394 417 811 4,086 5, 245 9, 331 191 104 295 There were 4,514 colored students studying to become teachers, 1,902 males and 2,612 females. Many- of these students were included among those pursuing the English and other courses noted in the foregoing table. The number of students graduating from high school courses was 649, the number of males being 282 and the number of females 367. There were 844 graduates from normal courses, 357 males and 487 females. The number of college graduates was 186, the number of males being 151 and the number of females 35. The distribution of graduates by States, as well as the number of normal students, can be found in the following table: Number of normal students and graduates in 1894-95. State. Students in nor¬ mal course. Graduates of high school course. Graduates of nor¬ mal course. Graduates of col¬ legiate course. Male. Fe- | male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe- ! male. Total. Alabama . . 426 359 785 58 56 114 81 81 162 10 0 10 Arkansas - ... 17 10 27 2 5 7 1 4 5 13 14 27 Delaware . 0 0 0 0 0 0 0 0 0 0 0 0 District of Columbia . 24 71 95 0 0 0 24 41 65 4 2 6 Florida . 30 48 78 0 0 0 4 2 6 0 0 0 Georgia . 117 303 420 30 34 64 7 41 48 6 3 9 Illinois . 0 5 5 0 0 0 0 0 0 0 0 0 Indiana . . 0 0 0 7 7 14 0 0 0 0 0 0 Kentucky _ 27 55 82 12 19 31 10 29 39 0 0 0 Louisiana . 30 56 86 10 11 21 16 13 29 3 0 3 Maryland . . ; 38 37 75 3 17 20- 6 8 14 1 0 1 Mississippi . . 122 ■ 124 246 27 16 43 16 14 30 13 1 14 Missouri . . 64 36 100 2 3 5 7 2 9 1 0 1 North Carolina . 359 434 793 25 34 59 69 60 129 27 1 28 Ohio . 50 57 107 5 9 14 7 8 15 4 0 4 Pennsylvania - - 0 0 0 0 0 0 0 0 0 38 0 38 South Carolina . 105 161 266 28 54 82 25 48 73 8 8 16 Tennessee - - - - 212 353 565 35 30 65 35 30 65 17 5 22 Texas . . 35 159 194 4 2 6 2 30 32 5 1 6 Virginia _ 196 280 476 32 70 102 41 74 115 1 0 1 West Virginia - 50 64 134 2 0 2 6 2 8 0 0 0 Total . 1,902 1 2,612 4, 514 282 367 649 357 487 844 151 35 186 There were 1,166 colored students studying learned professions — 1,028 males and 138 females. Of the professional students 585 were studying theology, 310 medicine, 55 law, 45 pharmacy, 25 dentistry, and 8 engineering. The 138 female students were receiving professional training for nurses. There were 42 graduates in theology, 67 in medicine, 21 in law, 2 in dentistry, 16 in pharmacy, and 25 in nurse training. The following table (p. 1336) gives the distribution of professional students and graduates by States. 1336 EDUCATION REPORT, 1894-95. Colored professional students and graduates in 1894-95. Professional students and graduates. State. Students in pro¬ fessional courses. Theol¬ ogy- Law. Medi¬ cine. Den¬ tistry. Phar¬ macy. Nurse train¬ ing. Me¬ chanical or elec¬ trical engi¬ neering. Male. | Female. Total. Students. I Graduates. Students. Graduates. \ Students. 1 Graduates. Students. Graduates. | Students. Graduates. | Students, j Graduates. Students. [ Graduates. Alabama . 130 16 146 121 12 0 0 5 0 0 0 2 0 16 6 2 0 Arkansas . 12 0 12 12 0 0 0 0 0 0 0 0 0 0 0 0 0 District of Columbia 251 34 285 73 8 33 15 119 22 13 0 13 6 34 9 0 0 Florida . 4 0 4 4 0 0 0 0 0 0 0 0 0 0 0 0 0 Georgia . 94 40 134 92 10 2 0 0 0 0 0 0 0 40 6 0 0 Kentucky . 26 0 26 26 0 0 0 0 0 0 0 0 0 0 0 0 0 Louisiana . . 48 0 48 20 0 0- 0 28 5 0 0 0 0 0 0 0 0 Maryland . 9 0 9 9 2 0 0 0 0 0 0 0 0 0 0 0 0 Mississippi . 12 25 37 12 0 0 0 0 0 0 0 0 25 0 0 Missouri ^ . 5 0 5 5 0 0 0 0 0 0 0 0 "6 0 0 0 0 New J ersey . 0 o 2 0 0 0 0 0 0 0 0 0 0 2 0 0 North Carolina . 128 2 130 42 0 14 3 56 8 0 0 16 5 2 "o' 0 0 Ohio . 10 15 25 10 3 0 0 0 0 0 0 0 15 4 0 0 Pennsylvania . 40 0 40 40 7 0 0 0 0 0 0 0 "6 0 0 0 0 South Carolina . 7 0 7 7 0 0 0 0 0 0 0 0 0 0 0 0 0 Tennessee . 170 0 170 30 2 0 3 102 32 12 2 14 5 0 0 6 0 Texas . 17 4 21 17 0 0 0 ° 0 0 0 0 C‘ 4 0 0 0 Virginia . 65 0 05 65 0 0 0 0 0 0 0 0 0 0 0 0 0 Total . 1,028 138 1, 166 ;5S5 l42 55 21 1310 67 25 2 45“ 16 138 25 8 0 The importance of industrial training is almost universally recognized by teachers of the colored race, and the negroes themselves are beginning to see its value. This feature of colored education was treated at some length in the Education Report for 1893-94. More complete statistics aro presented this year. For the first time the number of students in each industrial branch has been ascertained. Of the 37,102 students in the 162 colored schools nearly one-third, or 12,058, were receiving indus¬ trial training. Of these, 1,061 were learning farm and garden work, 1,786 carpentry, 235 bricklaying, 202 plastering, 259 painting, 67 tin and sheet-metal work, 314 forg¬ ing, 200 machine-shop work, 147 shoemaking, 706 printing, 1,783 sewing, 5,460 cook¬ ing, and 1,017 were learning other industries. An exhibit of the industrial side of colored education is made in the following table: Industrial training of colored students in 1894-95. Pupils receiv¬ ing industrial training. Students trained in industrial branches. State. r2 a Female. Total. P O •g a • u as pH Carpentry. Bricklaying. Plastering. Painting. Tin or sheet- metal work. fcb a ■& u o Machine-shop work. j Shoemaking. 1 Priniing. Sewing. tb a 3 o o U Other trades. Alabama . 1,159 1,278 2, 437 225 289 33 31 29 13 66 16 46 64 621 309 378 Arkansas . 105 62 167 15 20 0 0 0 0 20! 15 0 45 33 8 1 24 Delaware . 21 0 21 7 21 2 0 4 0 3 5 0 0 0 °| 0 District of Columbia . . 77 87 164 25 0 0 0 12 0 i 0 0 35 87 o 5 Florida . 09 152 221 20 64 0 0 0 0 0 0 0 0 102 35 0 Georgia . 489 1,455 1,944 39 143 13 13 14 30 40 0 5 76 1, 325 198 292 Kentucky . 143 217 360 30 12 0 0 0 0 0 0 0 0 62 62 0 Louisiana . 281 211 492 79 122 0 0 0 0 0 0 0 43 196 15 0 Maryland . 58 156 214 58 16 0 0 0 0 5 0 6 0 119 84 0 Mississippi . 189 285 474 293 136 0 3 23 0 71 0 27 i 32 191 94 2 Missouri . 94 107 201 40 0 0 0 0 20 25 0 9 107 0 0 New Jersey . 20 22 42 6 20 0 0 2 0 0 0 0 17 22 0 0 North Carolina . 659 1, 142 1,801 89 291 48 27 47 4 0 50 42 99 750 538 25 Ohio . 50 57 107 43 0 1 o 0 0 0 0 24 53 44 180 South Carolina . 486 548 1,034 54 208 118 118 126 0 70 77 6 86 536 117 0 Tennessee . 208 408 616 20 101 0 0 0 6 0 6 0 87 365 55 11 Texas 159 301 460 21 120 16 4 7 1 2 0 1 42 185 33 Virginia . 365 765 1, 130 105 71 5 6 7 1 15 6 14 38 666 191 100 "West Virginia . 59 114 173 44 0 0 0 0 2 0 0 _ — 0 0 Total . 4, 691 7, 367 12, 058 17061 1, 786 235; 202 259 67 314 200 147 706|5, 4601,783 1,017 EDUCATION OF THE COLORED RACE, 1337 Colored institutions received benefactions in 1894-95 amounting to $304,822. They received State and municipal aid amounting to $188,936; from productive funds, $98,278 ; from tuition fees, $101,146, and from other sources and unclassified sums amounting to $534,272. The latter figure includes the sums received by colored agri¬ cultural and mechanical colleges from the United States. The income of the colored institutions, so far as reported, amounted to $922,632. In the libraries of the 162 colored schools there were 175,788 volumes, valued at $357,549. The value of grounds, buildings, furniture, and scientific apparatus was $6,475,580, and the value of other property and endowments was $2,381,748. The following table summarizes the financial reports received from the 162 colored institutions: Financial summary of the 162 colored schools. State. Value of benefac- tions or be¬ quests, 1894-95. Volumes in li¬ braries. Value of libraries. Value of grounds, buildings, furni¬ ture, and scien¬ tific apparatus. Amount of any other property or endowment. Amount of State or municipal aid. Amount received from tuition fees. Amount received from productive funds. Amount received from other sources. Total income for the year 1894-95. Alabama $64 903 1 15, 21 2l $11, 350 $383, 269 $150, 363 $14, 500 $13, 276 $9, 068 [ $112, 769 $149, 613 Arkansas . 2,’ 894 4’, 450 5, 125 132, 200 35, 500 6,000 3, 860 2,450 2, 594 14, 904 Delaware ............. 0 281 400 20, 700 4, 000 4, 000 District of Columbia. . 0 16,350 670, 000 200, 000 29, 500 7, 987 8, 500 11, 541 57, 528 Mori da . 1, 866 1, 475 74, 300 2, 800 657 12, 019 15, 476 Georgia . . . 27, 888 1 24, 865 13, 560 973, 959 555, 000 2,819 13, 573 13, 304 52, 257 81, 953 Illinois . 125 250 Indian a . 1 250 500 10, 000 Kentucky . 15, 145 8,556 6,265 193, 220 103, 825 3,000 6, 356 4,264 4, 176 17, 796 Louisiana . 11,344 10, 227 5, 854 474, 422 98, 750 7,500 7, 120 32, 475 47, 095 Maryland . 9, 055 2, 200 300 64, 000 4, 500 6, 500 3, 966 'i,’m 22, 190 33, 773 Mississippi . . 2, 500 11, 200 10,205 345, 000 163, 575 4, 321 3, 941 5, 679 36, 238 50, 179 Missouri . . . 200 831 925 162, 125 65, 000 1, 367 1,284 50 67, 701 N e w J ersey . . . 7, 427 500 150 10, 000 5, 000 3, 000 500 3, 500 North Carolina . 23, 568 12, 670 6, 490 444, 995 39, 500 7,618 8,496 920 22,644 39, 678 Ohio . 8, COO 5, 000 2, 000 200, 000 25, 000 12, 500 3, 500 2, 300 8, 700 27, 000 Pennsylvania 15, 000 212, 000 ! 394, 800 22, 469 ! 11, 271 33, 740 South Carolina . 1,600 6,050 4, 730 180, 300 41, 350 2,150 7, 958 1,000 36, 668 47, 776 Tennessee . 25, 347 15, 482 240, 990 629, 100 30, 000 3, 430 11, 6441 1,227 39, 309 55, 610 Texas . . . 5, 428 5, 023 33, 330 273, 000 500 298 ! 2, 681 4, 300 7, 279 Virginia . 95, 122 14,150 10, 150 938, 000 504, 085 15, 000 3, 276, 22, 603 117, 301 158, 180 "West Virginia . 4, 401 5, 500 3, 500 85, 000 30, 000 3, 000 1,488! 2,093 3,270 9, 851 Total . . 1 175, 788 357, 549 *6, 475, 590 2, 381, 74S 188, 936 101, 146 98,278 534, 272 922, 632 Beginning on the next page is a table giving in detail the statistics of the 162 colored schools so far as reported to this Bureau. In the concluding pages of this chapter are printed two addresses in which are presented two views of the education of the colored race. The first was delivered at Brooklyn, N. Y., in January, 1896, at the dinner in honor of Alexander Hamilton by Booker T. Washington, principal of the Tuskegee Normal and Industrial Insti¬ tute. The second was delivered before the American Baptist Home Mission Society, at Asbury Park, N. J., May 26, 1896, by Edward C. Mitchell, D. D., president of Leland University, New Orleans, La. Mr. Washington pleads for the industrial as well as the intellectual training of the negro, while Dr. Mitchell advocates the higher education. 1338 EDUCATION REPOET, 1894-95. Statistics of schools for the education of the 1 2 4 5 6 8 9 10 11 12 13 14 15 1G 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 State and post- office. Name of school. Religious denomina¬ tion. Te White. achers. Colored. Total. Male. d 5 <0 Male. d rrt S o 1 2 3 1 5 6 8 ALABAMA. Cong _ | 5 Nonsect . . 1 "12 2! 2 17 M. E... 1 2 2 4 Coup- 1 5 G ...... 12 8 20 -N onsect 0 ... o 181 13 31 Coiifr _ 1 4 1 2 8 .do . Bapt, . 2 4 3 9 Cong . 7 12 0 1 20 Presb ..... 2 2 Tuskegee Normal and Industrial Institute Nonsect 41 25 66 ARKANSAS. A.M .. 5 2 7 Bapt _ 2 2 4 Bapt . 2 2 4 Meth . 5 G 3 1 15 Nonsect . . 3 0 3' 1 Southland . Southland College and Normal Institute. Friends . . . 4 1 1 8 DELAWARE. Dover . - _ Stato College for Colored Students . Nonsect . . 1 0 2 0 3 DIST. COLUMBIA. I "Washington _ _ Howard University . Nonsect . . 40 3 15 6 64 do . . Normal School, 7th and 8th divisions . Nonsect . . 0 0 2 6 8 rlo . Hi eh School, 7th and 8th divisions* . 13 9 22 do . ~\Y ay land Seminary . . . Bapt . 9 4 2 1 9 FLORIDA. ] .Tnolrsonvillo . _ Cookman Institute . . . . M. E . 0 6 3; o 9 ! . do . Edward Walters College * . A. M. E . . . 3 3 G Dive Oak ......... Florida Institute* . . . Bapt . 3 5 8 Ocala . . Emerson Home . . . . . M. E . 0 2 0 0 2 Orange Park . Orange Park Normal and Manual Train¬ Cong . 3 7 0 0 10 1 ing School. Tallahassee . State Normal and Industrial College for Nonsect .. 1 0 5 3 9 Colored Students. [ , GEORGIA. Athens _ ... _ Terual Academy . . . . . ... Bapt . 1 3 4 ..do _ _ . . Knox Institute . . . . . . Cong . 1 3 4 do . "West Broad Street School . . . r:" 2 4 6 Atlanta _ Atlanta Baptist Seminary . Bapt _ _ 3 2 4 0 9 do . Atlanta University _ _ _ ... _ Nonsect . . 6 1° 16 do . . Gammon School of Theology. _ _ _ _ M. E . 3 0 1 0 4 rlo _ . Morris Brown College _ _ _ _ _ _ A. M. E .. ! o 4 7 11 . do . Spelman Seminary . . . . Bapt . 0 34 2 2 381 . do . Storrs School . Cong _ 0 7 0 0 7 Augusta . Haines Normal and Industrial School. . . . Presb . 1 2 3 10 15 . do . Paine Institute . Meth . _ 2 1 2 1 6 . do . "Walker Baptist Institute . . . Bapt . 0 0 4 4 8 College . . Georgia State Industrial College . . 0 0 11 0 11 Pa, C-rano'e Da Grange Academy ... Bapt . 2 2 4 MrTntosh Dorchester .Academy Con"- . 1 6 Macon . Ballard Normal School . . Cong . .' _ 2 12 0 0> 14 Roswell . Roswell Public School * _ _ _ _ _ ....1 Savannah. . . Beach Institute . . .... ........ South Atlanta Clark University M. E . 6 5 4 4 19 Thomasville _ _ _ Allen Normal and Industrial School . Cong . 0 7 0 0 7 "W ayn eshoro . Haven Notm3! Ar'ademy*.- . . 2 4 G ILLINOIS. Cairo . Sumner High School . 1 1| 2 * Statistics of 1893-94. 1339 EDUCATION OF THE COLORED RACE. colored race, 1894-95 — Detail table, Fart I. Pupils enrolled. Students. Graduates. Total. Ele¬ mentary grades. Second¬ ary grades. Golle- Clas- Scien- giate sical tifio classes courses courses English course. Nor¬ mal course. Busi¬ ness course. High school course, j Nor¬ mal course. Colle¬ giate course. r2 3 S © I 0 ft 0 A 0 3 a 0 ft r2 r={ © gJ a 0 ft 0 "3 a © 7s 3 © ft © a a 0 1 0 © *3 a © 1 ft © ra © 7s a © ft J0 ”3 _© a © ft A ■opuno^x | © 3 a Female. © 3 a 3 a © ft © 3 N ,2 3 a © ft 9 10 a 12 18 14 15 16 » 18 19 20 21 09 __ 23 24 25 26 2 7 28 30 31 82 50 118 36 102 14 16 125 146 125 146 1 125 148 53 53 77 “T ....... ....... 0 g 50 90 50 90 420 439 293 294 127 145 165 127 145 9 10 199 208 56 42 143 0 1 o o 199 208 13 13 16 9 0 0 9 13 0 ”6 | 135 141 126 133 9 8 o 0 9 8 113 129 10 25 0 0 3 0 0 0 100 118 83 35 35 2 3 35 18 55 56 8 o: 258 323 204 305 48 18 0 6 0 6 0 6 0 0 0 6 6 0 0 46 40 2 o' 31 0 31 27 0 480 329 210 159 218 157 52 13 270 170 17 15 39 43 19 31 13 12 0 5 1 31 43 8 o 2 26 60 40 11 20 4 8 17 35 1 1 70 80 58 21 16 O 9 6 6 1 4 1 4 123 189 88 171 20 17 15 1 *13 14 123 69 20 80 49 89 90 59 65 26 21 4 4 3 3 1 1 9 3 23 6 13 10 327 4 0 o 10 4 13 71 2 0 22 o 0 0 o 0 10 0 4 o 393 194 36 93 30 96 5 17 4 3 0 T17 47 0 0 8 2 0 2 24 0 0 2 24 ...? 0 0 0 0 0 0 0 2 24 0 0 2 24 0 197 421 197 421 66 41 98 63 89 61 9 2 ! 14 n 103 144 75 111 28 33 .... 84 129 96 63 74 44 22 19 .... 55 81 30 35 25 46 21 40 0 49 50 57 0 38 9 49 0 11 41 8 0 0 0 0 0 0 0 49 50 57 0 3 0 0 0 0 0 0 0 0 0 21 3 i 14 28 9 0 0 0 0 0 0 15 32 6 5 4 2 68 85 56 159 48 83 34 153 21 2 21 6 0 0 0 0 2 2 20 83 18 153 0 0 0 0 0 1 0 o 0 0 0 0 196 261 126 130 70 131 1 3 0 0 150 0 72 0 50 0 28' 0 0 0 50 0 6 0 0 0 3 0 1 0 G 78 139 64 85 44 4 13 7 0 83 10 3 0 2 2 84 0 84 0 203 0 281 491 155 0 223 416 24 0 29 52 24 0 29 23 3 0 0 0 24 0 0 3 155 0 223 52 0 0 29 14 0 0 0 0 4 7 0 o 4 2 0 o 0 0 75 147 75 147 0 0 0 0 o 0 o 0 8 136 262 116 142 20 120 48 160 3 0 2 8 2 99 82 28 28 66 52 5 2 9 1 4 1 36 55 36 55 0 i o o 0 0 0 25 0 0 0 13 0 0 0 10 0 0 0 0 2 1 0 0 0 0 201 0 101 0 91 0 9 0 22 69 175 87 250 64 164 87 244 5 11 0 6 0 0 0 0 0 0 64 175 87 250 5 16 0 15 0 0 0 0 0 i ° 0 1 0 125 143 275 146 110 111 225 109 15 32 50 37 0 1 0 0 0 5 20 10 30 2 8 0 0 1 g 1 6 0 0 ... 160 181 116 130 40 51 4 ... 0 19 5 20 48 2 45 105 130 167 35 50 112 67 10 55 18 100 0 0 0 0 0 0 10 18 0 6 55 1 on 0 0 1 2 1 0 0 7 21 7. 21 0 0 0 0 0 0 7 21 0 5 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 35 37 38 39 40 41 42 43 44 45 46 47 48 49 50 1340 EDUCATION REPORT, 1894-95. Statistics of schools for the education of the colored 51 State and post- office. Name of scliool. Evansville. . New Albany Governor High School. Scribner High School . . KENTUCKY. Berea . Frankfort .... Lebanon . Lexington - Louisville _ - do . Paris . LOUISIANA. Alexandria Baldwin . New Iberia .... New Orleans.. - do . . _ do . _ do . . MARYLAND. Baltimore . . do . Hebbville . 70 j Mel vale . 71 Princess Anne. 86 MISSISSIPPI. Clinton . Edwards . Holly Springs . . . - do . Jackson . Meridian . Natchez . Tougaloo . Westside . MISSOURI. Hannibal . Jefferson City ... Kansas City . Mill Spring . Sedalia . NEW JERSEY. Bordentown . NORTH CAROLINA Ashboro. . . Beaufort . Charlotte . Clinton . . Concord . Elizabeth City.. Fayetteville - Eranklinton ..... . do . . Berea College . State Normal School for Colored Persons. St. Augustine’s Academy* . . Chandler Normal school* . . Christian Bible School . Central High School . Paris Colored High School . . Alexandria Academy a . Gilbert Academy and Industrial College Mount Carmel Convent a . Leland University . New Orleans University . Southern University . Straight University . . Baltimore City Colored High School . Morgan College . Baltimore Normal School for Training Colored Teachers. * Industrial Home for Colored Girls . . . Princess Anne Academy . Mount Hermon Female Seminary* . Southern Christian Institute. . . ! . Bust University . State Colored Normal School . Jackson College . Meridian Academy . Natchez College * . . . Tougaloo University . Alcorn Agricultural and Mechanical Col¬ lege. Douglass High School * Lincoln Institute . Lincoln High School ... Hale’s College . Geo. E. Smith College.. Colored Normal and Industrial School.. Ashboro Normal School . Washburn Seminary . . Biddle University . Clinton Normal Institute* . . Scotia Seminary . State Colored Normal School . State Colored Normal School . . Albion Academy, Normal and Industrial School. Eranklinton Christian College . Eeligious denomina¬ tion. Non sect Nonsect .. Nonsect .. E. C . Cong - Christian . Nonsect .. Nonsect .. M.E. Bapt .... M. E _ Non sect Cong . . . M. E _ Nonsect Christian . M. E . . Nonsect . . Bapt . M. E . Cong - Nonsect .. Nonsect M.E.... Nonsect Nonsect . . Presb _ Presb . . . Nonsect Nonsect Presb. . . Christian . Teachers. White. A ® a 3 i e & 4 15 Colored, 8 0 3 3 .... Vi .. 8 --1 2 * Statistics of 1893-94. EDUCATION OF THE COLORED RACE, 1341 race , 1894-95 — Detail table, Part I — Continued. Pupils enrolled. I Students. j Graduates. Ele- Second- Colle- Clas- Scien- English course. Nor¬ Busi¬ 1 Hi/ ?h Nor¬ Colle¬ Total. mentary ary giate classes sical tific mal ness school mal giate grades. grades. courses courses course. course. course. course. course. d © d d d A © ! d Id ^d o d r2 A 3 *3 ci a £ d A 'ci | £ A © r2 cj g © pH Male. Is £ Malo. a & r2 ci S I © 3 3 © Male. a ® d A 3 s r© ; © ci a g 9 10 11 12 13 14 15 10 17 18 19 20 22 23 24 25 26 27 28 29 30 Cl 32 21 60 44 65 21 12 44 21 44 - 4 3 0 0 45 139 52 16 :::: 12 16 3 4 "IR 212 132 35 64 66 27 45 14 17 5 39 11 0 4 3 0 0 4 43 62 24 19 ....( 19 27 1 6 0 76 35 41 ... 0 238 238 .... 26 0 .... 26 0 .... .... r"1 282 524 9^9 386 90 50 138 50 138 6 16 6 16 G 16 173 163 90 53 61 30 12 12 18 2 8 26 34 2 8 2 ... 8 3 3 3 ! 3 ! 95 75 68 63 15 0 12 6 12 0 1 0 114 27 l] 2 200 239 170 187 319 20 39 10 13 18 5 0 0 190 200 13 5 13 3 1 3 3 3 1 0 250 353 919 31 34 0 33 8 26 3 4 1 0 118 255 190 98 158 206 12 28 8 4 0 1 1 10 3 1 2 1 2 o 0 314 161 67 85 50 0 5 0 20 16 14 22 12 9 4 1 0 401 100 40 100 11 0 0 103 57 40| 50 2 1 55 6 I 0 0 5 2 1 0 7 10 1 .... n 10 .... 1 1 0 58 160 0 90 0 70 | 0 60 44 21 16 28 21 -9 7 6 1 6 1 58 44 31 27 r" 1 6 1 6 0 0 78 114 78 114 35 47 28 40 4 4 3 3 1 1 2l 1 2 0 0 0 0 0 0 113 117 56 71 49 48 6 0 22 4 56 71 33 44 2 2 2 0 83 84 ' 32 39 28: 24 34 0 67 63 32 25 4 1 4 1 80 82 0 0 80 82 80 82 3 1 57 112 40 86 17 26 .... 30 ... 52 10 15 8 10 50 86 24 58 26 28 1 i 201 176 173 159 28 17 22 17 2 1 | 298 7 200 6 5 45 0 53 2 15 0 14 0 7 0 21 24 4 15 20 | 111 94 64 67 41 26 7 0 Q o 1 39 26 7 2 1 0 36 64 0 o 36 64 0 0 0 0 36 64 0 0 0 0 0 0 2 3 0 0 0 0 48 25 5 5 43 20 0 0 0 0 0 0 0 0 1 25 10 4 0 0 0 0 0 0 0 45 35 22 50 20 4 6 4 0 5 n 40 30 5 7 20 5 5 15 17 | 5 ' 0 10! 5 0 100 90 25 20 75 70 18 9 79 84 69 77 10 7 0 0 0 6 0 0 10 7 10 I i 0 6 0 0 0 0 0 0 260 0 19 0 172 0 69 0 69 0 30 0 30 0 30 o 30 0 13 0 25 50 19 46 6 4 6 4 6 4 0 283 0 268 0 15 0 8 0 15 0 4 0 9 0 50 114 14 40 32 62 5 11 1 0 0 0 0 0 0 42 64 42 64 ... 104 131 15 18 91 111 6 4 72 90 66 80 4 12 ... 2 2 4 2 a No report. 51 52 53 54 55 56 57 58 59 CO Cl 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 7? 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 1342 EDUCATION REPOET, 1894-95. Statistics of schools for the education of the colored State and post- office. Name of school. Religious denomina¬ tion. Te White. lachers. Colored. 73 o H 8 © r<§ 4 © *03 a © Ph 5 © a G ® 7-3 a © PR 7 1 2 3 NORTH CAROLINA— continued. 96 4 4 8 97 .do . N onsect . . 0 i 2 q 3 98 7 0 7 the Colored Race. * 99 Meth . 5 5 10 100 Cong . 6 6 101 Nonsect . . o 0 1 i 2 102 Pee Dee . Barrett Collegiate and Industrial Insti- Nonsect .. 0 0 4 tute. 103 Nonsect .. 2 i 3 104 Bapt . 12 4 8 2 26 105 . do . P. E . 2 0 5 12 106 2 7 2 4 15 107 A M. E.Z. 11 8 19 108 Nonsect . . "6 0 3 1 109 Bapt . 1 2 2 4 110 Cong . 1 11 0 c 12 111 Nonsect . . 1 2 1 3 112 Bapt . 2 2 4 { OHIO. 113 "Will) erf orce . Wilberforce University . A.M.E... 1 3 9 5 18 PENNSYLVANIA. 114 Lincoln Univer¬ Lincoln University* . . . Presb . 11 11 sity. SOUTH CAROLINA. 115 Aiken . Schofield Normal and Industrial School . . Nonsect .. 2 6 4 3 15 116 Beaufort . Bean fort A cad emy *.. . 1 1 2 117 __ d O . . TTnrhison Institute . . Presb 2 2 4 118 Camden . Browning Industrial Home and School. . . M.E . 4 4 119 Charleston . . . Avery Normal Institute . Con0- .. 1 4 1 2 8 120 _ do . Wallin frford Academy* _ _ 1 5 6 121 Chester _ _ . . Brainerd Institute _ _ _ _ Presb . 1 3 1 3 8 122 Columbia . Allen University _ ......... _ ...... A. M . 4 2 6 123 . do . Benedict GnllfiP'fi . . . . Bapt . 2 5 1 1 o 8 124 Frogmore . Penn Industrial and Normal School ... Nonsect . . 0 3 4 5 12 125 Greenwood . Brewer Normal School . Cong . 1 6 126 Orangeburg . Claflin University avid Agricultural Col¬ Nonsect . . 7 3 3 7 20 lege and Mechanics’ Institute. TENNESSEE. 127 .Toriesbnro . __ Warner Institute . . Con* 0 3 0 1 4 128 Knoxville . Austin "FTipIi School.. . . Nonsect . . 6 4 10 129 . do . Knoxville College _ _ _ U. Presb. . 5 16 21 130 Maryville . Freedmen’s Normal Institute . Friends _ 1 2 7 4 14 131 Memphis . Hannibal Medical College . Nonsect .. 0 0 11 0 11 132 . do . . 1 Le Moyne Normal Institute * . 0 0 3 14 17 133 Morristown _ Morristown "NTor Trial -A-cadcmy* M. E . 5 13 18 134 Murfreesboro Bradley -A.cacl.eniy * . . 135 Nashville . Central Tennessee College ....... _ _ M.E . 4 5 2 0 11 136 . do . Fisk University _ _ ...... Cong . 10 20 1 o1 31 137 . do . Meigs’s Hioii Scliool Nonsect .. 4 8 12 138 . do . B.ocrp/r \y UnivATsity Bapt . 4 5 G 1 16 N TEXAS. 139 A n st.in Tillotson College ........................ Cong . 3 10 0 0 13 140 BtorIiR/Td Fast End High School * _ ............... 1 1 2 141 rirnp.lr Af.f. Mary Allen Seminary * .................. 1 13 14 142 Galveston Central High School . Non sect . . 0 0 4 2 6 143 Hearn o _ . . Hearne Academy and Normal and In¬ Bapt . 2 1 4 dustrial Institute. 144 Marshall . . Bishop College . Bapt . 3 8^ 6 l| 18' Statistics of 1893-91. EDUCATION OF THE COLORED RACE, 1343 race , 1894-95 — Detail table, Part I— Continued. Pupils enrolled. Students. Graduates. Total. Ele¬ mentary grades. Second¬ ary grades. d "ci a Eemale. Male. _® "s a © ft d I © 's g © 9 10 11 12 13 14 140 116 19 26 121 90 30 75 20 44 10 31 37 26 30 19 97 106 5 0 92 106 62 136 57 122 14 5 38 43 12 19 24 26 50 85 20 30 22 32 62 118 20 45 42 73 194 168 70 59 : 90 85 79 139 54 111 18 23 450 361 420 310 30 51' 79 69 37 38 26 27 50 51 43 37 i i 14 40 55 15 26; 25 29 135 225 95 165 40 60 35 75 25 50 10 25 91 120 64 68 44 45 1 175 130 77 63 37 77 167 74 149 25 35 49 114 185 203 184 196 1 7 53 52 46 45 n 7 55 95 40 30 25 55 135 275 91 158 44 117 73 148 60 112 13 36 74 77 65 70 9 7 131 122 52 50 33 29 59 76 0 0 59 76 136 118 121 104 15 14 108 123 101 120 7 3 342 228 286 187 39 35 50 61 41 50 7 13 300 320 298 300 10 12 146 171 82 104 46 62 128 125 51 62 74 60 6 1 3 1 3 0 223 447 191 386 32 61 141 149 39 51 102 98 136 206 131 187 5 19 157 169 57 58 64 94 212 327 83 138 156 107 219 365 176 283 43 82 110 117 58 83 34 33 95 98 71 82 22 18 203 245 185 216 18 29 0 232 0 112 0 120 90 122 73 104 17 18 35 41 22 29 13 12 179 189 112 158 49 16 Colle¬ giate classes Clas¬ sical courses Scien¬ tific courses English course. nor¬ mal course. Busi¬ ness course. High school course. nor¬ mal course. Colle¬ giate course. d 'cS | Female. Male. j Female. Male. T; B PR Male. "5$ a o rH Male. | Female. "(3 © 'is 1 ft © Female. d 'a! 1 S Ts a © ift Male. Female. | 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 11 6 21 7 96 79 71 90 3 3 5 17 7 7 3 12 14 3 2 0 0 0 0 0 0 24 26 0 0 0 0 0 17 14 4 3 19 12 10 12 14 18 3 0 7 9 4 7 1 0 I 42 73 2 o 30 28 0 6 3 2 20 30 90 85 0 0 0 0 0 3 1 1 7 5 0 1 | o 0 i 16 4 16 4 0 0 0 0 26 27 0 0 10 7 3 0 1 0 0 0 0 14 43 37 3 1 0 0 0 0 0 0 8 5 8 5 8 2 2 3 5 3 5 _ 20 35 6 7 6 7 i 91 120 9 23 0 2 ' 43 8 22 4 .... 15 7 77 62 50 57 9 6 5 9 7 8 4 0 167 0 38 0 0 0 0 0 0 0 49 114 8 10 0 0 1 9 1 9 0 0 1 7 2 3 65 85 r 20 1 2 1 2 0 0 10 18 0 0 34 99 1 21 4 21 4 21 0 0 8 0 i rj 9 7 4 3 46 43 1 0 2 0 43 43 6 9 0 0 4 5 0 0 55 71 0 0 6 10 0 0 0 0 0 0 15 14 15 14 0 0 2 i 0 2 0 0 0 0 0 0 0 0 0 108 123 0 0 0 0 1 0 0 0 0 0 17 6 25 19 15 10 20 39 9 9 9 4 8 8 0 0 0 0 0 0 48 56 2 1 6 0 1 2 0 1 0 2 18 5 15 5 3 o 0 o 13 11 9 8 9 8i 1 0 3 3 0 0 3 3 64 75 64 50 0 0 7 4 I 1 1 0 0 1 1 66 113 3 6 . .... 31 42 8 1 | 36 17 27 14 9 11 105 119 23 33 1 3 3 0 46 9 38 9 8 0 3 79 0 0 18 3 1 J 8 4 43 82 176 283 2 9 18 3 15 1 3 0 58 83 10 19 5 5 1 5 4 0 0 0 0 0 4 6 91 88 22 18 0 0 1 1 1 i 0 0 0 120 0 25! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 12 19 14 0 0 4 0 0 0 0 0 0 0 .... J 1 97 98 99 100 101 102 103 104 105 108 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 128 140 141 144 1344 EDUCATION REPORT, 1894-95. Statistics of schools for the education of the colored 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 State and post- office. Name of school. Religious denomina¬ tion. Te White. achers. Colored. Total. Male. Female. Male. Female. 1 2 3 4 5 6 7 8 TEXAS— cont’d. M. E . 2 7 3 12 Prairie View . Prairie View State Normal School* . r\ 2 3 5 Waco . Paul Quinn College . A. M. E... 5 2 7 VIRGINIA. \ Burkeville . Tngleside Seminary . Presh . 8 8 Hampton . Hampton Normal and Agricultural In Nonsect .. 13 35 9 1 58 stitute. Lawrence ville .... St. Paul Normal and Industrial School . . . Epis . 2 8 10 Longfield . Curry College* . Bapt . 2 2 4 Manassas . Manassas Industrial School for Colored Non sect .. 0 0 2 2 4 Youth. Manchester . Public High School, colored . Nonsect . . 4 4 8 Norfolk . Norfolk Mission College . TJ. Presb. . 4 n 0 3 14 Petersburg . Bishop Payne Divinity and Industrial Epis . 1 0 2 0 3 School. . do . Peabody School . . Non sect . . 0 o 1 11 12 . do . Virginia Normal and Collegiate Institute. Nonsect .. 7 5 12 Richmond . Hartshorn Memorial College . Bapt . 1 6 0 2 9 . do . Richmond Theological Seminary . Bapt . 2 0 2 0 4 Staunton . Valley Training School* . 1 2 WEST VIRGINIA. Farm . "Vest Virginia Colored Institute . Nonsect . . 3 2 5 Harpers Ferry. . . . Storer College . Bapt . 2 1 2 1 6 Statistics of 1893-94. EDUCATION OF THE COLORED RACE, 1345 race, 1894-95 — Detail table, Part I — Continued. Pupils enrolled. Students. Grades. Total. Ele¬ mentary grades. Second¬ ary grades. Colie- Clas- Scien- giate si cal | tific classes courses courses 1 English ! course. I l for¬ mal course. Busi¬ ness course. High school course. 1 for¬ mal course. Colle¬ giate course. 6 3 . s Female. r2 a Female. JD 3 s Female. Male. 3 g Ph JV 3 a Female. 6 3 a | Female. Male. Female. Male. 1 Female. Male. I Female. Male. c5 a ® 1 Male. Female. | II Female. 9 10 H 12 13 14 15 16 17 IS 19 20 21 22 23 24 25 26 27 28 _29 30 31 j go 130 115 154 106 65 30 23 40 59 63 70 A2 69 43 33 • 5 0 ... 100 128 13 21 1 1 r 3 0 145 146 60 591 10 16 1 1 4 4 40 59 :::: 1 0 1 2 1 i 147 0 111 o 56 o 55 0 111 0 26 0 26 i 0 26 148 436 377 261 265 175 112 0 0 0 0 0 0 175 112 41 39 9 14 j 9 14 149 112 145 32 60 80 85 78 85 ■ 78 • 85 6 4 150 52 43 42 38 10 5 151 37 40 37 40 0 0 0 | 0 0 0 0 0 0 0 0 0 0 0 0 0 o 0 | 0 0 152 28 22 12 14 6 7' 1° 1 28 22 7 9 1 7 9 153 248 438 225 397 23 41 23 41 1 14 1 24 11 10 1] 10 154 10 0 0 0 0 0 10 0 0 0 0 0 0 o 0 1 o 0 0 0 0 0 0 1 0 155 297 142 450 179 280 25 413 31 17 102 37 146 0 15 0 2 0 0 17 37 297 450 0 53 0 94 0 0 3 2 10 1 o 8 0 11 0 0 156 157 ] 96 0 22 1 74 158 159 50 0 50 0 i 19 32 9 20 10 12 10 12 160 34 44 25 29 9 15 0 0 0 0 0 0 25 .... 29 9 15 0 0 0 0 161 61 74 20 25 41 49 0 0 9 9 0 0 52 65 41 49 0 0 2 0 6 2 162 ED 95 - 43 1346 EDUCATION REPORT, 1894-95. l 4 5 G 8 9 10 11 12 13 14 15 16 17 18 19 20 2L 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 Statistics of schools for the education of the Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving industrial 1 training. Students trained i: ti in tdustrial branches. CD § O Carpentry. faio -g I Plastering. Painting. i O 1 O GQ 6 0 - fcb a a © 0 rd rjl Printing. U’ 0 Xfl tio 0 0 d | -4-^ d 5 d -3 d ~~71 Female. r3 EH r3 CD a 0 c 0 p 0 EH fcJD 'Em O 1 2 3 1 5 6 7 9 10 11 I12 13 « 16 17 18 19 1 20 ALABAMA. 1 1 1 79 91 170 69 39 4 58 15' 10 25 2 10 6 1 i ‘ 250 300 550 75 200 200 Colored Students.* State Normal and Indus- 2 16 18 169 279 448 36 53 2 0 7 0 29 0 27 15 100 56 ,135 trial School. 48 44 92 48 0 0 0 0 8 0 0 0 44 1 10 0 10 1 ... Talladega College . 35 0 35 118 225 343 10 75 0 0 0 0 0 0 0 5 135 8 l110 31 0 31 Tuskegee Normal and In- 52 0 52 480 i 329 809* 108 38 31 31 22 13 29 16 19 44 93 35 68 dustrial Institute. 1 ARKANSAS. 0 18 18 18 Arkadelphia Academy . i Arkansas Baptist College . . ... 12 12 24 ... 24 Philander Smith College _ 12 0 12 38 0 1 38 38 Arkansas Normal College. . 0 0 0 40 20 60 0 15 20 15 ... 2 1 _ Southland College and Nor¬ 15 12 ! 27 15 5 5 15 8 mal Institute. 1 DELAWARE. I i State College for Colored 21 0 21 7 21 2 0 4 0 3 5 0 0 0 0 0 Students. DISTRICT OF COLUMBIA. Howard University . 217 34 251 77 64 141 25 12 35 64 5 Normal School, 7th and 8th i divisions. ... High School, 7th and 8th divisions. a 1 IV ayland Seminary . 34 0 34 23 23 23 FLORIDA. I Cookman Institute. . . 4 0 4 30 30 15 15 Edward Walters College a . . ...1 ... Florida Institute a . Emerson Home . 0 0 0 0 50 50 0 0 0 0 | 0 0 0 0 0 0 30 20 Oran «-e Park Normal and 49 57 106 49 571 Manual Training School. ... State Normal and Indus¬ 20 15 35 20 15 trial College for Colored Students. GEORGIA. Jerual A end fvro y •l«ija«iili ! Knox Institute . 0 85 85 85 1 West Broad Street School. . .. ... Atlanta Baptist Seminary . . 10 0 10 6 0 0 0 0 0 0 0 0 10 0 0 2 Atlanta University . ... ! Gammon School of Theology 84 0 84 _ I Morris Brown College . 10 0 10 8 17, 25 0 6 0 0 6 0 ... 0 . - 0 0 7 17 5 0 Spelman Seminary . 0 32 32 0 240 240 37 100 125 1 Storrs School . 0 130 130 0 0 0 0 0 0 0 0 0 0 130 ol 0 1 Haines Normal Indus¬ 0 8 8 10 262 272 1 1 5 6 262 trial School. ... 1 1 1 1 i°J * Statistics of 1893-94. EDUCATION OF THE COLORED RACE. 1347 colored race, 1894-95 — Detail tal)le, Part II. Chief sources of support. Value of benefactions or bequests in 1894-95. V olumes in library. s| •§ a 2 .© ’3 "3 s oi ti % A ||| O S o ^ ° ^ . $1, 500 $10, 000 0 $2, 000 $240 $2, 240 75 300 35, 000 . 76 VT K nil 25 2, -500 600 $300 900 77 78 $1, 500 2, 500 80, C00 0 1, 000 15,000 16, 000 79 2, 875 102. 500 ! $163, 575 2, 321 70 $5, 679 11,600 19, 670 80 81 31 81, 625' 65, 000 167 1, 084 66, 251 82 0 18, 000 83 0 2, 500 0 0 0 84 200 800 60, 000 1, 200 200 50 1, 450 85 State and private . . . . . . 7, 427 500 10, 000 5, 000 3, 000 500 3, 500 86 87 Am. Miss. Assn - - — 0 0 3, 000 0 152 83 0 0 235 88 Benevolence .. 89 City 31 300 50 50 400 90 'F’rporlTnPTi ’s "N* Prps-h f'lliT* 11, 150 1,000 60, 000 4, 500 0 0 0 0 91 State _ _ _ _ _ _ 0 0 ' 0 900 0 0 0 900 92 93 Brest). Br. nnrl State _ 5, 000 | 1,100 15, 000 1,-500 1, 500 94 State and benevolence. 219 11, 000 1, 400' 150 2, 776 4, 320 95 1,500 L 6,000 4, 000 100 0 320 1,400 1, 820 96 State and Peabody F . . 150 300 2, 000 0 1,500 0 0 150 1, 650 97 State . . . 98 F. A. and E.J3 . 99' Am. Miss. A ssn _ _ 100 200 111 111 100 Tuition . . . 10 150 1, 000 0 180 0 15 195 101 Donations and tuition . 978 1, 000 8, 000 3, 080 3, OSC 102 State . . 250 1 103 Am. B. ±L M. So . . . 2, 000 200,000 30, 000 0 2, 172 8,497 10, 669 104 105 State and city. . 200 . 106 A. M. E. Z. Cli . 3, 500 3, 000 110, 000 1, 000 500 200 5, 800 6, 500 ! 107 State and Peabody F . 0 920 0 0 1,480 0 0 0 1,480 108 Shiloh Bapt. Assn . 180 100 6, 135 250 50 210 510 109 Tuition . . . . 2, 500 700 12, 000 0 0 2, 000 200 2, 300 4, 500 110 ■ 111 Am. Bapt. H. M. S . . 10, 860 175 181 1, 446 1, 802 112 "A. M. E. Ch. and State . 8, 000 5, 000 200, COO 25, 000 12, 500 3, 500 2, 300 8, 700 27, 000 113 a No report. 1352 EDUCATION REPORT, 1894-95. Statistics of schools for the education of the colored 114 115 116 117 118 119 120 121 122 123 124 125 12G 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 Name of school . Students in pro¬ fessional courses. Pupils re¬ ceiving industrial training. Students trained in industrial oranches. Farm or garden work . Carpentry. Bricklaying. Plastering. Painting. Tin or slieet-metal work. So 'So o Fh c o © a IS © ci S Shoemaking. Printing. •SuiAVOg Cooking. Other trades. A Female. Total. Male. 6 c3 a © Fh Total. 1 o 3 4 5 6 7 1 9 10 11 12 13 14 15 16 17 18 19 1° PENNSYLVANIA. 40 0 40 SOUTH CAROLINA. 40 20 60 8 i 20 6 114 20 dustrial School. Beaufort Academy a . Harbison Institute . 1 0 75 75 75 25 and School. Avery Normal Institute... 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 36 30 66 36 11 8 0 6 30 30 o rj 28 50 78 21 7 50 Penn Industrial and Nor- 0 0 0 103 81 184 “6 86 0 0 0 0 0 0 ”6 17 81 0 0 mal School. Brewer Normal School . 0 0 0 123 123 0 0 0 ' 0 0 0 0 0 0 0 123 20 0 Claflin University and Ag¬ 279 169 448 10 70 118 118 118 70 70 7 113 22 ricultural College and Mechanics Institute. TENNESSEE. Warner Institute . . 10 61 71 10 1 61 20 Austin High School . Knoxville College . 2 0 2 50 90 140 6 12 i 0 0 0 0 0 0 0 15 108 12 5 Freedmen’s Normal Insti¬ 0 1 0 0 0 0 0 0 0 i 0 0 0 0 0 0 0 0 0 0 0 tute. Hannibal Medical College.. Le Moyne Normal Insti¬ r.:: ... r* tute. a Morristown Normal Acad¬ l emy.* ... Bradley Academy a . Central Tennessee College. 165 0 165 59 83 142 4 22 j 0 0 0 c 0 G 0 40 52 3 6 Fisk University . 3 0 3 67 128 195 52 22 100 20 Meig’s High School . 1 1 Koger Williams University. 1 ' 22 46 68 14 10 44 TEXAS. Tillotson College ........... 0 4 4 91 84 j 175 5 91 1 0 0 3 0 1 1 0 0 0 84 0 0 East End High School a. . . . Mary Allen Seminary* . 1 Central High School . 0 0 0 0 0 0 0 6 0 1 0 0 0 0 1 0 0 0 0 0 0 Hearne Academy and Nor¬ 13 12 25 13 2 i 4 12 mal and Industrial Insti¬ tute. Bishop College . 12 0 12 52 128 180 1 28 !6 4 2 1 1 0 0 8 14 12 0 Wiley Universitv . 5 0 5 2 75 77 30 75 31 Prairie View State Normal ... 1 School, a . ... Paul Quinn College . 1 2 3 2 1 ...1 VIRGINIA. Ingleside Seminary . o 111 111 in 111 Hampton Normal and Agri¬ 250 191 441 46 22 0 1 5 1 13 6 . 6, 8 104 25 100 cultural Institute. St. Paul Normal and Indus¬ b 0 5 60 35 95 22 12 5 5 9 2 12 23 4 trial School. 8J Curry College a . Statistics of 1893-94. a No report. EDUCATION OF THE COLORED RACE, 1353 race, 1894-95 ■ — Detail table, Part II — Continued. Chief sources of support. Value of benefactions or bequests in 1894-95. Volumes in library. Valueof grounds, buildings, furniture, and scientific apparatus. Amount of any other prop¬ erty or endowment. Amount of State or munici¬ pal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1894-95. 21 22 23 24 25 26 27 28 29 30 15, 000 $212 000 $394, 800 $22, 469 $11, 271 $33, 740 Contributions . 900 33, 000 $150 $150 1, 000 5, 000 6, 300 50 6, 000 29,2 222 M.E. Ch . 300 400 _ 400 Am. M. Assn . . . 0 500 25, 000 0 0 2, 800 0 2, 500 ! 5, 300 500 1 300 o 0 336 0 1, 464 1, 800 io’ 000 o A. M. E. Ch . $600 40 000 1, 000 . 1,050 3, 950 5,000 1, 500 50, 000 40, 000 Contributions . 1,000 300 5, 000 350 0 0 0 1,000 1,000 Am . M. A ssn. Cong. Ch . . 200 10, 000 0 0 U.S., State, Slater and Peabody 0 1,800 0 2, 000 3, 000 . 22, 754 27, 754 Funds, F. A. and S. E. So. A.m. Miss. Assn . 60 50 8, 000 350 100 500 950 City. . . . 305| iol 000 Church and Miss. Society _ 13, 000 1,600 looj 000 3, 000 500 0 9, 500 13, 000 Hew Eng. Y. M . . 0 0 Donations and tuition . 300 1, 100 0 80 215 80 34' 409 A. M. A . 1 F. A. and S.Ed. S . 877 6, 275 7, 152 F. A. So. M. E. Chr . 1,687 4, 000 110, 000 5, 000 0 4,667 247; 7, 000 11, 914 Am. Miss. Assn . . 600 5, 227 400, 000 25, 000 0 5, 285 900 16, 000 22,185 City . Am. Bapt. "FT. M. So . 10, 000 4, 000 Am. Miss. Assn . . . 191 1,400 60, 000 0 0 1,181 0 2, 500 3, 681 300 50, 000 1, 800 1, 800 City . . . 48 18, 000 o 0 0 0 0 Am. Bapt. H, M. So . 1, 237 298 298 Am. Bapt. H. M. So . 875 75, 000 F. A. and S. Ed. So. M. E. Ch . . 2,000 A. M.E. Ch . 4, 000 400 70, 000 500 1, 500 1,500 Presb. Church . 400 3, 000 TJ. S . 80, 392 7,332 572, 000 424, 085 0 0 22, 203 97, 477 119, 680 Contributions . G, 500 40, 000 43* 114 115 116 117 118 119 120 121' 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 ED 95- 1354 EDUCATION REPORT, 1894-95. Statistics of schools for the education of the colored Students in pro¬ fessional courses. Pupils re¬ ceiving | industrial j training. | Students trained in industrial branches. o 44 Name of school. 6 s Pemale. Total. Male. Pemale. ■+3 o EH Parm or garden vc Carpentry. 3o a js* h p Plastering. 3c .9 3 +3 O g |§ o a bio _Pl '3c u o o * o m © PI 3 o cS S I Shoemaking. Printing. bio P % © 1 Cooking. 1 Other trades. 1 o 3 4 ±_ 7 8 r ' 10 1” 12 13 15 1 16 17 1 _ 18 19 20 _ Virginia — continued. — - ■ 152 153 Manassas Industrial School for Colored Youth. Public High School, Colored. 0 0 0 \ ” 401 ■ 77 37 37 0 i 0 0 0 0 1 i o 0 0 40 40 0 151 Norfolk Mission College. . - . 1 18 240 258 18 ^240 1 155 156 Bishop Payne Divinity and Industrial School. Peabody School® . .. 1 1 0 [ ... 10 0 0 0 1 0 0 0 0 ... 1° 0 . 0 0 0 0 0 l ° 0 157 Virginia Normal and Colle¬ 0 148 148 ... 148 ii 158 : giate Institute. Hartshorn. Memorial Col¬ 1 . 159 lege. Richmond Theological 50 0 50 1 . 169 | Seminary. 1 Valley Training School®. . . ! . WEST VIRGINIA. 161 yVest Virginia Colored In¬ 0 o 0 34 44 78 32 0 0 0 2 0 0 4 40 162 stitute. Storer College . 0 o 0 25 70 95 12 0 0 0 0 0 0 0 5 1 0 1 a No report. EDUCATION OF THE COLORED RACE, 1355 race, 1894-95 — Detail table, Part //—Continued. Chief sources of support. Value of benefactions or bequests in 1894-95. 1 Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. Amount of any other prop¬ erty or endowment. Amount of State or munici¬ pal aid. Amount received from tui¬ tion fees. Amount received from pro¬ ductive funds. Amount received from other sources. 3 ractical and possible thing for the North to help the South edu¬ cate the leaders, who in turn will go out and reach the masses and show them how to lift themselves up. In discussing this subject it is to be borne in mind that 85 per cent of the colored people South live practically in the country districts, where they are difficult to reach except by special effort. In some of the counties in Alabama, near Tuskegee, the colored outnumber the whites four and five to one. In an industrial sense, what is the condition of these masses? The first year our people received their freedom they had nothing on which to live while they grew their first cotton crop; funds for the first crop were supplied by the storekeeper or former master, a debt was created; to secure the indebtedness a lien was given on the cotton crop. In this way we got started in the South what is known as the mortgage or crop lien system — a system that has proved a curse to the black and white man ever since it was instituted. By this system the farmer is charged a rate of interest that ranges from 15 to 40 per cent. By this system you will usually find three-fourths of the people mortgage their crops from year to year, as many deeply in debt and living in one-roomed cabins on rented land. By this system debts and extravagances are encouraged, and the land is impoverished and values fall. The schools in the country districts rarely last over three and one-half months in the year, and are usually taught in a church or a wreck of a log cabin or under a brush arbor. My information is that each child entitled to attend the public schools in Massachusetts has spent on him each year between $18 and $20. In Alabama each colored child has spent on him this year about 71 cents, and the white children but a few cents more. Thus far in my remarks I have been performing a rather ungracious task in stating conditions without suggesting a remedy. What is the remedy for the state of things I have attempted to describe? 1358 EDUCATION REPORT, 1894-95. If the colored people got any good out of slavery it was the habit of work. In this respect the masses of the colored people are different from most races among whom missionary effort is made, in that the negro as a race works. You will not find anything like that high tension of activity that is maintained here ; still the negro works, whether the call for labor comes from the rice swamps of the Carolinas, the cotton plantations of Alabama, or the sugar cane bottoms of Louisiana, the negro is ready to answer it — yes, toil is the badge of all his tribe, though he may do his work in the most shiftless and costly manner, still with him it is labor. I know you will find a class around railroad stations and corners of streets that loaf, just as you will find among my people, and we have got some black sheep in our flock, as there are in all flocks, but the masses in their humble way are industrious. The trouble centers here : Through the operations of the mortgage system, high rents, the allurements of cheap jewelry and bad whisky, and the gewgaws of life, the negro is deprived of the results of his labor. Unused to self-government, unused to the responsibility of controlling our own earnings or expenditures, or even our own children, it could not be expected that we could take care of ourselves in all respects for several generations. The great need of the negro to-day is intel¬ ligent, unselfish leadership in his educational and industrial life. Let me illustrate, and this is no fancy sketch : Ten years ago a young man born in slavery found his way to the Tuskegee school. By small cash payments and work on the farm he finished the course with a good English education and a practical and theoretical knowledge of farming. Returning to his country home where five- sixths of the citizens were black, he still found them mortgaging their crops, living on rented land from hand to mouth, and deeply in debt. School had never lasted longer than three months, and was taught in a wreck of a log cabin by an inferior teacher. Finding this condition of things, the young man to whom I have referred took the three months public school as a starting point. Soon he organized the older people into a club that came together every week. In these meetings the young man instructed as to the value of owning a home, the evils of mortgaging, and the importance of educating their children. He taught them how to save money, how to sacrifice — to live on bread and potatoes until they could get out of debt, begin buying a home, and stop mortgaging. Through the lessons and influence of these meetings, the first year of this young man’s "work these people built up by their coutributions in money and labor a nice frame schoolhouse that replaced the wreck of a log cabin. The next year this work was continued and those people, out of their own pockets, added two months to the original three months’ school term. Month by month has been added to the school term till it now lasts seven months every year. Already fourteen families within a radius of 10 miles have bought and are buying homes, a large proportion have ceased to mortgage their crops and are raising their own food supplies. In the midst of all was the young man educated at Tuskegee, with a model cottage and a model farm that served as an example and center of light for the whole community. My friends, I wish you could have gone with me some days ago to this community and have seen the complete revolution that has been wrought in their industrial, educational, and religious life by the work of this one teacher, and I wish you could have looked with me into their faces and seen them beaming with hope and delight. I wish you could have gone with me into their cottages, containing now two and three rooms, through their farms, into their church and Sunday school. Bear in mind that not a dollar was given these people from the outside with which to make any of these changes; they all came about by reason of the fact that they had this leader, this guide, this Christian, to show them how to utilize the results of their own labor, to show them how to take the money that had hitherto been scattered to the wind in mortgaging, high rents, cheap jewelry and whisky, and to concen¬ trate in the direction of their own uplifting. My people do not need or ask for charity to be scattered among them; it is very seldom you ever see a black hand in any part of this country reached forth for alms. It is not for alms we ask, but for leaders who will lead and guide and stimulate our people till they can get upon their own feet. Wherever they have been given a leader, something' of the kind I have described, I have never yet seen a change fail to take place, even in the darkest community. In our attempt to elevate the South one other thing must be borne in mind. I do not know how you find it here, but in Alabama we find it a pretty hard thing to make a good Christian of a hungry man. I think I have learned that we might as well settle down to the uncompromising fact that our people will grow in proportion as we teach them that the way to have the most of Jesus, and in a permanent form, is to mix in with their religion some land, cotton, and corn, a house with two or three rooms, and a little bank account; with these things interwoven with our religion there will be a foundation for growth on which we can build for all time. What I have tried to indicate are some of the lessons that we are disseminating into every corner of the black belt of the South, through the work of our graduates and EDUCATION OF THE COLORED RACE. 1359 through the Tuskegee negro conference, that brings together at Tuskegeo once a year 800 of the representatives of the black yeomanry of the South to lay plans, to get light and encouragement, and thus add the strength of mothers and fathers to the strength of the schoolroom and pulpit. More than anything else Tuskegee is a great college settlement dropped into the midst of a mass of ignoranco that is grad¬ ually but slowly leavening the whole lump. Of this you can be sure that it matters not what is said the black man is doing or is not doing, regardless of entanglements or discouragements, the rank and file of my race is now giving itself to the acquiring of education, character, and property in a way that it has never done since the dawn of our freedom. The chance that wo ask is, by your help and encouragement, to bo permitted to move on unhindered and unfettered for a few more years, and with this chance, if the Bible is right and God is true, there is no power that can permanently stay our progress. Neither hero nor in any part of the world do people come info close relations with a race that is to a large extent empty handed and empty headed. One race gets close to another in proportion as they are drawn in commerce, in proportion as the one gets hold of something that the other wants or respects — commerce, we must acknowl¬ edge, in the light of history, is the great forerunner of civilization and peace. Whatever friction exists between the black man and white man in the South will disappear in proportion as the black man, by reason of his intelligence and skill, can create something that the white man wants or respects 5 can make something, instead of all the dependence being on the other side. Despite all her faults, when it comes to business pure and simple, the South presents an opportunity to the negro for busi¬ ness that no other section of the country does. The negro can sooner conquer South¬ ern prejudice in the civilized world than learn to compete with the North in the business world. In field, in factory, in the markets, the South presents a better opportunity for the negro to earn a living than is found in the North. A young man educated in head, hand, and heart, goes out and starts a brickyard, a blacksmith shop, a wagon shop, or an industry by which that black boy produces something in the community that makes the white man dependent on the black man for something — produces something that interlocks, knits the commercial relations of the races together, to the extent that a black man gets a mortgage on a white man’s house that he can foreclose at will; well, the white man won’t drive the negro away from the polls when he sees him going up to vote. There are reports to the effect that in some sections the black man has difficulty in voting and having counted the little white ballot which he has tho privilege of depositing about twice in two years, but there is a little green ballot that he can vote through the teller’s window three hun¬ dred and thirteen days in every year, and no one will throw it out or refuse to count it. The man that has the property, the intelligence, the character, is the one that is going to have tho largest share in controlling the Government, whether he is white or black, or whether in the North or South. It is important that all the privileges of the law bo ours. It is vastly more important that w'e be prepared for the exercise of these privileges. Says the great teacher: “i will draw all men unto me.” Flow? Not by force, not by law, not by superficial glitter. Following in the tracks of the lowly Nazarine, we shall con¬ tinue to work and wait, tili by the exercise of the higher virtues, by the products of our brain and hands, we make ourselves so valuable, so attractive to the American nation, that instead of repelling we shall draw men to us because of our intrinsic worth. It will be needless to pass a law to compel men to come into contact with a negro who is educated and has $200,000 to lend. In some respects you already acknowledge that as a race we are more powerful, have a greater power of attraction, than your race. It takes 100 per cent of Anglo-Saxon blood to make a white Ameri¬ can. The minute that it is proved that a man possesses ono one-hundredth part of negro blood in his veins it makes him a black man; he falls to our side; we claim him. The 99 per cent of white blood counts for nothing when weighed beside 1 per cent of negro blood. None of us will deny that immediately after freedom we made serious mistakes. We began at the top. We made these mistakes, not because we were black people, but because wo were ignorant and inexperienced jmople. We have spent time and money attempting to go to Congress and State legislatures that could have better been spent in becoming the leading real estate dealer or carpenter in our own county. We have spent time and money in making political stump speeches and in attending political conventions that could better have been spent in starting a dairy farm or truck garden and thus have laid a material foundation, on which we could have stood and demanded our rights. When a man eats another person’s food, wears another’s clothes, and lives in another’s house, it is pretty hard to tell how he is going to vote or whether he votes at all. Gentlemen of the club, the practical question that comes home to you, and to me as an humble member of an unfortunate race, is, how can we help you in working out the great problem that concerns 10,000,000 of my race, and 60,000,000 of yours. 1360 EDUCATION REPORT, 1894-95. We are here; you rise as we rise; you fall as wo fall; we are strong wheu you are strong ; you are weak when we are weak ; no power can sejiarate our destinies. The negro can afford to he wronged in this country; the white man can not afford to wrong him. In the South you can help us to prepare the strong, Christain, unselfish leaders that shall go among the masses of our people and show them how to take advantage of the magnificent opportunities tha,t surround them. In the North you can encourage that education among the masses which shall result in throwing wide open the doors of your offices, stores, shops, and factories in the way that shall give our hlack men and women the opportunity to earn a dollar. * * * Let it he said of all parts of onr country that there is no distinction of race or color in the oppor¬ tunity to earn an honest living. Throw wide open the doors of industry. We are an humble, patient people ; we can afford to work and wait. There is plenty of room at the top. The workers up in the atmosphere of goodness, love, patience, forbear¬ ance, forgiveness, and industry are not too many or overcrowded. If others would be little, we can be great; if others bad, we can be good; if others try to push us down, wo can help to push them up. Men ask me if measures like those enacted in South Carolina do not hurt and dis¬ courage. I answer, Nay, nay ; South Carolina and no other State can make a law to harm the black man in great measure. Men may make laws to hinder and fetter the ballot, but men can not make laws that Avill bind or retard the growth of manhood : Fleecy locks and black complexion Can not forfeit Nature’s claim ; Skins may differ, but affection Dwells in white and black the same. If ever there was a people that obeyed the scriptural injunction, “If they smite thee on one cheek, turn the other also,” that people has been the American negro. To right his wrongs the Russian appeals to dynamite, Americans to rebellion, the Irishman to agitation, the Indian to his tomahawk ; but the negro, the most patient, the most uure- sentful and law abiding, depends for the righting of his wrongs upon his songs, his groans, his midnight prayers, and an inherent faith in the justice of his cause, and if we judge the future by the past who may say that the negro is not right? Wo went into slavery pagans, we came out Christians. We went into slavery a piece of prop¬ erty, we came out American citizens. We went into slavery without a language, we came out speaking the proud Anglo-Saxon tongue. We wmut into slavery with the slave chains clanking about our waists, we came out with the American ballot in our hands. Progress, progress is the law of nature ; under God it shall be our eternal guiding star. HIGHER EDUCATION AND THE NEGRO.1 That education is the strength of our Republic, the source of its prosperity, the chief guarantee of its perpetuity, needs no discussion here. Is it necessary to defend in this presence the proposition that higher education, the work of colleges and uni¬ versities, is indispensable to the existence of any education among any people? What educated nation exists or ever has existed upon the earth without colleges of higher learning? Did common schools ever make an intelligent nation? Did com¬ mon schools ever exist in any nation excepting as the fruit of higher learning ? Should we ever have had our common-school system but for our colleges? To ask these questions is to answer them. The intelligence of the old world has all come down from her universities. The brighter civilization of America, with all her common-school system, has grown out of Harvard and Yale, Brown and Columbia, and William and Mary, Dartmouth and Williams, each of which was founded before the public school. The college is the fountainhead of all learning, and the only pos¬ sible source of supply for all secondary and primary schools of instruction. The colleges are more. They are the only developers of complete manhood. There can be no well-rounded, thoroughly balanced minds, capable of dealing with principles, measuring forces, comprehending relations, grasping and handling the great ques¬ tions of public life and human leadership, without the broad culture and thorough discipline which years of life in college alone can insure. Exceptional cases of remarkable genius or of abnormal growth do not vitiate this general rule. It has become an axiom in America, and our 500 colleges have grown out of it. Said Dr. Shedd, fifty years ago: “The common information of society is nothing more nor less than the fine and diffusive radiance of a more substantial and profound culture. This light penetrating in all directions is like a globe of solid fire. All this general and practical information which distinguishes from a savage (or although civilized yet ignorant) state of society — which distinguishes England and the United States from Africa and South America — did not grow up spontaneously from the earth, 1 An address delivered before the American Baptist Home Mission Society, at Asbury Park, N. J., May 26, 1895, by Edward C. Mitchell, D. D., president of Leland University, New Orleans, La. EDUCATION OF THE COLORED RACE. 1361 is not the effect of a colder climate or a harder soil. It has heen exhaling for centu¬ ries from colleges and universities — it has heen distilling for ages from the alembic of the scholar’s brain.” The history of the last fifty years has been accumulating evidences of this great truth, and all nations have been furnishing illustrations of it. A new nation has now come upon the stage. Eight millions of people have been thrust into the center of our civilization. They have been endowed with citizenship, with all its responsibilities, with all its possibilities for good or evil. They consti¬ tute about one-eighth part of our body x>olitic. Among them is over one-third of the Baptist denomination of this country. Shall they bo educated? Can we afford to leave one stone unturned, one agency unemployed, which might lead this mighty force put of the slough of ignorance and poverty and vice up into tho plane of Chris¬ tian manhood and useful citizenship? There can bo but one answer to this question. If we have any love for our country ; if wo have any regard for our brethren in Christ Jesus; if we have any loyalty to our great Baptist brotherhood, wo can not with¬ hold any possible facility for that self-improvement of which, through no fault of their own, they have for centuries been deprived. It goes without saying in this audience that education is whafc they need — educa¬ tion, moral, intellectual, physical. Providentially the moral education is not with¬ out a substantial basis. The spirit of God has not been absent from this people in their long night of bondage. With all their ignorance and even superstition at times, none can doubt the genuineness of their love to the Divine Master; and, to this day, religion among them is a very potent influence, and is very widespread in its exten¬ sion. From the census of 1890 it appears that the proportion of white Baptist com¬ municants to tho whole white population of the South is about 8 per cent (or 1 in 12), while the proportion of negro Baptist communicants to the whole negro popu¬ lation is 20 per cent (or 1 in 5). Moreover, tho moral and religious training of the negro in the days of slavery was by no means altogether neglected. They enjoyed some advantages which have now passed away from them. A large proportion of them not only^ received a religious training from members of white Christian families, but they were regular attendants upon white churches, and thus intelligently taught the Word of God. That theyno longer enter white churches is athingto beexpected under present circumstances; nor can it be regretted if only a proper leadership, out of themselves, can be raised up for them. It is evident, however, that what they need in religious things is not so much the spiritual as the intellectual. It is a better intelligence to guide their religious proclivities which is the onething lacking in many localities. This brings us to the question: What should be tho intellectual training of this people? If negroes are men and women, members of the human family, endowed with similar capacities and tendencies which appear in other races, then our question is already answered by what wo said in tho beginning. If the experience of five hun¬ dred years has taught us any wisdom in regard to tho processes of human develop¬ ment; if we, in our American republic, kaAm learned anything in the last two cen¬ turies as to what constitutes education, and what means and appliances aro best to make it effective, then hero and now wo liaAm a grand opportunity to employ this Avisdom for the elevation of a neAAr race. There is nothing for us to do but to put into operation tho same agencies by which we ourseWes haAre been educated, taking advantage of all tho improvements which modern science has inATeuted, or our past mistakes have suggested. To imagine that the negro can safely do without any of the institutions or instru¬ mentalities which were essential to our own mental advancement is to assume that the negro is superior to the white man in mental capacity. To deprive him of any of these ad\Tantages, Avhich he is capable of using, would be to defraud oursel\res, as a nation and a Christian church, of all the added power Avhich his developed manhood should bring to us. It does not seem to be necessary in this audience to discuss the proposition that intelligence is power, and that the only road to intelligence is through mental discipline conducted under moral influences. What now have we been doing for our brother in black to kelp him in his life struggle? Tho work began somewhat as in the days of our fathers. The John Har- A'ards and the Eliku Yales of Pilgrim history found their counterparts in General Fiske, Dr. Phillips, Seymour Straight, and Holbrook Chamberlain, who founded colleges, eATen before it was possible for many to enter upon the college course, but with a wise forecast for the need that Avonlcl eventually come and is noAv actually upon us. A little later, about 187G, the people of the South organized public schools. In nearly all the Southern States the same proportionate provision is made for the negro as for tho whites, and this is and must eA^er be the main dependence of the elevation of the negro. With all the honor which is due, and which is cheerfully rendered to Northern benevolence, for the splendid foundations of higher learning, it should not be forgotten that more than ten times as much money has been appropriated by the South for negro education. 1362 EDUCATION REPORT, 1894-95. It is true tliat this provision is inadequate for both races. In about one-third of the States an average of only four months per annum of instruction is given. This is not from want of will, but of means. The poverty of the South is yet very great. We of the prosperous North can not understand it. If we did, wo should better appreciate the pluck and energy and uncomplaining self-sacrifice with which they adjust themselves to their new conditions and bear their heavy burdens. President Dreher, of Roanoke College, Virginia, has shown by reliable statistics that with all the apparent inferiority of the South in her apxmintments for education, yet in pro¬ portion to her means she is doing even more than the North for this purpose. But what shall wo teach the negro ? Shall we give him anything beyond the three R’s? By “we,” of course, is meant, “we white folks,” but Southern white folks have long ceased to teach the negro the common branches at all. This work has all been relegated to negro teachers. Let us take for examplo Mississippi, which, hith¬ erto, has shared with Louisiana the unenviable distinction among States of having the greatest amount of illiteracy. The State superintendent of public instruction, Mr. J. R. Preston, wrote for the New York Independent last year, in reply to some inquiry : “There is not a white teacher in the colored schools of the State, ” and this is substantially true of every State of the South. Your Northern friend, who desires to teach the three R’s, might travel from Mason and Dixon’s line to the Gulf, and ho would find every situation preempted. He would have to adopt for himself the Shakespearian lamentation, “Othello’s occupation’s gone.” The only place where ho would find primary instruction given by white teachers would be in our own so- called universities. According to the last report from Washington, the white teachers of public schools in the South are in the proportion of 1 to every 42 white pupils, and the colored teachers of 1 to every 51 colored pupils. The entire public-school system for the negro is carried on by negro teachers. And this not only in the lower grades of instruction. Superintendent Preston informs us that in Mississippi there are over 600 colored teachers who hold first-grade certificates. Now a first-grade certificate, in most States, means that the teacher has passed an examination in algebra, physics, physiology, chemistry, geometry, Latin, civil government, psychology, pedagogy ; or, in other words, with the excep¬ tion of Greek, he is fitted to enter the freshman class in any Southern college. And Superintendent Preston says: “These teachers are examined by a white board. They have just the same questions that the white teachers have. I make them out and I know. And the board was just to them and gave them all they earned, but it is not likely to err on the side of mercy.” It is not probable that any Southern State is behind Mississippi in the proportionate number of its colored teachers. Virginia reports 700, North Carolina 761, Arkansas 500; Texas has a different method of clas¬ sification, but reports 1,900 as “higher than third grade.” As regards the kind and amount of education which Mississippi’s colored people have received, Superintend¬ ent Preston says: “The other day I was conducting an institute where there were 19 colored teachers in attendance, and I found that 18 of them were college grad¬ uates. I went right over into an adjoining county, and took a white institute with 37 in attendance, and found only about one-fourth were college graduates.” By col¬ lege graduates normal graduates are doubtless meant, and, in the case of colored teachers, the normal colleges of our missionary schools. What, then, I again ask, shall we teach the negro? The answer seems to be as plain as the logic of common sense can make it. Let us teach what our colleges and universities were founded to teach. Let us teach the only thing left for us to teach. Let us teach the only thing that the negro can not do as well for himself. Let us teach the thing which the experience of all the ages and the matured judgment of all true educators has decided to be essential for the full development of manhood. Let us teach the negro who he is and what ho is as God made him in his physical and mental structure. Let us teach him what the world is that God has made for him, with all its elements and powers and forces. Let us teach him the history of races and of civilizations, with the laws of that progress. Let us teach him to become master of his own tongue by studying its sources in the ancient world and in classic literature, and master of himself by analyzing the structure and workings of his own mind. In short, let us give him such glimpses of the whole range of science as shall tax his powers to the utmost, while it takes the conceit out of him and brings him nearer to that supreme discovery of Socrates that he “knows nothing.” As Commissioner Harris has well said : “ Education, intellectual and moral, is the only means yet discovered that is always sure to help people to help themselves. * * * It produces that divine discontent which goads on the individual and will not let him rest.” But has the negro the capacity for mental training? Is that a question to-day? I am almost ashamed to discuss it in this presence, but my apology is that I have been requested to do so. It will bear examination from any and every point of view. It is vital to the whole subject before us. If anybody doubts, he should inform EDUCATION OF THE COLORED RACE. 1363 himself. If color has anything to clo with intellect, it should appear when the two colors or races are brought into contact and competition. The best source of infor¬ mation, therefore, is a study of the negro at school. We have seen, however, that tho common-school teacher is now ruled out of court as an interested party. To find white teachers we must go to the colleges. I have recently asked presidents of fifteen colleges these three questions ; (1) About what proportion of your pupils are full-blooded negroes? (2) What difference, if any, have you perceived in the aver¬ age ability of full-blooded negroes as compared with those of mixed blood? (3) What difference, if any, is manifest between your pupils as a whole in intellectual ability and those of white schools under similar conditions? The replies to these questions are before me. The substance of them is this: Not more than one-fifth of all the pupils are full-blooded negroes. The rest are of all degrees from quadroon to blonde. In the second place, there is no difference of mental ability clearly traceable among them ; if there be any, it is in favor of the full-blooded negro. Thirdly, as compared white pupils, there is no perceptible difference, when their environments are taken into account. Of course, there is some cliffi culty in measuring the force of environments. This consensus of opinion among Southern educators coincides with my own obser¬ vations. Having been a teacher for over thirty years, over twenty of which were spent in theological schools in the North and in Europe, I have now spent ten years in the South, and in daily contact with so-called negro pupils, and I can truly say that I. find no appreciable difference in original capacity. If they have come from ignorant districts and dark surroundings, their vocabulary is limited, and their first exhibitions of intelligence are inferior to those who come from cultivated homes, though often their greater eagerness to learn counterbalances this disability. We must not, however, be misled by an assumption that the American negro is merely a transplanted savage. Two centuries of life in the midst of the foremast civilization of the Avorld is a long way from savagery. There were intelligent Christian men and women in daily contact with the American bondsmen; they were able Christian ministers, from whose lips they received their doctrine. Though schools were for¬ bidden, there were lovely Christian daughters, white angels, who defied the law in their loving sympathy for the lowly. Life in many a Southern family was an educa¬ tion inferior only to that of their master's children. Only by the intellectual bright¬ ness of Southern people, and the Christian character which illuminated Southern homes, can we account for the mental development of thousands of negroes, as they came out of the war too old to come into our schools, hut constituting, nevertheless, the present influential leaders of the people. And it must he in part the memories of those refining influences which are blos¬ soming out all over the South in the neat, attractive homes which these people are building for themselves. The Southern negroes are not all living in one-room cabins, of which wo havo heard much recently. There are better homes than mine owned by negroes in New Orleans. There are plenty of ex-slaves in Louisiana who are richer than their former masters. There are over 300,000 homes and farms owned by negroes in the South without encumbrance. Six years ago Southern negroes were paying taxes on nearly $300,000,000. The white Baptists of the South had a church property worth $18,000,000, the accumulation of two hundred years. Tho negro Baptists at the same date (twenty-six years out of slavery) had acquired a church property of over nine millions. There must havo been an ante' helium civili¬ zation behind all this. Said Rev. A. D. Mayo, at the Mohonk Conference in 1890 : “It has never been real¬ ized by the loyal North what is evident to every intelligent Southern man, what a prodigious change had been wrought in this people during its years of bondage, and bow, without the schooling of this era, the subsequent elevation of the emanci¬ pated slave to a full American citizenship would have been an impossibility. * * * In that; condition he learned the three great elements of civilization more speedily than they were ever learned before. He learned to work, lie acquired the language and adopted the religion of the most progressive of peoples. Gifted with a marvel¬ ous aptitude for such schooling, he was found in 1865 farther out of the woods of barbarism than any other people at the end of a thousand years,” The scholastic education of the negro began in earnest only about twenty years ago, 1876 being the date of the complete inauguration of the public school system of the South. This is too short for us to expect great results. The educated generation are not yet fairly out of school, hut there have already appeared some isolated cases which show signs of promise. In the class of 1888 at Harvard University were two negroes, one of whom was selected by the faculty to represent his class on com¬ mencement day, as being the foremost scholar among his 250 classmates ; the other was elected by the class for the highest honor in their gilt by being made their orator on class day. The circumstance reflects honor not merely on him, hut on the demo¬ cratic spirit of our oldest university, which recognized merit without regard to color. Boston University has also yielded first honors to a negro. A negro professor of the¬ ology at Straight University at New Orleans is a graduate of Vermont University, 1364 EDUCATION REPORT, 1894-95. who afterwards took the prize for traveling scholarship from Yale Theologieal Sem¬ inary, and spent a year in Germany upon it. Professor Boweu, of the Gamnron Theological Seminary, delivered at the Atlanta Exposition opening an address which in classic finish will bear comparison with the best orations of Edward Everett. The principal of one of onr auxiliaries, Mr. E. N. Smith, a perfect gentleman and an excellent teacher, is a full-blooded negro, a graduate from Lincoln University and Newton Theological Institution, and pronounced by Dr. Hovey one of the" best scholars that have been educated there. Said President Merrill E. Gates, of Amherst College (The Independent, Dec. 5, 1895) : “My observation leads me to believe that the proportion of truly successful men, tried by the highest standards of success, among the colored men who study in our Northern colleges, is quite as great as is the proportion of successful men among the whites who have the same, or equally good, opportunities for an education.” We might multiply examples — they are not necessary. There seems to bo nothing better established than the essential manhood of the negro. Intelligent men of the South do not question it. Their recent cordial response to our proposal for coopera¬ tion is a good illustration of this. There are two points of importance to which I wish to call your attention before leaving this subject — one relates to the continued use of our colleges in the South for giving primary instruction, the other is the relation of industrial training to the education of the negro. We have seen that the public schools of the South are fairly equal in quality for both races, and that negro schools are taught by negro teachers. There is a truth beyond that. In the present deficiency of provision for common-school instruction, the colored people are ready and willing, with proper encouragement, to supplement these with schools supported by themselves. There are twelve such institutions already established in Louisiana. Now, if this be so — if the negro, with the help of the State, is providing his own primary education, and doing it successfully, what propriety is there in our continuing to furnish college endowments and employ col¬ lege teachers to do primary work? It is a first principle of true beneficence to do nothing for any man which he can be led to do for himself. Certainly we ought not in any way by rivalry to discourage the work of self-education. It has been well said by the Hon. J. L. M. Curry: “An educational charity would sadly fail of its pur¬ pose if the least impediment were placed in the path of the free school. In so far as these institutions not under State control impair the efficiency of or divert attend¬ ance from the public schools, they are mischievous, for the great mass of children, white and black, must, more in the future than at present, depend almost exclusively upon the State schools for the common branches of education.” In the United States statistics of 1893 and 1894 it appears that in the 158 private schools designed for the secondary and higher education of colored people in the South, there were 18,595 primary pupils, while only 13,262 belong to the secondary or high-school class, and 940 were in collegiate classes. As these schools of higher education are situated for the most part in larger towns and cities, where the best provision for public schools is usually made, it is fair to presume that those 18,000 pupils are drawn from the free schools by the attractive name of “college” or “uni¬ versity,” which veils their low grade of standing, and that these learned faculties of 1,320 professors must be largely engaged in rudimentary instruction. Would it not be far better for these pupils to set before them the prize of admission to the college, at least as far as the normal grade, as a motive for excellence in the common schools, and would it not be better for the professors to be allowed to confine their work of instruction to those higher branches for which they are specially fitted? Of course, the change of policy here recommended would considerably diminish the show of numbers in ouj; so-called colleges, but it would greatly improve the effi¬ ciency and thoroughness of their legitimate work, and directly help and stimulate the free schools to better attainment. Said Commissioner Harris, in his discussion of the education of the negro in the Atlantic Monthly for June, 1892: “ It is clear from the above consideration that money expended for the secondary and higher educa¬ tion of the negro accomplishes far more for him. It is seed sown where it brings forth an hundredfold, because each one of the pupils of these higher institutions is a center of diffusion of superior methods and refining influences among au imitative and impressible race. State and national aid, as well as private bequests, should take this direction first. There should be no gift or bequest for common or elemen¬ tary instruction. This should be left to the common schools, and all outside aid should be concentrated on the secondary and higher instruction.” There is an important reason for this wise counsel of Dr. Harris which now presses itself upon our attention. We have reached a crisis in the progress of negro educa¬ tion. The work of the common school now carried on by the people themselves has created all over the South a new generation of educated youth, wiser than their parents, wiser than their ministers, approaching manhood and womanhood, ready soon to take control of affairs and of public sentiment. They already know the EDUCATION OF THE COLORED RACE. 1365 difference between learning and ignorance, between religion and superstition. They have no knowledge of slavery. They are a new generation of free-born people. Their improvement is phenomenal, but no corresponding improvement has come to the ministry. That the ministry has greatly improved during this twenty years no one who has visited their churches or attended their associations can doubt. Con¬ sidering their advantages, they are a very able body of men. Some of them rank among the best preachers of the South. Many of the younger of them have had more or less training in our colleges. The Richmond, Atlanta, and Gammon theo¬ logical seminaries have sent out a small quota. But as yet not a thousand in all the South have had even a college education. Nearly the whole educational machinery thus far has been occupied in supplying the great demand for teachers, and the whole force of educated talent has been drawn to the schools. The fact mentioned a while since that less than 1,000 in the whole South are at this moment engaged in collegiate study is to be accounted for not by want of capacity for higher studies, but for want of motive. Education costs them a great deal. Nearly every one earns every dollar which he pays for his learning. With most it has been a great struggle to reach the point of normal graduation, and then the best salary for teaching at present available is open to them. Every influence urges them to stop here and reap the fruits of their hard-earned attainment. More¬ over, the influences around them all tend to discourage higher attainment. Some have brothers and sisters to educate, and must stay at home to earn the money. Others have mothers and fathers who are struggling with poverty and debt, and who now claim their services to help them out. All their neighbors say, “You know enough now, since you have beeu teaching the whole neighborhood.” To break away from all this requires higher incentive and a stronger pressure than comes to most of them. Meanwhile, the old people and their ministers go on in the ruts of ignorance and superstition. The uneducated ministers (however good and gifted with natural ability) are unable to keep pace with the young people in intel¬ ligence or to retain their influence over them. A breach is growing. A moral drift away from religion is beginning to manifest itself. There is danger ahead for which no adequate provision is in sight. What shall that provision be? Ministers’ insti¬ tutes? Some helpful suggestions can be doubtless made to the existing ministry by their educated white brethren. But he must have great faith in the receptive pow¬ ers of the average negro who supposes that a mature man can be transformed from ignorance to erudition by a week or ten days annually of lecturing. Shall we tako them into our colleges? It is too late. They are too old to begin a course of study. They are ashamed to expose their ignorance. Many have families. Gladly as we would help them in their conscious need, and deeply as our hearts are stirred by their struggle, the problem is insoluble in that direction. The only hope for a min¬ istry which will really lead and properly teach the next generation of the colored race is through the legitimate methods of education. How shall this be reached? How shall we bridge this chasm between an educated people and an ignorant ministry? To meet this crisis wisdom and generalship are needful. It is our duty as their friends to point out the danger and to provide the remedy. The motive which is lacking should be somehow supplied. Six hundred years ago illiteracy in England well-nigh approached that of the negro American of to-day. It is said that only five of the twenty-five barons who signed the Magna Charta could write their names. Her Christian philanthropists saw the evil, and established prizes, denominated “bursaries,” “ scholarships,” and “fellowships,” to stimulate high attainments in study. The accumulation of these prizes by the wise forecast of our English ancestors really constitutes the basis of the universities of Oxford and Cambridge. The duty of the hour for us toward our Southern brethren is not only to endow the colleges which we haAre established, but to offer to those who by their own exer¬ tions have attained the rank of college students a prize sufficient to enable and stimulate them to go on to the full stature of intellectual manhood. Here is an opportunity for the use of consecrated wealth. Who will avail himself of it, as Daniel Hand has done for the American Missionary Association? What shall we say, now, about the relation of industrial training to our problem? Industrial training is good and useful to some persons, if they can afford time to take it. But in its application to the negro several facts should he clearly understood : 1. It appears not to be generally known in the North that in the South all trades and occupations are open to the negro, and always have been. Before the war slaves were taught mechanics’ arts, because they thereby became more profitable to their masters. And now every village has its negro mechanics, who are patronized both by white and colored employers, and any who wish to learn the trade can do so. 2. It is a mistake to suppose that industrial education can be wisely applied to the beginnings of school life. Said the Rev. A. D. Mayo, than whom no man in America is better acquainted with the condition and wants of the South : “There are two spe¬ cious, un-American notions now masquerading under the taking phrase, “industrial 1366 EDUCATION REPORT, 1894-95. education :” First, that it is possible or desirable to train large bodies of youth to superior industrial skill without a basis of sound elementary education. You can not polish a brickbat, and you can not make a good workman of a plantation negro or a white ignoramus until you first wake up his mind, anti give him the mental discipline and knowledge that comes from a good school; * * * second, that it is possible or desirable to train masses of American children on the European idea that the child will follow the calling of his father. Class education has no place in the order of society, and the American people will never accept it in any form. The industrial training needed in the South must be obtained by the establishment of special schools of improved housekeeping for girls, with mechanical trainimg for such boys as desire it. * * * And this training should be given impartially to both races, without regard to the thousand and one theories of what the colored man cannot do.” 3. Industrial training is expensive of time and money, as compared wTith its results as a civilizer. When you have trained one student you have simply fitted one man to earn an ordinary living. When you have given a college education to a man with brains you have sent forth an instrumentality that will affect hundreds or thousands. Said Chauncey M. Depew, in his address at the tenth convention of the University of Chicago, in April, 1895: “ I acknowledge the position and the usefulness of the business college, the manual training school, the technological institute, the scien¬ tific school, and the schools of mines, medicine, law, and theology. They arc of infinite importance to the youth who has not the money, the time, or the opportunity to secure a liberal education. They are of equal benefit to the college graduate who has had a liberal education in training him for his selected pursuit. But the theo¬ rists, or rather the practical men who are the architects of their own fortunes, and who are proclaiming on every occasion that a liberal education is a waste of time for a business man, and that the boy who starts early and is trained only for his one pursuit is destined for a larger success, are doing infinite harm to the ambitious youth of this country. “ The college, in its four years of discipline, training, teaching, and development, makes the boy the man. His Latin and his Greek, his rhetoric and his logic, his science and his philosophy, his mathematics and his history, have little or nothing to do with law or medicine or theology, and still less to do with manufacturing, or min¬ ing, or storekeeping, or stocks, or grain, or provisions. But they have given to the youth, when he has graduated, the command of that superb intelligence with which God has endowed him, by which, for the jrarpose of a living or a fortune, he grasps his profession or his business and speedily overtakes the boy who, abandoning college opportunities, gave his narrow life to the narrowing pursuit of the one thing by which he expected to earn a living. The college-bred man has an equal opportu¬ nity for bread and butter, but beyond that he becomes a citizen of commanding influence and a leader in every community where he settles.” 4. Industrial training is liable to divert attention from the real aim and end of education, which is manhood. The young scholar can not serve two masters. It requires all the energy there is in a boy to nerve him to the high resolve that in spite of all difficulties he will patiently discipline himself until he becomes a man. This is one reason why our northern colleges, which in many cases began as manual-labor schools, have abandoned it. Ought we to insist on “putting a yoke upon the necks” of our brethren in black “which neither we nor our fathers were able to bear?” Finally, experience seems to show that industrial education does not educate, even in trades. In the report of the Bureau of Education for 1889-90 is a full statistical table of the lines of business in which the graduates of 17 colored schools are employed. In all these schools industrial instruction is given, such as carpentry, tinning, painting, whip making, plastering, shoemaking, tailoring, blacksmithing, farming, gardening, etc. Out of 1,243 graduates of these schools there are found to be only 12 farmers, 2 mechanics, 1 carpenter. The names of the universities are Allen (S. C.); Atlanta (Ga.) ; Berea (Ky.) ; Central Tennessee (Tenn.) ; Claflin (S. C.) ; Fiske (Tenn.) ; Knox¬ ville (Tenn.) ; Livingstone (N. C.) ; New Orleans (La.) ; Paul Quinn (Tex.) ; Philander Smith (Ark.); Roger Williams (Tenn.); Rust (Miss.); Southern, New Orleans, La.; Straight, New Orleans, La.; Tuskegee (Ala.); WTlberforee (Ohio). The employments of the graduates were : Teachers, 693; ministers, 117 ; physicians, 163; lawyers, 116; college professors, 27 ; editors, 5; merchants, 15; farmers, 12 ; car¬ penter, 1; United States Government service, 36; druggists, 5; dentists, 14; book¬ keepers, 2; printers, 2; mechanics, 2 ; butchers, 3; other pursuits, 30. The money appropriated to these schools by the Slater fund from 1884 to 1884 was $439,981.78. CHAPTER XXXII. THE SLATER FUND AND THE EDUCATION OF THE NEGRO. Compiled from Occasional Papers published by the trustees of the John F. Slater fund, bTcs. 1 to 6.1] Contents. — I. Difficulties, complications, and limitations connected with, the educa¬ tion of the negro. II. Education of the negroes since 1860. III. Occupations of the negroes. IV. A statistical sketch of the negroes in the United States. Y. Memorial sketches of John F. Slater. YI. Documents relating to the origin and work of the Slater trustees: (a) Charter from the State of Few York; (&) letter of the founder; (e) letter of the trustees accepting the gift; (d) the thanks of Congress; (e) by-laws; (/) members of the board; (ff) remarks of President Hayes on the death of Mr. Slater. I. DIFFICULTIES, COMPLICATIONS, AND LIMITATIONS CONNECTED WITH THE EDUCATION OF THE NEGRO. [By J. L. M. Curry, LL. D., secretary of the trustees of the John F. Slater fund.] Civilization certainly, Christianity probably, has encountered no problem which surpasses in magnitute or complexity the negro problem. For its solution political remedies, very drastic, have been tried, but have failed utterly. Educational agen¬ cies have been very beneficial as a stimulus to self-government and are increasingly hopeful and worthy of wider application, but they do not cure social diseases, moral ills. Much has been written of evolution of man, of human society, and history shows marvelous progress in some races, in some countries, in the bettering of habits and institutions, but this progress is not found, in any equal degree, in the negro race in his native land. What has occurred in the United States has been from external causes. Usually human development has come from voluntary energy, from self-evolved organizations of higher and higher efficiency, from conditions which are principally the handiwork of man himself. With the negro, whatever progress has marked his life as a race in this country has come from without. The great ethical and political revolutions of enlightened nations, through the efforts of successive generations, have not been seen in his history. When, on March 4, 1882, our large-hearted and broadminded founder established this trust, ho had a noble end in view. For near thirteen years the trustees have kept the object steadily before them, with varying results. Expectations have not always been realized. If any want of highest success has attended our efforts, this is not an uncompanioned experience. As was to have been foreseen, in working out a novel and great problem, difficulties have arisen. Some are inherent and per¬ tain to the education of the negro, however, and by whomsoever undertaken, and some are peculiar to the trust. Some are remedial. In this, as. in all other experi¬ ments, it is better to ascertain and comprehend the difficulties so as to adopt and adjust the proper measures for displacing or overcoming them. A general needs to 1 Announcement to the series. — The trustees of the John F. Slater fund propose to publish from time to time papers that relate to the education of the colored race. These papers are designed to furnish information to those who are concerned in the administration of schools, and also to those who by their official stations are called upon to act or to advise in respect to the care of such institutions. The trustees believe that the experimental period in the education of the blacks is drawing to a close. Certain principles that were doubted thirty years ago now appear to be generally recognized as sound. In the next thirty years better systems will undoubtedly prevail, aud the aid of the sep¬ arate States is likely to be more and more freely bestowed. There will also be abundant room for continued generosity on the part of individuals and associations. It is to encourage and assist the workers and the thinkers that these papers will be published. Each paper will be the utterance of the writer whose name is attached to it, the trustees disclaiming in advance all responsibility for the statement of facts and opinions. 1367 1368 EDUCATION REPORT, 1894-95. know tlie strength and character of the opposing force. A physician can not pre¬ scribe intelligently until he knows the condition of his patient. The income of the fund is limited in amount, and the means of accomplishing “the general object ” of the trust aro indicated in Mr. Slater’s letter and conversations and by the repeatedly declared policy of the board — as teacher training and indus¬ trial training. He specified “the training of teachers from among the people re¬ quiring to be taught and the ‘encouragement of such institutions as are most effectu¬ ally useful in promoting this training of teachers.’ ;; No one, in the least degree familiar with the subject, can deny or doubt that the essential need of the race is a higher and better qualified class of teachers. The fund does not establish nor con¬ trol schools, nor appoint teachers. It cooperates with schools established by States, by religious denominations, and by individuals. Mr. Slater did not purpose “to bestow charity upon the destitute, to encourage a few exceptional individuals, to build churches, schoolhouses, or asylums.” Aided schools may accept money to carry out the specific purposes of the trust, but they often have other and prescribed objects, and hence what the trustees seek is naturally, perhaps unavoidably, sub¬ ordinated to what are the predetermined and unchangeable ends of some of these schools. The most obvious hindrance in the way of the education of the negro has so often been presented and discussed — his origin, history, environments — that it seems super¬ fluous to treat it anew. His political status, sudden and unparalleled, complicated by antecedent condition, excited false hopes and encouraged the notion of reaching per saltum, without the use of the agencies of time, labor, industry, discipline, what the dominant race had attained after centuries of toil and trial and sacrifice. Edu¬ cation, property, habits of thrift and self-control, higher achievements of civiliza¬ tion, are not extemporized nor created by magic or legislation. Behind the Cau¬ casian lie centuries of tho educating^ uplifting influence of civilization, of the institutions of family, society, the churches, the state, and tho salutary effects of heredity. Behind the negro are centuries of ignorance, barbarism, slavery, super¬ stition, idolatry, fetichism, and the transmissible consequences of heredity. Nothing valuable or permanent in human life has been secured without the sub¬ stratum of moral character, of religious motive, in tho individual, tho family, the community. In this matter the negro should be judged charitably, for his aboriginal people were not far removed from the savage state, where they knew neither house nor home and had not enjoyed any religious training. Their condition as slaves debarred them tho advantage of regular, continuous, systematic instruction. The negro began his life of freedom and citizenship with natural weaknesses uncorrected, with loose notions of piety and morality and with strong racial peculiarities and proclivities, and has not outgrown the feebleness of the moral sense which is common to all primitive races. One religious organization, which has acted with great lib¬ erality, and generally with great wisdom, in its missionary and educational work among the negroes, says: “Of the paganism in the South, Dr. Behrends has well said that the note of paganism is its separation of worship from virtue, of religion from morals. This is the characteristic fact of the religion of tho negro.” The Plan¬ tation Missionary, of this year, a journal edited and published for the improvement of the “black belt” of Alabama, says, “five millions of negroes are still illiterate, and multitudes of them idle, bestial, and degraded, with slight ideas of purity or thrift.” The discipline of virtue, the incorporation of creed into personal life, is largely wanting, and hence physical and hysterical demonstrations, excited sensi¬ bilities, uncontrolled emotions, transient outbursts of ardor, have been confounded with the graces of the spirit and of faith based on knowledge. Contradiction, nega¬ tion, paradox, and eccentricity are characteristics of the ignorant and superstitious, especially when they concern themselves with religion. The economic condition is a most serious drawback to mental and moral progress. Want of thrift, of frugality, of foresight, of skill, of right notions of consumption and of proper habits of acquiring and holding property, has made the race tho vic¬ tim and prey of usurers and extortioners. The negro rarely accumulates, for he does not keep his savings, nor put them in permanent and secure investments. He seems to be under little stimulus toward social improvement, or any ambition except that of being able to live from day to day. “As to poverty, 80 per cent of the wealth of the nation is in tho North and only 20 per cent in the South. Of this 20 per cent a very small share, indeed, falls to the seven millions of negroes, who constitute by far the poorest element of our American people.” (American Missionary, November, 1894, p. 890.) “While it is true that a limited number of the colored people are becom¬ ing well-to-do, it is also equally true that the masses of them have made but little advance in acquiring property during their thirty years of freedom. Millions of them are yet in real poverty and can do little more than simply maintain physical existence.” (Home Missionary Monthly, August, 1894, p. 318.) No trust worthy state¬ ment of the property held by negroes is possible, because but few States, in assessing property, discriminate between the races. In Occasional Papers, No. 4 (see p, 1404) Mr, SLATER FUND AND EDUCATION OF THE NEGRO. 1369 Gannett, in discussing tlie tendency of population toward cities, concludes that “the negro is not fitted, either by nature or education, for those vocations for the pursuit of which men collect in cities/’ and that as the inclinations of the race “tend to keep it wedded to the soil, the probabilities are that the great body of the negroes will continue to remain aloof from the cities and cultivate the soil as heretofore.” The black farm laborers hire to white proprietors, work for wages or on shares, give a lien on future earnings for food, clothing, shelter, and the means for cultivation of the crops. The meager remainder, if it exist at all, is squandered in neighboring stores for whisky, tobacco, and worthless “goods.” Thus the negro in his industrial progress is hindered by his rude and primitive methods of farming, his wastefulness and improvidence. The manner of living almost necessarily begets immorality and degradation. Mr. Washington, in his useful annual conferences, has emphasized the need of improved rural abodes and the fatal consequences of crowding a whole family into one room. The report already quoted from (Homo Monthly, p. 22) says : “On the great plantations (and the statement might bo much further extended) there has been but little progress in thirty years. The majority live in one-room cabins, tabernacling in them as tenants at will.” The poverty, wretchedness, hopelessness of the present life are sometimes in pitiable contrast to the freedom from care and anxiety, the cheerfulness and frolicsomeness, of ante-bellum days. The average status of the negro is much misunderstood by some persons. The incurable tendency of opinion seems to be to exaggerated optimism or pessimism, to eager expectancy of impossible results or distrust or incredulity as to future prog¬ ress. It is not easy to form an accurate judgment of a country, or of its popula¬ tion, or to generalize logically, from a Pullman car Avindow, or from snatches of , conversation with a porter or waiter, or from the testimony of one race only, or from exceptional cases like Bruce, Price, Douglass, Washington, Revels, Payne, Sim¬ mons, etc. Individual cases do not demonstrate a geueral or permanent widening of range of mental possibilities. Thirty years may test and develop instances of per¬ sonal success, of individual manhood, but are too short a time to bring a servile race, as a w'hole, up to equality with a race which is the heir of centuries of civilization, with its uplifting results and accessories. It should be cheerfully conceded that some negroes have displayed abilities of a high order and have succeeded in official and professional life, in pulpit and literature. The fewness gives conspicuousness, but does not justify an a priori assumption adverse to future capability of the race. Practically, no negro born since 1860 was ever a slave. More than a generation has passed since slavery ceased in the United States. Despite some formidable obsta¬ cles, the negroes have been favored beyond any other race known in the history of mankind. Freedom, citizenship, suffrage, civil and political rights, educational ojjportunities and religious privileges, every method and function of civilization, have been secured and fostered by Federal and State governments, ecclesiastical organizations, munificent individual benefactions, and yet the results have not been, on the whole, such as to inspire most sanguine expectations, or justify conclusions of rapid development or of racial equality. In some localities there has been degeneracy rather than ascent in the scale of manhood, relapse instead of progress. The unusual environments should have evolved a higher and more rapid degree of advancement. Professor Mayo-Smith, who lias made an ethnological and sociological study of the diverse elements of our population, says: “No one can as yet predict what position the black raco will ultimately take in the population of this country.” He would be a bold speculator who ventured, from existing facts, to predict what would be the outcome of our experiment with African citizenship and African development. Mr. Bryce, the most philosophical and painstaking of all foreign students of our institutions, in the last edition of his great work, says: “There is no ground for despondency to anyone who remembers how hopeless tho extinction of slavery seemed sixty or even forty years ago, and who marks the progress which the negroes have made since their sudden liberation. Still less is there reason for im¬ patience, for questions like this have in some countries of the Old World required ages for their solution. The problem which confronts tho South is one of the great secular problems of the world, presented here under a form of peculiar difficulty. And as the present differences between the African and tho European are the prod¬ uct of thousands of years, during Avhicli one race was advancing in the temperate, and the other remaining stationary in tho torrid zone, so centuries may pass before their relations as neighbors and felloAv-citizens haAre been duly adjusted.” It would be unjust and illogical to push too far the comparison and deduce inferences unfair to the negro, but it is an interesting coincidence that Japan began her entrance into the family of civilized nations almost contemporaneously Avith emancipation in the United States. In 1858 I witnessed the unique reception by President Buchanan, in the east room of the White House, of the commissioners from Japan. With a rapidity without a precedent, she has taken her place as an equal and independent nation, and her rulers demand acknoAvledgment at the highest courts, and her min¬ isters are officially tho equals of their colleagues in every diplomatic corps. By 1370 EDUCATION REPORT, 1894-95. / . , internal development, without extraneous assistance, Japan has reached a degree of self-reliance, of self-control, of social organization, of respectable civilization, far beyond what onr African citizens have attained under physical, civic, and religions conditions by no means unfavorable. It is true that Japan for a long time had a separate nationality, while the freedmen have been dependent wards, but tho Oriental nation, without tho great ctnical and pervasive and ennobling and energiz¬ ing influence of Christianity (for tho propagandise! of tho daring Jesuit mission¬ aries of the sixteenth century has been effaced) has recorded her ascents by monu¬ ments of social life and dramatic events in history. Her mental culture and habits and marvelous military success are witnesses of her progress and power. We have been accustomed to think of the whole Orient, that “ fifty years of Europe were better than a cycle of Cathay,” but within a quarter of a century Japan has trans¬ formed social usages and manners, arts and manufactures, and" in 1889, when we were celebrating the centennial of our Constitution, she adopted a constitution, with a limited monarchy and parliamentary institutions. Much of the aid lavished upon tho negro has been misapplied charity and, like much other almsgiving, hurtful to the recipient. Northern philanthropy, u disas¬ trously kind,” has often responded writh liberality to appeals worse than worthless. Vagabond mendicants have been pampered; schools which were established without any serious need of them have been helped; public-school systems upon which the great mass of children, white and colored, must rely for their education have .been underrated and injured, and schools of real merit, and doing good work, which deserve confidence and contributions have had assistance legitimately their due diverted into improper channels. Reluctantly and by constraint of conscience this matter is men¬ tioned, and this voice of protest and warning raised. Dr. A. D. Mayo, of Boston, an r.stute and thoughtful observer, a tried friend of the black man, an eloquent advo¬ cate of his elevation, who for fifteen years has traversed the South in the interests of universal education, than w7hom no one has a better acquaintance with the schools of that section, bears cogent and trustworty testimony to which I give my emphatic endorsement : “It is high time that our heedless, undiscriminating, all-out-doors habit of giving money and supplies to tho great invading army of Southern solicitors should come to an end. Whatever of good has come from it is of the same nature as the habit of miscellaneous almsgiving vThicli our system of associated charities is everywhere working to break up. It is high time that we understood that the one agency on which the negroes and nine-tenths of the white j>eople in the South must rely for elementary instruction and training is the American common school. The attempt to educate 2,000,000 colored and 3,000,000 white American children in tho South by passing around tho hat in the North; sending driblets of money and barrels of sup¬ plies to encourage anybody and everybody to open a little useless private school; to drawr on our Protestant Sunday schools in the North to build up among these people tho church parochial system of elementary schools which the clergy of these churches arc denouncing — all this and a great deal more that is still going on among us, with, of course, the usual exceptions, has had its day and done its work. Tho only reliable method of directly helping the elementary department of Southern education is that our churches and benevolent people put themselves in touch with the common-school authorities in all the dark places, urging even their poorer people to do more, as they can do more, than at present. The thousand dollars from Boston that keeps alive a little private or denominational school in a Southern neighborhood, if properly applied, would give tw o additional months, better teaching and better housing to all tho children, and unite their people as in no other way. Let the great Northern schools in the South established for tho negroes be reasonably endowed, and worked in coop¬ eration with the public-school system of the State, with tho idea that in due time they will all pass into the hands of the Southern’people, each dependent on its own constituency for its permanent support. I believe in many instances it would be the best policy to endow or aid Southern schools that have growyi up at home and have established themselves in the confidence of the people. While moro money should every year be given in the North for Southern education, it should not be scattered abroad, but concentrated on strategic points for the uplifting of both races.” After the facts, hard, stubborn, unimpeachable, regretable, which have been given, wre may well inquire whether much hasty action has not prevailed in assigning to the negro an educational position, which ancient and modern history docs not war¬ rant. The partition of the continent of Africa by and among European nations can hardly be ascribed solely to a lust for territorial aggrandizement. The energetic races of the North begin to realize that the tropical countries — the food and the material producing regions of the earth — can not, for all time to come, be left to the unprogressive, uncivilized colored race, deficient in the qualities necessary to the development of the rich resources of the lands they possess. Tho strong powders seem unwilling to tolerate tho wasting of the resources of the most fertile regions through the apparent impossibility, by the race in possession, of acquiring the qualities of SLATER FUND AND EDUCATION OF THE NEGRO. 1371 efficiency winch exist elsewhere. The experiment of the Congo Free State, one of the richest and most valuable tracts in Africa, established and fostered under propitious circumstances by the King of Belgium, seems likely to bo a barren failure and to prove that African colonization is not a practicable scheme, without State subvention, or the strong, overmastering hand of some superior race. It requires no superior insight to discover that human evolution has come from tho energy, thrift, discipline, social and political efficiency of peoples whose power is not the result of varying circumstances, “of the cosmic order of things Avhich we have no power to control.”1 The negro occupies an incongruous position in our country. Under military necessity slaves were emancipated, and all true Americans accept tbc jubilant eulogium of the poet, when he declares our country A later Eden planted in tlie wilds, 'With not an inch of earth within its bounds But if a slave’s foot press, it sets him free. Partisanship and an altruistic sentiment led to favoritism, to civic equality, and to bringing the negroes, for the first time in their history and without any previous preparation, “into the rivalry of life on an equal footing of opportunity.” The whole country has suffered in its material development from the hazardous experi¬ ment. The South, as a constituent portion of the Union, is a diseased limb on the body, is largely uncultivated, neglected, unproductive. Farming, with the low prices of products, yields little remunerative return on labor or money invested, and, except in narrow localities and where “trucking” obtains, is not improving agriculturally, or, if so, too slowly and locally to awaken any hopes of early or great recovery.2 Crippled, disheartened by the presence of a people not much inferior in numbers, of equal civil rights, and slowly capable of equal mental devel¬ opment or of taking on the habits of advanced civilization, the white people of the South are deprived of any considerable increase of numbers from immigration and any largo demand for small freeholds, and are largely dependent on ignorant, undis¬ ciplined, uninventive, inefficient, unambitious labor. Intercourse between tho Slavs and tho tribes of the Ural-Altaic stock, fusion of ethnic elements, has not resulted in deterioration, but .has produced an apparently homogeneous people, possessing a common consciousness. That the two diverse races now' in the South can ever per¬ fectly harmonize while occupying the same territory no one competent to form an opinion believes. Mr. Bryce concludes that the negro will stay socially distinct, as an alien element, unabsorbed and unabsorbable. That the presence in the same country of two distinctly marked races, having the same rights and privileges, of unequal capacities of development — one long habitated to servitude, deprived of all power of initiative, of all high ideal, without patriotism beyond a mere weak attachment — is a blessing is too absurd a proposition for serious consideration. Whether the great resources of the South aro not destined, under existing condi¬ tions, to remain only partially developed, and whether agriculture is not doomed to barrenness of results, are economic and political questions alien to this discussion. As trustees, of the Slater fund, we are confined to the duty of educating tho lately emancipated race. In Occasional Papers, No. 3 (see p. 1374), tho history of education since 1860, as derived from the most authentic sources, is presented with care and fullness. “ The great work of educating the negroes is carried on mainly by the public schools of the Southern States, supported by funds raised by public taxation, and managed and controlled by public school officers. The work is too great to be attempted by any other agency, unless by the National Government; the field is too extensive, the officers too numerous, the cost too burdensome.” (Bureau of Educa¬ tion Report, 1891-92, p. 867.) The American Congress refused aid, and upon the impoverished South the burden and tho duty were devolved. Bravely and with heroic self-sacrifice have they sought to fulfill the obligation. In the distribution of public revenues, in the building of asylums, in provision for public education, no discrimination has been made against the colored people. The law of Georgia of October, 1870, establishing a public school system, expressly states that both races shall have equal privileges. The school system of Texas, begun under its present form in 1876, provides “ absolutely equal privileges to both 1 Since this paper was prepared, Bishop Turner, of Georgia, a colored preacher of intelligence and respectability, in a letter from Liberia, May 11, 1895, advises the reopening of the African slave trade and says that, as a result of such enslavement for a term of years by a civilized race, “ millions and millions of Africans, who are now running around in a state of nudity, fighting, neeromancing, masquerading, and doing everything that God disapproves of, would be working and benefiting the world.” Eqtially curious and absurd is the conclusion of the editor of the Globe Quarterly Beview (J uly, 1895, New York), a Northern man, that “nothing but some sort of reenslavement cun make the negro work, therefore lie must be reenslaved, or driven from the land.” Could anything be more sur¬ prising than these utterances by a former slave and by an abolitionist, or show more clearly “the difficulties, complications, and limitations” which environ the task and the duty of “uplifting the lately emancipated race ? ” 2 The last assessment of property in Virginia, 1895, shows a decrease of $8,133,374 from last year’s valuation. 1372 EDUCATION REPORT, 1894-95. white and colored children.” In Florida, under the constitution of 1868 and tho law of 1877, both races share equally in tho school benefits. Several laws of Arkansas provide for a school system of equal privileges to both races. Under tho school sys¬ tem of North Carolina there is no discrimination for or against either race. The school system of Louisiana was fairly started only after tho adoption of tho consti¬ tution of 1879, and equal privileges are granted to white and colored children. Since 1883 equal privileges are granted in Kentucky. The school system of West Virginia grants equal rights to tho two races. The system in Mississippi was putin operation in 1871 and grants to both races “ equal privileges and school facilities.” The same exact and liberal justice obtains in Virginia, Alabama, and Tennessee. In 1893-94 there were 2,702,410 negro children of school age — from 5 to 18 years — of whom 52.72 per cent, or 1,424,710, were enrolled as pupils. Excluding Maryland, Kentucky, and Missouri, the receipts from State and local taxation for schools in the South were $14,397,569. It should be borne in mind that there are fewer taxpayers in the South, in proportion to population generally and to school population espe¬ cially, than in any other part of the United States. In the South Central States there are only 65.9 adult males to 100 children, while in the Western Division there are 156.7. In South Carolina, 37 out of every 100 are of school age; in Montana, only 18 out of 100. Consider also that in the South a large proportion of the compara¬ tively few adults are negroes with a minimum of property. Consider, further, that the number of adult males to each 100 children in New Hampshire, Massachusetts, and Connecticut is twice as great as in North Carolina, South Carolina, Georgia, Alabama, and Mississippi. In view of such and other equally surprising facts, it is a matter of national satisfaction that free education has made such progress iu the South. (Bureau of Education Report, 1890-91, pp. 5, 19, 21, 24.) It is lamentable, after all tho provision which has been made, that tho schools are kept open for such a short period, that so many teachers are incompetent, and that such a small proportion of persons of school age attend the schools. This does not apply solely to the colored children or to the Southern States. For the whole country tho average number of days attended is only 89 for each pupil, when the proper school year should couut about 200. While the enrollment and average attendance have increased, “what the people get on an average is about one-half an elementary edu¬ cation, and no State is now giving an education in all its schools that is equal to seven years per inhabitant for the rising generation. Some States are giving less than three years of 200 days each.” (Annual Statement of Commissioner of Educa¬ tion for 1894, p. 18.) It is an obligation of patriotism to support and improvo these State-managed schools, because they are among the best teachers of the duties of citizenship and the most potent agency for molding and unifying and binding hete¬ rogeneous elements of nationality into compactness, unity, and homogeneity. We must keep them efficient if we wish them to retain public confidence. In No. 3 of Occasional Papers (see page 1379) is described what has been undertaken and accomplished by different religious denominations. The information was fur¬ nished by themselves, and full credit was given for their patriotic and Christian work. These schools are of higher grades in name and general purpose and instruc¬ tion than the public schools, but unfortunately most of them are handicapped by high-sounding and deceptive names and impossible courses of study. There are 25 nominal “universities” and “colleges,” which embrace primary, secondary, normal, and professional grades of instruction. These report, as engaged in “collegiate” studies, about 1,000 students. The work done is in some instances excellent; in other cases it is as defective as one could well imagine it to be. This misfortune is not confined to colored schools. The last accessible report from the Bureau of Edu¬ cation gives 22 schools of theology and 5 each of schools of law and of medicine, and in the study of law and medicine there has in the last few years been a rapid increase of students. A noticeable feature of the schools organized by religious associations is the pro¬ vision made for industrial education. In the special colored schools established or aided by the State of higher order than the public schools, such as those in Georgia, Alabama, Mississippi, and Texas, manual training is required for both sexes. As few white schools of the South are provided with this necessary adjunct of education, it would be unjust to criticise too severely what is being done along industrial lines in colored schools. It is rather a matter for rejoicing that the schools have even been started in this most hopeful direction, and especially as tho long-wislied-for industrial development seems to be dawning on the South. Whatever may be our speculative opinions as to the progress and development of which the negro may be ultimately capable, there can hardly be a well-grounded opposition to tho opinion that the hope for the race in the South is to be found not so much in tho high courses of uni¬ versity instruction or in schools of technology as in handicraft instruction. This instruction, by whatever name called, encourages us in its results to continued and liberal effort. What such schools as Hampton, the Spelmau, Claflin, Tuskegee, Toug- aloo, and others have done is the demonstration of the feasibility and the value of SLATER FUND AND EDUCATION OF THE NEGRO. 1373 industrial and mechanical training.1 The general instruction heretofore given in the schools, it is feared, has been too exclusively intellectual, too little of that kind which produces intelligent and skilled workmen, and therefore not thoroughly adapted to racial development nor to fitting for the practical duties of life. Per¬ haps it has not been philosophical nor practical, but too empirical and illusory in fitting a man for “the conditions in which ho will be compelled to earn his livelihood and unfold his possibilities.” The effort has been to fit an adult's clothing to a child, to take the highest courses of instruction and apply them to untutored minds. Mis¬ guided statesmanship and philanthropy have opened “ high schools and universities and offered courses in Greek and Latin and Hebrew, in theology and philosophy, to those who need the rudiments of education and instruction in handicraft.” This industrial training is a helpful accompaniment to mental training, and both should be based on strong moral character. It has been charged that the negroes have had too strong an inclination to become preachers or teachers, but this may bo in part duo to the fact that their education has been ill adjusted to their needs and surround¬ ings, and that tvhen the pupils leave school they do so without having been prepared for the competition which awaits them in the struggle for a higher life. Whatever may bo the discouragements and difficulties and however insufficient may be the school attendance, it is a cheering fact that the schools for the negroes do not encounter the prejudices which were too common a few years ago. In fact, there may almost be said to bo coming a time when soon there will be a sustaining public opinion. The struggle of man to throw off fetters and rise into true man¬ hood and save souls from bondage is a most instructive and thrilling spectacle, awakening sympathetic enthusiasm on the jjart of all who love what is noble. * * * Having gathered testimony from many of the leading colored schools of the South in answer to these direct questions, “Is there any opposition from the white race to your work in educating the negroes? If so, does that opposition imperil person or property?” I group it into a condensed statement: 1. CONGREGATIONALISTS. Storrs School, Atlanta, says : “There is no aggressive opposition to our work among the negroes.” Fisk University, Nashville: “There is no special manifestation of open opposition to our work on the part of the white people; indeed, the better cit¬ izens have a good degree of sympathy with our work and take a genuine pride in the university.” Talladega College, Alabama: “I do not know of any opposition from the white race to our work. * * * We have more opposition from the very people for whom we are especially laboring than from the other race.” By act of incorpora¬ tion, February 28, 1880, the college may hold, purchase, dispose of, and convey prop¬ erty to such an amount as the business of the college requires, and so long as the property, real or personal, is used for purposes of education it is exempt from taxa¬ tion of any kind. Knoxville College: “No opposition from the white race disturbs us.” Beach Institute, Savannah, Ga. : “ There seems to be here no active opposition to our work in educating the negroes.” Straight University, New Orleans : “ There is no opposition from the white race.” Ballard Normal School, Macon, Ga. : “We meet uoav with no opposition from the whites.” 2. METHODISTS. From Philander Smith College, Little Rock, Ark. : “No opposition that amounts to anything.” Cookman Institute, Jacksonville, Fla. : “There is no active opposition from the white race to our work, as far as I know.” Clafiin University, Orangeburg, S. C. : “ There is no opposition to it on the part of the white race.” Central Tennes¬ see College, Nashville, Tenn. : “ On the part of the intelligent whites there is none; on the contrary, they have nearly always spoken well of it and seem to rejoice that their former slaves and their children are being educated. Having been here over twenty-seven years, I feel quite safe.” Bennett College, Greensboro, N. C., gives an emphatic negative to both questions. New Orleans University: “No opposition from white people to our work.” 3. PRESBYTERIANS. From Biddle University, Charlotte, N. C. ; “ No opposition from the white race; on the contrary, very pleasant neighbors.” 1 Principal "Washington, of Tuskegee Institute, as the representative of his race, made an address at the opening of the great Atlanta Exposition which elicited high commendation from President Cleveland and the press of the country for its practical wisdom and its broad, catholic, and patriotic sentiments. The Negro Building, with its interesting exhibits, shows what progress has been made by the race in thirty years and excites strong hopes for the future. The special work displayed by the schools of Hampton and Tuskegee received honorable recognition from the jury of awards. 1374 EDUCATION REPORT, 1894-95. 4. BAPTISTS. Bishop College, Marshall, Tex.: “We have experienced opposition from certain classes of white people to the extent of threats and assaults, yet such have come from those who were entirely unacquainted with the real work being done, and I think that now sentiment is changing. Leland University, New Orleans, La. : ‘•'There is not to my knowledge, nor ever has been since I came in 1887, any opposi¬ tion from the white race to our work.” Spelman Seminary, Atlanta, Ga. : “Wc are not aware of any opposition from the white race to our work.” Shaw University, Raleigh, N. C.: “It gives us pleasure to say the feeling for our work among the whites seems of the kindest nature and everything is helpful.” Roger Williams University, Nashville, Tenn. : “No opposition meets us from any sources; on the contrary we are generally treated with entire courtesy.” Selma University, Ala¬ bama: “There is no opposition to our work from the white race. So far as I know they wish us success.” 5. NOXDENOMINATIONAL SCHOOLS. Tuskegee Normal and Industrial Institute, Alabama; “I am glad to state that there is practically no opposition on the part of the whites to our work : on the con¬ trary, there are many evidences of their hearty approval.”* Hampton Normal and Industrial Institute, Virginia: “This school meets no opposition to the work from the white race, and, with occasional individual exceptions, has never met any, but receives for itself and its graduate teachers a great amount of practical sympathy, and is glad of this and every opportunity to acknowledge it.” CONCLUSIONS. I. It follows that in addition to thorough and intelligent training in the disci¬ pline of character and virtue, there should be given rigid and continuous attention to domestic and social life, to the refinements and comforts and economies of home. II. Taught in the economies of wise consumption, the race should be trained to acquire habits of thrift, of saving earnings, of avoiding waste, of accumulating property, of having a stake in good government, in progressive civilization. III. Besides the rudiments of a good and useful education there is imperative need of manual training, of the proper cultivation of those faculties or mental qualities of observation, of aiming at and reaching a successful end, and of such facility and skill in tools, in practical industries, as will insure remunerative employment and give the power which comes from intelligent work. IV. Clearer and juster ideas of education, moral and intellectual, obtained in cleaner home life and through respected and capable teachers in schools and churches. Ultimate and only sure reliance for the education of the race is fo be found in the public schools, organized, controlled, and liberally supported by the State. V. Between the races occupying the same territory, possessing under the law equal civil rights and privileges, speculative and unattainable standards should be avoided, and questions should be met as they arise, not by Utopian and partial solutions, but by the impartial application of the tests of justice, right, honor, humanity, and Christianity. II. EDUCATION OF THE NEGROES SINCE 1860. [By J. L. M. Curry, LL. D., secretary of tlie trustees of tlie Jolm F. Slater fund.] INTRODUCTION. The purpose of this paper is to put into permanent form a narrative of what has been done at the South for the education of the negro since 1860. The historical and statistical details may seem dry and uninteresting, but we can understand the sig¬ nificance of this unprecedented educational movement only by a study of its begin¬ nings and of the difficulties which had to be overcome. The present generation, near as it is to the genesis of the work, can not appreciate its magnitude, nor the great¬ ness of the vicfory which has been achieved, without a knowledge of the facts which this recital gives in connected order. The knowledge is needful, also, for a compre¬ hension of the future possible scope and kind of education to be given to the Afro- American race. In the field of education we shall be unwise not to reckon with such forces as custom, physical constitution, heredity, racial characteristics and possibili¬ ties, and not to remember that these and other causes may determine the limitations under which we must act. The education of this people has a far-reaching and com¬ plicated connection with their destiny, with our institutions, and possibly with the Dark Continent, which may ascume an importance akin, if not superior, to what it SLATER FUND AND EDUCATION OF THE NEGRO. 1375 Lad centuries ago. The partition of its territory, the international questions wliieli are springing up, and the effieet of contact with and government by a superior race, must necessarily give an enhanced importance to Africa as a factor in commerce, in relations of governments, and in civilization. England will soon have an unbroken line of territorial possessions from Egypt to the Cape of Good Hope. Germany, France, Portugal, Italy, Spain, possibly Russia, will soon have such footholds in Africa as, whatever else may occur, will tend to the development of century-para¬ lyzed resources. What other superior races have done, and are doing, for tho government and uplifting of the inferior races, which, from treaty or conquest, have been jdaced under their responsible jurisdiction, may help in the solution of our problem. Italy had a grand question in its unification; Prussia a graver one in the nationalization of Germany, taxing the statesmanship of Stein, Bismarck, and their colaborers; Great Britain, in the administration of her large and widely remote colonial depend¬ encies with their different races; but our problem has peculiar difficulties which have not confronted other governments, and therefore demands the best powers of philanthropist, sociologist, and statesman. The emergence of a nation from barbarism to a general diffusion of intelligence and property, to health in the social and civil relations; the development of an inferior race into a high degree of enlightenment ; the overthrow of customs and institutions which, however indefensible, have their seat in tradition and a course of long observance; the working out satisfactorily of political, sociological, and ethical problems — are all necessarily slow, requiring patient and intelligent study of the teachings of history and the careful application of something more than mere empirical methods. Civilization, freedom, a pure religion, are not the speedy out¬ come of revolutions and cataclysms anymore than has been the structure of the earth. They are the slow evolution of orderly and creative causes, the result of law and preordained principles. The educational work described in this paper has been most valuable, but it has been so far necessarily tentative and local. It has lacked broad and definite general¬ ization, and, in all its phases, comprehensi ve, philosophical consideration. An aux¬ iliary to a thorough study and ultimate better plans, the Slater fund, from time to time, will have prepared and published papers bearing on different phases of the negro question. I. The history of the negro on this continent is full of pathetic and tragic romance, and of startling, unparalleled incident. The seizure in Africa, the forcible abduc¬ tion and cruel exportation, tho coercive enslavement, the subjection to environments which emasculate a race of all noble aspirations and doom inevitably to hopeless ignorance and inferiority, living in the midst of enlightenments and noblest civili¬ zation and yet forbidden to enjoy the benefits of which others were partakers, for four years amid battle and yet, for the most part, having no personal share in the conflict, by statute and organic law and law of nations held in fetters and inequality, and then, in tho twinkling of an eye, lifted from bondage to freedom, from slavery to citizenship, from dependence on others and guardianship to suffrage and eligibility to office— can be predicated of no other race. Other peoples, after long and weary years of discipline and struggle against heaviest odds., have won liberty and free government. This race, almost without lifting a hand, unappreciative of the boon except in the lowest aspects of it, and unprepared for privileges and responsibilities, has been lifted to a plane of citizenship and freedom, such as is enjoyed, in an equal degree, by no people in the world outside of the United States. Common schools in all governments have been a slow growth, reluctantly conceded, grudgingly supported, and perfected after many experiments and failures and with heavy pecuniary cost. Within a few years after emancipation, free and universal education has been provided for the negro, without cost to himself, and chiefly by the self-imposed taxes of those who, a few years before, claimed his labor and time without direct wage or pecuniary compensation. II. Slavery, recognized by the then international law and the connivance and pat¬ ronage of European sovereigns, existed in all the colonies prior to the Declaration of Independence, and was reenforced by importation of negroes from Africa. In course of time it was confined to the Southern States, and the negroes increased in numbers at a more rapid rate than did the whites, even after the slave trade was abolished and declared piracy. For a long time there was no general exclusion by law of the slaves from the priv ileges of education. The first prohibitory and punitive laws were directed against unlawful assemblages of negroes, and subsequently of free negroes and mulattoes, as their influence in exciting discontent or insurrection was deprecated and guarded against. Afterwards legislation became more general in the South, prohibiting meetings for teaching reading and writing. The" Nat Turner insurrection in South¬ ampton County, Va., in 1831, awakened the Southern States to a consciousness of the perils which might environ or destroy them from combinations of excited, inflamed, and ill-advised negroes. 1376 EDUCATION REPORT, 1894-95. As documents and newspapers tending to inflame discontent and insurrection were supposed to have been tbe immediate provocation to this conspiracy for murder of whites and for freedom of the blacks, laws were passed against publishing and cir¬ culating such documents amoug the colored population, and strengthening the pro¬ hibitions and penalties against education. Severe and general as were these laws they rarely applied, and were seldom, if ever, enforced against teaching of individuals or of groups on plantations or at the homes of the owners. It was often true that the mistress of a household or her children would teach the house servants, and on Sundays include a larger number. There were also Sunday schools in which black children were taught to read, notably the school in which Stonewall Jackson was a leader. It is pleasant to find recorded in the memoir of Dr. Boyce, a trustee of this fund from its origin until his death, that as an editor, a preacher, and a citizen ho was deeply interested in the moral and religious instruction of the negroes. After a most liberal estimate for the efforts made to teach the negroes, still the fact exists that as a peoplo they were wholly uneducated in schools. Slavery doomed the millions to ignorance, and in this condition they were when the war began. III. Almost synchronously with the earliest occupation of any portion of the seceding States by the Union army efforts were begun to give the negroes some schooling. In September, 1861, under the guns of Fortress Monroe, a school was opened for the “contrabands of war.” In 1862 schools were extended to Washing¬ ton, Portsmouth, Norfolk, and Newport News, and afterwards to the Port Royal islands on the coast of South Carolina, to Newbern and Roanoko Island in North Carolina. The proclamation of email c ip atio.n, January 1, 1863, gave freedom to all slaves reached by the armies, increased the refugees, and awakened a fervor of reli¬ gious and philanthropic enthusiasm for meeting the physical, moral, and intellectual wants of those suddenly thrown upon charity. In October, 1863, General Banks, then commanding the Department of the Gulf, created commissioners of enrollment, who established the first public schools for Louisiana. Seven were soon in opera¬ tion, with 23 teachers and an average attendance of 1,422 scholars. On March 22, 1864, he issued General Order No. 38, which constituted a board of education “for the ru dimental instruction of the freedmen” in the department, so as to “place within their reach the elements of knowledge.” The board was ordered to establish common schools, to employ teachers, to acquire school sites, to erect school buildings where no proper or available ones for school purposes existed, to purchase and provide necessary books, stationery, apparatus, and a well-selected library, to regulate the course of studies, and “ to have the authority and perform the same duties that assessors, supervisors, and trustees had in the Northern States in the matter of establishing and conducting common schools.” For the performance of the duties enjoined the board was empowered to “assess and levy a school tax upon real and personal property, including crops of planta¬ tions.” These taxes were to bo sufficient to defray expense and cost of establishing, furnishing, and conducting the schools for the period of one year. When the tax list and schedules should be placed in the hands of the parish provost-marshal he was to collect and pay over within thirty days to the school board. Schools pre¬ viously established were transferred to this board; others were opened, and in December, 1864, they reported under their supervision 95 schools, 162 teachers, and 9,571 scholars. This system continued until December, 1865, when the power to levy the tax was suspended. An official report of later date says: “In this sad juncture the freedmen expressed a willingness to endure and even petitioned for increased taxation in order that means for supporting their schools might be obtained.” On December 17, 1862, Col. John Eaton was ordered by General Grant to assume a general supervision of freedmen in the Department of Tennessee and Arkansas. In the early autumn of that year schools had been established, and they were multiplied during i.863 and 1864. In the absence of responsibility and supervision there grew up abuses and complaints. By some “parties engaged in the work” of education “exorbitant charges were made for tuition,” and agents and teachers, “instead of making common cause for the good of those they came to benefit, set about detract¬ ing, perplexing, and vexing each other.” “Parties and conflicts had arisen.” “ Frauds had appeared in not a few instances — evil-minded, irresponsible, or incom¬ petent persons imposing upon those not prepared to defeat or check them.” “Bad faith to fair promises had deprived the colored people of their just dues.”1 On September 26, 1864, the Secretary of War, through Adjutant-General Thomas, issued Order No. 28, in which he said: “To prevent confusion and embarrassment the general superintendent of freedmen will designate officers, subject to his orders, as superintendents of colored schools, through whom he will arrange the location of all schools, teachers, occupation of houses, and other details pertaining to the educa¬ tion of the freedmen.” In accordance with this order Colonel Eaton removed his iSee report of Chaplain Warren, 1864, relating to colored schools. SLATER FUND AND EDUCATION OF THE NEGRO. 1377 headquarters from Vicksburg to Memphis. On October 20, 1864, he issued sixteen rules and regulations for the guidance of superintendents and teachers of colored schools in his supervision. These instructions to subordinates were wise and pro¬ vided for the opening of a sufficient number of schools, for the payment of tuition fees from 25 cents to $1.25 per month for each scholar, according to the ability of the parents; for the admission free of those who could not pay and the furnishing of clothing by the aid of industrial schools, for the government of teachers in connec¬ tion with the societies needing them, etc. The “industrial schools 77 were schools in which sewing was taught, and in which a large quantity of the clothing and mate¬ rial sent from the North was made over or made up for freedmen’s use, and were highly “useful in promoting industrious habits and in teaching useful arts of house¬ wifery. The supervision under such a competent head caused great improvement in the work, but department efforts were hindered by some representatives of the benevolent societies who did not heartily welcome the more orderly military super¬ vision. An assistant superintendent, March 31, 1865, reports, in and around Vicks¬ burg and Natchez, 30 schools, 60 teachers, and 4,393 pupils enrolled; in Memphis, 1,590 pupils, and in the entire supervision, 7,360 in attendance. General Eaton submitted a report of his laborious work, which is full of valuable information. Naturally, some abatement must be made from conclusions which were based on the wild statements of excited freedmen, or the false statements of interested persons. “Instinct of unlettered reason 77 caused a hegira of the blacks to camps of the Union army, or within protected territory. The “negro population floated or was kicked about at will.’7 Strict supervision became urgent to secure “contraband information77 and service and protect the ignorant, deluded people from unscrupulous harpies. “Mental and moral enlightenment 77 was to be striven for, even in those troublous times, and it was fortunate that so capable and faithful an officer as General Eaton was in authority. All the operations of the supervisors of schools did not give satisfaction, for the inspector of schools in South Carolina and Georgia, on October 13, 1865, says : “ The bureau does not receive that aid from the Government and Government officials it had a right to expect, and really from the course of the military officials in this department you might think that the only enemies to the Government are the agents of the bureau.77 IV. By act of Congress, March 3, 1865, the Freedmen7s Bureau was created. The scope of its jurisdiction and work extended far beyond education. It embraced aban¬ doned lands and the supply of the negroes with food and clothing, and during 1865 as many as 148,000 were reported as receiving rations. The Quartermaster and Com¬ missary Departments were placed at the service of the agents of the bureau, and, in addition to freedom, largesses were lavishly given to “reach the great and impera¬ tive necessities of the situation.77 Large and comprehensive powers and resources were placed in the hands of the bureau, and limitations of the authority of the Gov¬ ernment were disregarded in order to meet the gravest problem of the century. Millions of recently enslaved negroes, homeless, penniless, ignorant, were to be saved from destitution or perishing, to be prepared for the sudden boon of political equal¬ ity, to be made self-supporting citizens and to prevent their freedom from becoming a curse to themselves and their liberators. The commissioner was authorized “to seize, hold, use, lease, or sell all buildings and tenements and any lands appertain¬ ing to the same, or otherwise formally held, under color of title by the late Confed¬ erate States, and buildings or lands held in trust for the same, and to use the same, or appropriate the proceeds derived therefrom to the education of the freed people.77 He was empowered also to “cooperate with private benevolent associations in aid of the freedmen.77 The bureau was attached to the War Department, and was at first limited in duration to one year, but was afterwards prolonged. Gen. O. O. Howard was appointed commissioner, with assistants. He says he was invested with “almost unlimited authority,77 and that the act and orders gave “great scope and liberty of action.77 “Legislative, judicial, and executive powers were combined, reaching all the interests of the freedmen.77 On June 2, 1865, the President ordered all officers of the United States to turn over to the bureau “ all property, funds, lands, and records in any way connected with freedmen and refugees.77 This bestowment of despotic power was not considered unwise because of the peculiar exigencies of the times and the condition of the freedmen, who, being suddenly emancipated by a dynamic pro¬ cess, were without schools, or teachers, or means to procure them. To organize the Work a superintendent of schools was appointed for each State. Besides the reg¬ ular appropriation by Congress the military authorities aided the bureau. Trans¬ portation was furnished to teachers, books, and school furniture, and material aid ■was given to all engaged in education. General Howard used his large powers to get into his custody the funds scat¬ tered in the hands of many officers, which could be made available for the freed¬ men. Funds bearing different names were contributed to the work of “colored ED 95 - 44 1378 EDUCATION REPORT, 1894-95. education.” 1 During the war some of the States sent money to officers serving in the South to buy substitutes from among the colored people to fill up their quota under the draft. A portion of the bounty money thus sent, by an order of General B. F. Butler, August 4, 1864, was retained in the hands of officers who had been superin¬ tendents of negro affairs, and by the President’s order of June 2, 1865, was turned over to the disbursing officers of the Bureau of Freedmen. After the organization of the bureau, General Howard instructed agents to turn money held by them over to the chief disbursing officer of the bureau. This was in no sense public money, but belonged to individuals enlisted as contraband recruits to fill the State quotas. What was unclaimed of what was held in trust under General Butler’s order was used for educational purposes. In the early part of 1867 the accounting officers of the Treasury Department ascer¬ tained that numerous frauds were being perpetrated on colored claimants for boun¬ ties under acts of Congress.* Advising with General Howard, the Treasury officials drew a bill which Congress enacted into a law, devolving upon the commissioner the payment of bounties to colored soldiers and sailors. This enlarged responsi¬ bility gave much labor to General Howard, in his already multifarious and difficult duties, and made more honorable the acquittal which he secured when an official investigation was subsequently ordered upon his administration of the affairs of the bureau. The act of Congress of July 16, 1866, gave a local fund, which was expended in the district in which it accrued, and besides there were general appropriations for the support of the bureau, which were in part available for schools. Mr. Ingle, writing of school affairs in the District in 1867 and 1868, says: “ Great aid was given at this period by the Freedmen’s Bureau, which, not limit¬ ing its assistance to schools for primary instruction, did much toward establishing Howard University, in which no distinction was made on account of race, color, or sex, though it had originally been intended for the education of negro men alone.” The monograph of Edward Ingle on “The negro in the District of Columbia,” one of the valuable Johns Hopkins University studies, gives such a full and easily accessible account of the education of the negroes in the District, that it is needless to enlarge the pages of this paper by a repetition of what he has so satisfactorily done. The bureau found many schools in localities which had been within the lines of the Union armies, and these, with the others established by its agency, were placed under more systematic supervision. In some States schools wero„carried on entirely by aid of the funds of the bureau , hut it had the cooperation and assistance of vari¬ ous religious and benevolent societies. On July 1, 1866, Mr. Alvord, inspector of schools and finances, reported 975 schools in 15 States and the District, 1,405 teachers, and 90,778 scholars. He mentioned as worthy of note a change of sentiment among better classes in regard to freedmen’s schools, and that the schools were steadily gaining in numbers, attainments, and general influence. On January 17, 1867, Gen¬ eral Howard reports to the Secretary of War $115,261.56 as used for schools, and the Quartermaster’s Department as still rendering valuable help. Education “was carried on vigorously during the year,” a bettter feeling prevailing, and 150,000 freedmen and children 1 1 occupied earnestly in the study of books.” The taxes, which had been levied for schools in Louisiana, under the administration of T. W. Conway, had been discontinued, but $500,000 were asked for schools and asylums. In 1867 the Government appointed Generals Steedman and Fullerton as inspectors, and from General Howard’s vehement reply to their report — which the War Departmentdeclines to permit an inspection of — it appears that their criticisms were decidedly unfavor¬ able. Civilians in the bureau were now displaced by army officers. In July, 1869, Mr. Alvord mentions decided progress in educational returns, increasing thirst for knowledge, greater public favor, and the establishment of 39 training schools for teachers, with 3,377 pupils. Four months later General Howard says, “hostility to schools and teachers has in great measure ceased.” He reported the cost of the bureau at $13,029,816, -and earnestly recommended “the national legislature” to establish a general system of free schools, “furnishing to all children of a suitable age such instruction in the rudiments of learning as would fit them to discharge intelligently the duties of free American citizens.” Solicitor Whiting had previously recommended that the head of the Freedmen’s Bureau should be a Cabinet officer, but this was not granted, and the bureau was finally discontinued, its affairs being transferred to the War Department by act of Congress, June 10, 1872. It is apparent from the reports of Sprague, assistant commissioner in Florida, and of Alvord in 1867 and 1870, that the agents of the bureau sometimes used their official position and influence for organizing the freedmen for party politics and to control elections. A full history of the Freedmen’s Bureau would furnish an interesting chapter in negro education, but a report from Inspector Shriver, on October 3, 1873, says the department has “no means of verifying the amount of retained bounty fund;” and See Spec. Ed. Rep.. District of Columbia, p. 259. SLATER FUND AND EDUCATION OF THE NEGRO. 1379 on December 4, 1873, tbe department complains of “ the incomplete and disordered condition of the records of the late bureau.’7 (See Ex. Doc. No. 10, Forty-third Con¬ gress, first session, and House Mis. Doc. No. 87, Forty-second Congress, third session.) That no injustice may be done to anyone, the answer of the “ Record and Pension Office, War Department,77 May 21, 1894, to my application for statistics drawn from the records, is embodied in this paper. So far as the writer has been able to inves¬ tigate, no equally full and official account has heretofore been given. The following consolidated statement, prepared from records of superintendents of education of the Bureau of Refugees, Freedmen, and Abandoned Lands, shows the number of schools, teachers, and pupils in each State, under control of said bureau, and tho amount expended for schools, asylums, construction and rental of school buildings, transportation of teachers, purchase of books, etc, : Tear. Schools. Teachers . Pupils. Expended by bureau. Received from freedmen. Received from benev¬ olent asso¬ ciations. 1865-66 . 1,264 1,678 1,789 1, 942 1,900 1,793 2, 032 2,104 2, 472 2, 376 Ill, 193 109, 245 102, 562 108, 485 108, 135 $225, 722. 94 415, 330. 00 909, 210. 20 591, 267. 56 480, 737. 82 $18, 500. 00 17, 200. 00 42, 130. 00 85, 726. 00 17, 187. 00 $83, 200. 00 65, 087. 00 154, 736. 50 27, 200. 00 4, 240. 00 1867 . 1868 . . . 1869 . 1870 . “This statement or statistical table is made up from the reports of the superin¬ tendents of education of the several States under the control of tho bureau from 1865 to 1870, when Government aid to the freedmen’s schools was withdrawn. It embraces the number of schools established or maintained, the number of teachers employed, the number of pupils, and the amount expended for school purposes in each State and the District of Columbia. The expenditures also include the amounts contributed by the bureau for the construction and maintenance of asylums for the freedmen, which can not be separated from the totals given. “The table is based upon the reports of the school superintendents, and has been prepared with great care. The results thus obtained, however, differ in some mate¬ rial respects from the figures given by the commissioner of the Freedmen’s Bureau in his annual reports. These discrepancies, which this department is unable to reconcile or explain, will be seen by a comparison of the table with the following statement made from the reports of the commissioner: Tear. Schools. Teachers. Pupils. Disbursements for school p urposes. Ey bureau. Ey benevo¬ lent associ¬ ations. Ey freed¬ men. Total. 1866 . 975 3,839 1, 831 2, 118 2, 677 1,405 2, 087 2, 295 2, 455 3, 300 90, 778 111, 442 104, 327 114,522 149, 581 $123, 659. 39 531, 345. 48 965, 896. 67 924, 182. 16 976, 853. 29 $82, 200. 00 65, 087, 01 700, 000. 00 365, 000. 00 360, 000. 00 $18, 500. 00 17, 200. 00 <*360,000.00 a 190,000.00 a 200,000.00 $224, 359. 39 613, 632. 49 2, 025, 896. 67 1,479,182. 16 1, 536, 853. 29 1867 . 1868 . 1869 . . . 1870 . a Estimated. “ It has been found impracticable to ascertain the amounts expended by the Freed- men7s Bureau for Howard and Fisk Universities, and the schools at Hampton, Atlanta, and New Orleans, the items of expenditure for these schools not being sep¬ arated in the reports from the gross expenditures for school purposes.77 A committee of investigation upon General Howard’s use of the bureau for his pecuniary aggrandizement were divided in opinion, but a large majority exonerated him from censure and commended him for the excellent performance of difficult duties. An equally strong and unanimous verdict of approval was rendered by a court of inquiry, General Sherman presiding, which was convened under an act of Congress, February 13, 1874. Y. It has been stated that the bureau was authorized to act in cooperation with benevolent or religious societies in the education of the negroes. A number of these organizations had done good service before the establishment of the bureau and con¬ tinued their work afterwards. The teachers earliest in the field were from the American Missionary Association, Western Freedmen’s Aid Commission, American Baptist Home Mission Society, and the Society of Friends. After the surrender of Vicksburg and the occupation of Natchez, others were sent by the United Presbyte¬ rians, Reformed Presbyterians, United Brethren in Christ, Northwestern Freedmen’s 1380 EDUCATION REPORT, 1894-95. Aid Commission, and the National Freedmen’s Aid Association. The first colored school in Vicksburg was started in 1863 by the United Brethren in the basement of a Methodist church. The American Missionary Association was the chief body, apart from the Govern¬ ment, in the great enterprise of meeting the needs of the negroes. It did not relinquish its philanthropic work because army officers and the Federal Government were working along the same line. Up to 1866 its receipts were swollen by 11 the aid of the Free Will Baptists, the Wesleyans, the Congregationalists, and friends in Great Britain.” From Great Britain it is estimated that “a million of dollars in money and clothing were contributed through various channels for the freedmen.” The third decade of the association, 1867-1876, was a marked era in its financial his¬ tory. The Freedmen’s Bureau turned over a large sum, which could be expended only in buildings. A Congressional report says that between December, 1866, and May, 1870, the association received $243,753.22. Since the association took on a more distinctive and separate denominational character, because of the withdrawal of other denominations into organizations of their own, it, along with its church work, has prosecuted, with unabated energy and marked success, its educational work among the negroes. It has now under its control or support— Chartered institutions . 6 Normal schools . 29 Common schools . 43 Totals : Schools . 78 Instructors . 389 Pupils . 12,609 Pupils classified : Theological . 47 Collegiate . 57 College preparatory . 192 Normal . 1, 091 Grammar . . . 2, 378 Intermediate . 3, 692 Primary . 5, 152 Some of these schools are not specially for negroes. It would be unjust not to give the association much credit for Atlanta University and for Hampton Normal and Industrial Institute, which are not included in the above recapitulation, as the latter stands easily first among all the institutions designed for negro development, both for influence and usefulness. During the war and for a time afterwards the school work of the association was necessarily primary and transitional, but it grew into larger proportions, with higher standards, and its normal and industrial work deserves special mention and commendation. From 1860 to October 1, 1893, its expend¬ itures in the South for freedmen, directly and indirectly, including church extension as well as education, have been $11,610,000. VI. In 1866 was organized the Freedmen’s Aid and Southern Society of the Meth¬ odist Episcopal Church. Under that compact, powerful, well-disciplined, enthusi¬ astic organization more than $6,000,000 have been expended in the work of education of negroes. Dr. Hartzell said before the World’s Congress in Chicago that Wilber- force University, at Xenia, Ohio, was established in 1857 as a college for colored people, and u continues to be the chief educational center of African Methodism in the United States.” He reports, as under various branches of Methodism, 65 insti¬ tutions of learning for colored people, 388 teachers, 10,100 students, $1,905,150 of property, and $652,500 of endowment. Among these is Meharry Medical College, of high standard and excellent discipline, with dental and pharmaceutical departments as well as medical. Near 200 students have been graduated. The school of mechanic arts in Central Tennessee College, under the management of Professor Sedgwick, has a fine outfit, and has turned out telescopes and other instruments which com¬ mand a ready and remunerative market in this and other countries. VII. On April 16, 1862, slavery was abolished in the District of Columbia. By November 13,000 refugees had collected at Washington, Alexandria, Hampton, and Norfolk. Under an unparalleled exigency, instant action was necessary. The lack of educational privileges led Christian societies to engage in educational work — at least in the rudiments of learning — for the benefit of these people, who were eager to be instructed. Even where education had not previously been a part of the functions of certain organizations, the imperative need of the liberated left no option as to duty. With the assistance of the Baptist Free Mission Society and of the Baptist Home Mission Society, schools were established in Alexandria as early as January 1, 1862, and were multiplied through succeeding years. After Appo- matox the Baptist Home Mission Society was formally and deliberately committed to the education of the blacks, giving itself largely to the training of teachers and SLATER FUND AND EDUCATION OF THE NEGRO. 1381 preachers. In May, 1892, the society had under its management 24 schools with 216 instructors, 4,861 pupils, of whom 1,756 were preparing to teach, school property worth $750,000 and endowment funds of $156,000. Probably not less than 50,000 have attended the various schools. Since 1860 $2,451,859.56 have been expended for the benefit of the negroes. The superintendent of education says: “The aggregate amount appropriated for the salaries of teachers from the time the society com¬ menced its work until January, 1883, was: District of Columbia, $59,243.57; Vir¬ ginia, $65,254.44; North Carolina, $41,788.90; South Carolina, $29,683.71; Florida, $3,164.16; Georgia, $26,963.21; Alabama, $4,960.37 ; Mississippi, $6,611.05; Louisiana, $39,168.25; Texas, $2,272.18; Arkansas, $150; Tennessee, $57,898.86; Kentucky, $1,092.54; Missouri, $300. The following gives the aggregate amount appropriated for teachers and for all other purposes, such as land, buildings, etc., from January, 1883, to January, 1893 : District of Columbia, $103,110.01; Virginia, $193,974.08; North Carolina, $142,861.95; South Carolina, $137,157.79; Florida, $55,923.96; Georgia, $314,061.48; Alabama, $35,405.86; Mississippi, $86,019.i0; Louisiana, $33,720.93; Texas, $131,225.27 ; Arkansas, $13,206.20; Tennessee, $164,514.05; Kentucky, $49,798.56; Missouri, $6,543.13. Until January, 1883, the appropriations for teachers and for lands, buildings, etc., were kept as separate items. I have already given the appro¬ priations for the teachers up to that date. For grounds and buildings $421,119.50 were appropriated.” In connection with the Spelman Seminary and the male school in Atlanta, there has been established, under intelligent and discriminating rules, a first-class training department for teachers. A new, commodious structure, well adapted to the purpose, costing $55,000, was opened in December. At Spelman there is an admirable training school for nurses, where the pupils have hospital practice. Shaw University, at Raleigh, has the flourishing Leonard Medical School and a well-equipped pharmacy. VIII. The Presbyterian Church at the North in May, 1865, adopted a deliverance in favor of special efforts in behalf of the “ lately enslaved African race.” From the twenty-eighth annual report of the Board of Missions for Freedmen it appears that, besides building churches, special exertions have been put forth “in establish¬ ing parochial schools, in planting academies and seminaries, in equipping and sup¬ porting a large and growing university.” The report mentions 15 schools — 3 in North Carolina, 4 in South Carolina, 3 in Arkansas, and 1 in each of the States of Texas, Mississippi, Virginia, Georgia, and Tennessee. One million two hundred and eighty thousand dollars have been spent. “In the high schools and parochial schools we have (May, 1893) 10,520 students, who are being daily molded under Pres¬ byterian educational influence.” The United Presbyterian Church reports for May, 1893, an enrollment in schools of 2,558. The Southern Presbyterians have a theo¬ logical seminary in Birmingham, Ala., which was first opened in Tuscaloosa in 1877. IX. The Episcopal Church, through the Commission on Church Work among the Colored People, during the seven years of its existence (1887-1893) has expended $272,068, but the expenditure is fairly apportioned between ministerial and teaching purposes. The schools are parochial, “ with an element of industrial training,” and are located in Maryland, Virginia, North Carolina, Tennessee, and Alabama; but the “reports” do not give the number of teachers and scholars. The Friends have some well-conducted schools, notably the Schofield in Aiken, S. C. They have sustained over 100 schools and have spent $1,004,129. In the mission work of the Roman Catholic Church among the negroes school work and church work are so blended that it has been very difficult to make a clear separation. Schools exist in Baltimore, Washington, and all the Southern States, but with how many teachers and pupils and at what cost the report of the commission for 1893 does not show. A few extracts are given. “We need,” says one, “ all the help possible to cope with the public schools of Washington. In fact, our school facilities are poor, and unless we can do something to invite children to our Catholic schools many of them will lose their faith.” Another person writes : “ Next year we shall have to exert all the influence in our power to hold our school. Within two doors of our school a large public-school building is being erected ; this new public-school building will draw pupils away from the Catholic school unless the latter be made equally efficient in its work.” X. On February 6, 1867, George Peabody gave to certain gentlemen $2,000,000 in trust, to be used “for the promotion and encouragement of intellectual, moral, or industrial education among the young of the more destitute portions of the South¬ western States of our Union.” This gift embraced both races, and Dr. Barnas Sears was fortunately selected as the general agent, to whom was committed practically the administration of the trust. In his first report he remarked that in many of the cities aided by the fund provision was made for the children of both races, but said that as the subject of making equal provision for the education of both races was occupy- ing public attention, he thought it the safer and wiser course not to set up schools on a precarious foundation, but to confine help to public schools and make efforts in all suitable ways to improve or have established State systems of education, Still, 1382 EDUCATION REPORT, 1894-95. \> - * - ~c vxsssm in some localities aid was judiciously given, and the United States superintendent of education for the negroes in North Carolina gave testimony that hut for the Peabody aid many of the colored schools would be closed. “ Our superintendents have aided largely in distributing the Peabody fund in nearly all the States/’ “ Great good has thereby been accomplished at very little added expense.” The Peabody fund bent its energies and directed its policy toward securing the establishment of State sys¬ tems of education which should make adequate and permanent provision for universal education. State authorities would have more power and general influence than individuals or denominational or private corporations. They represent the whole people, are held to a strict accountability, protected “from the charge of sectarianism and from the liability of being overreached by interested parties.” State systems, besides, have a continuous life and are founded on the just principle that property is taxable for the maintenance of general education. The fund now acts exclusively with State systems, and continues support to the negroes more efficiently through such agencies. XI. Congress, by land grants since 1860, has furnished to the Southern States sub¬ stantial aid in the work of agricultural and mechanical education. On March 2, 1867, the Bureau of Education was established for the collection and diffusion of informa¬ tion. This limited sphere of work has been so interpreted and cultivated that the Bureau, under its able Commissioners, especially under the leadership of that most accomplished American educator, Dr.W. T. Harris, has become one of themost efficient and intelligent educational agencies on the continent. To the general survey of the educational field and comparative exhibits of the position of the United States and other enlightened countries have been added discussions by specialists and papers on the various phases of educational life produced by the incorporation of diverse races into our national life or citizenship. The annual reports and circulars of information contain a vast mass of facts and studies in reference to the colored people, and a digest and collaboration of them would give the most complete history that could be prepared. The Bureau and the Peabody education fund have been most helpful allies in mak¬ ing suggestions in relation to legislation in school matters, and giving, in intelligible, practical form, the experiences of other States, home and foreign, in devising and perfecting educational systems. All the States of the South, as soon as they recov¬ ered their governments, put in operation systems of public schools which gave equal opportunities and privileges to both races. It would be singularly unjust not to con¬ sider the difficulties — social, political, and pecuniary — which embarrassed the South in the efforts to inaugurate free education. It required unusual heroism to adapt to the new conditions, but she was equal in fidelity and energy to what was demanded for the reconstruction of society and civil institutions. The complete enfranchise¬ ment of the negroes and their new political relations, as the result of the war and the new amendments to the Constitution, necessitated an entire reorganization of the systems of public education. To realize what has been accomplished is difficult at best — impossible, unless we estimate sufficiently the obstacles and compare the facilities of to-day with the ignorance and bondage of a generation ago, when some statutes made it an indictable offense to teach a slave or free person of color. Com¬ parisons with densely populated sections are misleading, for in the South the sparse¬ ness and poverty of the population are almost a preventive of good schools. Still the results have been marvelous. Out of 448 cities in the United States with a population each of 8,000 and over, only 73 are in the South. Of 28 with a popula¬ tion from 100,000 to 1,500,000, only 2 (St. Louis being excluded) are in the South. Of 96, with a population between 25,000 and 100,000, 17 are in the South. The urban population is comparatively small, and agriculture is the chief occupation. Of 858,000 negroes in Georgia, 130,000 are in cities and towns and 728,000 in the country; in Mississippi, urban colored population 42,000, rural 700,000; in South Carolina, urban 74,000, rural 615,000; in North Carolina, urban 66,000 against 498,000 rural; in Alabama, 65,000 against 613,000; in Louisiana, 93,000 against 466,000. The schools for colored children are maintained on an average 89.2 clays in a year, and for white children 98.6, but the preponderance of the white over the black race in towns and cities helps in part to explain the difference. While the colored popula¬ tion supplies less than its due proportion of pupils to the public schools, and the regularity of attendance is less than with the white, yet the difference in length of school term in schools for white and schools for black children is trifling. In the same grades the wages of teachers are about the same. The annual State school revenue is apportioned impartially among white and black children, so much per capita to each child. In the rural districts the colored people are dependent chiefly upon the State apportionment, which is by law devoted mainly to the payment of teachers’ salaries. Hence, the schoolhouses and other conveniences in the country for the negroes are inferior, but in the cities the appropriation for schools is gen¬ eral and is allotted to white and colored, according to the needs of each. A small proportion of the school fund comes from colored sources. All the States do not SLATER FUND AND EDUCATION OF THE NEGRO. 1383 discriminate in assessments of taxablo property, but in Georgia, where the owner¬ ship is ascertained, the negroes returned in 1892 $14,869,575 of taxable property against $448,884,959 returned by white owners. The amount of property listed for taxation in North Carolina in 1891 was, by white citizens, $234,109,568; by colored citizens, $8,018,446. To an inquiry for official data, the auditor of the State of Virginia says : “The taxes collected in 1891 from white citizens were $2,991,646.24 and from the colored $163,175.67. The amount paid for public schools for whites, $588,564.87 ; for negroes, $309,364.15. Add $15,000 for colored normal and $80,000 for colored lunatic asylum. Apportioning the criminal expenses between the white and the colored peo¬ ple in the ratio of convicts of each race received into the penitentiary in 1891, and it shows hat the criminal expenses put upon the State annually by the whites are $55,749.57 and by the negroes $204, 018. 99. 77 Of the desire of the colored people for education the proof is conclusive, and of their capacity to receive mental culturo there is not the shade of a reason to support an adverse hypothesis. The Bureau of Education furnishes the following suggestive table : Sixteen former slave States and the District of Columbia. Tear. Common-school en¬ rollment. Expendi¬ tures (both races). Tear. Common-school en¬ rollment. Expendi¬ tures (both races). White. Colored. White. Colored. 1876-77 1, 827, 139 2, 034, 946 2, 013, 684 2 215, 674 2, 234, 877 2, 249, 263 2, 370, 110 2, 546, 448 2, 676, 911 571, 506 675, 150 685, 942 784, 709 802, 374 802, 982 817, 240 1, 002, 313 1, 030, 463 $11, 231, 073 12, 093, 091 12, 174, 141 12, 678, 685 13,656, 814 15, 241, 740 16, 363, 471 17, 884, 558 19, 253, 874 1885-86 . . 2, 773, 145 2, 975, 773 3, 110, 606 3, 197, 830 3,402,420 3, 570, 624 3, 607, 549 3, 697, 899 3, 835, 593 1, 048, 659 1, 118, 556 1, 140, 405 1, 213, 092 1,296,959 1, 329, 549 1, 354, 316 1, 367, 515 1, 424, 995 $20, 208, 113 20, 821, 969 21, 810, 158 23, 171, 878 24, 880, 107 26, 690, 310 27, 691, 488 28, 535, 738 29,170,351 1877-78 . 1886 87 . 1878-79 . 1887-88.. _ 1879-80 1888-89 . 1880-81 . 1889-90 . 1881-82 . 1890-91 . 1882-83 . 1891-92 . 1883-84 . 1892-93 . 1884 85 . 1893-94 * . * Approximately. Total amount expended in 18 years, $353,557,559. In 1890-91 there were 79,962 white teachers and 24,150 colored. To the enrollment in common schools should be added 30,000 colored children who are in normal or sec¬ ondary schools. The amount expended for education of negroes is not stated sep¬ arately, but Dr. W. T. Harris estimates that there must have been nearly $75,000,000 expended by the Southern States in addition to what has been contributed by mis¬ sionary and philanthropic sources. In Virginia, North Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Texas, and Arkansas annual grants are made for the support of colored normal and industrial schools. The negroes must rely very largely upon the public schools for their education, and so they should. They are and will continue to be the most efficient factors for uplifting the race. The States, at immense sacrifice, with impartial liberality, have taxed themselves for a population which contributes very little to the State reve¬ nues, and nothing could be done more prejudicial to the educational interests of the colored people than to indulge in any hostility or indifference to or neglect of these free schools. Denominations and individuals can do nothing more harmful to the race than to foster opposition to the public schools. XII. A potential agency in enlightening public opinion and in working out the problem of the education of the negro has been the John F. Slater fund. “ In view of the apprehensions felt by all thoughtful persons,77 when the duties and privileges of citizenship were suddenly thrust upon millions of lately emancipated slaves, Mr. Slater conceived the purpose of giving a large sum of money to their proper educa¬ tion. After deliberate reflection and much conference, he selected a board of trust and placed in their hands $1,000,000. This unique gift, originating wholly with him¬ self, and elaborated in his own mind in most of its details, was for “the uplifting of the lately emancipated population of the Southern States and their posterity, by conferring on them the blessings of Christian education.77 “Not only for their own sake, but also for the sake of our common country,77 he sought to provide “the means of such education as shall tend to make them good men and good citizens,77 associating the instruction of the mind “with training in just notions of duty toward God and man, in the light of the Holy Scriptures.77 Leaving to the corporation the largest discretion and liberty in the prosecution of the general object, as described in his letter of trust, he yet indicated as “lines of operation adapted to the condi¬ tion of things77 the encouragement of “institutions as are most effectually useful in promoting the training of teachers.77 The trust was to be administered “ in no par¬ tisan, sectional, or sectarian spirit, but in the interest of a generous patriotism and 1384 EDUCATION REPORT, 1894-95. an enlightened Christian spirit/7 Soon after organization the trustees expressed very strongly their judgment that the scholars should he “trained in some manual occupation, simultaneously with their mental and moral instruction/7 and aid was confined to such institutions as gave “instruction in trades and other manual occu¬ pations/7 that the pupils might obtain an intelligent mastery of the indispensable elements of industrial success. So repeated have been similar declarations on the part of the trustees and the general agents that manual training, or education in industries, may he regarded as an unalterable policy; hut only such institutions were to he aided as were, “with good reason, believed to he on a permanent basis.77 Mr. Slater explained “ Christian education/7 as used in his letter of gift, to be teach¬ ing, “leavened with a predominant and salutary Christian influence/7 such as was found in “the common school teaching of Massachusetts and Connecticut/7 and that there was “no need of limiting the gifts of the fund to denominational institutions.77 Since the first appropriation near fifty different institutions have been aided, in sums ranging from $500 to $5,000. As required by the founder, neither principal nor income is expended for land or buildings. For a few years aid was given in buying machinery or apparatus, but now the income is applied almost exclusively to paying the salaries of teachers engaged in the normal or industrial work. The number of aided institutions has been lessened, with the view of concentrating and making more effective the aid and of improving the instruction in normal and industrial work. The table appended presents a summary of the appropriations which have been made from year to year. Cash disbursed by John F. Slater fund as appropriations for educational institutions. To— Amount. August 13, 1884. April 30, 1885 ... April 30, 1886... April 30, 1887 ... April 30, 1888 . . . April 30, 1889 . . . April 30, 1890 . . $24, 881. 66 30, 414. 19 38, 724. 98 39, 816. 28 46, 183. 34 43, 709. 98 41, 560. 02 April 30, 1891 April 30, 1892 April 30, 1893 April 30, 1894 Total To— Amount. $50, 650. 00 45,816.33 37, 475. 00 40, 750. 00 439, 981. 78 III. OCCUPATIONS OF THE NEGROES. [By Henry Gannett, of the United States Geological Survey.] The statistics of occupations used in this paper are from the census of 1890, and represent the status of the race on June 1 of that year. The census takes cognizance only of “gainful77 occupations, excluding from its lists housewives, school children, men of leisure, etc. Its schedules deal only with wage earners, those directly engaged in earning their living. GENERAL STATISTICS. In 1890, out of a total population of 62,622,250, 22,753,884 persons, or 34.6 per cent, were engaged in gaintui occupations. Of the negroes, including all of mixed negro blood, numbering 7,470,040, 3,073,123, or 41.1 per cent were engaged in gainful occu¬ pations. The proportion was much greaxer than with the total population, This total population, however, was composed of several diverse elemeuts, including, besides the negroes themselves, the foreign born (of which a large proportion were adult males), and the native whites. The following table presents the proportions of each of these elements which were engaged in gainful occupations : Per cent. Total population Whites . . Native whites... Foreign born Negroes . 34.6 35. 5 31.6 55.2 41. 1 The diagram No. 1 sets forth these figures in graphic form. The total area of the square represents the population. This is subdivided by horizontal lines into rec¬ tangles representing the various elements of the population, and the shaded part of each rectangle represents the proportions engaged in gainful occupations. The proportion was greatest among the foreign born because of the large propor¬ tion of adults, and particularly of males, among this element. Next to that, the proportion was greatest among the negroes, being much greater than among the whites collectively, and still greater than among the native whites. SLATER FUND AND EDUCATION OF THE NEGRO. 1385 Classifying tlie wage earners of the country in respect to race and nativity, it appears that 64.5 per cent were native whites, 22 per cent were of foreign birth, and 13.5 per cent were negroes. Analyzing the statistics of occupation by sex, it is discovered that the proportion of native white males who had occupations was 53.4 and of females 9.4 per cent. The corresponding proportion of male negroes was 56.3 per cent and of female negroes 26 per cent. The male negroes were slightly more fully occupied than were the native whites, while among females the proportion of wage earners was much greater. The difference between native whites and negroes in the proportion of wage earners was, therefore, due mainly to the fuller occupation of women. To put it in another form : Out of every 100 native whites who pursued gainful occupations, 85 were males and 15 were females; of every 100 negroes, 69 were males and 31 were females. Indeed, a larger proportion of women pursued gainful occupations among negroes than in any other class of the population. CLASSIFICATION OF OCCUPATIONS. The primary classification of occupations made by the census recognized five great groups, as follows: (1) Professions, (2) agriculture, (3) trade and transportation, (4) manufactures, (5) personal service. These titles are self explanatory, with the possible exception of the last class, which is mainly composed of domestic servants. The following table shows the proportion of the negro wage earners engaged in each of these groups of occupations. In juxtaposition, for comparison, are placed similar figures for the native white and the foreign born : Native white. Foreign born. Negro. Professions . . . . . . . . . . Per cent. 5. 5 Per cent. 2. 2 Per cent. 1. 1 Agriculture .......... _ ....... _ _ _ ....... _ ......... _ .... 41. 0 25. 5 57.2 Trade and transportation . 17. 0 14. 0 4.7 Manufactures . 22. 9 31.3 5.6 Personal service . . 13. 6 27.0 31.4 Total . 100.0 100. 0 100.0 Similar facts are shown by diagram No. 2. In this the total area of the square represents the number of persons in the country jiursuing gainful occupations. This is divided into rectangles by horizontal lines, the rectangles being proportioned respectively to the numbers of the native whites, the foreign born, and the negroes. The subdivision of these rectangles by vertical lines indicates the proportion in each group of wage earners. The most striking facts brought out by this table and diagram are that only a trifling proportion of the negroes were in the professions, that much more than one- half were farmers, and nearly one-third were engaged in personal (mainly domestic) service. Indeed, over seven-eighths of them were either farmers or servants. The proportions engaged in trade and transportation and in mauufactures were very small. In respect to the farming class, they contrasted sharply with the foreign born. In trade and transportation and in manufactures the contrast was even greater, in the contrary direction. The foreign born contained a much larger pro¬ portion of professional men. Comparing the negroes with the native whites, equally interesting contrasts appear. Professional men were much more numerous among whites than among negroes. The proportion of the farming class, although much smaller, was nearer that of the negroes than was the same class among the foreign born. In trade and transportation and in manufactures the native whites had much greater proportions, while in personal service the proportion was much less than that of the negroes. MALE AND FEMALE WAGE EARNERS. It will be interesting to analyze these figures further. The following table clas¬ sifies negro wage earners by occupation and by sex, giving for each sex the percent¬ age engaged in each group of occupations : * Male. Female. Professions . , . 1.2 63.4 6.8 7.0 21.6 0.9 44.0 .2 2.8 52.1 A griculture . . . Trade and transportation . Manufactures . Personal service . ED 95 - 44* 1386 EDUCATION REPORT, 1894-95. Diagram No. 1. — Proportion of the population and its elements, which were engaged in gainful occupations in 1890. Diagram No. 2. — Classification of the wage-earners hy race and nativity and hy occu¬ pations. TRADE. AND TRANSPOR¬ TATION. SLATER FUND AND EDUCATION OF THE NEGRO. 1387 These figures are also illustrated by diagram No. 3, the area of which represents all negro wage earners. The two rectangles into which it is divided represent the males and females; each of these is subdivided into rectangles representing the num¬ ber in each group of occupations. Of the male negro wage earners, more than three-fifths were farmers and a little less than one-fourth were servants. The two classes jointly accounted for nearly 85 per cent of all. Diagram No. 3. — Classification of negro wage-earners by sex and occupation. Of the females, considerably less than one-half were farmers and more than one- half were servants — the two classes together accounting for 95 per cent of all. This large proportion of female negro farmers was doubtless made up in the main of women and female children employed in the cotton fields. 1388 EDUCATION REPORT, 1894-95. NUMBER OF WAGE EARNERS. The following table, abstracted from the census publications, shows the number of negroes in all occupations and in each of the five great groups of occupations by sex and by States and Territories : State or Territory. All occupations. Agriculture, fisher¬ ies, and mining. Professional service. Males. Females. Males. Females. Males. Females. The United States . 2, 101, 233 971, 890 1,329,584 427, 835 25,171 8, 829 Alabama . 192, 322 101, 085 146,361 66, 123 1,471 491 1, 091 71 29 3 Arkansas . 86, 861 30, 115 68, 219 19, 069 1,226 238 California . 4, 301 1, 041 1,084 14 86 21 Colorado . 2, 765 792 180 4 75 13 Connecticut . 4, 064 1,964 879 1 61 10 Delaware . 9, 334 3,016 4,157 34 97 32 District of Columbia . . 21, 238 18, 770 553 16 390 335 Florida . 46, 302 19, 071 23, 690 7, 629 776 223 Georgia . 246, 913 122, 352 172, 496 54, 073 2, 122 958 83 23 16 1 Illinois . 19, 270 4,713 4, 323 134 486 116 Indiana . 14, 648 4, 210 3, 273 37 .330 126 Iowa . 3, 615 730 973 11 78 11 Kansas . - . 13, 889 3,400 4, 171 110 357 69 Kentucky . 76, 411 31, 255 38, 456 1, 013 1, 406 420 Louisiana . 159, 180 83, 978 111, 820 49, 428 1, 251 355 Maine . 409 145 104 2 8 2 Maryland . 63, 166 32, 642 29, 516 743 640 275 Massachusetts . 7, 593 3, 435 601 4 162 57 Michigan . 5, 065 1,329 1,458 45 115 39 Minnesota . 1,719 383 72 2 57 13 Mississippi . 198, 531 105, 306 167, 995 77, 925 1, 970 775 Missouri . 43, 940 16, 715 15, 757 324 897 337 Montana .............. ... ... 971 140 41 25 4 Nebraska . 3, 741 959 242 3 63 7 Nevada, _ _ 130 22 41 1 Hampshire 242 107 60 5 New Jersey . 16, 143 7, 738 4,166 29 287 82 New Mexico 888 156 163 3 10 New York . 23, 272 13, 664 3,031 25 571 135 North Carolina . 148, 370 68, 220 106, 493 33, 796 1,619 565 Noftti Da.kota, . 146 23 35 7 Ohio . 28, 085 7, 791 6, 201 108 617 246 Oklahoma . 958 125 635 17 22 3 Oregon . . . 536 99 106 2 23 5 Pennsylvania . 37, 534 15, 704 4, 602 29 584 197 Khode Island . 2, 337 1,362 270 2 38 18 South Carolina . 186, 714 102, 836 149, 915 73, 588 1, 543 506 South Dakota . 284 43 33 1 1 2 Tennessee . 121, 016 44, 701 72, 316 12, 510 1,736 592 Texas . 123, 395 46, 691 85, 824 20, 758 2, 031 563 TTtati . . 298 51 21 1 Vermont . , , __ ,, _ _ _ _ _ 322 109 112 I 3 Virginia . 169, 343 71, 752 93, 745 10, 164 1, 654 911 Washington . 902 153 250 2 16 2 West Virginia . 11, 478 2, 623 4, 790 50 166 63 Wisconsin . 855 205 168 4 27 11 Wyoming > _ T , _ 563 75 141 58 1 SLATER FUND AND EDUCATION OF THE NEGRO 1389 Table showing the number of negroes in all occupations, etc. — Continued. State or Territory. Domestic and per¬ sonal service. Trade and transpor¬ tation. Manufacturing and mechanical indus¬ tries. * Males. Females. Males. Females. Males. Females. The United States . 457, 002 505, 898 143, 350 2, 399 146, 126 26, 929 Alabama . 25, 426 33, 380 9, 147 140 9, 917 951 1, 034 67 13 12 4 Arkansas . 11, 226 10, 506 2, 787 27 3, 403 275 California . 2,316 897 457 3 358 106 Colorado . 1,702 715 406 5 402 ‘55 Connecticut . 1,925 1,781 634 7 565 165 Delaware . 3, 631 2, 878 633 21 816 51 District of Columbia . 12, 680 16, 734 4, 776 195 2, 839 1,490 Florida . 13, 229 10,421 4,106 52 4, 501 746 Georgia . 39, 294 65, 025 16, 397 372 16, 604 1, 924 57 21 8 2 1 Illinois . . 10, 865 4,061 1, 994 41 1, 602 361 Indiana . 7,950 3, 849 1, 426 23 1, 669 175 Iowa . 1,966 672 289 1 309 35 Kansas . . 6,898 3, 077 1,148 20 1, 315 124 Kentucky . 22, 649 28, 916 7, 381 66 6, 519 840 Louisiana . 31, 609 31, 292 6, 045 129 8,455 2, 774 Maine . 174 128 68 2 55 11 Maryland . 21, 014 30, 406 7, 538 144 4, 458 1,074 Massachusetts . 4, 296 2,914 1,402 34 1,132 426 Michigan . 2, 495 1, 102 448 6 549 137 Minnesota . 1,286 315 216 1 5 88 48 Mississippi . 17, 209 25, 729 5, 671 74 5, 686 803 Missouri . . . 18, 899 15, 614 4, 862 44 3,525 396 Montana . 815 122 45 1 45 13 Nebraska . 2, 743 881 323 4 370 64 Nevada . 67 18 17 1 5 2 New Hampshire _ _ _ 81 84 24 72 23 New J ersey . 7,715 7, 339 2,111 25 1, 864 263 New Mexico . 651 150 40 24 3 New York . 13, 151 12, 445 4, 231 54 2, 288 1,005 North Carolina . 20, 580 31, 393 7, 564 106 12, 114 2, 360 North Dakota, . . . . 90 22 10 4 1 Ohio . 14, 814 6, 955 3, 027 40 3,426 442 Oklahoma . 231 102 28 1 42 2 Oregon . 328 81 42 1 37 10 Pennsylvania . 22, 505 14, 297 5, 213 104 4, 630 1, 077 Rhode Island . 1, 161 1,169 546 3 322 170 South Carolina . 18, 554 26, 213 6, 860 188 9, 842 2, 341 South Dakota . 115 35 121 1 14 4 Tennessee . . 25, 606 30, 333 10, 954 125 10, 404 1, 141 Texas . 23, 360 24, 840 6, 386 69 5, 794 461 Utah . 248 48 14 1 14 2 Y ermont 143 102 33 31 6 Virginia . 39, 425 55, 941 15, 655 253 18, 864 4,483 W shin gt'GTi . . . . 480 134 69 87 15 West Virginia . 3, 515 2, 462 2, 080 7 927 41 Wisconsin . 481 161 74 1 105 28 W joining _ _ T _ _ _ _ _ 313 71 31 3 20 1390 EDUCATION REPORT, 1894-95. Diagram No. 4. — Proportion of negro wage-earners to negro population, Per cent. Arizona _ Montana. . Wyoming _ „ _ Washington. . Nevada _ South Dakota _ Utah.... . . . Colorado . . Minnesota . New Hampshire. ... New York. . . Oregon.. Idaho _ Nebraska . . . District of Columbia. New Jersey. _ New Mexico. . Massachusetts. . Pennsylvania _ Rhode Island. Connecticut.. California..— Maine North Dakota... Maryland... . Delaware _ .... Louisiana _ Vermont. _ Alabama.. Georgia..— . West Virginia. Wisconsin.. Indiana. Michigan. Ohio. South Carolina — Mississippi. _ Missouri.— Florida.. Illinois. Iowa.. Kentucky- North Carolina. Tennessee- Virgin ia.^_ Arkansas _ Oklahoma..^ Kansas - - Texas.. iiiiiiiiiaiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii iiiiMiiiiiiiiiiiisiiiniiiiiiiiiiiaiiiiiiiiiiiiiirmiiml SLATER FUND AND EDUCATION OF THE NEGRO. 1391 1392 EDUCATION REPORT, 1894-95. PROPORTION OF WAGE EARNERS TO POPULATION. The foregoing diagram No. 4 shows by the length of the bars the proportion which the negro wage earners bore in 1890 to the negro pojjulation of each State. This proportion was greatest in the States and the Territories of the West. Following these are the Northeastern States, while the lower part of the column is made up of the States in the Upper Mississippi Valley and those of the South. OCCUPATIONS BY GROUPS OF STATES. The distribution of wage earners among the five occupation groups differed widely in different parts of the country. To study it, it will be sufficient to group the States and analyze the statistics of each group. The groups which will be used here are those which have been in use in the last two censuses, namely, the Northeastern and Southeastern, North Central and South Central, and Western groups. The States and Territories of which each group is composed are shown in map No. 5. Examination of the States forming the above groups will show that the groups are in many respects very characteristic. The Southeastern and South Central groups contain nine-tenths of the negroes of the country. These States may be said to constitute the home of the negro, while in the Northern and Western States he is an immigrant. OCCUPATIONS BY SEX AND STATE GROUPS. Diagram No. 6 shows the distribution by sex and by groups of States of the negro wage earners. It appears that in the Northeastern, Southeastern, and South Central groups two-thirds of the wage earners were males and one-third were females, while in the North Central and Western groups about five-sixths were males and one-sixth only were females. This is in part due to the disproportionate number of males in these parts of the country. Diagram No. 7 shows the distribution of the negro wage earners, classified by sex, among the five occupation groups and by groups of States. The length of each bar represents 100 per cent, and each bar is divided proportionately among the different occupation groups. Thus from it we read that in the Northeastern States 15 per cent of the male wage earners were engaged in agriculture, 56 per cent in personal service, 16 per cent in trade and transportation, 12 per cent in manufactures, and 2 per cent in the professions. It is seen that a far larger proportion of male wage earners were engaged in agri¬ culture in the Southern States than in the Northern and Western States, the propor¬ tion in the two groups of the former States being 64 and 71 per cent, while in the Northeastern States only 15 per cent were engaged in agriculture, in the North Cen¬ tral States 26 per cent, and in the Western States 17 per cent. In trade and transportation the highest proportion was found in the Northeastern States, where it was 16 per cent ; in the North Central States it was 14, and in the Western States 10 per cent, while in the Southeastern States it was 7 per cent and in the South Central States 7 per cent. Of course, the magnitude of the proportion in the Northeastern States is due to the fact that this is the commercial and manufacturing section of the country, where a large proportion of all the population is engaged in these avocations. The same is the case, though in less degree, in the North Central States, while the Southern States are almost purely agricultural. The figures relating to manufacturing occu¬ pations show similar characteristics. It will be noted that in the Northern and Western States the occupations of the negroes were more diversified than in the Southern States. Agriculture and personal service in the Northeastern States occu¬ pied but 71 per cent of all wage earners, in the North Central States they occupied 75 per cent, and in the Western States 81 per cent, while in the Southeastern States these two occupation groups comprised 84 per cent and in the South Central 88 per cent of all. The diagram shows in a similar manner the distribution of the female negro wage earners. There were engaged in agriculture in the Northern and Western States but a trifling proportion of negro women, while in the Southern States as a whole nearly one-half of the female negro wage earners were engaged in that avocation. On the other hand, personal service occupied fully nine- tenths of the female wage earners in the Northern and Western States, while in the Southern States less than one-half were engaged in it. Indeed, 94 per cent of the female wage earners of the West were engaged in personal service, 91 per cent in the Northeastern States, and 87 per cent in the North Central States. In trade and transportation the proportion was trifling and in manufactures it was small, although much larger in the North and West than in the South. SLATER FUND AND EDUCATION OF THE NEGRO. 1393 Diagram No. 7. — Distribution of occupations by sex and sections of the country. Ter cent. < 9 10 20. 30 40 50 6: 0 / 7? 80 i 10 1 00 - I Northeastern . Southeastern.... North Central... South Central... Western... _ 1 i j : : ; : • : : . . : : -il -m IMale. : Female | | \ 1 i i ■ I| : Male. : Female. 1 H f ll township system "). — The form of school administration in the Southern States upon the introduction of public schools after the close of the civil ivar ( county district system). — The members of the school community .—Its area.— Its functions. I. THE ORIGIN OF THE SCHOOL DISTRICT. At one time or another an institution has appeared, and in the great majority of cases still exists, in almost all of the States of the Union which is probably the most communistic as well as democratic feature of our political institutions and is cer¬ tainly the smallest minor civil division of our system. This institution may bo called generically the school community in the United States. Its communistic fea¬ ture is that wealth and occupation are taxed for the support of schools irrespective of the benefit directly derived by the individual owner or laborer and its democratic feature is that the component members of this school community form or originally formed a legislature for school affairs which votes to tax itself and elects persons to manage its affairs during the intervals elapsing between its meetings. It is evident that such a community could come into existence, at least spontaneously, only in an environment marked by the absence of well defined and acknowledged shades of social standing; 2 for a symmetrical and homogeneous organization of public educa¬ tion, a very democractic process, if left to develop freely is sadly impeded in a State whose population has in the course of time been segregated into nobility, gentry, trades-people, yeomen, and wanderers in search of work, as in England in the times of Henry VIII and Elizabeth, or of nobility, professional persons, tradesmen, and peasantry, as in France or Germany before the French Revolution. There is considerable probability in the assumption that the education of the people first became an affair of political self-government in the Puritan or religious commonwealth of the New World. Every “township”3 of 50 householders was required to appoint a teacher who was to be paid by the parents or masters of thoso who received instruction, or by the inhabitants in general byway of supply as “the major part of thoso who order the prudentials of the town shall appoint.” Here for practical purposes is first connected the word township with school affairs. In 1636 the general court of Massachusetts gave public sanction to the township, an institution which had become spontaneously the political unit of the colony.4 In New England, as a rule, entire communities settled down and erected at once a township, which was not merely an aggregation of human beings nor a mere muni¬ cipal organization, but a well-defined and represented political entity.5 It became a body corporate as well as politic, could possess and dispose of property, could sue and be sued.0 But it was a close corporation. Not residence but votes gave 1 By Mr. Wellford Addis, specialist in the Bureau. 2 It is noticeable liow the exceptions to this remark in past times originally appeared as one passed southward from New England. In Pennsylvania, for instance, the constitution of 1790 contained the following provision : “ The legislature shall provide for the establishment of schools in such manner that the poor may be taught gratis.” This provision was repeated in the constitution of 1838. Mr. Wickersham refers to the provision as an “objectionable policy of educating the poor as a class.” Hist. Ed. in Pennsylvania, p. 276. 3 It will be observed that this okl law calls the New England town a township. It was so in Eng¬ land, the word town and township being used interchangeably. 4 Palfrey, Compendious History of New England, Vol. I, p. 172. 6 Lodge, English Colonies in America, p. 411 ; Palfrey, Vol. I, p. 172. c Palfrey, Vol, I, p, 274-276. 1457 1458 EDUCATION REPORT, 1891-95. membership, and either by law or the force of public opinion every member, or free¬ man, as ho was called, must be a member of the recognized church,1 and thus voters in church meetings and voters in town meetings were the same persons, until the religious test gave Avay to other qualification. It has been maintained that the town meeting was merely the vestry meeting of the parish of the Anglican church adapted to Puritan needs in the American wilderness. But it must be remembered that there was more than one kind of parish in England at the time of the Puritan emigration to America. “For the purpose of civil government the term ‘parish* meant a dis¬ trict separate from the ecclesiastical parish, from the ‘highway parish,* and from the civil division called a township,2** it being especially created in 1601 as a poor- law parish. The lay business of the Now England town was not a part of the eccle¬ siastical proceedings, but the ecclesiastical business was a part of the proceedings of the town meeting, which was a body politic sending representatives to a general court or legislature, which also considered ecclesiastical concerns. Into this town meeting, as has just been remarked, was also carried the — at that date — church duty of education, which thus became a civil instead of an ecclesiastical function as far as English America is concerned. Education in Europe in the age of the Reformation, says Francis Adams, “was not a civil but an ecclesiastical matter, and its aim was religious, not political.**3 The wisdom of endowing the local unit of civil administration with this formerly special function of the ecclesiastical unit is unimpeachable. As early as 1616 the English privy council and in 1633 Parliament had enacted that a school should be established in every parish (ecclesiastical) of Scotland, where practical, at the expenso of the parishoners, and in 1646 authoritative supervision of the schools was placed in the hands of the presbyteries. The expenses of the schools were to be borne by the landowners, though one-half of the rates might bo obtained by them from their tenants.4 But after a century or more of irreligious wrangling between the presbyteries, who directed, and the lairds, who paid for the education of the (Scotch, the former appealed to the central government at London for pecuniary relief, while the English church, after incubating the matter for a century or more, gave birth to the wild and tumultuous efforts of Bell and Lancaster,5 parliamentary inquiries as to the misappropriation of “foundations** for elementary education, and finally after 1870 to a rapid series of acts which established a system noted for its peculiar manner of operation and general intricacy. In 1795 a bishop of the Anglican church, from his political place in the House of Lords, naively remarked, in answer to the demand that the law-making power should bo educated, that he did not know what the mass of the people in any country had to do with the laws but to obey them; which, according to him, is their raison d’etre. In America the spirit of the political government of schools has at length spread over the whole country. But as the environment changed in which the idea was first applied it has frequently been modified to suit changed conditions. In general thi3 modification has been made in one of two forms, one of which is called the “school district system,** or more properly the school community system; the other the “township system,** or more properly the township school district system. The school district or community system seems to have originated somewhat in this way. As the population of each little nucleus of settlement spread itself out from the center of the original “ plantation,** it early became convenient in Massachusetts and Connecticut, at least, to allow neighboring families at a distance to form them¬ selves into a school district, and this system so necessary in a growing agricultural community, such as Massachusetts was before the Avar of 1812, was adopted after years of use6 as the State system by the act of 1789, and was not repealed until manufacturing had restored those concentrations of population which in the early colonial days had invited township control of school affairs. This originated the school district community, Avhich is the form of public school management operated in the greater number of the (States. It is evident, lioAvever, that whateArer form the exigencies of each particular terri¬ torial or economic situation compelled or induced the people to adopt, the success of local self-gOAr eminent in school affairs depends upon the Avillingness of the constit¬ uent individuals of the community to tax themselves for the benefit of their children, 1 Palfrey, ATol. T, pp. 121, 172, 272. 2 Stubbs, Constitutional History of England, Vol. I, pp. 247-248, 5th ed. ; also C. J. Elton, barrister at law, in Eney. Brit., 9th ed., article quoting act of 1806, regulating the interpretation of the word “parish” in the statutes. 3 Elementary School Contest [in England], p. 20. This assertion of Mr. Adams is borne out by facts so familiar to students of the education of the people (popular education as it is called) in Europe, that further quotation or reference seems unnecessary, especially as the idea underlies the practical treatment of the theme in Europe during times past. 4Cf. Historical Survey of Education in Scotland, by A. Tolman Smith, Ecpt. Comr. Ed., 1889-90, pp. 214-235. E The public “ poor schools ” of Pennsylvania tried this cheap expedient with no direct results. G Martin, Evolution of Massachusetts Public School System, p. 9£ THE SCHOOL DISTRICT. 1459 and upon tlieir willingness, at whatever cost, to deprive themselves of any immedi¬ ate pecuniary benefits arising from the sale to others of tlieir children’s time or the personal monopolization of it at home; in general, the absence of a narrow or selfish spirit not only in the family but also in community affairs; or, to say the same thing, in other words a spirit of reasonable emulation and compromise. This desire, of course, is dependent on the value attached to education by the parent and in a meas¬ ure upon the inclinations of the child. As it has been found that some communities are not always willing or able to tax themselves as highly as other and perhaps neighboring communities, a persevering attempt is being made to rectify what is con¬ sidered to be not a necessity but a defect of the administration of our school systems. The question is largely dependent upon the economic condition of the locality and of the State; in other words, upon the unequal distribution of wealth and upon a general desire to distribute the highest benefits to all, irrespective of the inability of some to pay for them.1 Other than tho political and corporate side of the school community there is another which has reference to tho territory over which its jurisdiction extends. In Massa¬ chusetts tho early judicial and administrative relations of the towns were with the central authority called the General Court. For the purpose principally of judicial convenience, the New England colonies were at various times after 1643 divided into counties, the administrative and representative functions of the towns not being inter¬ fered with. Like tho General Court of Massachusetts, the House of Burgesses (borough representatives) of Virginia was composed of members representing “ hun¬ dreds and plantations,” but in 1634, when the population of Virginia had increased to 5,000 and had spread itself over the land with the view of finding eligible tobacco fields, then shires or counties were created and the burgesses were thereafter returned as representatives of the counties.2 The community of Virginia was a series of plantations which were indistinguishable from one another inasmuch as tobacco cul¬ ture gave them the same character by tending irresistibly to promote tho constant expansion of the area of each plantation,3 which thus became in area a small princi¬ pality containing a squire, his family, and their numerous servants — in short, the Latifundia of the later Roman Empire. In Virginia, therefore, the county is made the unit of administration which was under tho jurisdiction of. tho “ commissioners of the county court” 4 with a grand jury to move attention to defects in county adminis¬ tration. In the public lands of the West it is true that tho blocks of land that were laid off into counties as they get a sprinkling of population are divided with math¬ ematical regularity into squares of 36 square miles called townships, but it is particu¬ larly necessary to note that the New England settlers of these squares of lands are careful to distinguish them from real “towns” by calling them Congressional townships because tho survey of the original wildnerness was authorized by the act of Congress of 1786. II. LEGAL AND POLITICAL CHARACTER OF THE SCHOOL DISTRICT. Although the law books insist that the school district is a quasi corporation, in almost every State the legislature has specifically made it or its executive body a body corporate and in three States (Ohio, Illinois, and Kentucky5) a body politic and corporate. The circumstance that has caused the law writers to use tho term “quasi corporation” seems to be the original formation of the district in New England, where tho district school probably was looked upon as an educational suc- cursal or outlying post of tho original “town” school, tolerated as it were by rea¬ son of the distance that attendance at the village or “town” school proper would require to be traveled. Thus when a neighborhood built its own school and formed itself into a body for managing its own school affairs without legislative sanction, as was originally in New England the case, it was called a quasi corporation to accommodate the fact to legal necessities. As beyond doubt the school district is a body corporate, it remains to inquire if it be not as it exists to-day also a body politic. It is admitted at the outset that it is a body established for a special purpose and that it is unrepresented as such in the State legislature. But on the other hand, it embraces all the inhabitants within a series, of well-defined areas which together form the area of the State, and though in some cases it excludes nontaxpayers and in others it includes women, nevertheless practically its voters are the voters of the State. The particular fact, however, that goes to show that tho school community is a body politic is the power it possesses 1 “Ko sooner had the towns taken the schoolhouses than the same people who, in the district meet¬ ings had resolutely opposed any improvements, came forward and, demanded new houses in the dis¬ trict.” (Martin, Evolution of Massachusetts Public School System, p. 209.) 2 Cooke, Virginia, p. 2Q2, footnote. 3Bruce, Economic History of Virginia in the Seventeenth Century. 4 Doyle, English Colonies in America, Vol. I, p. 217. 6 In Oregon it has been decided that a school district is a public corporation. (2 Oreg., 306.) 1460 EDUCATION REPORT, 1894-95. of levying taxes, especially for purchasing sites and erecting buildings and its place in the administration of the affairs of the State so far as they relate to school affairs.1 The corporate and political character of the school community having been shown, it remains to point out the several forms which it has assumed. The most widely disseminated form of the school community is the so-called “ school district.” In this system are found frequently a “ school meeting” and always a school board of trus¬ tees or of directors, or of education, elected by the voters of the district, in whose hands is placed the administration and the control of school affairs with the excep¬ tion that teachers who have not received a certificate from a State or county authority may not, in the great majority of cases, bo employed, and the local taxation is not always entirely dependent upon the local will. Another characteristic is the change- ablcness of its boundaries, which may vary from year to year if certain legal provi¬ sions are complied with. Such a system as this may bo called the district community system to distinguish it from another form of the district which has wholly or in practice inflexible boundaries such as the school district whose boundaries are coterminous with those of the “ Congressional township” (of 36 square miles) as in Indiana or in Alabama or with the boundaries of “ towns” as in New Hampshire or Massachusetts. Districts having these inflexible boundaries are usually said to have adopted the township system, but as each district or township has a board of educa¬ tion, trustees, or school committeemen to administer the school affairs of tho town¬ ship, the difference between such a system and the district community system must be found in the larger extent of territory under its control and its connection with the other civil authority whose jurisdiction is confined within the same limits as its own.'3 From the foregoing it would seem that there are in every State two systems of administration, one for civil and the other for school affairs, though in both tho con¬ trolling powers arc the same. These powers are (1) the voters (who in the district community system form the “district school meeting”), (2) the Slate legislature who, though elected by the voters, may not be considered as quite the voters themselves, and (3) tho boards of trustees, committeemen, or of education elected by each local community, whether district, town, township, or county, which wholly inaugurates and administers local school business, except where the district meeting is something more than a voting place.2 Occasion ally an exception is found. In the case of North Carolina the board of county commissioners (a “civil” authority) sits as a “county school board,” and in the city of Buffalo the common council administers the affairs of the city public schools, but these instances must be considered lightly. This iso¬ lation of the administration of school affairs is not an anomaly in the administration of English-speaking nations from time to time. England was divided into poor-law parishes, land-tax parishes, burial-acts parishes, and highway parishes, and eventu¬ ally consolidated into the “civil parish,” and in America the administration of poor laws through overseers of tho poor in Massachusetts and New York, but not in the Southern States, presents an analogy. The two forms of school districts which have been alluded to in the foregoing one as the school district community system, and the other as the district township or district county school system, as the case maybe, are mainly distinguished from each other by their political, territorial, and financial relations to the civil authorities; and in investigating tho nature of these differences it is advisable to speak first of tho constituency, then of the area of the school district community, which appar¬ ently came into being about the middle of the eighteenth century, was legalized in Massachusetts in 1789, and was endowed with the power of taxing itself in 1800. If by way of illustration school township districts are spoken of, it will be under¬ stood that the constituency and area of such districts are not being treated of as 5 Of Delaware it is interesting to note that each Catholic congregation or its vestrymen are made a body politic and corporate. Mr. Martin, in History of tho Massachusetts Public School System, in speaking of the evils of the district system, a system which sprang into existence spontaneously about the middle of the eight¬ eenth century, remarks: “When the church atfairs had been given to the parish, the care of roads and the care of schools to the district, there was little left for the town to do.” 2 Perhaps there is another characteristic feature that distinguishes the two forms of the district system usually pitted against each other as the “township versus the district system.” If this he the case tho import of the other characteristic is readily inferred from the following: “The school committee [of Massachusetts towns] arc an independent body, intrusted by law with large and important powers and duties; and, although every discretionary power is liable to abuse, against which no perfect safeguards can be provided, yet we [the supreme court of Massachusetts] are aware of no substantial reason for supposing that the power of fixing teachers’ salaries is more liable to abuse by the school committee than by the city council.” (Bachelder v. Salem, 4 Cushing, 603, as quoted in 98 Mass., 587.) In Indiana the supreme court has used the following language regarding the power of a trustee of a school township : “ The township trustee is clothed with almost autocratic powers in all school mat¬ ters. The voters and taxpayers of the township have little, if, indeed, any. voice or part in the control in the details of educational atfairs. So far as actual authority is concerned the trustee is the corpora¬ tion, although in contemplation of law it is otherwise.” (Wallis v. Johnson Tp.,75 Ind., 374; Buck- nell v. Widner Tp., 73 Ind., 501.) THE SCHOOL DISTRICT. 1461 they are only the school side of the well defined “ civil” political body and area which it is the purpose of an increasing number of text-books to make understood. CONSTITUENT MEMBERS. The constituency of the school district community being iu the great majority of cases specifically a body corporate for public school purposes, and as such embracing within well-defined local territorial demarkations practically all the electoral body of the State, it naturally follows that the qualifications for votiug at a school meet¬ ing should be those required at an election for representatives in the legislature. Such, in general, is the case, though from the school district being a territorial unit occasionally a provision is found requiring a residence within its boundaries of 30, 40, or 60, or even 150 days immediately preceding the election. There are, however, two exceptions to the general statement that the qualifications required from the voter in the school district meeting or election are those required of the voter at general State aud local elections. One of these is that in a number of States women are allowed to vote, a provision which enlarges the right of franchise, and the other is that a property holding or tax paying, or child-having (either as parent or guardian) qualification is exacted, which seemingly restricts the electo¬ rate, giving it a tinge of self-protection as though the property holders were afraid to permit their possessions to the rule of the majority. Certain provisions for the endowment of women with suffrage in connection with school affairs are worthy of note. In Kentucky “ any widow having a child 6 to 20 years of age, and any widow or spinster having a ward between the ages of 6 and 20, may vote at a school district election. ” In Michigan and Connecticut no woman, though 21 years of age, the usual requisite, may bo registered unless she can read iu the English language. In New Jersey a woman can not vote for the election of members of district trustees, though she may vote upon all other school questions. The case of New Jersey is an apt illustration of the two bodies politic within the same territorial confines, for at a civil township election a woman can not be permitted to vote, while at a school district election (the school district being a township) she is entitled to vote on all questions except for trustees, to which office, however, she is eligible. The other occasional departure from the usual course of bestowing the franchise in this country is well stated in the law of Idaho, which recites that “none but actual resident freeholders and heads of families of each school district shall vote at an election [for levying a tax].” That this provision where occuring may not necessarily be made to work any particular injustice may bo attested by the char¬ acter of the law of New York, where every person of full age residing in the district for thirty days next preceding any school district election may vote thereat if he or she owns, hires, or leases real property in such district liable to taxation for school purposes, or is the parent or has the quasi custody of a child of school age having attended the district school for eight weeks within the year last past, or who owns personal property assessed on the last preceding assessment roll of the town exceed¬ ing $50 exclusive of exemptions. Frequently the delinquent payer of school taxes is debarred from voting, and in some cases of deciding in regard to borrowing money for building, a mere plurality of votes will not carry the measure at issue. There are characteristics in the organization of the school community of the South Atlantic and Gulf Coast States, Texas accepted, that mark those communities as an exception. It is extremely doubtful if this phenomenon can be attributed to the social conditions existing in the Southern States which require the maintenance of two systems of public schools. But whatever be the explanation it seems legitimate to conclude that the school systems of the southeastern and southern coast are systems of State schools, while in Massachusetts, to take the most striking example, the school system is a town[ship] system, though most freely directed by the legislature to carry out reforms or inaugurate innovations. Five Southern States have a county board as the real local school authority. In one of these (Florida) the county is divided into three districts, and a member of the board is elected from each; in another (Georgia) the grand jury choose the county board; in another (Mississippi) the county board is composed of a member from each supervisor’s district appointed by the State superintendent, and in the fourth and fifth the county board is appointed by the governor. The other States of our southern coast have a county superin¬ tendent as the local school authority, who is appointed in Alabama and Virginia by the State superintendent, and in South Carolina (under the old law) is elected by the people. North Carolina has no county superintendent, and its schools are under the authority of its “ county commissioners,” sitting as a “county board of education.” The more local or district authority, as far as it occurs, is appointed by the county authority, except in Mississippi, where the “patrons” elect three district trustees, and in Virginia, where an electoral board, composed of the county judge, commonwealth attorney and county superintendent, elect the district boards for the school subdi¬ vision of the county. 1462 EDUCATION REPORT, 1894-95. AREA. The “school district” as a part of the earth's surface, is constituted on quito dif¬ ferent lines from the “ Congressional township,” and even from the original “towns” of New England. The area of a school district is a matter of convenience determined by its inhabitants, and its boundaries, judging from the ever preseut and numerous provisions for changing them, are readily manipulated. The school district is formed in one of three ways — either offhand by an authority of the county, by peti¬ tion to such authority by certain inhabitants of the district, and subsequent vote, and finally, by local organization and subsequent notification of the county author¬ ity. When the legislature has fixed the boundaries of a district as coterminous with those of a “'Congressional township,” as in Indiana and Alabama, or as coterminous with those of a “town,” as in Now Hampshire, the school district system is said, in common pedagogic parlance, to have been abolished aud the town system to have been adopted; but the original fact that each school community had but one “ dis¬ trict school” must not be allowed to obliterate, another fact that any given amount of territory called a school district may have more than one “district school” if there are pupils enough to warrant them. Nor must it be forgotten that, when the increase of population in a large district called for two schools in one district, the ease with which a school district could be formed naturally invited the formation of a new district from the old one, and consequently a new set of officers was required in addition to the set already in existence. The effort to minimize the distance which tho child would have to travel and the contrary evil of having two or more weak schools is apparent in the legislation of States having the district system. Even in the township school district system a deep stream to bo crossed or a diffi¬ cult road to be followed will sometimes make it necessary to carve out a district irrespective of township lines. The principle of the district system is that the school community immediately served should have charge of its school or schools; the principle of the township system is that a few persons should not have charge of the affairs of the school by which it is served, as it tends to foster petty local animosities, contrariness, and over economy. The school district meeting is tho assemblage of a neighborhood, the township system or “school township district,” as it is sometimes called, is tho removal of such questions to a more varied assemblage or to a board.1 When the area, of tho school district is broadened so as to embrace a large county the assemblage of the school community is impossible and direct legis¬ lation by it is out of the question. Before passing to the consideration of the formation of the two kinds of districts, tho rather anomalous case of the State of New York must be noted. Tho subdivision of that State is done in a manner which distinguishes it at once from the town school system of New England, the district community system of both the Missis¬ sippi Valley and of New England, and the county system of the Southern States. The legislature has divided the State into school commissioner districts, and each school commissioner subdivides his school commissioner district into common school districts. There were, in 1894, 114 school commissioner districts in New York, each, on the average, containing 425 square miles, and 97 common school districts. But no city may be included in any school commissioner district. Each of these two classes of areas, excluding tho city district class, is solely a school area, and although tho functions of the school commissioner are probably the same as thoes of the county superintendent in the South and West, the school commissioner is not a county officer. FUNCTIONS. Under the two preceding sections the members and the area of the school district community has been spoken of; it yet remains to compare its functions with that of the school township district. In many States tho school meeting is a legislative institution as conclusive in its decisions, so far as untrammeled by the law, as it is regular in its assemblage. Its functions are (or may be) : (1) In every case to elect the officers required by law to be elected in order to supervise and accomplish the business of the school district; (2) to provide school accommodations; (3) in many cases to levy tax for the general support of schools, and (4) in some cases to decide questions regarding the adminis¬ tration of the schools of the district. In general, the duties of the meeting are to elect officers, pass upon financial questions, fix the site of schoolhouses, and vote upon changing boundaries. Tho “school meeting” is not a feature of the township district system. In Massa¬ chusetts, for example, the town meeting elects the body that manages school affairs. In New Hampshire, however, where tho civil town and the school district town are coterminous, there is a town meeting and also a school district meeting, which may be held between the 1st day of March and the 20th of April at the usual place at See footnote 2 on p. 1460. THE SCHOOL DISTRICT. 14G3 which town meetings are held. Pennsylvania and other States, whose school districts are townships, have no school meeting in the proper sense of the term, though elec¬ tions are held for officers. In Indiana it has been remarked from tho bench that the voters and taxpayers of the township havo but little, if indeed any, voice or part in the control of the details of township educational affairs, although in contemplation of law it was otherwise; tho voters may petition the trustee to locate a sehoolhouse, but ho may use his discretion in the matter. Compare the position of the Indiana trustee, whom the court called an autocrat, with the condition of affairs in tho time of school districts in Massachusetts, where, in ono instance, farmers who never camo out at a Presidential election came forth with great alacrity during two years to attend ten district school meetings made necessary by a contention as to the proper location of a sehoolhouse. A peculiarity of administration in our southern coast States has been pointed out under the constituency of the school district of that portion of the Union (p. 1461). But it is not in the manner that local wishes make themselves felt that the distin¬ guishing characteristic of tho two kinds of management of school affairs is evident. That characteristic is found in the taxablo area, or, in other words, the financial arrangements proper to each of the two systems. Each board of local school officers has four functions to perform connected with (1) the reception of money from the State or county, (2) its disbursement, (3) the levying, and (4) disbursement of local taxes. To show these facts as far as given, it is convenient to arrange tho methods adopted in each State in the following form, which is published subject to future emendation : Maine. — The town meeting elects a school committee and levies local taxes, which are collected as other taxes are. State money is paid to town treasurer. Disburse¬ ments are made upon written order of municipal officers on certified bill of items being presented. New Hampshire. — Town school district meeting elects school board. Tho civil authority of the town assesses a tax at a rate fixed by legislature, and pays over amount to tho town school district board. A town school district may raise money for support of schools, which shall be assessed and collected and paid over by town as other school taxes are. It may also raise money for purchasing sites and erecting buildings and furnishing and insuring them; but tbe civil authority, on application of the creditor shall annually assess one-fifth of such debt, such tax being held by the town (civil) treasurer to the order of the creditor. Each town school district has its own treasurer, who disburses school funds upon the order of the school board; it also has one or more auditors to examine tho treasurer’s accounts. Vermont. — The town meeting elects board of school directors, and assesses a tax which is recommended by directors ; but such tax shall not bo less than one-fifth nor more than one-half of the poll tax and 1 per cent of assessed value of real and per¬ sonal property, unless town, by special vote, increases the amount. Town treasurer receives money coming to town through hands of State authorities, and also the amounts raised within the town; he disburses these sums on the order of tho board of school directors. Massachusetts. — The town meeting elects a school committee and levies tax, which is assessed, collected, ana disbursed in like manner as other town taxes. The money apportioned to town through State officials is placed in its treasury. Connecticut. — There are as yet two systems in this State, the permissive town dis¬ trict system and a district community system. In tiie case of the town district system the town meeting elects a school committee and levies tax estimated to be necessary by school committee. Selectmen (civil authority) and school committee of town deposit all moneys and securities “coming into their hands” with town treasurer, who also has custody of money coming from State officials. In case of district community system the district meeting elects a district com¬ mittee and levies taxes for establishment of schools, payment of teachers, and for construction, purchase, repair, and furnishing of sclioolhouses, and in general has power to make all agreements and regulations for establishing and conducting schools not inconsistent with the regulations of the town, having jurisdiction of the schools in each district. But the [minimum] amount to be raised by each district is fixed by the school visitors of the town and the selectmen in joint meeting, and the amount so fixed is certified to district committee. [It is impossible to say whether this tax is in reality a town tax or district tax. The creation in Connecticut of a board of school visitors of a town was evidently a measure looking toward the consolidation of the school districts in each town into one large district, whose boundaries would coincide with those of the town. It may be said of Connecticut and of Rhode Island that the legislature considers the town as the ultimate political unit.] Each district has its treasurer and collector. Rhode Island. — The town must establish and maintain schools, but may divide itself into districts. The town meeting elects a school committee and levies tax, 1464 EDUCATION REPORT, 1894-95. whicli is paid over to town treasurer, who keeps a separate account of money received from the State officials and from the town collector. [A proportionate part of money received from the State is called “ teachers’ money.”] If a town divide itself into districts each district elects a hoard of trustees and taxes itself to support public schools and to provide facilities, including buildings and sites, for instruction, but all district taxes shall be collected by the district col¬ lector (or the town collector, if the district so vote) in the same manner as town taxes are collected. Each district has its treasurer and collector, whose duties are those performed by the. town treasurer and collector when handling school money. New York. — There are two kinds of educational areas (excluding cities) one of which appears to be merely the sphere of influence of an official, while the other, under the name of the common school district, is a body corporate. The common school district meeting elects 1 or 3 trustees, and levies taxes to supply deficiencies in teachers’ wages after money received from the State has been exhausted, to supply buildings, sites, and other facilities for instruction, and judgments of record and other incidentals. The district has its own collector and may have its own treas¬ urer, who disburses the money received by the district from the State or from its own levies, on order of the district school trustees. Neio Jersey. — The voters in the school township meeting (cities excluded from the school township) elect a board of education and may raise by tax such other sums as may be needed for school purposes, which is collected like other township taxes, and is held and disbursed by collector of township on order of the president and clerk of the board of education. The Stato tax comes to tho township collector through the county collector by order of county superintendent of education. Pennsylvania. — Townships (and boroughs and cities) elect a local board, which fixes and levies tax for support of schools and for buildings, and also elect assessors. A member of the board shall act as treasurer, or a treasurer may be elected, who receives all State appropriations, district tax, and other funds of the district, and disburses the same on order of the board. [It is regretablo that, in the digest of public schools, appearing in the annual report preceding this, by an inadvertencyin transcribing notes the annual appropriation of $1,000,000 made by Pennsylvania was not mentioned under this State.] Delaware. — Stated school meeting elects a school committee and votes the amount to be raised for free school or schoolhouse, but if the majority" vote is against tax the amount required is raised by subscription. School committee collects its levies through its own collector or tho collector of the hundred. It draws orders on the trustee of the State school fund when entitled to do so. Maryland. — The district school trustees are appointed by the county board of school commissioners, who are themselves appointed by the governor. The county board elects a treasurer and in case the State money coming into his hands (which is to pay teachers and provide school books and stationery) is insufficient the county school commissioners are directed to levy and collect a tax approved by “ civil” county authority", whicli tax is collected as are other county taxes, but are eventually paid to the treasurer of the school county. Virginia. — The county judge, commonwealth’s attorney, and the county superin¬ tendent are a board for the election of [district] school trustees, vrho estimate amount of money required for extra expenses of district and report same to county school board, which is composed of all the members of all the school boards, with the county superintendent as chairman. The county school board recommends to the “civil ’’authority the tax required for “county school purposes,” which or so much as may be allowed the civil authority levies, and also recommends a tax to be levied upon a district which has reported that it requires for school purposes more money than its proportion of the tax for county school purposes will bring to it. This latter tax is also levied by civil authority. State money is paid by warrant to county superin¬ tendent, who indorses it over to civil county treasurer, who collects and disburses all county school moneys, but he keeps the State, county, and district money separate. Disbursements seem to be made by order of district board. North Carolina. — County board of education, which is school title of “civil” authority, elects district committee. County levies tax to supply deficiency of money received by county from State and apportions all school moneys among tho districts, which when so apportioned is subject to the order of the district committee. The civil county treasurer is the custodian of school funds received by the county from the Stato or from its own levies. South Carolina. — A board of district school trustees are to be selected in a manner to be named by legislature, and any school district may by authority of legislature levy “ an additional tax for the support of schools ” beyond that levied by the civil county authority and apportioned to districts in proportion to enrollment in schools. County civil treasurer is custodian of all Stato and county fuuds. [Provisions of new constitution.] Georgia, — Each county shall constitute one school district, which is under the THE SCHOOL DISTRICT. 1465 authority of a county hoard of education selected by the grand jury. The county board may levy a local tax to supplement the State apportionment after two succes¬ sive grand juries have acquiesced in the proposition to submit the matter to the voters and two-thirds of the voters have voted for the tax. The State treasurer holds the State school money until it is wanted by county school district board for payment of debts duo and awaiting payment on the 30th of April, 31st of July, 31st of October, and 31st of January of each year. Florida. — The county school board is elected by the people. It recommends the amount of tax to be levied for support of schools to county “civil” authority, by which estimate is accepted or modified. County “civil” collector collects money which is disbursed by county “civil” treasurer as school treasurer. Subdistricts may be formed having a board of trustees elected, by the people; such districts may levy a special-school tax. Alabama. — The county superintendent, who, if not elected by people, is appointed by State superintendent, is charged with the reception and disbursement of school moneys, but all local school funds raised by taxation or otherwise are expended in district where raised. Mississippi. — The patrons of the school (except in separate school districts, i. e., a municipality) elect a board of trustees. When funds received through State officials are not sufficient to carry on schools for more than four months the civil county authority may levy tax on all property and polls not situated within a separate school district, such tax to be collected and disbursed by county treasurer. Any munici¬ pality of a school district may levy tax in same manner. State money for school purposes is first paid to county treasurer and to treasurer of separate school district. Louisiana. — The parish (county) school board is appointed by the State board of education. The police jurors of the parishes and the boards of cities, towns, and villages may levy a parish or municipal tax. Whenever one-tenth of the property taxpayers of any parish, city, or incorporated municipality shall petition the police jury or municipal authorities to increase the rate of taxation for the purpose of con¬ structing public buildings, the body petitioned orders an election to decide whether the levy shall be made. The parish “civil” treasurer has custody of all school funds whencesoever coming. West Virginia. — The district board of education, which is elected by people, deter¬ mines the rate of taxation necessary for teachers’ and building funds and outstand¬ ing debts. The amount received from the State and the levy for teachers’ pay is called the “teachers’ fund.” State money is apportioned to districts through county superintendent. The county “civil” assessor assesses the rate fixed by dis¬ trict board and the sheriff or collector collects and disburses it. Ohio. — The several kinds of districts (city, village, or township) elect a board of education which determines the entire amount of money necessary to be levied as a contingent fund for the continuance of the district school or schools after the State funds are exhausted, and for other purposes. The money from the State comes through the county officials, and district levies are assessed and collected as county taxes are, but are paid over to district treasurer, by whom it is disbursed. Indiana. — A school township district board of trustees is olected by people, which board may levy a tax and has the custody and disbursement of all school funds. Illinois. — Each township is a township for school purposes and the school business of the township [auditing accounts and reporting statistics?] is done by a board of trustees elected by the people. But townships are broken up into “one or more” districts having a district board of directors, and incorporated cities and villages have their own board of education. The board of directors of each district and the board of education of each city or village must levy a tax for support of schools; but all school funds are held by township treasurer subject to the order of the board. Kentucky. — District trustees aro elected by people. District may vote to tax itself but must appoint a treasurer. In cities the board of education may levy tax or request civil authorities to do so. Teachers’ salaries are paid by county superin¬ tendent on certificate of board of trustees. The county superintendent appears to be the custodian of moneys received from the State; cities appear to receive their share of State money directly from State treasury. Tennessee. — The board of district school directors is elected by people; but in case it is necessary to supplement State and usual county funds in order to continue school five months, the county court must levy an “additional tax,” or submit mat¬ ter to voters. The civil authority of incorporated places may also levy supplemen¬ tary tax. The county “civil” trustee is the custodian of all moneys received from the State or raised in the county, but he must keep the school accounts separate from the accounts for civil affairs. Michigan. — As in Illinois, there is a semblance of township district organization, but there is a district community system, each community having its district board of directors, which is elected by the school meeting. The board levies taxes for 1466 EDUCATION REPOET, 1894-95. general school purposes. The supervisor of the township assesses the taxes voted by the school district, as well as others laid upon it, which is collected by the township treasurer and disbursed by him on order of the proper district officer. Wisconsin. — The annual school meeting elects a district school board, a member of which is treasurer. No district may contain more than 36 square miles, and any township may adopt the township system. The district meeting levies taxes for sup¬ port of schools, which taxes are assessed and collected by town, whose treasurer appears to hold district money subject to the order of the district board. The money apportioned to the districts "by the State (teachers7 money) comes to them through the hands of the county and township officials; money raised by township is appor¬ tioned by township to districts. Minnesota. — Any district may contain an entire township or 36 square miles in different townships. The district meeting elects a district board of trustees, one of whom is treasurer. In addition to the 1 mill county tax assessed by county on each district and returned to it, each district meeting may vote a tax for support of schools or for building purposes. It would appear that the district treasurer receives all money raised and in the district. He disburses all moneys coming to the district either mediately or directly from county officials. Ioica . — Each civil township and each originally independent school district is a [township] school district, but each township district is divided into subdistricts. Each subdistrict elects a subdistrict school director and the subdistrict school directors form the township school district board. This board estimates the amount necessary to support the schools, which the county “ civil77 authority levies and eventually pays over in the same manner as other township taxes are paid over. The county “civil77 authority also levies and apportions a county tax. The financial agents of State and county school funds are the same as control State and county revenue. Each board of township directors has its own treasurer, who receives money from county “civil77 treasurer. Missouri. — The school meeting elects a board of district school directors and fixes the rate of tax to be levied, which is apparently collected and disbursed by “civil77 township authority. State moneys are apparently disbursed by county “civil77 treasurer. Arkansas. — District school meeting elects district board of directors and may levy tax, which apparently is collected and paid over by county “civil 77 authority. Texas. — The voters of each community (district) elect a board of district trustees and may vote tax upon itself, which is levied and collected by county authorities, by whom it is disbursed, as are (presumably) all school moneys coming from the State treasury. North Dakota. — Each civil township not organized under the district system is a [township] school district, which elects 3 school directors and a treasurer. The board levies tax by resolution, which tax is collected by county auditor and is paid by his order on the county treasurer to the district treasurer. South Dakota. — Each civil township in each county not organized under the district community system is a school township district, but each school township district may be subdivided by vote. The voters elect a district school board, and may levy taxes for the support of schools. One member of the board is elected as treasurer. The tax voted by district is levied by “civil 77 county authority at the same time as county school taxes are levied. The school district treasurer disburses school moneys on order of board, which moneys he receives from county “civil77 treasurer on order of the county superintendent. Nebraska. — The electors of each school district elect a district school board, one member of which is treasurer, and decide what tax shall be levied (through the county “ civil77 authority). The State and county money is held in county treasury until apportioned by county superintendent, when it is received and disbursed by dis¬ trict treasurer. The district money is paid by county “civil77 treasurer to school district treasurer on order of district board. Kansas. — The voters, in school meeting, of each school district, elect a district school board, one member of which is the treasurer, and may levy a tax. State and county money is paid to county “civil77 treasurer, from whom it is drawn by school district treasurer, after being apportioned by county superintendent. Colorado. — The voters of each district elect a district board of school directors, and may levy tax if money received from State and county taxes is insufficient to pay school expenses. Such tax is levied by county “civil77 authority, and held in county treasury as are the other school moneys coming from State and county, sub¬ ject to the order of the district board. Wyoming. — The voters of the district elect a board of directors, who may levy a tax, which is levied by the county “civil77 authority, at the same time that the county school taxes are raised; but the collector shall pay the district tax directly to the treasurer of the district that voted it. State and county school money are held in county treasury subject to the order of proper officers. THE SCHOOL DISTRICT. 1467 I Montana. — Tlio voters of each school district elect a district hoard of trustees, and may tax itself for school purposes, hut such tax is collected hy county c( civil ” authority, and when collected is held to the credit of the district. State and county money is apportioned hy county school superintendent. Idaho. — The voters of the school district elect a hoard of school trustees and vote tax which shall he levied hy county “ civil” authority, which levies and collects the county school tax. The county superintendent apportions State and county money in county treasury to each district to whose order it is thereafter subject. In inde¬ pendent districts the hoard of trustees may levy tax. Washington. — The voters of each school district elect a hoard of district directors, which may levy tax if ordered by vote of electors. Such is levied and held hy county “ civil” authorities subject to order of district, as are the State and county school money when apportioned hy county school superintendent. Oregon. — The voters of each district elect a hoard of district school directors, and may levy tax. The county treasurer is the custodian of all funds apportioned to districts in the county, and holds such funds subject to order of clerk of school dis¬ trict when they have been apportioned hy county superintendent. California. — The voters of the district elect a district hoard of school trustees, and may vote tax, which the county “ civil ” authority levies and collects at the timo of collecting county school taxes. The county superintendent apportions State and county school money to districts, hut the State funds may he used only for paying teachers. The county treasurer seems to he the general custodian of all school money received hy or raised in county, cities excepted. No county assessor, collector, or treasurer is entitled to fees for handling school money. Nevada. — Each village, town, or incorporated city is a school district, which elects a district hoard of school trustees, and may levy tax, which is levied and collected hy county “civil” authority at the same time as county school taxes are collected, all of which are collected into county treasury as on special deposit. State school money is devoted entirely to paying teachers, and it and the county school money are apportioned to the districts hy county superintendent. CHAPTER XXXV. THE CONVEYANCE OF CHILDREN TO SCHOOL. The question of the consolidation of rural schools continues to receive the thought¬ ful attention of educators. It has been frequently demonstrated and is generally conceded that it would be better, both on economical and on pedagogical grounds, to unite the many small and weak schools of a township, dispersed over a large extent of territory, into a few strong, well-equipped and well-conducted graded schools, located at convenient points. The adoption of the town system in the management of school affairs in several States has rendered this procedure more feasible, by placing the control of all the schools under one central authority, with power to locate and discontinue schools wherever needed in its discretion, and which is competent to reduco the disjecta membra of a school system to healthy and well-rounded ed ucational organisms. The chief hindrance to consolidation now to be considered lies in the distance some of the pupils would have to travel from their homes to reach the nearest union or graded school, in thinly populated sections. The expedientlias been tried on a considerable scale in Massachusetts, and is being favorably considered elsewhere, of transporting the more distant pupils to school at the public expense. The importance of this experiment and the influence it may exert in determining the future character of rural and village schools, would seem to render it advisable to recapitulate what has been undertaken and accomplished in this direction. A law of Massachusetts approved April 1, 1869, reads as follows: “Any town in this Commonwealth may raise by taxation or otherwise, and appropriate money to be expended by the school committee in their discretion, in providing for the con¬ veyance of pupils to and from the public schools.” The then secretary of the State board, J. White, refers to this act as “introduced into the legislature through the efforts of a practical man from one of our rural towns of largo territory and sparse population, where the constant problem is, how to bring equal school privileges to all without imposing undue taxation. “In too many cases the town seems to have forgotten that the most important element in the solution of the problem has been the character of the school, and have bent their efforts to making them accessible to all. This has led to such an unwise multiplication of them as not only to shorten the time of their continuance, but greatly to diminish their efficiency, while at the same time the expense of main¬ taining them has been largely enhanced. “The act recognizes the fact that it is a far better policy for the town to spend a few dollars in conveying, in severe and stormy weather, and through drifts of snow, children who have no means of conveyance, to a well appointed and good school, rather than to waste hundreds in planting small and feeble schools at their doors. “I have little doubt that the future history of not a few of them will amply jus¬ tify the wisdom of the grant. “It is to be remembered that the law is not compulsory. It simply gives the power to the towns, whose citizens are amply qualified to judge as to the propriety of exer¬ cising it. Certainly there is little danger of its abuse.” Secretary White then quotes from a letter written by the chairman of the school committee of au important town in Worcester County, which he says “shows what has already been accomplished by the aid of this act and of the act to abolish the school district system, and is a sufficient reply to the sneering criticism to which it has been exposed in high quarters.” The letter runs as follows : “Wo have been consolidating and grading since spring. Instead of 11 schools of the old six-months grade, we have now 5 primary and 2 grammar, and shall be able to keep at least eight months this year, with no addition to the appropriation, though we pay better wages and transport the children in two districts at an expense of $10 per week.” 1469 1470 EDUCATION REPORT, 1894-95. The first general statement of tlie results in Massachusetts of the law authorizing the public conveyance of pupils to school was made by Supt. W. L. Eaton, of Con¬ cord, in 1893, in a pamphlet prepared for the Massachusetts public school exhibit at the World’s Columbian Exposition. In it he said : “ Since the year 1869 the cities and towns of Massachusetts have been authorized by law to appropriate and expend money for the conveyance of pupils to and from the public schools. At first this authority was used, in accordance with its apparent purpose, mainly to convey pupils to the high school, as generally there was but one such school in a town. Within a few years, however, many communities have used this authority to increase the educational advantages of the children — constantly decreasing in numbers— who live in the districts at a distance from the centers of population. This has been accomplished by closing many district schools and trans¬ porting, at public expense, their pupils to the neighboring district school or to the village. * * * “In order to secure full information regarding this important movement, a circular letter of inquiry was sent to 165 cities and towns. Replies have been received from 135, and the answers tabulated. The following summaries are of interest: “I. The cities and towns that reported an expenditure for 1891-92 of $33,500, will expend for the current year $48,300. “II. Fifteen towns and cities report conveyance to high school only, at a cost of $8,650.20 for 462 pupils. “III. It appears that in the remaining 120 towns and cities there were, prior to the beginning of this movement to consolidate, 632 outlying schools. Of this num¬ ber, 250 have been closed within the past twelve years, and to-day nearly 2,000 pupils are being conveyed to adjacent district schools, or to the village schools. “ IV. To the question, Is it the policy of your town ultimately to close all the schools outside the centers of population? twenty-five answer yes, without qualifi¬ cation ; forty answer no; and nearly all the others reply that their towns are work¬ ing for that end, or are considering the question, or hope to accomplish such a result. “V. To the request of a brief statement of the reasons that determined the towns to close district schools and transport the pupils toother schools, the replies indicate two distinct purposes — one financial and the other educational. In many of the towns of the State the depopulation of the districts outside the villages has made it cheaper to transport to other schools the few pupils living in the districts than to teach them in situ. In other towns the desire to make strong central schools, and the purpose to give all the children of the town the benefit of better teachers, better appliances, and better supervision, have been the dominant motives to determine consolidation. “VI. To the question whether the results have been satisfactory, there is a sub¬ stantial agreement in the affirmative. The most emphatic expressions of satisfaction come from those towns in which the educational motives have been the dominant ones. Repeatedly comes the assertion from this latter class of towns that the parents would not return to the old system of isolated schools if it were possible. “ The town of Concord is regarded generally and properly as the pioneer in this movement to close all district schools and to convey their pupils to the graded central schools.” State Agent G. T. Fletcher thus reports (M&ss., 1893-94) : “The exodus of young men and women to the cities of Massachusetts and the States of the West has left many of the towns poor in people and property. For what these rural communities have done and may do for the Commonwealth they deserve aid in their time of need. The State should cooperate with the towns in securing for their children educational advantages equal to those possessed by wealthy communities. The school population has diminished in a greater ratio than that of the adults because large families of children were common formerly, uncom¬ mon now; but the number of schools has not been reduced in like proportion to the number of the children, and as a result many schools are too small to be interesting and profitable. “ Last year sixteen towns in three counties had a school attendance of only 1,076 pupils, an average of 11 to a school, for seven months in the year. The average cost per pupil for schooling was $18.33. As some schools had only 6 pupils, and a few only 3, the cost per pupil was much greater, being as high as $60 in the smallest school, while in a school of 25 pupils, the cost averaged less than $8. These figures show the expensiveness of educating pupils in small schools, a fact which the people do not seem to realize. The average wages of teachers in these towns was only $5.50 a week, for which sum good teachers can not be secured. “Two things may be regarded as objects to be kept in view — efficiency and econ¬ omy. Means to secure these ends are comfortable and convenient sclioolhouses ; necessary appliances; no more schools than are needed; intelligent teaching and skilled superintendence. There can not be efficiency without economy in school matters. A scattered population with small means must endure some privations not CONVEYANCE OF CHILDREN TO SCHOOL. 1471 felt in thickly settled communities, sucli as remoteness from post-office, stores, church, schools, physicians; but in this Commonwealth every child should have opportunities for a good common-school education. The State must give more pecu¬ niary aid, perhaps by increase of school fund and distribution of all the income of it among the poorer towns. “Country people should perceive that the conditions under which f lie old district school was a power in the land no longer exist. Fifty pupils in one school, ranging in age from 4 to 21 years, many of them maturo young men and women, was no uncommon occurrence less than fifty years ago. Last year nine towns had less than 50 pupils as an average attendance in all of their schools, and twenty-one towns had less than 75 pupils as a total average attendance; but some of these towns had 8 schools. It must be evident to every intelligent, candid person who gives the sub¬ ject consideration that a less number of schools is a necessity and that only by com¬ bination can this result be attained. If a rural sehool has 25 pupils, a competent teacher can be economically employed. In a good community such a school has advantages not possessed by village or city schools. When the attendance is small in schools it seems to be wise to effect in some way a union of schools. “In many towns the schools can be conveniently united by two3 or threes, accord¬ ing to size and location. In other towns all the children can be gathered at a center where a graded school can be established. Only in this way can the best primary instruction be secured and a high school become a possibility. “ These facts should have great weight with the people. A few good schoolhouses will be needed, and the cost for repairs and fuel will be reduced. Fewer and better teachers will be employed and the children will receive better instruction, which is the ultimate object to be reached, as only for them do schools exist. “There are some objections to any plan of union, but they are overbalanced by the advantages. When the people in the rural towns are willing to do all they can to educate their children, the .State should supplement these efforts wisely by money and management. Many towns have made a good beginning in this work. “ The following letter from Seymour Rockwell, esq., of Montague, for nearly thirty years a member of the school committee of that town, is given here at mv request, for the results of his experience: Montague, Mass., December 6, 1893. “ ‘Dear Sir: For eighteen years we have had the best attendance from the trans¬ ported children ; no more sickness among them and no accidents. The children like the plan exceedingly. We have saved the town at least $600 a year. All these chil¬ dren now attend school in a fine house at the center, well equipped. The schools are graded. Everybody is converted to the plan. We encountered all the opposition found anywhere, but we asserted our sensible and legal rights and accomplished the work. I see no way to bring up the country schools but to consolidate them, mak¬ ing them worth seeing; then the people will be more likely to do their duty by vis¬ iting them. “ ‘Yours, truly, Seymour Rockwell. “‘Mr. G. T. Fletcher.’ ” Mr. George A. Walton, agent of the Massachusetts State board of education, reported in 1894 concerning the schools of Barnstable and Middlesex counties as follows : “ The schools have been consolidated, small schools being brought together and united with larger ones. This process has been proceeding at a rapid rate within the past six or eight years, and includes a large number of schools in both Barnsta¬ ble and Middlesex counties. Orleans has brought into one building all her schools; Harwich has voted in favor of a complete consolidation; the town of Barnstable, with the advent of the new normal school at Hyannis, will concentrate all her chil¬ dren of lower grades of that village in one building, as she has already concentrated the advanced grades of that and the neighboring villages in her high school. Ma.sk- pee and Sandwich and other towns are moving in the same direction. In many towns the process is phenomenal. Some notable instances of consolidation within a few years in Barnstable are Orleans and Mashpee; in Middlesex, Acton, Ashland, Bed¬ ford, Belmont, Billerica, Concord, Dracnt, Holliston, Lexington, Maynard, North Reading, Sherborn, Sunbury, Tyngsboro, Wayland, and Weston. The consolidation in ConcoTd, Bedford, and Lexington is as creditable a part of our school history as their stand in colonial days is of the history of the nation. “The extent to which the schools are consolidating may be inferred from the expenditure returned for transporting children, the expenditure being made to aid the consolidation. Eight out of the fifteen Barnstable County towns and thirty-six out of the fifty-four Middlesex towns pursue the policy of transporting to school. The expenditure for this purpose has increased in the county of Barnstable from $2,682.66 in 1893 to $3,033.85 in 1894, and in Middlesex from $13,901.87 to $18,155.36. 1472 EDUCATION REPORT, 1894-95. “A result which follows from consolidation is a "better grading of tlio schools. Concord, whoso schools fifteen years ago were as confused a set as could bo found anywhere, is now a model of complete and systematic classification. She began the work of consolidating and grading under Supt. John B. Tileston, and has fostered and perfected it under her present superintendent, William L. Eaton. Forty towns and cities in Middlesex have all their schools, with hero and there an exception, under a good system of grading. Included in these are schools ten years ago found at the crossroads and in the highways. The same is true of towns in Barnstable County. State Agent John T. Prince reports the same year (1894) on the schools of Bristol and Norfolk counties as follows : “ Increased attention has been given in recent years to the consolidation of schools, either for the jmrposo of better grading, for bringing together small schools, or for uniting small outlying schools with a central school. In either case it becomes necessary frequently to convey children from one neighborhood to another or from ail outlying district to the village center. Three different plans of conveyance are followed : (1) Conveyance by carriage from some central point, as, for example, the aban¬ doned schoolhouse, to the school or schools which the children attend. “ (2) Conveyance by carriage which passes through the principal thoroughfare of the neighborhood from the most distant point, the children being obliged to walk to the carriage from homes which are situated on the side roads. “ (3) Conveyance by carriage from the homes of all the school children of the neighborhood. “ It is evident that the latter plan, although more expensive than either of the other plans, is the one most convenient for the pupils, and it has been found by experience to be the one which gives the greatest measure of success. “The amount paid for conveyance and the basis of payment vary greatly accord¬ ing to circumstances. Some towns pay so much a week or mile for each pupil carried, and some so much by the season for carriage and driver. Experience has demonstrated the importance of making a careful selection of a driver who can take proper care of the children and keep them in control. 11 The following towns of Bristol and Norfolk counties have to a greater or less extent consolidated their schools within the past few years, and to accomplish this purpose some of them have been obliged to convey the children by carriage or cars at public expense: Braintree, Cohasset, Dartmouth, Dover, Fairhaven, Foxboro, Franklin, Mansfield, Milton, Norfolk, Norton, Quincy, Eaynham, Seekonk, Taunton, Walpole, Westport. “ Some of the above-named towns are contemplating extending the plan to other schools, and other towns not included in the list are considering the matter. It may be of some interest to know what the result of tho experience of these towns has been. In response to my inquiries, superintendents and secretaries have reported as follows : “ Braintree. — We have consolidated three schools — Middle Street, Iron Works, and East — into the new James Perkins School, East Braintree. The Middle Street School pupils are transported in a barge. We have closed the ungraded school at Mayflower Park, and its pupils are transported by the street railway at half fare to the Pond and Monatiquot schools. Last year we closed the West School, and transported tho pupils by barge to the Pond and Monatiquot schools. Consolidation is cheaper. The people were apprehensive of trouble at first. They find that the pupils do so much better in the large graded schools with excellent heating, ventilation, and sanitation, that it would be impossible to induce them to change back to ungraded schools. On bringing the pupils of different schools together, we found that thoso in the ungraded schools had done on the whole just about three years’ work in four years. In all-round development they were more than this behind. Our schools are all perfectly graded now — one class, each doing a year’s work, in each room — with only one exception, wliero the two highest grammar classes in one school are quite small and are in one room. I think there can be no question that well-graded schools in which the classification is not rigid, and in which it is easy for pupils to pass either way, up or down, can do much better work than ungraded schools. This is certainly being proved by our experience. “ Cohasset . — All except the primary schools of outlying districts are brought into one central building. The result is an undoubted increased efficiency of the schools. 11 Dartmouth. — We have consolidated one school — Allen Street— during the past year by transporting the children to Smith Mills. Two schools were consolidated previous to this year. All parties concerned are well pleased with the consolida¬ tions, and much better work seems to be done for the pupils. ilDover. — The pupils of the North School neighborhood are transjmrted to the Sanger School at the center. Thus far it is a complete success. CONVEYANCE OF CHILDREN TO SCHOOL. 1473 “Franklin. — Tho results have been beneficial. “Mansfield. — Beneficial in every way. “ Milton . — One grammar school was given up in 1893, and tbe pupils distributed among three others which were better graded. Better results came from associating children with others of the same attainments and advancement. All the advantages of better classification are secured. “Norfolk. — A small school was closed a year ago last September. V ery good results have followed, as we are able to have three schools at the center — of primary, inter¬ mediate, and high-school grades. “Norton. — One school building was closed. The pupils are conveyed to another school near by. All agree that it was a wise move. “Quincy. — Consolidation of schools was made several years ago. Results excel¬ lent for the child, the school, and the city. “Randolph. — There was consolidation some few years since, the effect of which, I think, is bad, for the reason that too many scholars are in some rooms at jjresent, and give tho teacher too much to do, otherwise I do not know of any obj ections . No other objection has come under our observation. “Raynham. — One school was closed, and the pupils sent to another, after obtain¬ ing the consent of parents in one district to send their children to the other school, without additional expense to the town. Think we may have to transport some of the pupils this winter term. The results are more than we anticipated. Better results follow in the school work. Most parents appreciate it, and it is a financial saving to the town. “ Scekonk . — We have removed the schoolhouse at Luthers Corner to a lot contain¬ ing one-half an acre, and built an addition to it, 25 by 32 feet, which gives us two good-sized rooms. The primary and intermediate grades occupy one room, tho grammar grade the other. The school in the adjoining district has been discon¬ tinued. Most of the scholars from that district attend the new school, conveyance being furnished. The result is very satisfactory to both parents and scholars, with one exception. , “ Taunton . — Three schools have been closed on account of the small number of pupils, and these few have been transported to other small schools. The cost has been between $900 and $1,000. I like the plan so well that, if possible, I would close others. “Walpole. — One section of the town belonged to a union district. The house was in Dedham^ The house was destroyed by fire a year ago last September. Since that time tho pupils of this section have been transported to the North district. Good results.” Another Massachusetts State agent, Mr. A. W. Edson, discusses the question of public conveyance of pupils as follows: “Consolidation and transportation. — There is a decided tendency on the part of intel¬ ligent and progressive communities to close the small schools in remote districts and to transport children to the graded schools of the villages, where better classifica¬ tion, better grading, and better teaching are the rule. This is done not so much from an economic standpoint as because of the firm conviction that the children receive greater educational advantages there than in the small ungraded schools. “The number of children in the back districts is small, and growing less every year. With few children and small classes there can be but little enthusiasm and progress. “The leading arguments in favor of this movement are: “1. It permits a better grading of the schools and classification of pupils. Con¬ solidation allows pupils to be placed where they can work to the best advantage ; the various subjects of study to be wisely selected and correlated, and more time to be given to recitation. “2. It affords an opportunity for thorough work in special branches, such as draw¬ ing, music, and nature study. It also allows an enrichment in other lines. “3. It opens the door to more weeks of schooling and to schools of a higher grade. The people in villages almost invariably lengthen the school year and support a high school for advanced pupils. “4. It insures the employment and retention of better teachers. Teachers in small ungraded schools are usually of limited education, training, or experience, or are past the age of competition. The salaries paid in cities and villages allow a wide range in the selection of teachers. “5. It makes the work of the specialist and supervisor far more effective. Their plans and efforts can all be concentrated into something tangible. “6. It adds the stimulating influences of large classes, with the resulting enthusi¬ asm and generous rivalry. The discipline and training obtained are invaluable. “7. It affords the broader companionship &sd culture that comes from association with large numbers. ED 95 - 47 1474 EDUCATION REPORT, 1894-95. “ 8. It results in a better attendance of pupils, as proved by experience in towns where the plan has been thoroughly tried. “9. It leadsto better school buildings, better equipment, a larger supply of books, charts, maps, and apparatus. All these naturally follow a concentration of people, wealth, and effort, and aid in making good schools. “The large expenditure implied in these better appointments is wise economy, for the cost per pupil is really much less than the cost in small and widely separated schools. “ 10. And, again, it quickens public interest in the schools. Pride in the quality of the work done secures a greater sympathy and better fellowship throughout the town. “These reasons for consolidating schools and concentrating effort have great force with people interested in the proper education of the coming generation. The future is likely to see increased attention given to this movement. “ There are, however, objections raised to the plan, some of them frivolous, others deserving careful attention, chief among which are: “1. Depreciation of property; decreased valuation of farms in districts where schools are closed. “2. Dislike to send young children to school far from home, away from the over¬ sight of parents; and to provide a cold lunch for them rather than a warm dinner. “3. Danger to health and morals; children obliged to travel too far in cold and stormy weather; obliged to walk a portion of the way to meet the team, and then to ride to school in damp clothing and with wet feet ; unsuitable conveyance and uncer¬ tain driver; association with so many children of all classes and conditions; lack of proper oversight during the noon hour. “4. Insufficient and unsuitable clothing; expense to parents of properly clothing their children. “'5. Difficulty of securing a proper conveyance on reasonable terms; or, if the parent is allowed compensation, of agreeing upon terms satisfactory to both parties, parents and town officials. . “6. Local jealousy; an acknowledgment that some other section of the town has greater advantages and is outstripping any other locality. “ 7. Natural proneness of some people to object to the removal of any ancient land¬ mark or to any innovation, however ivorthy the measure or howe\rer w^ell received elsewhere. “To these objections it may properly be said: “ The first one is more imaginary than real, for any level-headed man with chil¬ dren to be educated Avill place a higher value on the quality of the schools and the school spirit in the community than upon the number and accessibility of the schools. Experience has demonstrated the fact that property in towns committed to this plan has appreciated rather than depreciated in value. “The second and third objections are the most serious. It behooves school authori¬ ties to see that the danger is reduced to a minimum. Suitable conveyances, covered, should be provided, and competent and careful drivers selected. No risks should be taken. During the noon hour some teacher should remain with the children who carry luncheon. “The fourth, fifth, aud sixth objections have no great weight. The last one has great influence with those people Avho choose to lHe, move, and die as did their ancestors, on the theory that this is the last generation, and that any special efforts at improvement are just so much more than is Avise or necessary.” Amount expended for transporting children to school for the past seven years in Massachusetts. Year. Amount. Year. Amount. 18S8 89 . . . $22, 118, 38 24, 145. 12 30, 648. 68 38, 726. 07 1892 93 . $50, 590. 41 63, 617. 68 76, 608. 29 18S9-90 . 1S93-94 . . . 1890-91 . 1894-95 . 1891-82 . In connection Avith these figures the secretary of the State board of education, Hon. Frank A. Hill, remarks: “The law authorizing toAvns to pay for the transportation of pupils was enacted in 1869. The object of the law was to favor the establishment of better equipped, better supported, and better taught schools, without, howeA'er, increasing neces¬ sarily their cost. This could be done by the consolidation of scattered and feeble schools, the maintenance of fewer but better buildings, aud the hiring of a smaller CONVEYANCE OF CHILDREN TO SCHOOL. 1475 number of higher-grade teachers. But the difficulty to be overcome was the dispo¬ sition of children remote from the central schools. This was met by the transporta¬ tion law. The growth of the transportation expenditure is largely the measure of the extent to which consolidation is carried. To a slight extent it is due to a possi¬ ble increasing indulgence to pupils who can walk the required distance to school, but whose parents are averse to their doing so. “The expenditure for 1894-95 was $76,608.29, an advance of $12,990.61 from the expenditure of the preceding year. Two hundred and thirteen towns, as against 199 last year, make returns for transportation expenditures, ranging from $1.55, $3, and $5 for Carver, Goshen, and Swansea respectively, to $2,195, $2,523.75, and $2,699.85 for Concord, Lexington, and Weston respectively. “While vexatious questions not unfrequently arise about the necessity, the kind, the extent, the distance, and the cost of transportation, the general policy of trans¬ portation as a factor in the solution of the question as to what can be done for small ungraded schools in sparsely settled regions of the State is proving to be very helpful. “While the school committee has no right to expend money for transportation unless the town has specifically authorized such expenditure, it has exclusive and absolute charge of the settlement of all details about transportation after it has once been authorized by vote of the town. Whatever the committee does, it is always under statutory obligation to provide convenient schooling for every eligible child. Schooling is made convenient by locating the schoolhouse near the child or transporting the child to the schoolhouse. What is a reasonable walking distance the committee must decide for itself. The secretary, when asked his opinion about reasonable distances, inclines to the view of his predecessor, that little children should not be made to walk much over a mile, although older children of grammar- school age may walk a mile and a half or even more. But numerous conditions may serve to modify this opinion. If for little children the mile lies through lonely, unfrequented, wooded, or difficult roads, it would be too great or too dangerous a distance for them to walk. If, on the other hand, the way lies over a well-traveled thoroughfare, with good sidewalks, and houses all along the road, it would not be a hardship for the children to walk a considerably greater distance than one mile. Transportation should not be used to reduce sturdiness, self-reliance, and reasonable self-denial in boys and girls. It can not be made equally convenient for all families. It often has to be partial for some while complete for others. In cases of genuine doubt, the leaning should be toward the convenience of the child.” In the Massachusetts school rex>ort of 1894-95 are given the results of an inquiry regarding the rural schools of three counties in the western section of the State, conducted by State Agent G. T. Fletcher. The questions touching consolidation and conveyance submitted to the school committees and the gist of the answers thereto, as given by Mr. Fletcher, are as follows : “'Do you favor the consolidation of small schools, and the conveyance of pupils when necessary? Give reasons for your opinion.” Nearly all the replies are in the affirmative, so far as the theory is concerned, while many committees find difficulties and sometimes impossibilities in the way of application. The reasons for consolidation of schools by conveyance of pupils are as follows: Increase in the size of the schools, rendering it possible to have better classification; better attendance, because the school is more interesting and profitable, and pupils can ride in comfort and safety when weather conditions would be unfavorable for walking; and the saving of money by closing small schools, making it possible to employ better teachers. Some maintain that the contact with a larger number of pupils excites a healthy emulation, and that the small district school does not bring the pupils into touch with the conditions of life which they must meet later. “To what extent has the plan of uniting schools been tried in your town, and with what results?” Eighty towns report atrial of the plan. Fifty of them state that results are favorable. As committees may desire particulars about methods of combination and conveyance and advantages secured, or the nature of obstacles and objections encountered, the names of some of these eighty towns are given: Ashburnham, Bernarclston, Bedford, Carver, Dover, Dana, Essex, Erving, Egremont, Gill, Granby, Holliston, Huntington, Leverett, Littleton, Ludlow, Maynard, Montague, New Braintree, Norfolk, PhilHpston, Rutland, Shelburne, and Templeton are among the fifty reporting favorably. Agawam, Carlisle, Conway, Lanesboro, Pelham, and Richmond report some favorable results but much opposition from parents. Auburn, Berkley, Prescott, and Worthington do not favor tho plan. Other towns have not tried to unite schools. Conveyance of children to union schools should be considered as a part of the expense of schooling, and not as a separate charge. The distance which children 1476 EDUCATION REPORT, 1894-95. may be required to walk to school is a question that gives committees much trouble, and in regard to which they would like some decision by authority. NEW HAMPSHIRE. A law of New Hampshire provides that town school boards “ may use a portion of the school money, not exceeding 25 per cent, for the purpose of conveying scholars to and from the schools.” This has been done by the school boards in various towns, aud the results have been reported as follows : „ 1892. Barnstead. — It was decided in the spring to open schools in nine districts. Later the parents at the North, Shackford, and Bickford districts petitioned for schools, representing the number of pupils to be 5, 6, and 7, respectively. It had been a rule with previous school boards to grant a school to any district containing five or more children of school age. Your board followed the rule and opened schools as petitioned; but after a trial of one term it saw fit to abolish both schools and rule. It was found that G and 7 on the petition meant 4 and 5 on the register. Schools were maintained for the remainder of the year in nine districts as at first intended. After closing the school at the North, the pupils there were conveyed to Locke’s Corner, during the fall and winter terms, at an expense of $36. Those of the Bick¬ ford district were conveyed to the Parade at an expense of $20, and in the winter term $17.50 was paid for conveying the pupils from the Tasker district to the South, the distance having been measured and found to exceed 14 miles. Thus at an expense of $73.50 the maintenance of three schools was avoided, and a net saving effected of something over $250. Epping. — The daily conveyance of the few scholars in the North River district, to and from the East Eppi ug School, begun in 1890 and continued through the last school year, has resulted in improving the school and saving about one-half the expense of maintaining another separate school. It is now proposed to make a greater improve¬ ment and saving, by moving the North River schoolhouse to a new lot, centrally located for the united schools. 1893. Alstead. — As in previous years, it has seemed best in some cases to furnish accom¬ modations in neighboring schools, a course which has not been determined wholly by the number of pupils, but also by the opportunities for transportation and the advantages to be obtained in other localities. It is well known that larger schools offer many advantages. Better teachers can be secured, greater unity of method and purpose attained, and increased interest on the part of the pupils assured. On the other hand, there is a natural reluctance to having the old schoolhouse vacated, and our children taken to more distant ones. To adjust these conflicting interests is often the most difficult problem the school board has to solve. Amherst. — All the schools, with two exceptions, have been in operation during the year. No. 7, which was discontinued in 1891, remained closed, the scholars, few in number, attending elsewhere. At the opening of the fall term it was thought best to pursue the same policy with No. 4, giving the scholars the privilege of the village schools, and providing for their transportation. So far as the board is aware, this change has been largely satisfactory and is a step in the direction of consolidation. ColebrooTc. — It was thought practicable to take advantage of the present school law, and an effort was made to unite several schools and so do away with two or three small ones, but was nearly everywhere met with disapproval. There are 3 schools in town with an average of 5 pupils, and the expense of running these schools for the year has been about $300. Now it seems to us that if one-third, or even one-half, of this money had been used for transportation, and the remainder to lengthen the other schools, the children would have been the gainers. As long as these small schools continue, there will be a tendency to employ cheap and inexpe¬ rienced teachers. Walpole. — There is no more difficult problem that the school board is called upon to solve, or under existing conditions one more likely to come up anew with each returning year or term, than how to successfully graft the town system of schools to the old district accommodations. In this connection we refer you to the treas¬ urer’s report, which shows $244 as the sum paid during the year for conveying schol¬ ars to and from school, whose attendance we thought it was unreasonable to expect without in some measure overcoming the obstacle of distance. Thisis always a del¬ icate matter for the school board to handle, and seldom can they arrange it satisfac¬ torily either to themselves or to parents. If the town system is to continue as at present, we recommend to serious consideration whether it would not be wiser to CONVEYANCE OF CHILDREN TO SCHOOL. 1477 abandon the makeshift policy that we have been obliged to pursue in the past, and relocate some of the houses in the sparsely settled parts of the town, thereby avoid¬ ing in a great measure the cost of conveyance. Westmoreland. — Money paid for the conveyance of pupils is a unique and peculiar application of the public taxes and should be paid out with particular consideration. 1894. Barnstead. — By keeping the number of schools down to 9 we have had twenty- nine weeks of school for every scholar in town, the longest school year we ever had. There has been some complaint about going so far as a few of our scholars are obliged to go to attend school, although conveyance is provided for them. We admit it is rather inconvenient to get ready every day and ride a mile and a half; so is it quite as hard for those who live just within the mile and a half limit to get ready and walk all the way. This they do, however, without murmuring. If a few small children living at a distance from the schoolhouse are unable to attend in the coldest weather, it must be borne in mind that the schools begin early in the season, and that they have as much schooling as they would if two or three more houses were opened and the length of term shortened accordingly, while all others have the advantage of the long school. Dover. — The conveyance of pupils to and from the graded schools below the high school has been continued during the year with satisfactory results from Little- worth, Knox Marsh, and Eliot Bridge sections of the city. Allow me to call attention to two other parts of the city to which this plan might be extended advantageously : Tolend school. Upper factory school. Total enrollment during the term . - . .-. . 11 5 Average enrollment . . . . . . 10 5 Average attendance . Average attendance for December . 7 3.5 4 2.8 The majority of the children attending these two schools live at such distance from them that they are obliged to take their dinners to school; stormy and cold weather interferes very seriously with their attendance ; the schools are so small that enthusiasm is of necessity lacking; the children do not get the benefit of the courses in music and drawing conducted by our special teachers in all schools accessible to them. It seems to me that if this matter were presented to the parents of the children of these schools, they would, on purely business principles, prefer to have the children carried to the graded schools rather than continue the present arrangement. Surely a child can ride in a covered barge 3 miles with less hardship and discomfort than he can walk half that distance. Comfortable transportation would nearly double the school advantages of some of the pupils here considered. Hampstead. — It is probably impracticable, in a somewhat sparsely settled town¬ ship like ours, to establish and maintain a graded system of schools in a large, cen¬ tral school building. Of course, if it were practicable, the board has no doubt that the town would willingly make such changes as would be necessary to bring about the result. The greatest obstacle to be overcome seems to be one of transportation, both in respect to its inconvenience to the pupils and the expense attending it. If these difficulties could be overcome, nothing would be of greater value to our chil¬ dren than such a graded school, which all pupils of the town could attend, from the primary to the highest grammar grade. A school of, say, four rooms would then enable the school course to be divided in its execution among four competent teach¬ ers, each of whom would push along the pupils of her room to the next, until the primary pupils would finally emerge from the school well prepared for the high school, whose course of study should be adapted to take the pupil at graduation from the highest room of the graded school, and pass him along without any break in his intellectual progress. The fact that at present nearly all of the applicants to the high school are obliged to enter the so-called preparatory course is not the fault, wholly, of the teaching done in our schools. Our teachers have far too many daily recitations. The recitations are much too short, necessarily so. In the hurry and rush of swiftly changing classes and brief recitations, almost no time can bo found for extended explanation; and hence the pupil must depend too much upon the text-book and his own resources. Under these conditions the brightest, naturally, will do much, but the duller ones must suffer. 1478 EDUCATION REPORT, 1894-95. VERMONT. The school law of Vermont contains a provision similar to that of New Hamp¬ shire, authorizing town school hoards to expend not exceeding 25 per cent of the school moneys for the conveyance of pupils to and from school. State Superintend¬ ent of Education U. S. Stone, in his report for 1893-94, discusses the conditions in Vermont as follows: “The question of transportation can not he discussed without a more detailed consideration of the fundamental question of unprofitable schools. The depletion of the remote school districts through the concentrating tendency of the times and the diminution in the size of families has brought with it a train of disadvantages and inequalities which it is the aim of tho new law to minimize. “A decrease in population in any community is always attended by a decrease in property valuation. This decrease increases the burden of taxation to the remaining inhabitants. It usually costs as much for repairs and fuel for a school of 4 as for a school of 40; also teachers’ wages and the valuation of school property of the two schools are not proportionate to the respective number of pupils. If a new building is necessary the onus in some places is grievous and unjust. These financial condi¬ tions have resulted in the practice of economy, which is disastrous to good schools. It neglects repairs and supplies, shortens the length of schools, and invariably secures only the cheap and incompetent teacher. “Furthermore, the small school in itself is unprofitable for the child. He loses that attrition of mind with mind which is necessary for keenness ; he loses tho stimulation to excel which can exist only in larger classes; he loses vigorous habits of thought and work unless well buttressed and supplemented at home. “'The new law contemplates the discontinuance of those schools financially and educationally unprofitable, and to mitigate cases of gross inconvenience and ine¬ qualities enacted the following law : “Section 667 of the revised law says : “ ‘Schools shall be located at such places, and held at such times as in the judg¬ ment of the board of directors will best subserve the interests of education and give all the scholars of the town equal advantages so far as practicable ; the board of directors may use a portion of the school money, not exceeding 25 per cent thereof, for the purpose of conveying scholars to and from school.’ “No provision of the law has been more vexing to school directors; no provision has so vitally touched the people. Opposition or hostility or sentiment against the closing of schools originated naturally enough from the instinctive dislike of par¬ ents to have their children committed to the conveyance of another, and to a long removal from home; also from an apprehension of a depreciation of real estate. The latter is partially fancied, the former is real. A remote good school has, in the opinion of an intelligent man, no more serious financial effect upon his property than a close poor school. “In 1893 there were 153 schools of 6 pupils or less in the State; in 1894 there were only 65 such schools, making 88 less schools of the kind in 1894 than in 1893. Tho aggregate cost of these schools at the average rates would be about $25,000. Alter deducting the amount for transportation and dividing by the average cost per day throughout the State to run our schools, we find that by the closure of such schools we could give every boy and girl in the State three days more of schooling, making an approximate aggregate of 250,000 days of schooling. “One of tho impossibilities of human wisdom is to frame a law that will equalize the burdens of life. Our varied conditions necessarily produce inequities. Under any system it will cost one child more physical labor to attend school than another — not a legal fault, but an unavoidable condition. “If the new system has enhanced these inequalities, the balance must be struck between such increased inequalities on one side and justice through equalization of taxes and larger advantages to pupils on the other. “It is doubtful if this section of the law can be improved. As it is now, each board is a law unto itself and there is wisdom in such delegation of power. In some instances it might seem better if the town had a voice in the matter of trans¬ portation by appropriating specific funds and dictating conveyance. But the town can not easily and justly dictate what pupils should be carried, neither can the town by vote nor the State by law adjust inconveniences. Distance is only one factor in transportation; character and condition of roads and age of children must likewise be considered. The discretion of the directors is a safer solvent than any legal enactment or town vote.” Though there are no statistics on the subject, the practice of transporting pupils to school would seem to have made some progress in Vermont, inasmuch as the county examiner of Windham County reports to the State superintendent: “So far as my observation extends, the school directors have been quite conservative in the CONVEYANCE OF CHILDREN TO SCHOOL, 1479 matter of consolidation of schools, and, in most instances, liberal in providing trans¬ portation in cases where schools were done away with. In a few cases complaint has been made that directors were inclined to be rather frugal in payment for trans¬ portation charges, and there is some slight feeling that there should bo some appeal from the decision of the directors in such matters. It is my own opinion that any change in that direction would be the cause of more loss than gain, as it would be a cause for litigation and expense to individuals and to towns.” CONNECTICUT. A provision of the school law of Connecticut authorizes town school boards to unite the school of any district with that of an adjoining ono whenever in their judgment the number of pupils is so small that the maintenance of a separate school is inexpedient, and provide transportation for the pupils of the school dis¬ continued. The following extracts from town reports bearing upon this subject are given : “Litchfield. — A matter which is going to cause much trouble and expense is that of transporting distant pupils to and from school. Several claims have been made for this during the year, only one of which was allowed. It is very difficult to decide just who should, or should not, be paid for such work. We have tried to have sessions of school within reasonable distance of the pupils’ homes, and feel that the parents should supplement the efforts of the committee by extra exertion themselves. One of the great drawbacks of sparsely settled communities is the remoteness from schools. Farms thus located are cheap, and the dearth of educa- tional and social privileges is only a part of the bargain. To remedy this the buyer must himself do something. It can not be expected that the town must help him out of his bad trade by bringing to his door these advantages the same as the grocer does bis wares. “ Enfield . — The first important question discussed was the consolidation of schools. This subject was given much earnest thought and the most careful consideration. It was finally decided to maintain schools in Thompsonville, Hazardville, Enfield Street, Scitico, King Street, Wallop, and Weymouth, as the most central and acces¬ sible points, and to bring all the scholars of the town into these schools. Had there been any feasible way of bringing the scholars in Jabbok and Hubbard districts together into ono school, it is probable that a school would have been maintained in that part of the town. A very careful survey of the whole town was now made, in order to apportion the scholars of those districts whose schools were abandoned to tho several schools most accessible to each. A house-to-house canvass was made, the number of children in each family ascertained, and in all cases where it was pos¬ sible the family was given their choice of schools. In this way all of these scholars were assigned to the schools which the committee had decided to maintain. “By the closing of these small district schools, many scholars were of necessity left at a considerable distance from a school in active operation. In considering how best to get these scholars to the nearest school, the committee found itself confronted with that terrible form of affliction, that veritable nightmare of trouble and anxiety, known as transportation. The school laws say that the committee may furnish trans¬ portation. The law contemplates that the school committee has the power to discon¬ tinue and consolidate schools, and that the people are expected to get their children to school wherever the schoolhouse is located. If transportation is furnished it comes from the good will of the committee, and not from any necessity imposed by law. It was voted that transportation bo furnished as far as expedient. This question of transportation has occasioned all the dissatisfaction toward consolidation which has come to the ears of the committee. Our attitude is this : Every dollar spent in car¬ rying scholars, beyond what is absolutely and manifestly necessary, is a dollar wasted. School money is not intended for horse hire, but for purposes of education. In Mas¬ sachusetts, where consolidation is in force throughout the State, advantage is taken of milk wagons and all manner of conveyances to lessen the expense of transporta¬ tion, and save the school money for the legitimate uses of the school. The great difficulty is that people themselves are not anxious enough to get their children to school. They are not ready to meet the committee halfway. If a covered carriage would drive up to their door in the morning and get their children and bring them home every night, they would throw up their hats and hurrah for consolidation, and think they were doing wonders for the cause of education. The school board is in full sympathy with the idea of transportation, and heartily regrets that a few isolated families are inconvenienced in getting their children to school. The plan of gather¬ ing scholars from house to house is not feasible on account of time and expense, but everything has been done compatible with good judgment and the economical use of money. “The following schools were abolished: Bements Brook, No. 12, with an average attendance for the past four years of 11 scholars; cost the town $267.25 in 1893. 1480 EDUCATION REPORT, 1894-95. Brainard, No. 10, with an average attendance for four years of 7 scholars; cost for 1893, $278.15. London, No. 9, average attendance for four years, 13 scholars; cost the town for 1893, $277.96. Jabbok, No. 6, average attendance for four years, 13 scholars; cost the town for 1893, $274.23. Hubbard, No. 3, average attendance for four years of 12 scholars ; cost the town $338.81 for 1893. East Wallop, No. 11, aver¬ age attendance for four years of 6 scholars ; cost the town $253. 15. Here were 6 schools with an aggregate attendance of 62 scholars, costing the town $1,689.55 for the school year. Tbe simple perusal of these figures conv inces the judgment that this is an extravagant use of school money. To transport these scholars for the past year it has cost the town $1,045, a net gain of $644 55. This saving in money is an item well worth consideration, but more important still is the fact that we have placed these scholars in schools where the advantages are superior to their old district schools. “The committee has been able to reduce the number of schools in the town from 13 to 7, and to accommodate all the scholars without crowding. They have not found it necessary to build any new school buildings, nor to make additions to the old ones. We can not discover that the cost of maintaining our 7 schools has been materially increased by the addition of the scholars from the districts whose schools were dis¬ continued. It is obvious that 7 schools can be carried on for far less money than 13, and this shows what an important item this $1,045 spent for transportation becomes. Whatever money we have saved by the consolidation of schools has been expended in such a way as to render value received for the expenditure. The expense incurred for transportation, although necessary and unavoidable, makes no showing in our record for the year, and we can not suppress a regret that so large an amount of money must bo diverted from its legitimate purpose.'7 RHODE ISLAND. [From the report for 1834 of State School Commissioner Thomas B. Stock well.] Conveyance of children. — In connection with the closing of some very small schools in towns where the district system has been abolished, there has arisen quite a ques¬ tion as to what extent the town should provide free conveyance or transportation for the children whose schools aro thus closed to the nearest school. Upon the general question the law is silent in so far as express terms are concerned, but it has always been the ruling of the department that the powers conferred upon the school committees with reference to the management of the schools were very broad and that matters found to be necessary for the best and wisest conduct of the schools were within the scope of the committee’s power, unless specifically prohib¬ ited. Accordingly, in a few instances, at different periods, some committees have made more or less provision of this character. But the local feeling against the closing of a school is generally so strong that committees are very loath to take such action. Tho time, however, has fully come when this question of what we will do with these few children scattered over large tracts of country must be answered, and that, too, in a manner that shall be consistent with the rights of the children and the duties of the town. There are 64 schools in the State having less than 10 pupils each. These aro divided among eighteen of tho towns of tho State, showing that the evil of small schools is quite well distributed. Now, for tho purposes of a school, less than 10 children are worth but little; such small numbers give no chance for any system of classification ; they afford no opportunity for the cultivation of tho healthy spirit of emulation and interest which numbers always foster; the pupils fail to learn the lessons of personal adjustment and adaptation which are so essential a preparation for life and for ^vhich the public school, if it be of good size, affords almost the ideal conditions. Now, it is very clear that it is useless to expect that, save in rare instances, these schools will ever attain to any larger size; hence, if we are to have larger schools, tbe only way is to bring these pupils together in a-smaller number of schools. But this is impossible in mauy cases unless provision is made at public expense for car¬ rying the children to and from school; instead of bringing the school to the child, which has always been the idea, we now reirerse and carry the child to the school. The result is the same in both cases — the best facilities and advantages possible for the child. In our neighbor on the north and east, Massachusetts, this experiment has been tried for several years, until it has passed beyond the experimental stage and has become recognized and advocated as one of the best and most satisfactory schemes of modern times. The last report from one of tho agents of the Massachusetts State Board of Edu¬ cation, Mr. George A. Walton, says that eight out of fifteen towns in Barnstable County and thirty-six out of fifty-four in Middlesex County pursue the policy of concentrating their schools into one or two and transporting the children to and CONVEYANCE OF CHILDREN TO SCHOOL. 1481 from school without charge. The gross sum expended last year iu those two coun¬ ties for the transportation of children was $21,189-21. It is their experience also that, after the people have onco realized tho difference between the two methods, they are never ready to go back to the old. I think, therefore, tho time has fully come to advocate this plan as a policy to be taken up and adopted. We have a number of towns where there are several of these small schools scattered all over the town. Not only tho matter of keeping up the school must be taken into account, but the schoolhouso itself is in need of attention. Before more money is spent upon all of these small, scattered buildings, it should be carefully considered whether the time has not come to leave them and erect one or two houses in their place. I believe this course to be in tho lino of economy, with reference both to the buildings and their care, and also to the efficiency of the schools and the interests of the pupils. While, as above said, it is undoubtedly within the j>rovinco of a school committee to do this thing, and certainly within that of a town to decide upon such a course, it would very probably be helpful iii bringing matters to a crisis if the law were so amended as to provide in express terms for this action. NEW YORK. [From report of State Supt. Charles B. Skinner for 1894-95.] I can not refrain from again calling tho attention of the public to the matter of the consolidation of weak rural districts. * * * There were 7,529 school districts in this State where tho average attendance upon instruction in the public schools during the last school year varied from 1 to 20 pupils, while there were 2,983 dis¬ tricts in the State where the average daily attendance during the past school year was less than 10 students. To maintain a school, provide proper facilities, and employ a teacher for so small a number of students is manifestly a perversion of that aid which the people so generously accord the educational interests of the State. * * * The township system, or some unit larger than tho present system, in my judg¬ ment, is the only solution of the difficulty, and until the State shall have adopted that system, its rural schools will continue to decline in efficiency. There is, in my opinion, no better school in America than the union free school and village school of our State, but the results there obtained can not possibly be achieved in the weak rural districts where the average attendance is less than 20 pupils, and as shown above in nearly 3,000 districts, less than 10. The ambitions and -rivalries of the students — incentives to greater exertion on the part of the pupils — which prevailed thirty-live years ago iu these country districts no longer exist. The school is life¬ less, can not be graded, there is little enthusiasm among tho students and that activity and earnestness which comes from numbers is entirely lacking. * * * My attention has been called to many districts of the State that have maintained a teacher during the past school year by the State teachers’ quota of $100 apportioned to each district maintaining a teacher for a period of thirty-two weeks, where there have been no students whatever in attendance. The property in that district thereby escapes all taxation for school purposes, while iu the adjoining district property of the same valuation is sometimes very largely taxed to provide tho school facilities, and the State aid to that school is diminished by the teachers’ quota, which some inhabitants of an adjoining district simply absorb without rendering any service whatever to the wards of the State. If New York hopes to maintain her preemi¬ nence in educational matters, this wrong must be righted. In my judgment it can never be under the existing district system. I earnestly bespeak the careful consideration of this problem on the part of legislators and people interested in the school system of the State. Until relief shall have been obtained, however, by legislation in this direction, these districts should be consolidated with adjoining districts. I have caused to be prepared a bill, which lias been presented to the legis¬ lature at its present session, greatly facilitating such consolidation, and also provid¬ ing for the transportation of pupils where such consolidation will make necessary long distances to be traveled by the pupils. Should this proposition meet with legislative and executive approval, I look for a substantial improvement in the school facilities of many of our rural districts. This relief is but tentative, and the full measure of improvement to which the pupils of the rural districts, as well as the taxpayers therein, are entitled will only come by the adoption of some system of district representation other than that which now exists. CARRYING PUPILS TO SCHOOL. [Communication to tho Wisconsin Journal of Education.] Some time ago we gave an account of the experiment at Concord, Mass., by which the country schools were abandoned and all the pupils carried to the village graded ED 95 - 47* 1482 EDUCATION REPORT, 1894-95. school at a considerable saving of money and the advantage of having better schools for the country children and more months in the year. The plan has been adopted rapidly in Massachusetts in the last four years, and is now in use in more than half the towns. That State has the advantage of the town system of school government, which makes this method of bringing children to school instead of carrying the school to the children much easier to manage. Now Ohio is following in the same line. Kingsville, in Ashtabula County, in the old Western Reserve, secured the necessary legislation to consolidate their subdis¬ tricts three years ago and carry tho pu})ils to the center. The expense' of schooling for pupils in tho districts outside the center has been reduced from an average of $22.75 to an average of $12.25. Fewer teachers arc employed and better salaries paid, and thus better teachers secured. More pupils attend school and they attend more regularly, and they have the advantage of larger classes and more time for each class. And there has been a saving in money to the taxpayers of more than $1,000 in the three years. Madison, Lako County, has followed this example the present school year, and we take from the statement of the principal in the Ohio Educational Monthly some things of interest. He says: “Fifty pupils from three adjoining subdistricts are conveyed in covered vehicles, or barges, at a total expense of $392 for the school year of nine months, three teams being required. All of the children are carried directly from their homes ; none are compelled to walk any distance ; tho longest ride for any one is about 34 miles. (This is an improvement on tho Concord plan.) “The job of carrying these pupils is let under a written contract, each contractor giving a bond of $100 for the faithful performance of his part of the contract. “Following are some of the provisions of tho contract: “ 1. The contractor to furnish a covered conveyance which can be closed at the sides and ends as tho weather requires, seats to extend lengthwise of the vehicle, with steps and a door at the rear end. There must be seating capacity sufficient to accommodate all of the pupils in the subdistrict Avithout crowding. “ 2. The contractor to furnish a good team, and robes sufficient to keep tho chil¬ dren comfortable, and in very cold weather to heat the inside of the conveyance with soapstones or an oil stove. “ 3. The team to be driven by the contractor or some trusty person of adult age who shall have control of the children, and be responsible for their conduct while they are in the conveyance, no profane or indecent language, quarreling, or improper conduct to be allowed therein. “4. The conveyance to arrive at the schoolhousc not earlier than 8.30, nor later than 8.55 a. m., and to leave at 4.05 p. in. “Following are some of the good results which I can already see in the new plan: (1) The pupils enjoy the advantages of that interest, enthusiasm, and confidence which numbers always bring; (2) pupils can bo better classified and graded; (3) tardiness and irregular attendance are reduced to the minimum; (4) no quarreling, improper conduct, or improper language so common among children on their way to and from school; (5) no wet feet or wet clothing, nor colds resulting therefrom; (6) pupils have the advantage of better schoolrooms, better lighted, better heated, better ventilated; (7) this plan is sure to result in fewer and better teachers, better paid.” Wo have in Wisconsin an optional township law. This ha3 been adopted only in the north and newly settled part of tho State. It has not been popular in the older settled part of tho State. But now let some town in Wisconsin try this plan of carrying the scholars to the school instead of the school to the scholars and show practically its advantages and it would be the strongest possible argument for a township system of school government. One public-spirited citizen in a town favorably located could work out this reform in his own town. Could not some one of our county superintendents inspire some school district officer to work up this plan for liis own town ? CHAPTER XXX VL A CHECK LIST OE AMEBIC AX SUMMER SCHOOLS.1 I. POSITION AND OBJECTS. The summer school is an American product and a mixture of two ideas. It stands as tlio nineteenth century form of the Greek games and represents also the mediae¬ val desire to popularize knowledge. It was suggested largely by the camp meeting which is a sort of religious folkmote — a summer school of religion. It is a cross between tho picnic and the lecture room, and in some places the former was made the more prominent of the two ideas. The summer school is due in part to the fact that twenty years ago few had the idea of making themselves professional teachers; they were doing the work of a teacher as a stepping-stone to something else and all their spare time was used in preparation for their life work. Now teaching has become a life work and summer schools are used in preparation for it. Further, it is one of the results of the dis¬ covery that it is unnecessary to loiter away three months of the year, but that a considerable part of this time can be employed to advantage if accompanied with a change of environment and occupation. On this point writes Melvil Dewey, the apostle of tho summer school: “ Thousands testify after trial that the change of surroundings and occupation, the stimulus of congenial companions, interested in the same subjects, and the many provisions of our best summer schools for healthful recreation are better preparation for hard work the next year than a vacation spent in idleness. In brief, it is evident that the tendency is growing among teachers to congregate for a few weeks during the long vacation; our problem, therefore, is how to get the most good from these meetings.’'' On the other hand, the summer school has not had a road to travel that is entirely free from obstacles. Dr. W. B. Harlow, writing in The Academy (Syracuse) as early as 1886., introduces an article in opposition to the summer school with the quotation of a philosophic passage from Thoreau : “ Sometimes in a summer morning I sat in my sunny doorway from sunrise till noon, wrapt in a reverie amid the pines and hickories and sumacs, in undisturbed solitude, while birds sang around or fitted noiselessly through the house; until by the sun falling in at my west win¬ dow, or the noise of some traveler’s wagon on the distant highway, I was reminded of the lapse of time. I grew, in those seasons, like corn in the night. They were not time subtracted from my life, but so much over and above my usual allowance.” He continued by quoting Dr. Holmes: “All lecturers, all professors, all schoolmas¬ ters have ruts and grooves in their minds into which their conversations is perpet¬ ually sliding,” and with these quotations as a preface Dr. Harlow emphasizes his own fear of the narrowing influence of the summer school by exclaiming : ‘‘ It is from these ruts that our summer vacations may happily deli ver us. During these times of recreation the companionship of others of our own profession may be agreeable; but if this results in so narrowing our lives that no other topic but school can awaken our enthusiasm, let us for two months at least flee from one another as if we were in danger of catehing the plague,” and continues by asking tho question if the majority of “true teachers, after ten months of faithful labor in crowded rooms,” are in a “fit condition to spend their vacation in brain work?” A milder note of objection comes from Anna McClure Shell, in The Bachelor of Arts, who enters a protest to one phase of the movement by contrasting the propa- gandism of university extension and the summer school with the usual conserva¬ tism of educational institutions; it used to be that the man sought the school, now the school seeks the man and like a real chapman takes to the road with its wares. While the summer school is not an old institution it is one which has already out¬ grown its name. The term is now used to denote that large and increasing number Prepared by Dr. Stephen B. Weeks. 1183 1484 EDUCATION REPORT, 1894-95. of schools which avail themselves of the comparative leisure that is offered by the summer vacation of teachers to emphasize methods of teaching or advanced instruc¬ tion along particular or special lines. The idea of the summer school was at first to give normal instruction, or to make investigations into one subject only, but the movement is now developing into a general summer course, while some institutions, like the University of Chicago, the Michigan Mining School, and the Michigan Agri¬ cultural College, throw open their doors to a regular summer session, which they treat in all respects just as they do any other session of the school year. The summer school has outgrown its original idea in another direction. It is now no longer a summer school, but a winter school as well. As the summer was origi¬ nally chosen because of its comparative freedom and the greater suitability of cli¬ mate in the Middle and Northern States, so the idea has been reversed in the extreme South and wo have the Florida Chautauqua held at De Funiak Springs in February and March, and the Catholic Winter School of America, which held its first session in New Orleans February 16 to March 14, 1896, and was a financial success. The length of the term varies in different schools from a few days to three months. The tendency to increase the length of time and make use of as much of the vacation as possible is increasing and there has been a material change in the character of the courses offered. At first it was the custom to give many short courses, or single lectures. It is now the custom to make the courses of lectures as continuous and connected as possible. The summer school has come down to business rather than pleasure. Summer schools may be divided roughly into the following classes according to the phases of education which they emphasize particularly : (1) Schools that teach special branches of knowledge, as ancient and modern languages, literature, psychol¬ ogy, natural sciences, law, medicine; (2) schools of the arts, as drawing, industrial art, music, oratory, etc.; (3) professional, normal, or schools of methods where the training of teachers is the main idea — summer schools of pedagogy; (4) general, where all or nearly all the subjects in the general curriculum of education aro treated ; (5) Chautauqua, where the idea of study is united with that of rest and recreation and where the Chautauqua course of reading (C. L. S. C.) is made the basis of the educational work. Again, from the standpoint of control they may be divided into several classes: (1) Private, which range in scope from a school devoting itself to preparing students for college or to making up the deficiencies of common school teachers, to a private school of chemistry, law, or Bible study ; (2) college or university, which are usually more general in character; (3) State, which are generally devoted to the training of teachers, are more or less local and even migratory in character. In the matter of fees they range all the way from the private with fees sufficient to support the school to the public State schools which are free. As a rule they are not self supporting. In the matter of location, a change of environment is needed first of all. Consid¬ eration must betaken of the (1) available educational plant, and (2) the advantages of the environment of the locality chosen. Much depends on the contagious inspira¬ tion of large numbers with common sympathies. The location should possess several attractions; beauty, healthfulness, etc., are attractions, but many places other than summer resorts should be and are chosen. The value of life for two months to a country teacher in New York City in the environs of an institution like Columbia College are verjr great, while the advantages of life in the country to a city teacher are equally as great. The summer school in modified forms now exists also in England, Canada, Scotland, Germany, Wales, Switzerland, France, Sweden, Turkey, and in Japan, Avherea sum¬ mer school for Bible study and conference of Christian workers, modeled on the Northfield Conference, was held at Doshisha in 1887, and was transferred the next year to Hakone, where it had soon 200 students and lasted twelve days. II. THE FIRST SUMMER SCHOOLS. Harvard College seems to have been the first to recognize that colleges and uni¬ versities were under obligations to students whose circumstances prevented them from attending the regular courses. In 1863 university lectures were given on Satur¬ days at Cambridge for the special benefit of teachers in the secondary schools. At a later date these lectures were abandoned. A few years later, 1869, a dozen professors and students, chiefly from the scientific schools of Harvard University, made a trip to Colorado, where scientific results of considerable value were obtained. During the next four years parties of students under Professor Marsh and other Yale professors made several expeditions to the Rocky Mountains. They secured a large and valuable collection of geologic and miueralogical specimens which are now deposited in the Museum of Natural History in New Haven. Professor Orton, of Yassar, was also accustomed to spend a few AMERICAN SUMMER SCHOOLS. 1485 weeks with, his students during tho spring or summer vacation in tho coal regions of Pennsylvania, in the Helderburg Mountains of New York, or in other regions of geo¬ logical interest. These excursions served the purposes of instruction, hut they were hardly schools ; they were rather gatherings of special investigators than of students. Tho first idea of a permanent summer school can probablybe ascribed to Prof. N. S. Shaler, who first suggested to his colleague, Prof. Louis Agassiz, the establishment and maintenance during the summer of a seaside laboratory at Nantucket for the benefit both of university students and of teachers of science in secondary schools. Tho outcome of this suggestion was the establishment of the Zoological Laboratory, known as tho Anderson School, on Penikese Island. Professor Agassiz, in a prospec¬ tus issued December 14, 1872, outlined the “ programme of a course of instruction in natural history to be delivered by the seaside in Nantucket during the summer months, chiefly designed for teachers who propose to introduce tho study into their schools, and for students preparing to become teachers.” Financial difficulties threatened at first to overwhelm the school, but it was relieved by the generosity of John Anderson, of New York, who was attracted by the efforts of Professor Agassiz and offered as a station for the school Penikese Island, in Buzzards Bay, 25 miles southeast of Newport, R. I. The island was admirably adapted to the Avork, and this gift was soon supplemented by an endoAvment fund of $50,000 from Mr. Ander¬ son. Another friend presented a yacht for collecting and other purposes. A build¬ ing was erected with accommodations, including 58 lodging rooms. The school was opened July 8, 1873, and there were 43 students that year. In December, 1873, Pro¬ fessor Agassiz died. The work was conducted the next year by his son, Prof. Alex¬ ander Agassiz, and 46 students attended ; but the school did not meet with sufficient support and the project was given up. From this summer school of biology have grown a large and increasing number of schools, devoted to original research, just as in Europe seaside schools and labora¬ tories may be traced to the influence of the International Marine Laboratory at Naples. The most direct successor to the Penikese laboratory was the pri\rate laboratory of Prof. Alexander Agassiz established at NeAvport in 1877. In 1876 a summer school of biology was established at Salem, Mass., by the Peabody Academy of Sciences, but was discontinued in 1881. Then followed the Chesapeake Zoological Laboratory of the Johns Hopkins University in 1878 and one was opened at Annis- quam, Mass., in 1881. The influence of the work of Professor Agassiz soon began to make itself felt in other lines of study also. In 1874 Prof. Asa Gray, of Harvard, organized a summer school of botany to meet the same conditions and accommodate a similar class of students as the Penikese School. It was successful and has been continued since. The Kirkland School of Cleveland, Ohio, under Professor Comstock, of Cornell, attracted attention in 1875, but had no other session. Butler University, Indiana, conducted a successful migratory school through the mountains of Kentucky, Ten¬ nessee, North Carolina, South Carolina, and Georgia, during the summer of 1877. It was under the direction of Professors Jordan and Brayton and obtained valuable scientific results. Other early summer schools were the BoAvdoin College summer school of botany, chemistry, and mineralogy, begun and continued for six weeks in 1876; Cornell summer school of zoology, 1876; the summer school of drawing, con¬ ducted by Walter Smith in Boston in 1875; the normal institute of drawing and painting of Syracuse University in 1876, and the Concord summer school of philos¬ ophy and literature (1879-1888). The Sauveur Summer College of Languages, first established and opened at Plymouth, N. H., in 1876, by Dr. L. Sauveur, is the oldest school of its class; from 1877 to 1883 tho college was at Amherst, Mass. Dr. Sauveur then retired and in 1884 reopened his school in Burlington, Yt. It had a peripatetic existence and in 1894 was again united with the Amherst Summer School of Lan¬ guages, which had been founded in 1877 by Dr. Sauveur, and the first joint session was held in 1895. In the Southern States the pioneer was probably the University of Virginia, which began Avith a law school in 1870. Summer normals for the training of teachers were held at the University of North Carolina as early as 1877. The mother of another class of institutions that cover the Union like a net work and stimulate summer schools proper Avas Chautauqua, founded in southwestern New York in 1874. It grew out of a Sunday school assembly. Chautauqua assembly itself was organized in 1874 ; the Chautauqua Literary and Scientific Circle (C.L. S. C.) in 1878; the summer college in 1879; the correspondence college in 1885. There are now some 59 summer assemblies on the pattern of Chautauqua in the United States. The summer meetings of Oxford and Cambridge are based on the same model — and there are reading circles in England, Russia, Japan, and Aus¬ tralia. It has also been imitated in America by the organization of the Catholic Summer School at Plattsburg, of which the first session was held in 1892, and by the modification of the Chautauqua Literary and Scientific Circle course to meet 1486* EDUCATION REPORT, 1894-95. the needs of Jewish readers, known as the Department of Jewish Studies. The his¬ tory of Chautauqua, written with detail by Prof. Herbert B. Adams, will be found in another part of the present report. But Chautauqua looked toward general culture, not special training. The Martha’s Vineyard Summer Institute stands for the idea of the special training of teachers. This school started in the summer of 1878. Its originator and first president was Col. Homer B. Sprague, Ph. D,, who first selected the place, interested others in the scheme, . put the plan into operation, and got the school incorporated under the laws of Massa¬ chusetts. Another school of this class is the National Summer School of Methods, located at Glens Falls, N. Y., which grew out of the union of four schools, the National School of Methods, the school organized four years later at Round Lake, N. Y., the Glens Falls Training School, and the Niagara Falls School. To these schools, in which the idea of pedagogical training or of special courses is predominant, must be added another class, which emphasize the idea of general train ■ ing, counting in some cases toward a college degree. Professor Agassiz began the experiment at Harvard in the summer of 1869 with a geological school taught in part in Cambridge and in part in western Massachusetts. From that time summer instruction in geology, designed especially to acquaint teachers with methods of instruction to be followed in the field, has been continued to the present time, one of the most successful of its early sessions being that of 1875, which was held at Cumberland Gap. During the summer of 1896 courses will be given at Harvard as follows : 5 in English, 2 each in German and French, 1 in general American history, 1 in education and teaching, 1 in methods of teaching geometry and algebra, 3 in mathematics, 3 in engineering, 1 in freehand drawing, 1 in physics, 4 in chemistry, 1 in botany, 5 in geology, 1 in physiology and hygiene for teachers, 2 in physical training, together with courses at the medical school and dental school. Women are admitted to most of these courses, and it seems probable that their ultimate admission to American colleges on the same terms as men will be brought about through the summer school. The Harvard courses “are adapted to the needs of those who intend to be teachers in the several subjects. Several of the more elemen¬ tary, however, are intended to meet the needs of beginners, and may be taken by students in lieu of the corresponding courses in the college and the Lawrence Scien¬ tific School, and may be counted toward a degree.” As has been remarked already, some institutions, like the University of Chicago, make no distinction between different parts of the year, and provide for a regular summer quarter. III. BIBLIOGRAPHY OF AMERICAN SUMMER SCHOOLS. American summer schools. Review of Reviews, XIII, pp. 553-555, May, 1896. Burford, S. The summer schools of 1895. The American University Magazine, II, pp. 311-313, August, 1895. Catholic Summer School: The new home of the summer school at Plattsburg. The Catholic World, LVII, pp. 67-84. Illustrated. Sheecly, Morgan M. The future of the summer school. Catholic World, LVI, pp. 165-173. November, 1892. Chautauqua : Adams, Herbert B. Chautauqua: A social and educational study Report of Commissioner of Education, 1894-95, pp. 977-1077. Beauchamp, W. M. Chautauqua and other Iroquois names. Science, XVIII, pp. 261-263. Boyesen, H. H. The Chautauqua movement. Cosmopolitan, XIX, p.147. June, 1895. Chautauqua. Lend a Hand, VII, pp. 223-230. October, 1890. Chautauqua as a summer resort. Chautauquan, VII, pp. 610-612. The Chautauqua Circle. Nation, XLIX, pp. 290, 332, 350. Chautauqua Religious Association. Spectator, LV, p. 1163. Chautauqua system. Lend a Hand, XIII, pp. 270-284. October, 1894. Cook, Albert S. Chautauqua: Its aims and influence. The Forum, XIX, pp. 689-706. August, 1895. Crooker, J. H. Tim Chautauqua Circle. Unitarian Review, XXXII, p. 225. Fitch, J. G. Chautauqua Reading Circle. Nineteenth Century, XXIV, pp. 487- 500. Flood, Theodore L. Old Chautauqua days. Chautauquan, XIII, pp. 561-593. Illustrated. Hale, E. E. Chautauqua Literary and Scientific Circle. The Century, IX (n. s.), pp. 147-150. - Chautauqua Reading Circle. Unitarian Review, XXVIII, p. 233. AMERICAN SUMMER SCHOOLS. 1487 Chautauqua — Continued. Hastings, F. Recreation and religion at Cliautauqua. Sunday Magazine, XVII, p. G22. Kimball, K. F. Central office of tbe C. L. S. C. Cliautauquan, XI, pp. 611-615. Illustrated. Noble, Frederic P. Chautauqua as a new factor in American life. New England Magazine (n. s.), II, pp. 90-101. Illustrated. Post, D. H. Cliautauqua. Harpers’ Magazine, LIX, pp. 350-360. Illustrated. Visit to Chautauqua. American, XIV, pp. 281-282. Vincent, J. H., Cliautauqua a pox>uiar university. Contemporary Review, LI, pp. 725-735. - The Chautauqua, movement. Boston, Chautauqua Press, 1883, with intro¬ duction by President Lewis Miller. - Going to Cliautauqua. Cliautauquan, XI, pp. 588-591. Wells, W. Scientific conference at Chautauqua. Meth. Quarterly, XXXVII, p. 57. Concord School of Philosophy : Clark, X. Concord School of Philosophy. The Nation, XXXI, p. 74, 164. Concord School of Philosophy. Critic, I, p. 199. Concord School of Philosophy. Journal of Speculative Philosonhy, XIV, pp. 135- 138, 251-253. Concord School of Philosophy. Literary World (Boston), XIV, p. 272. Concord School of Philosophy in 1883. Journal of Speculative Philosophy, XVII, pp. 213-215. Concord School of Philosophy in 1884. Critic, V, pp. 55, 69. Goethe at Concord: Review of the life and genius of Goethe. Critic, V, p. 115. Lectures at the Concord School of Philosophy. Lathrop, George Parsons. Philosophy and Apples. Atlantic, XLVI, pp. 652-656. McCosh, James. Concord School of Philosophy. Princeton Review (n. s.), IX, p. 49. Pallen, C. B. Concord School of Philosophy. American Catholic Quarterly, XIII, p. 555. _ Ward, J. H. Concord School of Philosophy. International Review, IX, pp. 459-467. Conventions and summer gatherings of 1895. Review of Reviews, XI, pp. 523-524. May, 1895. Illustrated. Dewey, Melvil. Summer schools. Regents Bulletin of the University of the State of New York, No. 29, Extension No. 8, pp. 431-514. August, 1894. - Summer schools. Ibid., Extension Bulletin, No. 9, pp. 1-142. A second edition, revised and enlarged. Forthcoming events. Review of Reviews, IX, p. 673. June, 1894. Forthcoming conventions and great gatherings of 1893, at Chicago and elsewhere. Review of Reviews, VII, pp. 539-547. June, 1893. Illustrated. Harlow, W. B. Summer schools. The Academy (Syracuse), I, pp. 151-153. May, 1886. M., A. M. Some notes on the summer school. The Critic (o, s.), XI, pp. 173, 174 (n. s., VIII). October 8, 1887. Patzer, C. E. The summer school problem, I, work and relations; II, as related to the training of teachers. Wisconsin Journal of Education, XXIII, pp. 39-41, 63-66. February and March, 1893. Putnam, Benjamin W. The Martha’s Vineyard Summer Institute. New England Magazine. July, 1887. Shaw, Albert. Conventions and summer gatherings of 1892. Review of Reviews, V, pp. 411-424. May, 1892. Illustrated. Shell, Anna McClure. Summer schools. The Bachelor of Arts, I, pp. 465-478. Sep¬ tember, 1895. Summer professional training for teachers. School Review, III, pp. 397-402. June, 1885. Summer school. The Dial (Chicago), XVIII, pp. 313-315. June 1, 1895. Summer schools. The Literary World, XVII, p. 168. May 15, 1886. Summer schools. Report of Commissioner of Education, 1879, pp. ccxvii, ecxviii. Summer schools for teachers. New England Journal of Education, III, p. 151. March 25, 1876. Summer schools of 1895. The School Journal, L, pp. 412-448, 514, 596-599. April 20, May 11, June 1, 1895. Tliwing, Charles F. Summer schools. Harpers Magazine, LVI, pp. 501-510. March, 1878. Illustrated. Vacation schools. Report Commissioner of Education, 1877, pp. exx-exxi. White, E. E. Professional training of teachers in summer schools. Proceedings N. E. A., 1894, pp. 100-106. Willoughby, Westel W. The history of summer schools in the United States. Report Commissioner of Education, 1891-92, pp. 893-959. [Total number of summer schools reporting, 319.] 1488 EDUCATION REPORT, 1894-95. ^ Sb-®' O O t ft M L*>o ft- be g a H Id q q bo qq © q |o ro .© ft "d b fj S H! d © §5 b .b o 'o O q +r d-n ^'-*4 O > © © » ft © a © © a > b^S ; © .s “ q ! -2 q 02 £ q ©ft • ttH H ^R ' bo > o q S° -c d jP a! 3 ©=3 Oxl ft A H q 6 b MO - qft ft 03 n n n ci c3 c3 q btqqq ci o S g 05 o^o ©o o’q ©0'S «3o f5 o ft ©ft oft an an a (3 0 0 a 1/2 'bJD.S a pi O g l! ° a O © ■§.s 72 •3^1* •sill ft ® 1 M S ,3£ftJ flgq ©ft © n an b br- ®| ij ■+t © © ft-.q o .3*1 H © a d q ft a © ■p o ^ p ® go 5 k-s q(25 1 P H 72 P © q pft sr © 3^72 &«§ a Sfl 3 ® d 3 72 _£> "2 ^ ® g m d o3’© ® © > bb c o q q © ce © o a^ © q © © 53 * q b H O 02 £ a HH R R R 0 e3 © M’S O cS © d” § fc® © d © o Ob R R R 72 7272 AMERICAN SUMMER SCHOOLS. 1489 6 A a & Pi • I a o ! 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Hill M. Bell, AMERICAN SUMMER SCHOOLS. 1497 “Ssjl 2 si*n iai |1 if u If g III ill S O , ,2-p _ 4 73 a 3 CM .3 § <0 o o ti w !i# asli* Hil! itilk mit I i * s TJi . ja °l I H P S’ & ' 02 r Si r Bffi 9 1 1 if if 1498 EDUCATION REPORT, 1894-95. AMERICAN SUMMER SCHOOLS. 1499 ■2 g P .3 2 'S • cs 53 ° b.fl © ® XT w 3® Il:i Ho3; ft gW £ £ A 3 ft c © "S ft <*>pq p - ® ft c3 g P3 go a sjft g sf! ft ft o ft ft $ .3 a? >5 . if'S®. £ ft ftft S§| 9 a P o fi-2 .rt p ftftO °b^ F § is > : I A ' «« W>W*1 .P Cl © o ft *' H H oO ftjw 02 hi S^o ft J H cHft O g • -a J3 |3 ®H ft St gft, ft E 3 p 2 3 o a ft 21 ©ft MAc§ ” p pa m © cS ft ftft ft :<1 ft OH ha 3 a ■Tj © gft KP co- .. ._, 32^ 2C: ’ 1 • "£ p © ft © p © & g g ! u » o o S ; : j i % ft 5 Hftft1-1 ft ra o 92 P : i i A 2? s ps 1-3 hj A3 3 3 ha ha ft Sa S ha ha P £»§ P P pi ha ha ha 8 ft ft 3 1=1 ra ca . © : £ p ® £ p ? i> cl ua co £ £ pft ft ft fc£ w o ft p £ 03 © a w> h-i A ^ o' .©o- ‘>rg o P ft 2 m H ft«g a a ^ Mg | lp J sjffll P O.PP Or, ®^33m £ ^ Oft < a ftgf fcD® ft ° p3 ft o “ ? : p'p 3--SP 33 g O O oo ®'o !_, Otfitc 03 ^3 ° > ^ hS ,g -« ft ® a^-72 rP P HP 1 Pi P *P tfltflO © M ft 2 I| -1“ ; o i% © . a> a ' ® | ft M 3 ^ fe» O P ft ^ M g ft „ CM pft < ft Pm3 t © 2 © 3 ^ ©a O HP 3 £ £ P P «£! ftft PM ft Check list — Continued. 1500 EDUCATION REPORT, 1894-95. © tsj o 05 <£ Sg> ro ' "© go *3 .£ q m p gp .'s a » £3 Ps a ,? p s 2 g S3si*s tc . a ® o S.^ to •3 bj° cj S c5 bo 3.5 b fefl.F? © O §ri i§s il SP a«i oW g|* I op p P W gp © p P P . rEi) Ps | SgH g> e :°W*3 -r ; ® . ^ © - — -rj ' O © P © -a u P P P c a © o -=? a O 0 >> J? p p 5^ © a P P M’S ©'O P .2 q S .•§ ,a£ oj«2 «*-i os ./ ra 'w . g W © r- ® P P P O o _ • ©.a? 1^1 a ■gS^S CC O P I 5 £> >> ® p p p to 0 POP a a 3 p p p oo tn ® '© a 03^ sBo p.a£“ i ® o 5 -g ® fcD S 5<1 £ 3 C/2 Oco ,3 O m © l|| ’Sop sS = o ^ a o rd o o m ui U'5 1! 1 8 a a p a c/2 c n _ rt'«2 © a a © ® a -a © a aO a a ©• ©, © « aC® <1’ P0 .©02 P O P P' CO O 02 <02 P O m § P o ^ p * ff 'S'S . o a"2 S © © a a 5 a fcx>a oco •© fcfl a © AMERICAN SUMMER SCHOOLS, 1501 rt A ro-e .2 u ro O rt A ©a 3 t> d^P o»MHd •S'* g.S g fe 03^^ S 1q®W <1 H S 'p t p -Si © M rrt & Pi I 2® ^ 3 K S -a ® P a m WJ © a" ►> o CO !oa«l « 03rPrC . © g° Hg £ -a|as g I-S^'s © rt -g .^_, N O H rt o rt PP © >> ‘Sro fen dfrt A t> ^ g 2 © A © O P CO p o r tH. P 3 p b p . fg # p-^’f • b ^ H A W p £ A p A _a EHZj . o £ s r 7-n £ § Ss rt if. M 3. AO rA © * 2 S3 CO , © P bn ® § *£ d • A ‘rA tH P< o _A ’a S5 ’3) P © p rt g #0Q A s s A © A 0 o A © © +2 A A © o ©rg rt Ph © Sh © © 3 CO Op P P Ph o p CO Cl rH 1 ID 1 o i j>> >5 p >» © P © a © § A q q 0 0 bb *"7> P P>;‘rd © W) . rt £ • CO © © CO C3 xn M © © A ? 0 !•§ C HD s « © © iS 00 © CO © 00 © CO M CO © © £ CD £ 1-^2 ^ • >: ^ ^ O % o CO rH 0«2=m A a O a © PS® A 8 a 2 S P 3 . o co jq §m A tn rt ° .2 © C ^1. 1 ;q © 2 -S3 72 A CO A[© 2 o S co <1 2 5 o Sl^5 H co 3 bo ■ 3 .2 § 2 3rt ? 6 2 q q £ 5 3 g 3 ^ 5 p ® LS*S h 2 §S ^i®2 O^co © J © r© 3 sp ® 2 P72 rA >5 2 ©if A co'S p ^ Pro C3 K* ^ co g bn m A fe I AP ,h bn © © .5 w r? © > A A CH 03 .S P ®r S £rA§® 2 SS'Sco § O^D^H grg § Sm © 'rt rA ^ fcc rt A g.2 p rt sffl p ©a pp *p oM A Chech list — Continued. AMERICAN SUMMER SCHOOLS. 1503 P'SP. P~ o"3) ■3&S a «oo c3 co g=.s. rt l> cm a P P P a'"P If© 8 PH si &P a" £ o cS P Si Ho ©P >'P r- r M c£ P “ - P; O a. bb . © © ®<1 a co .Efa "© JS 1 ;*i-6P § S ■£ '-irtl- ® .5q ■§!=>, hi h . o5 M g § :H .as? > .50 g PS w 8 CO 7? © 2 3 '§S£3 22 © co 3 PH ®02 H £ I * « P lift ao P c3 -&■ o P a P o s aj 4® .3 g>£|*g W ^a ® § I - pd 'S Jg M ^ 00 ^ d ^ M j-T ^ g pj _. S gfe'So! c3 P h h .a .- a co a © e3 H HO I >> r <1 g ^ © o -h a M o o S « >. S © P 2 .hl+^rflO O ; H' .oaO 'Sco o'- * H o 3 >■ © 3 &0_® ^ § o' a 2 2 -2 if co § P col> CHAPTER XXXVII. ORIGINAL ESTABLISHMENT OF STATE SCHOOL FUNDS. By Rev. A. D. Mayo, M. A., LL. D. In a former essay, in the Report of the United States Commissioner of Education for 1893-94, we sketched the rise and progress of the educational ideas and practices of the original thirteen American colonies from their settlement to the formation o f the Government of the United States, 1790. We now come upon a period of American educational history equally important — the era of conflict for the supremacy of the common-school idea, during the first half century of the Republic, 1790-1840. At the beginning of the present century every fundamental idea of popular educa¬ tion now in practical operation in the United States had been formulated in a manner sufficiently intelligible, with a hearing sufficiently extensive, to make it the common property of the educational public of the country. In the New England colonies, from the first, the basal idea of the American common school, that the people may educate all children through the agency of the State and local governments for American citizenship, had been adopted and put in general operation as far as private circumstances and the condition of public affairs would permit. In the central and southern colonies, owing to various peculiarities in their condition, this method of educating the children and youth had not been in favor. But even in the least favorable of these colonies we have seen that the same ideal was cherished. Espe¬ cially were the foremost statesmen of Virginia and the famous men of the central colonies, like Benjamin Franklin, Dr. Richard Rush, and others of national renown, fully committed to this policy. So powerful had this impulse for universal educa¬ tion become that even before the organization of the National Government the Con¬ gress of the Confederation, by the unanimous vote of all States in attendance in 1787, had placed in the ordinance for the settlement of the Northwest Territory the provision for the setting apart of the sixteenth section of each township for public schools and of two entire townships of each new State for a university. By this memorable act the new Republic put on record its approval of the American idea of the support of education by the State, in all its departments, from the district school of the open country to the State university. This idea, the contribution of the New England colonies to the new Republic, fixed in the great ordinance of 1787 by the insistence of New England men, was demanded by the original settlers of the Ohio purchase and destined thenceforth, like every original and characteristic principle of our American order of society and govern¬ ment at every period of the national development to appear with new vigor until it has become to-day the prevailing system of universal education in every State and Territory of the Union. But all experience in popular government demonstrates that while it is one thing to formulate a splendid ideal in the conviction of the foremost minds, and even to incorporate it in the constitution and statute law of States and in the practical policy of the nation, it is quite another thing to place on the ground a vigorous and successful application of the same that shall actually perform what has been prom¬ ised and realize even a moderate expectation of favorable results. More than half a ED 95 - 48 1505 1506 EDUCATION REPORT, 1894-95. century ago Sir Bulwer Lytton, then a student in the university; commenting on the movement for public education at that time awakening attention in England; pointed out the fatal weakness of any general system of training the children of the British masses while the parents remained in their present state of ignorance and indifference. Even more essential is it in a country where all legislation is but the record of the people’s will, and where every effective statute must represent the absolute determi¬ nation of the majority of average voters, that the people, by an effective and perma¬ nent majority shall stand behind any successful scheme of popular education. It is impossible for the local, State, or National Government by any agency at its com¬ mand to do more than put on the statute book fit laws and enforce them as far as popular opinion will permit. Thus we shall see that the second period in the history of the American common school, now to be considered, the first half century of the Republic from 1790 to 1840, is a pertinent commentary on this fundamental condition of all representative gov¬ ernment. Even in the educationally most favored portion of the Union — New Eng¬ land — where the people for one hundred and fifty years had been accustomed to the earlier phases of the common school, we shall see how slowly the ideal was realized and through what dreary years of open opposition, partial obstruction, and feeble maladministration from unfavorable or indifferent public sentiment the good work dragged on, even till the great rousing word of Horace Mann, like the “voice of one crying in the wilderness,” challenged the New England j>eople of all sorts and con¬ ditions to repent of their educational shiftlessness. Violent conflicts mark the progress of tho common school idea in the central sec¬ tion of the Union. Up to the close of this half century none of these important Commonwealths had a public school system satisfactory to any conqmtent observer. The thirteen Southern, even the seven new Southwestern States, were compelled to wait through yet another long generation in that destitution of free public education which was their chief disability up to the close of the civil war. And the history of tho new Northwest, so favored as the first recipient of the munificent national donations of public lands for popular education, not only bears testimony to the fact that the intense and persistent interest of the people is the breath of life to the people’s common school, but also that no endowment of education, however boun¬ tiful by State or nation, can be relied on to support an effective system of universal education unless reinforced by vastly greater sums of money persistently voted and wisely applied by local communities that represent the unconquerable determination of a large working majority of the citizens. The opening half century of the Republic was memorable in many ways as a period of amazing growth in all things affecting the material welfare of the people and the development of national stability and renown. In these fifty years the area of tho Union had been extended by the purchase of Louisiana from 800,000 in 1783 to 2,000,000 square miles in 1819, five times the area of the original thirteen inhab¬ ited colonies, equal to 158 States as large as Massachusetts. Thirteen new States had been added to the national fold. Before 1830 the population of the country had tripled and in 1840 was 17,000,000. The four new States of the Northwest had already gathered a population of 3,000,000, almost equal to tho human outfit with which tho original thirteen colonies inaugurated the perilous experiment of tearing themselves away from the most powerful empiro ou the globe. There seem to be no reliable statistics of the property valuation of the nation at the close of these eventful fifty years, but it must have been in due proportion to the increasing extent, resources, and population of the country. The great forward movement in now methods of labor and transportation, the child of the most marvelous revolution in modern history, the advent of labor- saving machinery, which has changed all the conditions of human existence in civilized lands within the past seventy-five years more than all the wars and legisla¬ tion of the past five centuries, had been felt as an electric thrill iu every portion of the Union. By 1840 there were 25 canals in operation, with 1,600 miles of waterway, ESTABLISHMENT OF STATE SCHOOL FUNDS. 1507 and more than 1,000 miles of railroad. Steam navigation liad already peopled the vast world of the western American lakes and rivers ky means of what the spectators of the first voyage of Robert Fulton’s steamboat up the Hudson River pronounced e< the wildest of all wild fowl.” The invention of the cotton gin had fixed the destiny of the Southern States as slave territory for half a century. The growth of the manufacturing interest in the North had already predicted the impending conflict for the separation of the Union on the lines of the industrial protective policy. The second war against Great Britain and the close of the interminable skirmish with the Indian tribes had given peace and stability to the whole country east of the Mississippi. Yet still, with a population so largely hugging the seaboard, with the Atlantic States only partially occupied from a point some 200 miles west of the ocean, and with two-thirds the area of the occupied country so sparsely populated that, in comparison with the old world, the United States was still a straggling line of settle¬ ments in a boundless wilderness, it is easy to realize the obstacles to the establish¬ ment of any general system of education for tho masses of young America. ORIGINAL ESTABLISHMENT OF STATE SCHOOL FUNDS. Yet, amid all tho interruptions and discomforts of these turbulent first years of the Republic, the determination of the people to educate the coming generation for the great position of the new American citizenship was neither dead nor sleeping. Especially in all the Northern States, not only in the original seven, but in the six that had come into existence since the organization of the National Government, was this determination more plainly manifested with every decade. It is one of the most notable characteristics of an Anglo-Saxon people, at once after the primary question of the classes versus the masses has been disposed of, to begin that gradual, persistent, and irresistible march to the front for the security of every essential ele¬ ment of free institutions, which never fails of victory in the fullness of time. In the Southern States of the Union, as we shall see, the purpose to inaugurate the coming American system of universal education was never absent from the mind and heart of its great statesmen; not one of the first class having been found in active opposition to the good schooling of the white children and youth. And, despite the persistent opposition to public education from social, ecclesiastical, personal, and political quarters, each of these States made the effort to lay up a permanent fund for education, and all at different times moved in the direction of the establishment of a general system of schools. The little State of Delaware, between 1796 and 1837, had gotten together a school fund of $150,000 from bank stocks and the bonds of the State. We have already put on record the great service rendered to the whole country by the State of Mary¬ land in the continuation of a movement inaugurated by Delaware, virtually com¬ pelling the consideration and final settlement of the disposition of the national domain in the Northwest, whereby all the States beyond the Alleghanies have been the recipients of increasing millions for the schooling of the children. This was a service not yet acknowledged by any sufficient recognition from Congress of the claims of the original thirteen States which won the independence and laid the broad foundations of the Union. Although Virginia did not respond to the appeal of her great educational states¬ man, Jefferson, backed by the influence of every public man of the first order in the Old Dominion, for a complete system of common schools, yet in 1810 the literary fund was instituted which in 1812 amounted to $2,000,000. In 1811 South Carolina, and North Carolina in 1825, made the same application of public funds, like Virginia, chiefly in the direction of the “free school” for the poorer class of white children and youth, or for their schooling by the subsidizing of private and denominational seminaries. One of the first acts of public policy in Georgia was setting apart a generous quantity of public lands, chiefly in local appropriations, for the only sort of schools then in vogue — academical and collegiate 1508 EDUCATION REPORT, 1894-95. establishments. Alabama., Mississippi, Louisiana, Missouri, and Arkansas shared in the national bounty inaugurated at the admission of Ohio to the Union in 1803, although in some of these States from various causes little is now left of all received in this way. In 1806 Congress gave to Tennessee 100,000 acres of land for every col¬ lege, and similar appropriations for academies. The State received also one thirty- sixth of its remaining unoccupied territory for common schools. A large proportion of this went the way of a great deal of this early appropriation of the national drug, the wild lands of the far West and Southwest. The present school fund of this State was a later arrangement. Kentucky and Louisiana made large grants in 1821 for education; one-half the net profits of the Bank of the Commonwealth in Kentucky was appropriated as a literary fund for common schools. Later, in 1847, 800,000 acres of land, at that time a valuable investment, were voted by Louisiana for common schools. But it was especially in the thirteen Northern States that this preliminary action of collecting funds for the permanent support of common schools was pushed with a will and a watchful care that was prophetic of great things to come. As early as 1733 the Province of Connecticut had moved in this direction; and the first substantial fruit of the ordinance of 1787, which set apart a generous domain in northeastern Ohio almost as extensive as the home State, and known as the “ Connecticut Reserve,” was the dedication of the major part of the avails of that territory to education, making the common-school fund of Connecticut at least $1,000,000 in 1795. In 1786 the State of New York set apart two lots in each township of its extensive tract of unoccupied lands for “ gospel and school purposes,” and in 1801 the net proceeds of half a million acres of vacant and unappropriated lands were turned into a permanent school fund of the State. In 1821 New Hampshire placed a one-half per cent tax on all bank capital in the State as a fund for the support of common schools. Immediately after the accession of Maine to the Union, in 1821, that State appropriated the proceeds of twenty townships of public land for education. In 1820 New Jersey laid the foundations of her present school fund in bank stock and the funded debt of the State. The States of Rhode Island, Pennsylvania, and Vermont relied on annual or occasional appropriations from the legislature to meet the exigencies of public instruction. The State of Massachusetts, although foremost among the colonies in the move¬ ment for education, and to-day not behind any State of the Union in this, respect, has never been an earnest advocate for the establishment of a large school fund, and only within the past six years has imposed a State tax for education. Her com¬ mon-school fund of $3,870,548 is a comparatively late arrangement, its foundations having been laid in the appropriation of the vacant lands of the Province of Maine. Its income of $172,179 is about equally divided between the support of half a dozen normal schools, the salaries of the secretary and agents of the State board of educa¬ tion, and certain of the smaller towns. Of the $10,661,356 appropriated for the com¬ mon schooling of her 412,593 children, an average of $31.20 for each child in 1894-95, all, save perhaps a quarter of a million, was raised by direct taxation and appropri¬ ation by the people in the 353 towns and cities of the Commonwealth. We believe this notable example of the yearly consecration of vast sums to this sacred use will more and more become a fruitful example for all the States. In the year 1890-91, of the entire sum yearly appropriated for common-school edu¬ cation in the United States, but 5.6 per cent was drawn from the income of perma. nent invested funds; of the remainder, 18.7 from State, 67.8 from local taxation, and 7.9 per cent from other sources ; Texas being the most indebted to invested land funds, 44.3 per cent. Another favorite method of raising money for educational and religious uses in the earlier days of the Republic was the lottery. In the light of the recent violent conflict which has resulted in the overturning of the gigantic lottery system of ESTABLISHMENT OF STATE SCHOOL FUNDS. 1509 Louisiana, which threatened to bring more than one American Commonwealth into humiliating subjection to an unscrupulous and destructive corporation, it is signifi¬ cant that many of the original American colleges, including Harvard, Columbia, Williams, and numbers less celebrated, besides churches and benevolent organizations without number, were the favored recipients of this questionable source of revenue. The regents of the University of the State of New York, the original State hoard of education, projected a scheme by which one-fourth the avails of four lotteries were applied to academies and common schools. Union College, New York, with others, received aid in this way. The original movement for the establishment of the famous University of Michigan had resort to the same method of raising funds. In the same way the original seminaries of Georgia; William and Mary College, Virginia; and Brown University, Rhode Island, were among the number of the elect of fortune. Perhaps the last of these schemes was the lottery for the establishment of a public library in the city of Louisville, Ky., within the memory of the present generation. It should be said that the moral and financial disapproval of the entire system of lotteries, outside the charmed circle of the “ grab-bag” of the church fair and the devices of the ladies’ benevolent society, is a development of the last fifty years in our country and that still, through half the civilized nations, this is regarded a per¬ fectly legitimate means of replenishing the depleted treasury of the most sacred organization and the holiest of philanthropic and religious agencies. The total amount of public lands dedicated to education during the first century from the breaking out of the war of independence, 1776-1876, was 80,000,000 acres with 60,000,000 acres additional swamp lands; 160,000,000 acres, with additional grants ; in all 250,000 square miles ; ten times the area of New York, equal to the entire area of Texas, twice the area of Great Britain and Ireland, and the full size of France ; constituting 80 per cent of the $129,000,000 of the present State funds for com¬ mon-school, university, and industrial education. Of this vast sum, until 1862, when the appropriation for agricultural and mechanical colleges included all the States, the old colonies, which ceded their original claims to the great Northwest and whose treasure and blood largely contributed to the gain of the imperial territory beyond the Mississippi, had received no gift of national lands. Since the admission of Oregon to the Union, in 1848, all the new States have received two sections of each township, the sixteenth and thirty-sixth. Several of the States beyond the Alle- ghanies by the careful administration of this magnificent gift of the peopie have accumulated large, permanent funds for education: Illinois, $12,000,000; Missouri, $10,000,000; Indiana, $9,000,000; Minnesota, $6,000,000; Nebraska, $5,000,000; Iowa, $4,000,000. But these figures are only a tentative estimate of the present value of these school lands, which are constantly appreciating. Most bountiful of all endow¬ ments for the children is the immense landed property of the State of Texas, made by the Republic and retained by the State on its admission to the Union. From this an annual income of $3,000,000 is now derived, and by fair management it may yet be relied on to educate the children of the State. Several of the larger Western cities have wasted a fund that, properly administered, would have educated their people; even the remainder constitutes an important source of income. In the appendix to this essay a table will be found containing all the information acces¬ sible concerning the amounts of land and money received by the various States for the schooling cf the children. Before 1841 sixteen States had received additional gifts of 500,000 acres of land each ; an aggregate of $3,000,000 of their school funds for special purposes. Between 1849 and 1860 thirteen States received 62,429,000 acres of swamp lands appropriated to school uses. At one time from 3 to 5 per cent of the net proceeds from the sale of public lands were turned into the State treasuries. In 1818 one-sixth of similar income was given for universities, amounting to $1,000,000. Besides this, saline lands, public properties of large value, and, directly and indirectly, other large sums have been donated by the National Government, almost exclusively to the States 1510 EDUCATION REPORT, 18S4-95. admitted since the provision of the Republic for schools. The ordinary estimates of these values give little idea of the present amount thus appropriated of the “ treasure laid up in Heaven” for this sacred use too often, like other sacred deposits, ruthlessly bi’oken into and despoiled. In 1836 the Government of the United States distributed $42,000,000 as “ surplus revenue” among the 26 States then existing. Of these States 16, in part or wholly, appropriated their portion to the establishment or increase of their school fund; 8 the entire sum, $10,000,000; 8 only in part; several gave nothing. Within the last thirty years, beginning with 1862, the Government of the United States has distributed 9,600,000 acres of public domain to all the States for the encouragement of agricultural and mechanical education, and, with a few excep¬ tions, this bounty has been well applied. The recent failure of the noble and statesmanlike Blair bill for the distribution of $70,000,000 to all the States for the overcoming of illiteracy, especially in the South, was much regretted by the most thoughtful friends of popular education in all sections of the country. Wo have thus introduced this brief account of the establishment of permanent funds for the support of common schools at the beginning of our review of this period, particularly to direct attention to the fact that the only permanent and reli¬ able method of support for universal education is the habit of yearly local appro¬ priation from public taxation. Even in the States most favored in this respect, the income from this source would only put on the ground a feeble and intermittent system of public instruction. Instead of the $150,000,000 now appropriated in the country for the American common school, only $10,000,000 w'ould be available as the income of permanent funds to-day — only equal to the sum the one State of Massa¬ chusetts now invests in the public education of her 412,000 children and youth. Wo shall certainly fail to grasp the true genius and history of the American com¬ mon school until we realize that by no feat of legislation, by no dispensation of skilled supervision, by no combination of the numerous devices that fill the pages of our educational journals and absorb the attention of so many “ eminent educa¬ tors” is this Republic to be saved from the curse of illiteracy, that working together for evil of all the forces of ignorance, superstition, shiftlessness, vulgarity, and vice which underlies the more superficial ailments of the body politic. From the first day of the least colony to the memorial year of this mighty nationality this work of training the coming generations for good manhood, good womanhood, and worthy citizenship has gone forward or fallen behind in proportion to the obstinate and continuous zeal of a reliable working majority of the people and their willingness to be taxed beyond all other purposes for this, the one abiding interest of a demo¬ cratic State. Still, this early American habit of “laying up against a rainy day” in the estab¬ lishment of these school funds, and the persistent practice of the State governments in the same direction, are most conclusive proofs of that original interest in the education of the whole people, the final outcome of which is the present vast organi¬ zation wo call the American common school. A favorite device of all the open or secret enemies of this fundamental American institution, never so essential to our national existence and true glory as to-day, is the pretence that our present system of universal education is the fruit of private, corporate, ecclesiastic, or scholastic zeal, and, like all similar structures, may be changed or abolished at the will of its creators. But the American common school, like the American nationality and order of society, is a most characteristic creation of the whole people. Like all other characteristic productions of the national genius and experience, it has been a grad¬ ual growth, subject to great variations, exalted or depressed at the full or ebb tide of public opinion. And one of the most convincing proofs of this fact is the way in which the people of the United States, during the first thirty years after the formation of the Union, when they numbered less than 10,000,000 responsible white people; in the poverty ESTABLISHMENT OF STATE SCHOOL FUNDS. 1511 tliat included, the whole country for years after the exhausting struggle for inde¬ pendence ; during the stormy first quarter of a century, when the government and people were deeply agitated by the French Revolution and worried by British aggres¬ sion, culminating in the war of 1812; while the emigrants to the new portion of the country in the West were still cultivating their fields and worshiping God with one hand on the rifio and one eye on the track of tho treacherous savage ; when the whole population of the Union was scattered through a territory almost as large as that occupied by the swarming millions of Europe, and hindered by laborious methods of transportation from social intercourse and industrial cooperation; went steadily to work to lay up a treasure in the strong box of almost every State agaiust the time when they could do more than at present for the schooling of the children. There is a moral sublimity, not only in the devotion of the great men of every State, but in the persistent effort of thousands of little poverty-stricken communities, to push this one interest amid all the distractions of rival claims. It will be well to keep in view, at every subsequent step of our reading of this “ great and wondrous story,” this original gathering of public opinion in a current steadily increasing in power and volume, just as the majestic career of the “ Father of Waters” may be predicted by one who sits on its wooded shores up in the wilderness of the mysterious border¬ land out of which it issues, gathering breadth and depth and majesty at every mile of its resistless journey downward to the sea. CHAPTER XXXVIII. EDUCATION IN THE NORTHWEST DURING THE EIRST HALF CENTURY OF THE REPUBLIC, 1790-1840. By Rev. A. D. Mayo, A. M., LL. D. We are now prepared to begin a more detailed examination of different portions of the Union in tlieir dealing with education during the first half century of the Republic. And by far the most interesting portion of the new nationality in this respect is the new Northwest. For here, at the earliest period, we find illustrated the facts we have already noted : (1) That only by the intense and persistent purpose of a whole people and its willingness to make a yearly sacrifice for the children can the American common school ever be placed on its feet, much less nursed up to its full stature. (2) We shall see how, even during their earliest years, the four North¬ western Commonwealths that had been admitted to the Union before 1840 were developing certain advanced ideas and broad methods of dealing with the entire subject of universal education which have become more powerful with the passing years, and, at present, are felt as one of the most decided modifying influences in the school systems of all the original States. But we shall do great injustice to the people of these settlements in the boundless wilderness of the Northwest of 1790 if we estimate their progress in the establish¬ ment of an effective system of popular education by reference to the condition of the same communities within the period of the memorable era since 1860. The close of the civil war in 1865 left the group of Northwestern States by far the most con¬ spicuous figure in the reconstructed Union. They had furnished nearly 1,000,000 soldiers, one-third the entire body of the Grand Army of the Republic. Their fore¬ most military commanders had steadily gained the confidence of the people during these critical years, and the three who, in succession, held the supreme position in the national Army were natives of Ohio. With the exception of two Vice-Presi¬ dents called to the Chief Magistracy of the Republic by the providence of God and one President afterwards elected, the Presidency of the United States from 1860 tn 1892 has remained in the narrow circle of the three Northwestern States first admitted -to the Union. It was well-nigh impossible for the elderly Eastern visitor to the city of Chicago in the late memorial year to place himself back in the period of his own boyhood when the New England family was stowed away in the old-time emigrant wagon and the interminable journey “out West7’ began with a religious service in the old church, and home and neighborhood prayers and tears mingled with the “great expectations” and aspirations of its occupants. But if we can briefly run over some of the more evident obstacles to the establishment of a satisfactory arrangement of the general educational training of the children during the first thirty years after the settlement of Ohio, in the four States that then constituted the Northwest, we may better appreciate what was really accomplished against, obstacles almost insurmountable. 1. First must be considered the original movement of the rival ecclesiastical forces of the old East to capture this new “land of promise77 and preempt, especially, the ED 95 - 48* 1513 1514 EDUCATION REPORT, 1894-95. secondary and collegiate departments of tlie educational field as the most efficient agency of denominational religious propagandism. It is not just to impute to the leaders of this movement any save the highest motives, from their own point of view, in their attempt to cover the new country with their churches and schools, which would become the most important annex to the religious establishment. We have already seen that the unanimity of theological belief and ecclesiastical polity, until the period of the Revolution, was one of the most favorable elements in the establishment of the common school system of the original Eastern States; since, the “ religious question/7 which is largely the question to what extent each religious body shall be able to use education as a factor in its own upbuilding, was thereby entirely eliminated. We have also seen how the diversity of religious sects in the Central and Southern Provinces made the establishment of anything like a satisfactory public educational system impossible, until many years after the forma¬ tion of the United States Government. But the war for independence, like all simi¬ lar upheavals of society, had, for the first time, introduced into New England the seeds of theological dissent and sharp ecclesiastical competition. At once, from all the older States east of the Alleghames, the different religious bodies and the active apostles of what was then called “infidelity,” made haste to take possession of the promised land. The result was that before the school lands could be made to yield an income sufficient for even a meager common school, the country had been occu¬ pied by private denominational and so-called “collegiate 77 seminaries, chiefly available for the families of the more prosperous sort. 2. This enterprise wrought along the lines of the social currents that were formed in these States at the very beginning of their existence. Although the mutual com¬ panionship of hardship and peril in a new country favored a certain democracy in public affairs, yet nowhere are the social lines more strictly drawn than in the orig¬ inal occupation of such a region as our new Northwest. New England was by no means a social democracy at the close of the war of the Revolution ; and there were families and families among the emigrants from Massachusetts and Connecticut in the little society that was represented at the first “ball77 in Marietta, Ohio, where fifteen ladies, “as conspicuous for politeness as elsewhere,77 appeared as the original “upper ten 77 of the Buckeye State. But after the first spirt of emigration, largely from the soldier class of the East, the majority of the emigrants for an entire generation were from the Southern and Central States, where social discrimination was even more strongly marked. The bulk of the population of the Northwest, for the first twenty-five years, was strung along the 450 miles of the northern shore of the Ohio River. Of the 47 members of the convention that framed the constitution of Ohio, 16 were from Pennsylvania, Virginia, and Kentucky, 9 from New York and New Jersey, and only 8 from New England. There was less enthusiasm for the new Western life in the New England than in the Southern and Central States. Both Massachusetts and New York had largo tracts of land on sale, and were in no haste to build up rival Commonwealths beyond the mountains. Until a generation later, when the growing tide of New England emigration was propelled through the new Erie Canal and the Lakes to the Northern section, the new West was largely a new South, Pennsylvania, and New Jersey. The people who came from this portion of the Union were unaccustomed to the common school and naturally fell into the home ways of educating the children according to the methods in vogue from the beginning in their own colonies. 3. The extreme poverty of the people, for all purposes save the actual supply of the necessaries of life, was a powerful obstacle to the early establishment of public schools. The New England contingent, respectable and progressive in ideas as it might be, was largely composed of families, left at the close of the war in absolute necessity of some “paying77 occupation, with no resources save the indefinite land bounties and “certificates of indebtedness77 issued by a Government representing an impecunious new Republic; a 20-shilling certificate not being equal to 5 shillings of available currency for actual use. Their one hope was to realize from this almost EARLY EDUCATION IN THE NORTHWEST. 1515 hopeless source of support a new home in the far West. And, while the fruitful lands and genial climate of their new abode were an assurance against starvation, the history of the settlement of any American State, previous to the last fifty years, is a record of hardship, poverty, sacrifice, trial, fearful sickness and death, only paralleled by the waste of war. Amid these trials it is not strange that, outside a few village settlements, it was next to impossible to support the common school for all. 4. Even the possession of a generous endowment of school lands at first was little more than a prophecy of hope for an indefinite future. These public school lands were at first leased at low rates, especially in Ohio, were slowly taken up, and from lack of experience in such operations, often sacrificed. In time the generous provi¬ sion of two townships for the support of a university was lost, except the saving of the meager income of a few thousand dollars a year; and the greatest of the Western Commonwealths was compelled to wait another half century before its final State university could be established. Col. Rufus Putnam, of Marietta, Ohio, informs Dr. Mauasseh Cutler, of Massachusetts, at an early period of the settlement, that the entire resources of the common-school lands were but $3,000, and Dr. Cutler, as agent for the Ohio company, sends on a few hundred dollars to pay the first minis¬ ter and teacher of the new colony. Ohio has never reaped any advantage from her educational fund of school lands comparable with the remaining four States of the original group of the Northwest. 5. Until the close of the second war with Great Britain, in 1815, these States were terribly worried by the peril from hostile Indians. This was only overcome by the decisive victory at the battle of the Thames, and the destruction of British influence through the entire region. Previous to the purchase of Louisiana there was the constant danger, emphasized by Washington and felt by all well-informed public men, of a revolt of the entire Western section, and the establishment of a rival gov¬ ernment to the United States. One of the urgent reasons for the sale of the great track of land to the Ohio company, repeatedly enforced on public attention, was the advantage of sending to the banks of the Ohio a colony of ex-Revolutionary soldiers, under their honored commanders, of undoubted patriotism, knowing no other coun¬ try than that for which they had given their past eight years of service to preserve and defend as a heritage. There can be little doubt that Virginia and the South were reconciled to the prohibition of slavery in these five new States, by the hope of protection for their settlements on their exposed northwestern border, as well as by the expectation of trade through the proposed channels of interior commerce sug¬ gested by Washington. This chronic state of border conflict was followed by the breaking out of the war of 1812, in which the entire territory of Michigan and the whole northern frontier, were for a time in the possession of the common enemy. Notably, the first twenty-five years of the Northwest was a period of “wars and rumors of wars,” in all ages unfavorable to the organization of any save the few superior schools which are always established where a body of educated and well-to- do people is found. 6. The difficulty of this position in a country like the Northwest can only be par¬ tially understood, even by comparison with such a country as New England remained until a quarter of a century ago. Instead of the tolerable roads of a country founded and developed under the advantages of a compact township gov¬ ernment, these new settlers on the “bottom lands” of the Ohio and its tributaries found themselves, during six months of the year, dwelling in a weltering conti¬ nent of mud, and were always staggering through a wilderness, with none of the modern appliances for personal movement or the transportation of crops. Dr. Man- asseh Cutler, in 1788, spent thirty days in his “ new sulky ” and on horseback in his first journey from Ipswich, Mass., to the new settlement of Marietta, on the Ohio. It was thirty-five years from this settlement before the construction of the Erie Canal in New York, and forty years before the Great Lakes and the Ohio River were connected by a new water highway. First, the track of the buffalo; then the 1516 EDUCATION REPORT, 1894-95. Indian trail; next tlie river “batteux” and the wilderness pack horse; and, “ after many days,” in 1818, the steamboat of the old time on the river represented the first great effort of the “ wild West” to “get out of the woods” and in hand shake with the civilization “ away down East,” beyond the formidable barrier of the Alleghany Mountains. The traveler who sees the difficulties at the present time in the Southern States, which still live so largely under the conditions of a border land, in getting children to and from the scattered country schools, can partially realize this special hindrance to the early establishment of efficient instruction in the new Northwest. 7. Another formidable obstacle to the adoption of the New England common school system in these States bordering the Ohio was the constant peril that these Commonwealths would eventually become slave States, like their neighbors Ken¬ tucky and Tennessee. The broad views of the Congress of the Confederation that framed the great ordinance of 1787 soon gave place to the ambition of the extreme leaders of the slave-holding class to capture this new domain as an annex to the original South in its industrial, social, and political estate. At once, spite of the prohibition in the ordinance and its implied authority for all time, a persistent effort was made to force across the river the “peculiar institution.” For more than 500 miles south of the Ohio, a slave State faced the wilderness that was to be changed to the new Northwest. A majority of the people emigrating to this coun¬ try for the first thirty years were from the slave States or communities in sym¬ pathy with them. The original law, which is identified with the name of Jefferson, robbed of its half-way prohibition against the institution, was the only general statute of the Northwest Territory until the ordinance of 1787, by the insistence of the Ohio Company represented by Dr. Cutler, prohibited slavery through the entire extent of the Territory. But the original Virginia idea of State sovereignty was supposed to override this territorial statute and the new constitution of Ohio, in 1802, was made anti-slavery by the casting vote of one member of the convention. Governor William Henry Harrison was president of a convention called to urge the introduction of slavery into Indiana, and Jefferson, then President of the United States, was quoted in its favor. Indeed, for several years Indiana and Illinois were slave Territories, and only after a conflict that until recent years has never been understood by the student of American history, were both these great States secured at last for freedom ; Illinois largely by the intrepid and far-seeing states¬ manship of its Virginia-born governor, Cowles. This original conflict between the old and new civilization of the Republic on the banks of the Ohio was long and intense and greatly hindered the people from giving earlier attention to education. It was not till 1824 that this internecine war for the possession of the new North¬ west was finally closed by tbe decision of the people that Illinois should be a free State. This contention left behind a trail of injustice in the form of a system of odious and oppressive “black laws” that remained on the statute books of Ohio until 1837. And even the “remainder of wrath” was revealed during the entire progress of the civil war. 8. Even at this period, 1820-1830, forty years from the original settlement, there were but 800,000 people in the entire Northwest, of which more than half were in Southern Ohio. Indiana had but 200,000; Illinois, 55,000; Michigan, 10,000, and Wisconsin was still a wilderness. In 1802, there were but 45,000 people in the entire territory of Ohio. In 1815, Cleveland, Ohio, was a small village; Cincinnati a town of 3,000 people. Columbus, the new capital, was being cut out of the woods in 1816. That a people, not so numerous as the population of the three leading cities of these States in 1890, dispersed through a realm so vast and inaccessible, should linger in putting on the ground its final system of public education is not remark¬ able to the student of American history, who is well informed of the prodigious obstacles which the “march of Empire” surmounted in its progress toward this magnificent realm, to-day one of the most favored portions of God’s heritage in any land. EARLY EDUCATION IN THE NORTHWEST. 1517 With these preliminary considerations in mind, it may he well to introduce our review of the gradual development of the common school in the Northwest by a consideration of the relativo historical position of these 17 Western States to the Union. And no view of this wonderful section of the Republic can he seen In true historical perspective unless the observer stands on the original natural outlook of Ohio. OHIO The historian, George Bancroft, has said: “Nature made Ohio the highway of ideas.” The present accomplished United States Commissioner of Education, Dr. William T. Harris, has elaborated this forcible statement in its educational applica¬ tion by the following suggestive and illuminating sentences: “It seems that when¬ ever a body of educational reformers with similar ideals became moved with a strong impulse to put their principles into practice, they chose Ohio as the scene for their experiment. Here were found intelligent people from the East, without the con¬ ventional limitations of the older communities which they had left, and at the same time with a warm appreciation of education. In this way Ohio has led the nation in several important educational movements, which, springing up on her fresh soil from her peculiar conditions, have spread to other places where similar conditions prevail. Especially in the West and Northwest is her influence traced. She was the first State formed out of the great Northwest Territory, and many of her prob¬ lems had to he solved outright, without precedents from older States. Their solu¬ tion was accepted by her younger sisters as they entered the family of States, and, in time, many of them have reacted upon the older East.” According to her latest historian, “prior to the ordinance of 1787 there is no trace of a magisterial or civil officer, French, English, or American, only squatter sover¬ eignty;” and until 1796 no established road, in what is now the State of Ohio, the most eminent representative of the new American Northwest. In one century Ohio has become the fourth State in population in the Union, having risen from 42,000 in 1803 to 3,672,316 in 1890. In area Ohio is one of the lesser of the northwestern group, containing 41,060 square miles and 26,700,000 acres, with an extent of some 200 miles in each direction. With the exception of a ragged region in the southeast and a beautiful “rolling country” in the southwest, its surface is a sharp contrast to the old picturesque East, no hill reaching an altitude of 1,500 feet. In equable fertility of soil and general mildness of climate it surpasses all its older sisters in similar latitudes, while its mineral resources, still revealed by new discoveries, would set up an old-time empire. In property valuation Ohio is excelled by only three of the States — New York, Penn¬ sylvania, and Massachusetts — having piled up the enormous sum of $1,778,138,457 in less than a century. The governor declared, in 1890, that in percentage of school attendance Ohio led the Union. Of its eminence during the past thirty years in the military and civic history of the nation, it is hardly neeessary to speak. Though now surpassed in population by Illinois, with more than one metropolitan city in the Northwest greater than Cincinnati, and in special ways outstripped by several of her later-come sisters in the majestic galaxy of the seventeen Commonwealths of the Northwest between the Alleghanies and the Rocky Mountains, Ohio is still the most conspicuous and characteristic representative of this portion of the country. For the new Northwest is now foremost in population and political power, and evidently destined to remain the great controlling section, holding all outlying realms in orderly and harmonious relations in the august union of States. What happened before 1787, during the two hundred and fifty years from the origi¬ nal discovery of the Mississippi River by De Soto in 1541, is not in the line of this essay. The leading European powers two centuries ago fell into the habit of ceding away the American continent “from sea to sea,” to little squads of their emigrating subjects. During the half century before the war of the Revolution, the wilderness of the Northwest was little save a “dark and bloody ground;” Indians, Frenchmen, 1518 EDUCATION REPORT, 1894-95. Englishmen, pioneer Americans fighting there together in a succession of wars, in which the uttermost barbarism of unregenerate human nature had full swing, with a good deal of the elements of a vigorous manhood of the future. Happily for all, the earliest attention of the Congress of the new Republic was given to compromis¬ ing the rival claims of New England, New York, Pennsylvania, and Virginia. All were at last buried in one of the most important political events of the country, the cession of the whole Northwest by these States, from the Alleghanics to the Missis¬ sippi, to the nation, and the speedy organization of this vast region under a Territo¬ rial government, simply a reservoir of new States. Then and there were laid, for the first time in the history of the world, the origi¬ nal foundations of a group of Commonwealths which, with no previous experience of Old World governments or social arrangements, could begin the grand experiment of constitutional democracy and carry it on to a logical result. The foundation stones of this majestic temple of the new civilization were: First, free labor; sec¬ ond, freedom of religion ; third, freedom of education, secured by the greatest national gift ever made to the people through the donation of a vast domain of land for a perpetual common school fund, with generous allotments for the higher instruction; fourth, political freedom, assured by the three fountain heads of life — labor, religion, and education. This great enactment, the ordinance of 1787, flung open Ohio, “the glorious gateway of the West/’ to the first general movement of populations on the northern latitudes toward the setting sun. From that day has proceeded, liko an unfolding drama, the most wonderful story of human progress in the annals of time — the growth of the Northwestern United States between the western slope of the Alleghanies and the summits of the Rocky Mountains. The original five States covered by the ordinance of 1787 now contain 250,000 square miles and a population of 13,500,000, more than four times the number of the whole country in 1787. Within the past forty years has come marching in the splen¬ did procession of the new States beyond the Mississippi. This section of the Repub¬ lic now includes seventeen Commonwealths, with Missouri and W est Virginia. The Northwest now has an area of 1,230,000 square miles and a population of 23,553,000, excelling the New England and Middle States by 5,000,000, with a capacity for the development of material resources and dense occupation impossible to estimate. Its thirty-four United States Senators give it the foremost place among the four groups of States. It is an empire of young people, every American and European State having sent of its most vigorous, able, and progressive youth to swell the tide of its marvelous prosperity. Since the Mayflower struck Plymouth Rock it has been the habit of New England to be “up in the morning early” and take a first hand in whatever good thing was going on the American Continent. Having fought a hundred years, and once sent one-sixth of her population up to the Adirondack country of New York to prevent France from isolating her from the then unknown country, the great West, and hav¬ ing captured the army of Burgoyne, who repeated the experiment of “leaving the Yankee out in the cold,” New England was “on hand,” foremost in the organization and settlement of the new Northwest Territory, the future home of her superflu¬ ous boys and girls. Whether Nathan Dane or Manasseh Cutler deserves the honor of engineering the ordinance of 1787 through Congress matters little. But the ordi¬ nance was largely made up from the laws of Massachusetts, and represented the New England ideal of Republican institutions, which, after a century of debate, closed by the civil war, was finally incorporated in the amended Constitution of the United States. It was in keeping that this beginning should be followed by the establishment of the Ohio Company by New England men, to make the first permanent settlement in what we now call the Northwest. In 1788, after the wearisome business of getting the enterprise in motion, Rufus Putnam and a little group hardly larger than the Puritans of Plymouth two hundred and seventy years before, reached the head¬ waters of the Ohio River, built a fleet of boats, one named the Mayflower, sailed EARLY EDUCATION IN THE NORTHWEST. 1519 down to the month of the Muskingum, and then, in honor of Queen Marie Antoinette of France, named the first town in Ohio, Marietta, celebrated the first Fourth of July in the Northwest, and, true to the habits of old Connecticut, held a mighty feast where a “pike weighing a hundred pounds” was devoured at a barbecue, lasting “all night till broad daylight.” Washington declared that this colony was the best body of emigrants the world ever saw, made up of the foremost people of New England, furnishing a good supply of the first civil and other dignitaries of the new territory. Marietta still remains one of the best towns beyond the Alleghanies — an educational center of no mean reputation. The slave-holding population of Virginia and Kentucky at once took the alarm at this apparition of free society across the river, for already the French had intro¬ duced negro slavery in their vagrant occupation of the wilderness, and for a gener¬ ation the question of the ultimate freedom of the Northwest was in debate. They gave the new territory the name “the Yankee State.” But if Yankee means New England, the name was not well applied to Ohio, for while New England did first put down her foot, broad and strong, on the shore of “the beautiful river,” and afterwards, broader and stronger in the Connecticut Reserve on the lake, and gener¬ ally had her part in all the immigration from the old East, still Ohio followed the lead of New York, and, from its earliest days, was a cosmopolitan Commonwealth. Nest came John Cleve Symms, with his colony of New Jersey men, which, after a few years’ paddling about at the mouths of the two Miami rivers, established Cin¬ cinnati, the first settlement in the Northwest to achieve metropolitan honors, still one of the most interesting and cultivated of the great cities of the Union, naming the county Hamilton, as Marietta was located in Washington. Next came the unfor¬ tunate venture of a speculating syndicate of New York sharpers that landed a colony of homesick Frenchmen on the Ohio River at Gallipolis, which, after unutter¬ able hardships, faded out, making no mark on the new territory. Now came Virginia, having secured a valuable grant in the southeast corner of the new country as a military reservation, in a settlement Avhich was like the prow of the Old Dominion ship thrust into the vitals of the new Northwest. Later, a colony of antislavery Kentuckians established themselves at Chillicothe. Then came on in succession the Scotch-Irish and Germans from Pennsylvania, in the center, the Connecticut and other Northeastern crowds occupying the north, which, from the difficulty of access, developed with a slower growth than the valley below. From that day on these different elements of American population have divided the old Northwest into sections, often as exclusive as the original Eastern, Middle, and Southern States. As late as 1854, going to live in Cleveland, Ohio, we found the State virtually divided into three distinct portions — the New England element in the northeast, the Pennsylvania and Middle States in the center, and a cosmo¬ politan civilization, wi£h a large influx of Southern blood and the inflow of the new German and British immigration, in the South. Ten years later, at Cincinnati, wo found in this the most cosmopolitan of American cities, a third of its entire popu¬ lation of German origin, large numbers from the Middle and Southern States, and more people of French than of New England birth. The Northwest assumed, with¬ out question, what New York and the old middle region had been two hundred years in teaching — that young America was to be fashioned by “mixing the babies up” from all regions of the civilized with a sprinkling of the uncivilized world. The question of “native Americanism,” in the political “slang” of thirty years ago, never disturbed the slumbers of the Northwest. From the little select colony of “132 men, besides women and children,” who began the fight with the awful “all out-doors” of the Northwest wilderness at Marietta; from the raw beginning of Cincinnati in 1788, when Grandfather William Henry Harrison testified that “he saw more drunken men in forty-eight hours than in all his life,” with not over 5,000 in the whole territory north of the Ohio River in 1796, to the foundation of Cleveland, on the lake, with two Connecticut families and “one French house” in 1796; fifteen years after “the ordinance” only 40,000, at the 1520 EDUCATION REPORT, 1894-95. admission of the State to the Union in 1803 — for a long generation, to the memor¬ able year when the first steamboat burst like an apparition upon the thunderstruck inhabitants of the Ohio River, from Pittsburg to Cincinnati, in 1811, and its fellow on the lakes in 1818, the new State of Ohio was chiefly engaged in “getting out of the woods ” and learning to stand on its young I’epubliean legs. There were 230,000 people in 1810, for, spite of the terrible journey from the far-away East to the interminable “far West,” young America insisted on pushing toward the setting sun. The most remarkable feature in the growth of Ohio and all the States of the Northwest group, save Kansas, which was born in the lateT revolution, was their quiet, uneventful, irresistible push to the front, only stopping to elbow out of the way some obstacles from the outside. The first business was to take the Indian in hand. He was effectually disposed of by “mad Anthony Wayne,” first by adminis¬ tering a terrible thrashing, then conciliating the defeated savage, so that he actually remained a “good Indian” for twenty-five years. The second crisis came in the war of 1812-1814 with Great Britain, when it seemed that for the last time the fond delusion possessed the English that, through the Canadas, the Northwest might be reclaimed. That business was settled effectually by Commodore Perry on Lake Erie, and on land by the man that wore Grandfather Harrison’s hat, at Tippecanoe and the battle of the Thames. But that Western pioneer life, uneventful and, as Mr. Matthew Arnold would put it, “uninteresting,” was of the sort that tried the souls and slaughtered the bodies of men and women, leaving the “fittest who survived” the bone and sinew of the new Republic. There is no pioneer life like it to-day, for nowadays an entire colony floats into New York Harbor from the ends of the earth on a “palatial” steamer, boards another palace on wheels and in a week is established in its new home on the farther slope of the “Rockies,” with American civilization like a roar¬ ing ocean tide on its heels. We can remember when Cincinnati and New Orleans were the two cities beyond the Alleghanies toward which the ambitious young men of the East set their faces. It was the peculiar privilege of Ohio, first of the States formed under the new dis¬ pensation, that it was never cursed by a great, crude, precocious metropolis. The city of Cincinnati grew slowly, and still, in its corporate limits, has less than 500,000 people. Cleveland, thirty years ago, was a big village of 30,000, and to-day has but a quarter of a million. In all the State there are not a dozen towns containing 25,000 each. There was a great deal more time in ten years of the moderate life of an Ohio farmer a generation ago than in half a lifetime of his “enterprising” descendant, tearing along the hot pavement of the Chicago of to-day. It remains the marvel of the world how Ohio, then in swift succession Indiana, Illinois, Mich¬ igan, Wisconsin, then on and on, ever faster, as the years sped along, the big sister¬ hood beyond the Mississippi came up, “growing while men slept,” to the fateful hour when the old South confronted the new civilization of the Northwest, deter¬ mined to rule this new America or be forever quit of its Northern side. In 1860 Ohio was foremost of the dozen States then included in the Northwest. Abraham Lincoln wrote to her governor at the beginning of the Avar, “Ohio must lead.” We all know how Ohio came upon the field, with her bodyguard of ten new States; first split Virginia in two, placing a new free State as big as South Carolina between herself and the fury of the seceding Old Dominion; then in four short years sent 320,000 soldiers to the front, more than one-tenth of the entire Union Army; while the Northwest gave to the country in its great emergency a group of military and civic leaders that, in the final judgment of the republic, will seem not inferior to the colonial fathers who made the Union. But more instructive than dilating on this wonderful advent of the Northwest before the world in 1860 will it be to seek after the causes of this marvelous devel¬ opment, that in a brief half century built up the new America in the wilderness which, in the nation’s hour of peril, came to the rescue of the republic on whose Success depended the hopes of mankind. EARLY EDUCATION IN THE NORTHWEST. 1521 First of all, we note the supreme fact that here in the Northwest, for the first time in history, human society was established on Democratic-Republican foundations, by a people whose ancestors, for two hundred years, in the thirteen colonies had been outgrowing old European habits of thinking and living, and had, at last, set up on a new continent a government made for man. Doubtless it was and still remains an advantage, in some important ways, to have been born and reared in the old eastern section of the nation, with its splendid history of two centuries, in which is written the inspiring record of the progress of humanity from the government of the masses by the classes to a government “of the people, for the people, by the people.” But it is almost impossible for the average citizen, even of the new East of to-day, to understand what a burden was lifted from the life of the emigrant who, at any time before 1860, turned his back on the Atlantic coast and set his face toward the setting suu. Even in New England and the old Middle States all things that made for human progress in freedom of thought and natural ways ot‘ life went slow, badgered and flanked at every step by conventionalities from across the water, coming down from the beginning of the colonial life. But out on the plains of the “great West” all this was in the past. Here was a society that began where the foremost of the Old World left off, all ready to go on and realize a lofty ideal, with no obstacle save the inevitable resistance of physical nature and human nature to any radical change. It was not strange that under such an inspiration, envi¬ roned with such an opportunity, human nature renewed itself, “Old things passed away, and all things became new.” 2. Consider a moment what this new order of society involved. First, free labor. Here was no slave ; every man his own master ; the young man able to put forth his uttermost energies to become the best for which he was made. Second, freedom of religion. The new church in the wilderness was compelled to drop a good deal of the old tyranny of sect and creed. While there was a terrible temptation on the one hand to fanaticism, and on the other to a wild breaking loose from all authority, yet it was well that the old ecclesiasticisms, stiff and stained with the grime and blood of centuries of European conflict, should be summoned to a great washing day out on the frontier of Christendom. Third, a recast of social affairs in an order of society where capacity and fidelity in facing the tremendous perils of the new life should become the test of social merit. Here was a community where hopeless pov¬ erty as it festered in the basement story of the Old World order should be impossi¬ ble. Here the necessities of good neighborhood, the peril of common dangers, the inspiration of common success, held good people together. Every worthy family going West found a generous domain, the gift of a great nation that had been set up to protect the rights of man. 3. The original settlers of Ohio were by all odds the best class of immigrants that ever occupied a new country. The same was true in a great measure of all the original five States of the Northwest, but none was so favored as Ohio. Almost every good family in the old thirteen colonies had its representative, often its supe¬ rior young people, out West. From New England and New York, Pennsylvania, Maryland, and New Jersey,' Virginia and the old South, and new Tennessee and Ken¬ tucky, the flower of the new generation thronged this new world. An important element was the class that left the South, like the Kentucky settlers of Chillicothe, Ohio, and the North Carolina Quakers of Indiana, driven out by the hatred of slavery. Many of these people liberated their slaves in the Northwest, sometimes not to the immediate advantage of the poor negro, who has had his battle to fight in the West as in the South. Every little county town for half a century was a university for the training of this crowd of able and ambitious youth. We are not surprised that the secretary of Lafayette, even in 1825, visiting the West, declared “Ohio the eighth wonder of the world,” and it is certain that Abraham Lincoln knew what he was talking about in 1861 when he said, “Ohio must lead.” 4. The development of the free common school in all its departments, where it for the first time was enabled to “have free course, run, and be glorified,” was a mighty 1522 i EDUCATION REPORT, 1894-95. uplift in tlio training of tlie new West for tlie critical years of 1860-1865. It is amazing liow slowly this the most characteristic American institution grew up in the old Eastern land. In 1835 the common-school system of New England was little better than in some of the Southern States to-day. Horace Mann, worn out by his good light for free education and free politics in Massachusetts, gave the closing days of his splendid life to his grand educational work at Antioch College, Ohio. To-day the great cities of the Northwest are all distinguished for their munificent provision for the free schooling of the children, and the magnificent educational policy of their States is the wonder of the world. Free education for all was made possible for the new America in the West by the most munificent gift ever offered to a people in the allotment of public lands for tho common schooling of all. At the beginning of the century New England, after almost two hundred years, had only gotton on the ground tho beginnings of the American common school. The Middle States were behind, and tho old South had not looked at universal education as a imssibility. President Hayes has said that “this first opportunity, offered to the new State of Ohio, had more to do with the crop of distinguished people half a century later than any other cause.” 5. Daniel Webster said that the bringing in of the correct business habits of New England, with its system of securing the title of lands, would forever deserve the gratitude of tho West. The entire circle of home virtues, careful economies, and moderate habits of living which had been wrought out in the old colonies were a priceless heritage to the makers of this new empire beyond the mountains which until the war of tho Revolution had bounded American civilization. 6. These opportunities, with the old East behind and a new West always beckon¬ ing ahead, greatly stimulated these people in a remarkable development of the executive faculty in every department of life. A distinguished statesman of Ohio, who read law at Harvard in his youth, says : “I was always struck by the amount of suppressed ability in the New England life of fifty years ago. I was sure that this man, who now managed a little farm, a little store, a narrow profession, could manage a bigger arrangement under more favorable circumstances.” The first impression made upon us by life in Ohio in 1854 was the great number of young men concerned in important affairs. The second impression was that below the noise and confusion of these immature workers was a conservative body of quiet, able, thoughtful peo¬ ple, who wielded an influence even greater than in the older part of the country. Ohio has always been a conservative State, and from the one million of her people who have gone farther West has come a great number of able, wise, influential leaders of the recent States; made up of sometimes crude materials from abroad; subjected to periodical tempests of political, social, and religious excitement. Out of these and similar opportunities was built up the Northwest of 1860, com¬ pacted from varied elements into that prodigious executive power then the supreme need of the Republic. On going to Cincinnati in 1862, where we lived till 1872, we realized at once the downright decisive type of this Western life. Tho man for the Union was all for the Union. His opponent was no shirk, but stood up and pro¬ claimed his unbelief. The West, through these awful four years, with one hand held down a great body of disloyal people, chiefly of Southern origin, while she sent forth the armies and the great leaders under whose masterly generalship the Confederacy was not only defeated but destroyed. It was in the order of Providence that at this critical period of the nation’s life the civilization of the new Northwest was developed just to that point of intelligent and decisive executive ability whereby it not only saved the Union, but easily and naturally became the controlling power in the public affairs of the nation which it remains to-day. But since that already far-off day a new Northwest has come up that challenges every section in the honorable strife for leadership in the higher realms of the national life. The World’s Columbian Exposition in Chicago in the summer of 1893 revealed to all nations what wo already know of the new America beyond the mountains. What will be the influence of this great event on this group of EARLY EDUCATION IN THE NORTHWEST. 1523 Commonwealths can hardly he questioned. With the deluge of people flowing in from all the world ; with the marvelous appliances of prosperous industry and houndless opportunities for the acquirement of wealth; with tho prodigious efforts for universal education and the corresponding growth in general intelligence and refinement through tho mingling of races that brings to every community the host experience of mankind; with such nohle ambitions as now inspire the foremost young people of this new land, what may not come to pass during “the years of the right hand of the Most High” that are before the new Northwest. It must be conceded that the original suggestion for the dedication of a section of each township of land in the new Northwest in behalf of universal education came from New England. It was only a natural conclusion that a people who for more than a century had supported the only common-school system in the New World by a persistent annual putting their hands to the pocketbook, with no help from perma¬ nent invested funds, should hail the first opportunity in Christendom to dedicate a splendid domain to the children. They were looking fondly to the “far West” as a homo for the thronging millions of the coming generations, and anticipated that the burdens of settling a new country would render such a heritage of inestimable value. This idea found expression in two early plans for the organization of this land of promise; that of Timothy Pickering and Col. Rufus Putnam. But it was reserved for one man, whose eminent ability and worth and great services, at a critical point of action by the Congress of the Confederation in 1787, gave the new Republic the Northwest that saved it in 1860-1865, to wear the crown of honor for this preeminent act of Christian statesmanship. Dr. Manasseh Cutler insisted on the introduction of the memorable clause of the ordinance of 1787 : “Religion, morality, and knowledge being necessary to good gov¬ ernment and the happiness of mankind, schools and the means of education shall forever be encouraged.” In support of this declaration, he made it a condition of the first great purchase of land from the General Government that the sixteenth sec¬ tion of each township should be reserved for common schools, and that a similar provision should be made for the. support of tho Christian ministry and a State uni¬ versity in each of the States to bo created from the orginal northwestern territory. Judge Ephraim Cutler, of Marietta, Ohio, also introduced into the first constitution of Ohio the educational clause, and was on the fioor of the House twenty years later thanking God that the new Commonwealth had finally come to the point of organizing an effective system of public education and taxing the whole people for the common school. Dr. Oliver Wendell Holmes has characterized the old-time Congregational ministry of New England as the “Brahmin class.” While possessing none of the vested power of either a Catholic or Protestant state priesthood; since the church organi¬ zation was, from first to last, like the government and the school, the creature of the popular will, there was perhaps never in Christendom a class which by sheer weight of ability, character, and practical executive capacity for two centuries held a group of communities, peopled by a restless, zealous, and self-asserting race, in such willing loyalty. The common school of New England was in no sense the child of the church, and in every sense the child of the people. But it was by no means the least lively member of that lusty group of triplets that, after the style of the old mythologies, leaped full born from the brain of New England — the state, the church, and the school. The church and the ministry were the birth relatives of the common school. The old-time Congregational clergy were, to a great extent, the organizers, administrators, and teachers of the common school, and without a fair estimate of their service we shall fail to understand many things in its original constitution or appreciate the peculiar difficulty of transferring it, in its original fashion, to a new country like the Northwest. * Certainly, in the history of New England, no man stands up a more complete rep¬ resentative of the all-round, active, and effective New Englaud “minister” of this 1524 EDUCATION REPORT, 1894-95. period than Manasseh Cutler. For two generations somewhat obscured even from public view by the pretensions of men his action forced into undue prominence, his recent biography by his descendants is one of the most valuable contributions to the history of his own section and indispensable to the understanding of the early settlement and educational beginnings of the first colony of the Northwest-Ohio. Manasseh Cutler was born in Killingly, Conn., in 1742; “ brought up” on a farm, and graduated from Yale College in 1765. He appeared first in Massachusetts as a teacher in Dedham in 1765, and married the daughter of Rev. Dr. Batch in 1766. Already a young man of promise, he seems to have been taken in hand by Providence, like so many of our most eminent Americans, and led from “pillar to post,” held to one position j ust long enough to get at the heart of success therein ; through a variety of experiences, trained and toughened for the crowning act of his life in a far-off wilderness, then almost unknown to the shut-up northeastern colonies along the stormy Atlantic coast. For three years he was a merchant at Marthas Vineyard, Mass., sending ships to sea and prospering at his business. He finally decided to return to Dedham to study divinity with his father-in-law, and “with great reluc¬ tance” submitted to the prevailing discipline of the divinity student of the period — having his hair cut off and his head covered with a dark wig. But he kept his own brain inside his head notwithstanding, and in due time was settled in the little town of Douglas as a minister of a colonial Congregational church. In 1770, at the age of 28, he was made A. M. at Harvard and was also spotted by the “o’er guid” as “heretical.” In the same year he moved to his final parish, in the little corner of old Ipswich called “The Hamlet,” now the town of Hamilton, Essex County, where, as the minister of a country society, he remained fixed till the end of his life. He never was a celebrated preacher, possibly preferring to air his “heresies” outside rather than inside the pulpit. But his journal, practically kept for fifty years, is a remarkable record of the power of human endurance displayed by the old-time Yankee parson. There were perpetual ministerial visitings in families, catechizing of children, a sense of moral supervision of the manners and morals of the community, and a general social life, often rejiresented by a hundred people at dinner, and a throng always surging through the parsonage — all on an income of $1,000 a year. He was, like the more active of his class, farmer, gardener, real estate agent, doctor, in his case actually studying medicine and taking his degree for practice; for many years a teacher and perpetual “school committeeman,” an office including all, and a good deal besides, the present duties of city superin¬ tendency; citizen at large, member of the legislature, and, finally, as long as he would serve, member of Congress. From 1782 he was principal of a private classical school that educated numbers of valuable people, among others the founder of the manufacturing city of Lowell, Mass. He was a close student, especially of natural science, and a member of all the learned societies in the country. He was a man of commanding presence and charming address, thoroughly accomplished in affairs. At 45, by unanimous consent, he was chosen to manipulate the Congress of the Cqn- federafcion, which for a dozen years had floundered through a deluge of debate that would fill 40 stout volumes with the vexed question of organizing the Northwest Territory. In less than a week, with an order for the purchase of 5,000,000 acres of Western land in his pocket, he brought order out of confusion and dictated the formation of a new committee for a fresh consideration of the whole matter. With¬ out eminent distinction, save for that time, as a careful and reliable student of nature, Dr. Cutler had the instinctive master faculty of reading the capacity of men for important services, the rare gift of irresistible persuasion, and a decisive execu¬ tive power of “striking when the iron is hot” and holding on till the end. He lived to the age of 83, and for the last forty years of his life his mind and heart were bound up in the first serious attempt to plant on the northern shore of the Ohio a colony, largely from New England, which should give a notable impulse to a group EARLY EDUCATION IN THE NORTHWEST. 1525 of new Commonwealths founded on the chief corner stone — “ Religion, morality, and knowledge necessary to good government and the happiness of mankind.” OHIO IN EDUCATION. We have already called attention to the history of the passage of the ordinance of 1787 and the settlement of Ohio at Marietta. It now remains to tell the less attract¬ ive story of the slow progress of the common school in a State from the first pledged to the education of the whole people. When Dr. Cutler appeared before the committees of the Congress of the Confed¬ eration in 1787, he summed up the alternative on which, as on a golden hinge turned the decision of the Ohio Company concerning the contemplated purchase of a vast tract of the Northwest Territory for the purpose of settlement according to the New England plan of social organism. He said, “If we venture our all, with our fami¬ lies, in this enterprise we must know beforehand what kind of foundations wo are to build on.” It was his absolute insistence, specially on the essential conditions of free soil and government aid for free education, and the support of the gospel, that placed under the famous ordinance of 1787 this corner stone. He saw, with the prophetic vision of a true educational statesmanship, in this waiting wilderness the possibility of a group of mighty commonwealths in which, as he wrote, “the field of science may be greatly enlarged and the acquisition of knowledge placed upon a more respectable footing than in any other part of the world. This will be an advantage which no other part of the earth can boast, and which probably will never occur again; that, in order to begin right, there will be no wrong habits to combat and no inveterate systems to overturn. There is no rubbish to remove before laying the foundations.” In placing in the ordinance the memorable sentence, “Religion, morality, and knowledge being necessary to good government,” he and those he represented proposed that “the organic law of the Northwest should be the basis of a Christian civilization.” The good doctor did not propose, in the favorite saying of his neighbors, “to let the grass grow under his feet” after his great victory at New York. He returned home, as his journal records, to give a large portion of his time to the furtherance of the new scheme of colonization. On December 3, 1787, five months after the passage of the ordinance, the first colony for the occupation of the Ohio purchase left Ipswich Hamlet. The party was gathered in the old church, his own son, who afterwards lost his life in the new country, being one of the number; the doctor prayed and preached, and the procession moved — the little advance guard of the mighty host that New England has sent forth for more than a century toward the setting sun. Six months later, June 20, 1788, we read that the doctor “bought a new sulky” and painted and reconstructed it with his own hand for the 1,000-mile journey on his first visit to the promised land. He even seems at times to have had a floating idea of casting in his own lot with the new community. For thirty toilsome days did he sit in the sulky, accompanied by two friends on horseback, until compelled himself to leave the carriage in western Pennsylvania and “rough it” across the Alleghanies to the Ohio River. He found Harrisburg, Pa., a pleasant village of 100 houses. Arriving in due time at Marietta, he preached the first sermon in Campus Martius Hall on July 28, and on September 9 turned his face once more to the East, which was hereafter to be his abiding place. One of his first cares was to make arrangements to send a Christian minister to the new colony, who arrived during the following year — the leading man of the settlement, in old-time New England fashion, having kept the service of Sunday alive meanwhile. In November, 1788, immediately after reaching home, the doctor sends back $200 to pay the preacher, Mr. Daniel Story, and the schoolmaster, probably the same person, “for the pres¬ ent.” In December, 1738, Gen. Rufus Putnam, the “head center” of the new colony, writes that they continue religious exercises, and “last Monday we had the first ball in our country, at which were present fifteen ladies as well accomplished in 1526 EDUCATION REPORT, 1894-95. tlio manners of polite circles as any I have seen in tlie old States. I mention this to show the progress of society in this distant country.” It is not to be supposed that such a people would consent to remain long under the threatening shadows of a possible illiteracy for their children. On May 6, 1789, the directors of the Ohio Company ordered that General Putnam and Dr. Cutler “make such application to Congress as they shall judge expedient for passing a charter for the university and for the encouragement of learning in this settlement.” On September 29 of the same year, Dr. Cutler writes to AVinthrop Sargent, president of the Ohio Company : “If Congress should be disposed to favor the establishment of the university, I am confident that It will have no inconsiderable influence on the spirit of migration from this part of the country.” In 1790 President AVasliing- ton, in his message of J anuary 8, emphasized the importance of the encouragement of education in the new settlement. Meanwhile Dr. Cutler was busily employed in visiting the 4 public schools in his own town, which he finds “ in good state, pretty well supplied with AVebster’s last edition of the first part of his Grammatical Insti¬ tute. The masters and committees spent the evening and supped with me.” Three years later Ipswich Hamlet, under the vigorous engineering of the locally omnipo¬ tent doctor, emerged into the new town of Hamilton. His son Charles died in Mari¬ etta in the same year. The church, ministered to by the Rev. Daniel Story, was the first of the New England Congregational order formed west of the Alleghanies. In 1799 General Putnam informs the company that the university township con¬ tains 46,080 acres. It included the two best townships in the whole province. It was already occupied by settlers, who, by some arrangement, seem to have secured free possession for five years. After that the land could be leased for $12 per 100 acres, which would furnish an annual income of $5,529.60 for the university. The common school and ministry lands amounted to 62,700 acres, which, loaned for $6 per 100 acres, gave the meager sum of $3,762, one-half for schools and one-half for the ministry. Here seems to have been the “beginning of sorrows” in the tolera¬ tion of the free “squatter” occupation of these superior university lands, which grew into the usual pioneer greed for personal possession with an assured right to all that the settler could include in his horizon. This university domain was so loosely held by any responsible power that “the college ” failed to receive its proper income and never has been able to lift its head high among the stately assemblage of Northwestern State universities. It may have been some of these pioneer disasters that prompted Dr. Cutler to respond to the repeated and urgent demand from Marietta that he should prepare a plan for the organization of the university: “AVhat has been passing in the world these last ten years has rendered me less democratic.” Certainly the elaborate plan which he sent out to the colony for this organization appears to have been drawn up under the fear of a waste of the funds and in distrust of any public supervision of education. It tied up the entire fund for university and common school educa¬ tion, together with their disposal and management, the appointment of the faculty, and the details of school administration, in the hands of a close corporation of eleven trustees, forever renewing itself, the original board to be appointed by the company. Here was revealed the inevitable result of attempting to manage a pio¬ neer American colony “at arm’s length” by a company of men, however able, wise, and deAroted, at another end of the country. This idea of the supervision of educa¬ tion in Ohio reminds one of the notion of more than one of our great educators to-day who see no hope for any system of universal education in this Republic which is not worked by an absolute educational supervisor, turning the crank in Olymphic state, in the solemnity and isolation of his own exclusive and unassail¬ able position. General Putnam replies: “There are several academies in neighbor¬ ing parts of Pennsylvania, AUrginia, and Kentucky where Latin and Greek are taught, and the Muskingum Academy at Marietta is at present capable of teaching the languages, and I think it can not be long before Latin schools will be established in several places in the territory,” EARLY EDUCATION IN THE NORTHWEST. • 1527 The Muskingum Academy was probably the first seminary of the kind established and the building erected for ifc the earliest structure built for edm ational use in Ohio. It was projected in 1797, at a meeting of the citizens of Marietta, of which General Putnam was chairman. But even before this organization, David Putnam, a graduate of Yale College, is found teaching there in 1793. President Andrews, of Marietta College, says : “It is probable that, from the beginning of the colony until the time that Marietta College was founded, in 1835, this town possessed almost uninterrupted facilities for instruction in the higher branches of an English educa¬ tion, and most of the time for such classical instruction as was required for prepara¬ tion for college. ” The Territorial legislature, with an instinct for affairs that is the first break with the “close corporation” idea of the less confiding East, modified the plan of Dr. Cutler and appointed two boards of trustees, one for the management of the university and another for the common school and ministerial lands, with power to lease and secure the improvement of the estate. Meanwhile, on December 30, 1791, a committee appointed by the Ohio Company assembled at Marietta to select the two townships of university lands and deter¬ mine on the location of the institution. “In a fleet of canoes, propelled by tho power of setting the pole against the swift and narrow channel of the Hocking River, accompanied by armed guards against the lurking savages, and carrying their own pork, beans, and hardtack that made up their rough fare, this committee of old veterans of three wars proceeded to fix, with compass and chain, the bound¬ aries of tho university lands.” Tho estate selected was in the townships now called Athens and Alexander, in Athens County. In 1799 the Territorial legislature appoint¬ ed a committee, with the inevitable General Putnam chairman, to lay off the college ground in generous pioneer style, with room for all necessary buildings, “border¬ ing on or inclosed by spacious commons.” The work was done and approved by the legislature in 1800. The author of The Higher Education in Ohio declares of the original plan of Dr. Cutler: “In no way, directly or indirectly, did the proposed charter indicate that the university, when once created, was to stand in any public or semipublic relation to the State. No right was to be reserved to the legislature to modify the charter at any future time, or to exercise any authority in the affairs of the college.” But in 1802 the legislature, by act, established the university and gave the land grant to it in trust. But, in distrust of the narrow plan of organization proposed, it struck out the present practical conception of the new State university, now so prominent an ele¬ ment in the educational life of the Northwest. The first board of trustees was appointed by the legislature, representing the people, for life. But as its members passed away, their successors were to be chosen by the Territorial or State legisla¬ ture. No limitation of the right to hold property was imposed. The legislature reserved the right to add to or take from the powers granted to the trustees, as might be regarded best for tho progress of the university. This was the first of that series of legislative acts by which the people of the Northwest, through a good deal of blundering and some mischievous legislation, have built up the present American system of State universities, academical and industrial, which is the crown of the American system of common schools. The new institution was called the “American Western University,” a name pro¬ phetic of the type of institution it represented. The trustees were the foremost men of the colony. But the school really had no existence till 1804, when the State legislature passed an act which superseded the statute of 1802. The name was then changed to “The Ohio University,” its objects and duties were declared to be “the instruction of youth in all the various branches of liberal arts and sciences, tho promotion of good education, virtue, religion, and morality, and conferring all the degrees and literary honors granted in similar institutions.” The curriculum of the college included the classical and English languages, mathematics, rhetoric, logic, geography, and mental and moral philosophy. 1528 • EDUCATION REPORT, 1894-95. Tlie governor of tlie State and the president of the university were ex officio mem¬ bers of the hoard of trustees. A reorganization of the university afterwards fixed the number of trustees at 21, who, at present, are appointed by the governor of the State, subject to confirmation by the senate. But 3 students appeared on the day the university opened. The first class of 2 was graduated in 1815. Then came in the unwise and overindulgent habit of leasing the university lands, which virtually gave away this noble heritage to private settlers, and until the present day has kept this and its sister college at Oxford in a state of impecuniosity that has greatly hindered their usefulness and postponed for half a century the final effort of the people of Ohio to establish a State university worthy of this great Common¬ wealth. A splendid domain, valued at $1,000,000, is so burdened that it has realized only $7,500 a year. Until 1881 the State refused additional aid and the entire amount contributed by the legislature is less than $75,000. It is unnecessary to prolong the account of the first attempt to establish a State university in the Northwest. Like other similar collegiate institutions of the new States, this and its sister college, Miami, at Oxford, have numbered among their graduates many of the most celebrated public characters of the country. One of the first graduates from Athens was Thomas Ewing. But while it was reserved for the Northwestern States that were formed at a later date, especially Michigan and Wisconsin, to develop this most original and important feature of the higher education to an extent far beyond the limited sup¬ port and supervision of the old-time college like Harvard, William and Mary, and Yale, the fundamental principle, that the people should establish, support, and, through elected or appointed bodies, control the entire policy of the highest organi¬ zations of educational life in the State, is plainly laid down in the charter for the Ohio University in the wilderness of Athens County, in 1804. “During the first quarter of the present century the Ohio University was the only institution of col¬ legiate rank in the Northwest Territory, and the number of its graduates had not exceeded 25.” The financial blight that followed it from the first culminated in 18*3, when by legislative act the income was so limited that for several years before 1850 no class was graduated, and the institution was virtually closed, although after¬ wards reorganized and continued in moderate prosperity to the present time. It would appear to have been a necessity that the new State of- Ohio, considering the slow growth of population, the hinderances in travel, and the great distance between the two original settlements in the Territory should divide its all too meager outfit for the establishment of a university. Only a month after the passage of the ordinance of 1787, John Cleves Symmes, of New Jersey, proposed to purchase a tract of land at the opposite corner of the present State from the location of the Ohio Company, based on the great bend of the Ohio River, in the southwest angle of the State, and including the beautiful country between the Great and Little Miamis ; a region not excelled in fertility and loveliness in the entire West. But it was not until September, 1794, that Washington, as President of the United States, confirmed this purchase. Symmes broke down financially with the result that the one town¬ ship of land for the establishment of an academy and other public schools and semi¬ naries of learning included in his purchase was finally located at Oxford, Butler County, outside the original purchase, but in what was called “the district of Cin- cinnatti.” In 1809 the State passed an act intrusting the management of the landed estate to 14 trustees with power to establish a university described in the charter in the same terms as the Ohio University, now already at work in Athens. The town at Oxford sprung up at the call and to this day, like Athens, is known chiefly as a college town and educational center. But it was not until 1816 that the new university was born, under the usual pioneer figure of a grammar school housed in a small wooden building. Eight years more elapsed before the child had grown to college dimensions. In 1824 Dr. Bishop, a Scotch ex-professor of Transylvania University, Kentucky, where he had acquired a reputation as a “defender of the faith” against imputed “irreligious influences,” EARLY EDUCATION IN THE NORTHWEST. 1529 was placed at tlie head of the new college. This act seems to have fixed the eccle¬ siastical leanings of the institutions, for it is said that every president of Miami has been of the Presbyterian faith ; although, being normally a State university, there has been no offensive display of sectarianism. The school came up as a representative of the cosmopolitan population of the “ Cincinnati district,” in contrast to the New England type of the Marietta settle¬ ment. It looked to the South largely for students and was always strictly conserva¬ tive in its political leanings. Its curriculum followed closely the original type of the Southern college — classics, mathematics, and a “ mental and moral philosophy” not easily distinguished from the Protestant Evangelical Theology. From the period of its beginning until a suspension of activities between 1873 and 1885 Oxford Univer¬ sity had the checkered career that has been the fate of the majority of pioneer col¬ leges in the West. But it has always maintained a good reputation for faithful scholarship and vigorous teaching within the lines of the old-time course of study and methods of discipline. Some of the ablest Western educators have been included in its faculty, of which, perhaps, Dr. W. H. McGuffey has the widest reputation as a teacher and maker of one of the best series of school readers ever put into the hands of American children. But the blight of impecuniosity was over Oxford, as Athens, from the beginning. Its entire income was derived from the uncertain rentals of the university lands, tuition, and other college fees. The faculty worked on salaries from $500 to $1,200 a year. The great civil war cut off its supply of Southern student material and left it in 1873 “ laid up for repairs” for twelve years, while its funds were accumulating. The State, practicing so much economy that it has not yet established a State normal school, has given it the sum of $50,000, all since the reopening in 1885. But we do not call to mind any institution of the higher learning in the West that has done so much and so valuable work, on means so slender, amid conditions so discouraging as Miami University. It was from the first a place where a young man of small means and lofty aspirations could find a welcome. Its situation, in the heart of one of the garden realms of western America, near the most enlightened border of Indiana, was favorable. The entire fees for tuition were $15 per term, and opportunity has been always at hand to enable worthy and promising young men to “work their way through college.” Among the number who have thus “worked their way” out and up into conspicuous position in the West and the Republic we find the names of 1 President of the United States, 4 governors of West¬ ern States, 4 United States Senators, 4 foreign ministers of the nation, 9 eminent judges, and as many lawyers of high reputation ; clergymen without number, includ¬ ing some deservedly celebrated ; 5 college presidents, and several dozen of the most influential men of affairs in the Northwest, including Oliver P. Morton, William S. Groesbeck, J. W. Noble, and others. Certainly, in the past days of American edu¬ cation, these little country colleges, officered by a hard-working faculty, not unfre- quently by the foremost educators of the time, where the fashion was “lean living and high thinking,” and where ambitious students often took to farm work to obtain resources “to keep the pot boiling” during term time, performed a service for Amer¬ ican citizenship which points to the heart of college life ; the grouping of an eager, resolute, indefatigable set of young men to live with half a dozen first-rate, all¬ round scholars, for four years, and carry away with their diploma a devoted and self-sacrificing manhood that will go before them, like a guiding star, as they climb the successive steps of a splendid career. Oxford and Athens, within the past dozen years, seem to have renewed their youth, have enlarged their curriculum, adjusted their methods to modern necessi¬ ties, and bid fair to retain their hold on the people, while at the same time they expose the unfortunate policy by which the State of Ohio in the early time virtually wasted its magnificent land endowment for education and, with all her splendid achievements, still lags behind in some of the most essential qualities of a great educational Commonwealth. 1530 EDUCATION REPORT, 1894-95. These were the only organizations of the higher education with which the State of Ohio concerned itself daring the first fifty years of the Republic. Other col¬ legiate and academical seminaries came up during that period — the Western Reserve College, now Adelbert, of the Western Reserve University, Cleveland, Ohio; the early days of Oberlin, Marietta, and St. Xavier’s, of Cincinnati, being among the best known. All these were distinctively denominational institutions, although compelled by their connections and environments to cooperate in greater or less degree with the slow upward progress of the common school. “No State in pro¬ portion to its population has seen a larger number of colleges organized within its boundaries,” says Dr. Harris, United States Commissioner of Education. Of these, 6, including a number established during the past forty years, are nonsectarian, and one of the most hopeful, the University of Cincinnati, is the highest department of the public school system of that city. Along with this multiplication of “ colleges” and “ universities” went an early corresponding movement for the building of academies and private schools of every grade. The majority of the original settlers brought from the Southern and Middle States the old faith in the denominational and private, as opposed to tho public support of the superior grades of tho common school. A great deal of the good educational training for the first fifty years in the life of Ohio as a Commonwealth — training which revealed the State in 1860 to the world as a rival of New York and a future leader in the afiairs of the Republic — was obtained at these numerous semina¬ ries supported by the zeal of religious bodies and the contributions of their patrons. It was given to Ohio thus to represent the transition period in the new Northwest between the British and American systems of educating the people. Certainly no American State has obtained better results from the old, and to-day no State goes before Ohio in zeal and progressive spirit in the adoption of the new methods of universal education. Many of its so-called “colleges” and “universities” have, by necessity, been only more or less vigorous academical schools ; coeducational or for the separate instruction of boys and girls. And, at every step upward to its present educational eminence, all varieties of these institutions have been necessa¬ rily in almost vital connection with every class. There has been a special expe¬ rience in the building up and in the amazing growth of several great private schools for the normal instruction of teachers which have sent forth hundreds of graduates to the West and South during the past twenty-five years. We shall refer to this side of the educational life of Ohio further on and trace the development of the more concentrated use of means and the massing of forces that has resulted in the “ association of Ohio colleges ” which dates from 1867. While the new State of Ohio was thus engaged in the attempt to furnish its more favored class with the opportunity for the academical and collegiate education of their children, the common school for the elementary instruction of the masses during the first thirty years from the settlement at Marietta and for a full quarter of a cen¬ tury from the organization of the State could hardly be said to exist. Governor St. Clair was installed over the Territory in 1788, but in his first message to the Territo¬ rial legislature made no reference to education, although, doubtless, he owed his position to the good will of Dr. Cutler as a recognition of his service in securing the passage of the ordinance of 1787. The land grant for educational purposes is declared by competent authorities to have been “ sufficient for a liberal independent support of common schools with a university.” At once the people seemed to have made an effort to utilize this source of educational support. But this system of leasing lands to impecunious settlers and afterwards of selling lands for a nominal price, then inaugu¬ rated and still in vogue in some of the new States, was better calculated to attract a population than to educate the children of the emigrants who actually occupied the country. The Territorial legislature, in 1800, “discussed” the subject and recom¬ mended the Delegate in Congress, W. H. Harrison, “to secure equal rights to school lands for all children.” In 1802 the new constitution of the State was formed. By EARLY EDUCATION IN THE NORTHWEST. 1531 the efforts of Judge Ephraim Cutler and other like-minded members of the conven¬ tion this clause was placed in the fundamental law : Article Till. Sec 3. * . * * Religion, morality, and knowledge, being essentially necessary to good government and the happiness of mankind, schools and the means of instruc¬ tion shall forever be encouraged by legislative provision, not inconsistent with the right of conscience. Sec. 25. That no law shall be passed to prevent the poor in the several counties and townships within this State from an equal participation in the schools, acade¬ mies, colleges, and universities within this State, which are endowed, in whole or in part from the revenue arising from 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 be opened for the reception of scholars, students, and teachers of every grade, without any distinction or preference whatever, contrary to the intent for which said donations were made. We seem to recognize here the appearance of that sectarian jealousy of the public school which for so many years waged a persistent war against everything save the most meager and ineffectual arrangements for public elementary schooling, reserving to itself the control of all the higher grades of education. Under these conditions it is not remarkable that this constitutional provision remained virtually a dead letter for almost twenty years. Until 1820 we are informed that the only schools of importance were found in the larger towns, while the masses of the people were left poorly supplied. A school bill, offered by Judge Cutler, was lost in the upper house of the legislature. The common practice seems to have been similar to that of many of our Southern States previous to their recent revival in popular education; to use the small amount of money gathered from the land lease to pay tuition bills to such schools as might be on the ground. At first these schools were really private as distinguished from public. Gradually, in the more prosperous counties, the little private seminary was evolved into a common district school. In 1806 a portion of the State was districted and funds from the sixteenth sections and military lands ordered to be secured. In 1817 Governor Worthington recommended the establishment of a free school at the new capital of the State, “to educate, at same expense, the sons of poor parents (no other) for teachers. ” Without any defi¬ nite system of public schools, with no recognition from the legislature, which was absorbed with matters vastly more important to the physical status of affairs and the safety of the Territory, the more progressive people did their uttermost to sup¬ ply the children with the means of education. Doubtless, in all such formative periods of the American common school, these local movements, in communities widely separated, without cooperation with each other, do not receive due credit from the historian; for history, in the regulation sense of the term, chiefly concerns itself with the record of exceptional men at the moment of their supreme influence; like a celestial geographer of our planet, stepping over the mountain tops of this world and handing in a report of these summits up aloft as a veritable “ description of the earth.” Still, in lack of more interesting details of these early movements, at present only to be obtained by laborious investigation of township and village chronicles, we are grateful to be able to call attention especially to the two men who, by common consent, were the leaders recognized and followed by the educational common-school public which achieved its first substantial advantage in the legislation of the years 1820-1824. Nathan Guilford was born in Worcester County, Mas3., in 1786; was graduated at Yale College, and, in 1816, is found established in the law, the favorite profession of educated young Americans, in a new State; a sort of “open court” with avenues leading out into every form of industrial, public, or philanthropic activity. He brought with him from New England the profound conviction that the real motive power of a new commonwealth must be generated in the fit education of the chil¬ dren. Cincinnati, at this time already the literary center of the entire region beyond 1532 EDUCATION REPORT, 1894-95. the Alleghanies, had no system of public schools, and there was nothing of impor¬ tance of the sort in the State. Mr. Guilford drifted more and more into the position of a general reformer and agitator for the upper story of civilization in the city and State of his adoption. For seven years he edited “ Solomon Thrifty’s Almanac,” a clever imitation of Dr. Franklin’s “Poor Richard,” with decided influence. In 1820, as chairman of a self-appointed committee, he addressed a forcible plea for popular education to the legislature and people of Ohio which brought him into large public notice as a leader in the first crusade for “ young America ” out west. In 1821 we find him in the legislature of the State, in company with Ephraim Cutler, as mem¬ ber of a committee of 7 appointed to draw up a scheme of public school instruc¬ tion. The majority of the committee reported a bill which was declared by Guilford and Cutler useless for practical purposes. Under the form of a minority report they prepared a document that woke up a controversy which arrested the attention of the entire Commonwealth, and four years later, 1824, resulted in carrying through the legislature a bill, framed and engineered by these two great leaders, “ for the founding of a general system of common schools, to be built upon and improved.” This bill contained provisions for a county tax of one-half mill on the dollar for education ; for the township clerks and city auditors to be school officers ; for an examination of teachers ; a division of townships into school districts by vote of householders, with other useful provisions, but with no provisions for its o wn enforce¬ ment. Yet it was only by the most strenuous appeals of these courageous leaders that this bill was forced through the legislature, and Judge Cutler, now a veteran in the service of education, is said to have exclaimed on the final passage: “Lord, now lettest thou thy servant depart in peace, according to thy word; for mine eyes have seen thy salvation.” But a statute thus carried by a worked-up majority through the legislature, “at the point of the bayonet,” proved unpopular and difficult of enforcement. For eleven years more the ship of state in Ohio was educationally in the hands of a crew that sailed “by guess,” with no chart or compass and no accurate observation of the north star. But the good seed once sown did not perish under the faithful culture of its devoted friends. Between 1825 and 1836 the people of Ohio were gradually opening their eyes to the fact that only a community that would put its hands deep into its own pockets can be assured of an effective system of public education. From one-half mill the school tax was carried to three-fourths, then to 1, and in 1836 to l-£ mills on the dollar, and the county commissioners were given power to add one-half mill in 1836. Meanwhile the foremost teachers of the State were every year becoming more alive to the importance of the movement for better common schools. In 1831 “The college of teachers” was formed in Cincinnati, including among its leaders Pickett, Kinmont, Williams, Samuel Lewis, Dr. McGufifey, and Dr. Ray, for the time the most distinguished of Western educators. The membership was made up of the most eminent literary and school men of the Mississippi Valley and, with its meetings, dis¬ cussions, printing of reports and pamphlets, became a great power in the land. In 1833 this body demanded State supervision of schools with other reforms. In 1835 the State legislature was induced to vote $500 to aid Prof. Calvin Stowe, of Lane Theological Seminary, Cincinnati (the husband of Harriet Beecher Stowe), in the inspection of common schools in Germany. His report, with another from Horace Mann, of Massachusetts, was largely influential in moving the sluggish waters. In 1836 the first State convention of teachers in Ohio was held at Columbus, and seems to have given a powerful impetus in the right direction. Samuel Lewis made one of his “great speeches,” and Professor Stowe read a portion of his report. The convention demauded the improvement of common schools, the establishment of school libraries, and the election of a State superintendent of education. By a majority of 1 in the house of representatives a State superintendency was ordered, and Samuel Lewis was appointed to the office in 1837. For a dozen years school funds had been collecting from the sixteenth section of the United States land grant, EARLY EDUCATION IN THE NORTHWEST. 1533 from the income of saline lands, and later from the interest of the surplus revenue of the United States divided among the several States. But the good work was only well begun. In 1831 “the State had no school fund; not more than half the school districts had schoolhouses, and they not worth $10 each ; the tuition fee was universal, and the country schools were in session hut three months in a year.” During the six years before the election of Lewis to the super¬ intendency something had been done in the accumulation of funds and a good deal in the waking up of a public opinion demanding that, after fifty years of “fooling” with this great practical interest of the State, something worthy of a Commonwealth like Ohio should he done. “ The acceptable year of the Lord ” had already come to New England in the revival that resulted in the estahlishmeut of a State board of education of Massachusetts and the appointment of Horace Mann as its first secre¬ tary, really dictator of public-school affairs in the Bay State during the subsequent fifteen years and leader of a body of educators in all the Northern States whose patriotic zeal, thorough comprehension of the public needs, and absolute consecra¬ tion to the public good, may not inaptly he compared to the original group of fathers of their country. By their effort the tide of battle between the common school and its open enemies and half-hearted advocates, which for so long had wavered to and fro, was now turned and the victory was won for the children of the Republic. Of this noble brotherhood none deserves higher honor than Samuel Lewis, first superintendent of common schools in the State of Ohio. He was, in the best sense of the word, “the people’s man” in the crisis that now confronted this great Com¬ monwealth, just entering on the second period of its career in training for the eminence into which it vaulted as the foremost State of the Republic in the nation's hour of supreme peril in 1860. A native of the same State as Nathan Guilford and Ephraim Cutler, though thirteen years the junior of Guilford, Samuel Lewis was horn in Falmouth, Cape Cod, Massachusetts, in 1799, and at the age of 14 emigrated to Cincinnati, Ohio. At first a farmer, then a house-builder, at 20 he adventured on climbing the “steep and rugged way” of the study of law, on an income of $150 a year and living on bread and water, in the office of Judge Burnett. At 22 he was admitted to the bar and, like his friend Guilford, drifted to the higher profession of educational reformer by native instinct. He persuaded his friend, Wil¬ liam Woodward, to make the original contribution which became the corner stone of the famous Woodward High School of Cincinnati and was also influential in per¬ suading Mr. Hughes to make a similar donation, on which the present Hughes High School of Cincinnati is founded. Out of this original custom of the gift of property for education, including the university fund by McMicken, grew up a public spirit of generous giving that, within the past 30 years, through munificent benefactions, has given to Cincinnati perhaps the most complete system of popular instruction of any American metropolis. The eminent services of Lewis in behalf of popular instruction pointed to him as the fit pioneer State superintendent of education. On a salary of $500 a year he entered upon his great work in 1837. He traveled on horseback 1,200 miles through the State, visited 300 schools, everywhere stirring up the people and carefully observing the condition of affairs. In his first report, in 1838, he recommended school buildings, town hoards of education, the establishment of a State fund of $200,000, the giving to cities and important towns the right to tax themselves for the secondary and higher education ; that school districts be empowered to lay taxes to build schoolhouses and that hoards of examiners for school-teachers be appointed. As in the case of Horace Mann, the difficulty was to obtain reports from the local authorities. In the year 1835-36, only 33 county auditors had com¬ plied with the request, and their reports were unreliable. The salary of the super¬ intendent was afterwards raised to $1,200, and he issued several numbers of an influential document, but the labors of years of incessant activity were now telling on this faithful servant of the people. He resigned his position in 1839. The office of State superintendent was abolished by a reaction of public opinion in 1840, and 1534 EDUCATION REPORT, 1894-95. its duties thereafter thrown upon the shoulders of school officials and teachers, town assessors and, especially, the fidelity of women teachers in the schools of the State. But a great work had already been done. From 4,300 schools and 150,000 pupils in 1837, the administration of Samuel Lewis had lifted the number to 7,300 schools and the attendance to 250,000, almost doubling the number of schools and pupils and multiplying the agencies at work for improving the quality of popular educa¬ tion. From $350,000 in 1837, the State had climbed to the expenditure of $1,000,000 in 1839-40. The remainder of the twelve years of the life of Mr. Lewis was spent largely in the advocacy of several advanced movements, temperance, and anti¬ slavery, and by frequent “ running for office” on those hopeless tickets upon which wo find the names of the early reformers of that day. Both these remarkable men, Guilford and Lewis, were residents of Cincinnati, but previous to 1837 that city had no system of public schools. Having led “the army of the Lord” to its first great legislative victory in 1824-25, Nathan Guilford concentrated his attention on his own city to make it an educational object lesson of what a new American metropolis should be. From the first Cincinnati had among its earlier settlers a group of enlightened and public-spirited men and women who, for many years, made it the center of literature, art, music, and progressive ideas in the new West. Nathan Guilford wrought with the most enlightened and practical efficiency as a true friend of the Commonwealth. Having obtained from the legislature a law authorizing the establishment of a city system of public schools, the city council refused to impose a school tax. Guilford then was elected a member of the city council and “forced the fighting,” obtained a grant of $40,000 for the first great sclioolhouse, and made Cincinnati the leading free school city beyond the Alleghanies. Ho was elected first superintendent of the common schools, and by a famous educational festival, in which the children marched with music and banners about the streets and assembled in the First Presbyterian church to hear addresses of congratulation, captured the heart of the Queen City, which, from this day for half a century, has never for a year been found wanting in its warm regard for the children. Mr. Guilford served as city superintendent from 1849 till 1852, and died in 1854 at the age of 68. His estimable wife was still living ten years later, one of the most thoroughly alive women in the great city Cincinnati had then become in all the good works and forward movements of the stirring period of the civil war. Here we reach the limit of our present discussion of the common-school life of the first AVestern State during the first half century of the Republic. We have given the history of the beginnings of the common school in Ohio somewhat in detail, because here was first fought out on the great open field of the Northwest the bat¬ tle between the New England idea of the people's school and the various forms of private, parochial, and corporate education prevailing in the Central and Southern States. Though the conflict was long and at times uncertain, extending through the entire period of sixty years from the occupation of the Territory to the great revival of popular education in 1840, the leaders of the masses thus far are seen to be largely of New England origin and to them must be awarded the credit of the final victory. But in this loug period of warfare “ the people of all sorts and conditions” and the foremost men of all sections of the country had done “a power of think¬ ing” on this matter. Almost every scheme for training a generation of young Americans had been tried ; various new expedients suggested; broader methods of instruction struck out; and a school public steadily established. The result was that to Ohio must be given the credit of inaugurating the majority of the educa¬ tional movements which have given a peculiar character to the northwestern type of the American common school. Some of these movements, like the complete organization of the State university, normal training of teachers by the State, county supervision of schools, and the vigorous handling of the local district school, have been carried out with more eminent success in the neighboring States ; and the time EARLY EDUCATION IN THE NORTHWEST. 1535 is rapidly coming when Ohio must “take a new start” if she proposes to lead, even in Western educational affairs. But for more than half a century, even to the close of the civil war, this State was the natural leader of the Republic west of the Alle- ghanies in all that concerned the training of its singularly able and cosmopolitan people for the grand demonstration in arms, statesmanship, industrial activities, and general mental and social culture, which, in the decade of 1860-1870, drew to her all eyes from every quarter in Christendom. In the development of the American common school, from its early beginnings in the New England colonies to its complete acceptance as the reliance of the American people in the training for American citizenship, each State and every section of the country has borne its own honorable and essential part. We have seen how the idea of universal education, by the aid and under the supervision of the State, obtained the unanimous indorsement of the Congress of the Confederation. One of the first acts of the Congress of the United States was the ratification of the ordi¬ nance of 1787, which pledged the five original Northwestern States to complete civil and religious liberty and the “ encouragement forever of schools and the means of education.” Five years before this memorable closing act of the Continental Con¬ gress, a fit companion piece of the Declaration of Independence, the first proposi¬ tion for an appropriation of public lands in the Northwest Territory for the support of education appears in a bill offered by Colonel Bland, of Virginia, June 5, 1783, although it appears to have gone no farther than the prevailing Virginia idea of the period, the founding of a “seminary of learning.” The suggestion was incor¬ porated in the law of 1785 when, at the suggestion of New England members, it became a part of the general law for locating and disposing of lands in the new Territories of the Northwest; and we finally meet it, in the more extended form in which it now appears, in the ordinance of 1787, the title deed to education for every child henceforth to be born in the New World beyond the western mountains. INDIANA. We have already traced the action of the State of Ohio, the first Commonwealth wrought out of the imperial northwestern realm, and noted the gradual steps by which this, now one of the four leading States in the Republic, availed itself of the priceless privilege of universal education there offered. And we have seen that every idea that has since become a characteristic of the elaborate public-school sys¬ tem of the Western and Pacific States appears as a suggestion or an actual experi¬ ment during the formative period of the common school in that State ; the period now under consideration from the establishment of the Union to the year 1840, the first fifty years of the Republic. But alongside of Ohio, originally a part of her vast territory, was meanwhile grow¬ ing up a new Commonwealth, in which the educational drama rehearsed by its older sister was to bo acted in a style peculiar to itself. The earliest settlers of Ohio were so largely of New England origin that they can be said to have brought with them the old-time pattern of the New England common school and, in a halting and inef¬ fectual way, attempted its establishment in their new home. But the Territory of Indiana had quite another origin. It was discovered and partly occupied by a French emigration from the Canadas as early as 1680, and at the formation of the National Government was a remote settlement chiefly of French colonists in a far-off wilderness, largely in possession of the Indian tribes and, outside the village of Vincennes, only beaten up by a wandering crowd of hunters, traders, and trappers. “For one hundred and thirty years Indiana had no capital within her own terri¬ tory.” Her small affairs were tossed about from hand to hand in Paris, London, Quebec, New York, Philadelphia, and Marietta. At the organization of the North¬ west Territory, Governor St. Clair wrote that “the inhabitants of the Wabash Valley are the most ignorant people in the world. There is not a fiftieth man that can either read or write.” During the century of the occupation by the French 1536 EDUCATION REPORT, 1894-95. there is no record of a school until the appearance of the Anglo-American settlers. As the inevitable result of this collision during two brief decades, the few thousand French people included in what is now Indiana, Illinois, Michigan, and Wisconsin, had fallen to the rear, hereafter never to be recognized as an important element in the making of the Commonwealth. But to no State in the Union may we look for a more instructive history of the nat¬ ural growth of the common school idea than to Indiana; and nowhere is that idea, in several respects, now more completely organized and more effectively adminis¬ tered than in the State whose opening years were so inauspicious. But this great work — whose splendid outcome is now seen in a State school fund of $10,000,000, an annual expenditure of more than $5,000,000 for common schools, in perhaps the most thoroughly articulated system of public instruction in the Union, and espe¬ cially in the success in the grading of the country district school — has been a slow and tortuous growth of more than half a century, dating from the organization of the Northwest Territory in 1790 to the formation of its new constitution in 1851; half a century from its admission as a State in 1816 to the final establishment of its present educational system by the school law of 1865. The peculiar interest of this history is found in the fact that the early American settlers of Indiana were chiefly from those portions of the country that had not yet adopted the idea of the formation of any system of public education. While the foremost men, including the first territorial governor, William Henry Harrison, brought thither the prevailing opinions of their native States concerning the neces¬ sity of the higher education for a superior class, the masses, who for a third of a century were struggling with the obstacles of settling a netv country nowhere more formidable than in the densely wooded lowlands of this territory, until 1820 confined to the border of Ohio and the shores of the Ohio and Wabash rivers, in 1815 num¬ bering but 65,000, battling with Indians and a terrible unhealthiness more destruc¬ tive than war, were in no condition either to rise out of their own illiteracy or to produce the means for the schooling of their own children. Large numbers of the poorer people from the old Southern States were among these settlers, for whom a rough life in a new country for half a century seemed necessary as a “ lift ” even to the old-time district schoolhouse door. Another great obstacle to the early establishment of the public or any effective system of schools was the peculiar political organization that involved the infant Territory in perpetual agitation. Although the ordinance of 1787 prohibited negro slavery in the most peremptory terms and was thought by its authors to require the abolition of the institution as it was inherited from the French and English government, it still required a cam¬ paign of thirty years to put it under the ban of constitution and law, thence to linger in its original haunts, the valley of the Wabash, for other years. The majority of the early inhabitants of the Territory were from slave-holding States. Governor Harrison, a Virginian, seconded the effort to repudiate the original com¬ pact. Even Thomas Jefferson, President of the United States, was not averse to the toleration of “the peculiar institution7’ for a time, so long that it would be equiva¬ lent to fixing the destiny of Indiana as a slave State. While this fundamental ques¬ tion was up no progress could be expected in the organization of the educational life of such a community. The State of Indiana has furnished within the past ten years perhaps the most philosophical and illuminating group of local historical writers concerning its early history of any Commonwealth west of the Alleghanies. In the history of Indiana, previous to its organization as a State, by Dunn, the story of the early conflict in the Territory for freedom has been for the first time fairly put on record. The circular of information issued by the National Bureau of Education, “The higher education in Indiana,” by Prof. J. A. Woodburn, of the University of Indiana, is a complete record of the growth of the State into its present educational condition. The same institution has given to the public the best general history of education EARLY EDUCATION IN THE NORTHWEST. 1537 in the United States by Professor Boone. A reference to these publications will put the reader in possession of the details of this most interesting narrative — the rise and progress of the public school idea in Indiana; its slow and sure growth from decade to decade; its final victory over all effective opponents in 1851, and its com¬ plete triumph as the logical close of the splendid war record of the State in the final school system of 1865. It is only necessary in this connection to briefly refer to the successive steps by which this result has been achieved. When the Government of Prussia, at the close of the first Napoleonic wars, cast about for a method to promote the future security and eminence of the State, it intrusted to the most eminent educators of the kingdom the formation of a complete school system, which was enacted into law and enforced on the people by the irre¬ sistible power that, even now, overrides the popular will in the German Empire. But, whatever may be the impulse and inspiration derived from distinguished leaders, no American community has been thoroughly established in the habit of universal education except by a slow learning of the lesson through long years of painful and humiliating experience of the miseries of popular illiteracy. For a series of years before 1850, these facts of the actual educational condition of the State of Indiana were spread before the government and people with the same relentless statement of home truth as by Horace Mann and Henry Barnard in New England. It was then revealed to the Government that Indiana, at the end of the first half century of its life as a State, rated lowest among the free States in popular intelligence and the means of popular education. Until 1853 the capital of the State had no free schools. Of 273,784 children of school age, only 48,180 attended the common schools. In 1840 “ one-seventh of the adult population could not read, and a good proportion of those who could, read indifferently.” In 1850, the State had sunk to the rank of twenty-third among the twenty-six States in popular intel¬ ligence, only three slave States below her. Between 1840 and 1850, with an increase of population of 50 per cent, the illiteracy had increased 100 per cent. Indeed, as stated in the opening pages of Professor Woodburn’s circular of infor¬ mation, in 1848 for the first time the question of the public support of free schools was submitted to the popular vote, with the result that, in a vote of 100,000, the small majority of 16,836 decided the future policy of Indiana as a free-school Commonwealth. But this result was not the vote of a temporary majority, worked up in the fierce heat of a revival season, but the somewhat reluctant, though final, decision of a State which, perhaps more completely than any in the Union, was ruled by and always has been under the control of the masses of the people; of masses drawn for years from States not yet committed to the common school idea. Even before the separation of the territory from Ohio, measures had been taken looking to the secur¬ ity of the school lands in the sixteenth section of each township. In 1804, four years after this separation, an act of Congress set apart the sixteenth section of every township for common schools and a complete township in each of the grand divisions of the new Territory, including the remaining three States of Illinois, Michigan, and Wisconsin for a university. President Monroe designated a township in a county named for himself as the endowment of the “ Seminary of Learning.” The first general assembly in the Territory, at Vincennes, incorporated “An university in the Indiana Territory,” in a highly rhetorical prelude, and the act was approved by Governor William Henry Harrison in 1806. The Vincennes Uni¬ versity was ushered in by another magnificent educational “thundering in the index.” The Indians were invited to patronize it, and a lottery was established for raising the $20,000 necessary to set it in operation. It was not till 1810 that the school was opened. Until 1825 it lived a precarious life, unsupported and neglected by the State, which in 1824 withdrew from its connection. Through a long period of litigation with the State, under different names, this seminary emerged in 1853, and now exists as a flourishing academical secondary school. ED 95—49 1538 EDUCATION REPORT, 1894-95. It was not till tlie admission of Indiana to the Union, in 1816, that the idea of uni¬ versal education appears as a feature in the life of the new Commonwealth. The first constitution of the State contains the following xirovisions on the general subject of education : Article IX. Sec. 1. Knowledge and learning generally diffused through a community being' essential to the preservation of a free government, and spreading the opportunities and advantages of educa tion 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 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 quarter, to the accornplishment 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 the authority of this State prior to the year 1820; and the monies which may be raised out of the sale of such lands, or otherwise obtained for the purposes aforesaid, shall be and remain a fund for the exclusive purpose of promoting the interest of literature and the sciences 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 intellectual, scientific, and agricul¬ tural improvements, by allowing rewards and immunities for the promotion and and improvement of arts, sciences, commerce, manufactures, and natural history, and to countenance and encourage the principles of humanity, honesty, 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 a regular gradation from township schools to a State university, wherein tuition shall be gratis, and equally open to all. Sec. 3. And for the promotion of such salutary end the money which shall be paid as an equivalent by persons exempt from militia duty, except in times of wrar, shall be exclusively and in equal proportion applied to the support of county semi¬ naries ; also all fine3 assessed for any breach of the penal laws shall be applied to said seminaries in the counties where they shall be assessed. Sec. 4. It shall be the duty of the general assembly, as soon as circumstances will permit to form a penal code, founded on the principles of reformation and not vin¬ dictive justice, and also to provide one or more farms, to be an asylum for those persons who by age, infirmity, or other misfortunes may have a claim on the aid and beneficence of society, on such principles that such persons may therein find employment and every reasonable comfort, and lose by their usefulness the degrad¬ ing sense of dependence. Sec. 5. The general assembly, at the time they lay off a new county, shall cause at least 10 per cent out of the sales of town lots in the seat of justice of said county to be reserved for the use of a public library in such county, and at the same ses¬ sion they shall incorporate a library company, under such rules and regulations as will best secure its permanence, and extend its benefits. “No efficient school law was ever passed under that constitution” under which the State lived for thirty-five years, until 1851. During this period a succession of edu¬ cational laws were placed on the statute books ; but none of them relating to the building up of a public school system appear to have been of any considerable effect. The first of these statutes dates from the beginning of the State, 1816, and gave permission for the electors of townships to establish schools; but, “with no visible means of support,” the schools, save in a few favored districts, did not appear. In 1818 power was given the governor to appoint a seminary trustee for each county to accumulate funds for an academical school. In 1824 the law directed the establish¬ ment of a seminary in each county and a district school. In 1828 “The College,” afterwards the University of Indiana, was established by law at Bloomington, and all university funds transferred thereto. In 1837 further legislation was had concerning public schools. Still other school laws, in 1849, added to the mass of legal educa¬ tional literature, while the educational status of the Commonwealth was sinking, as heretofore described. The radical defect of this entire system of laws, any one of which, could it have been operated, would have at least arrested the spread of illiteracy, was the old weakness of all public school legislation in the Southern and some of the Central EARLY EDUCATION IN THE NORTHWEST. 1539 States, its merely permissive character. All these statutes virtually left the people of every school district in the State to judge whether they would attempt the edu¬ cation of their children at public expense. Of course, the more advanced communi¬ ties were moved to avail themselves of these pro visions; while the great majority, which needed the sharp goad of compulsion, took no action and feebly leaned on the frail reed of private, denominational, and corporation schools for their supply of intelligence. But a lesson seems to have been learned from the experience of Ohio concerning a better care of the public lands of the State which were the foundation of the school fund. From the first, under a system of leasing, and after 1824 by sales, these lands were handled with a jealous care. Yet, from this source a sum less than $3,000,000 was realized. But, from subsequent sources — the United States surplus revenue fund, sales of swamp and saline lands, management and taxation of banks, etc. — the fund has steadily grown, until Indiana boasts of $10,000,000, one of the largest State school funds in the Union. During this period of the education of the people for the final adoption of the common school, a system of county seminaries, somewhat resembling the subsidized academies of New England, was developed. Between the years 1825 and 1843, 24 of these institutions were incorporated by the State. The buildings, furnishings, and fuel were supplied by county funds, while a moderate tuition fee was charged for instruction. Beside these, 37 denominational, private, and corporate schools of the same sort had been given charters by the legislature during the same period. This group of 60 academical institutions, with the aid of several denominational colleges and the young State university, furnished an opportunity for the schooling of num¬ bers of men and women, afterwards eminent in public and private life, and kept alive the sacred fire till its outbreak at a later day. That it was from these institu¬ tions that the final public school system was evolved, a familiar claim by the suc¬ cessors of their original faculties and patrons, is not in all cases so clear. One of the most persistent forces in every American State in the hindrance of universal education under the protection of the Commonwealth has always been found in a considerable class of these academical and collegiate schools, although their more progressive teachers have often been foremost in the leadership of the people toward better things. Up to 1840, the limit of the present inquiry, the struggle for some effective method of educating the people of Indiana was still going on. But the effort was bearing fruit. Step by step the friends of the common school made their advance. Every device of the enemies of popular education was met, seen, and conquered. The young State university, like the majority of State institutions, beat up against a teasing wind of opposition. But, in a warfare like this, protracted through half a century and including two or three generations of children, an American people learns what is never forgotten. The result of this hard-fought conflict was that in no State of the Union has the great lesson been better learned. The present organization of the public school system of Indiana, through all its departments, will be found to contain several unique features, decidedly in advance of the older States. It is especially strong where Ohio is weak — in the organization of an effec¬ tive system of country district schools, in the county supervision, and in the institu¬ tions and agencies for the instruction of teachers. For the details of this deeply interesting period we refer again to the circular of information of the National Bureau of Education, prepared by Professor Woodburn, to whose exhaustive and philosophic review of the entire history of education in Indiana we are largely indebted. ILLINOIS. The history of the common school in the State of Illinois falls largely outside and beyond the limits of this portion of our essay — the first half century of the Republic, 1790-1840, At this latter date, 1840, a historian declares, “Illinois was no 1540 EDUCATION REPORT, 1894-95. more a wilderness.” Discovered and partially explored by Marquette, La Salle, Hennepin, and Joliet, in the later quarter of the seventeenth century, the new ter¬ ritory along the borders of the Mississippi became, first the missionary and after¬ wards the trading ground of scattering emigrants from the Canadas on the north, and later from Louisiana on the south. Kaskaskia and Catokia were the first of these settlements, followed by Peoria and Fort Chartres. But all finally gravitated to Kaskaskia, which became the rural metropolis of this little Creole paradise. Gossipy old Governor Reynolds, the Froissart of the Northwest, dilates on the ideal condition of this early French community until the relentless English, fifty years later, 1735, began to stir up the Chickasaw Indians to antagonize the French, who claimed possession of the entire region between Quebec and New Orleans. We are told by him of the “ innocence, morality, and honesty” of this little colony in the far-off wilderness on the shore of the Father of Waters that such a people as they “need no government;” and that there was neither government nor court in the territory until, by the treaty of Paris in 1763, the Northwest Territory became a portion of the British possessions in America with headquarters in Quebec. At this time there were 3,000 people, almost exclusively French, in Illinois. Two- thirds of these at once abandoned the country and the remainder melted away, as was probable a people with neither court, government, wealth, nor education would do on collision with the stalwart race that from the group of little stormy islands in the North Atlantic seas weaves its web of commerce, constitutional government, education, and compact society around the world. But the “seamy side” of this Creole millennium appears in the light cast upon it by the zealous'aud devoted Catholic Jesuit priesthood that stood for all that gov¬ ernment implies for this people during the half century of French occupation in the Northwest. The educational ideal of this fraternity, as far as related to this colony, was the conversion of the Indians to Christianity. But although a portion of the common people cooperated with them by marrying the Indian women and although the colony generally managed to keep the peace with the “noble savage,” yet one of the most zealous missionaries writes: “Our life is spent in rambling through thick woods, in climbing over mountains, in paddling the canoe across lakes and rivers, to catch a poor savage, who flies from us and whom we can tame neither by teaching nor caresses.” Father Reynolds tells us that these happy settlers “had use for neither knowledge nor wealth and therefore possessed not much of either.” But they had, unfortu¬ nately, the usual supply of the natural instinct of laziness and at once took to negro slavery with a relish. In 1719 a French adventurer, acting under the auspices of the “ Company of the West,” established in Paris in 1717 as a result of the grand boom of John Law, brought to the Illinois territory a colony of 200 French mechan¬ ics and 500 negro slaves bought in the West India Islands. The Jesuits established “a college” in Kaskaskia in 1721, which does not seem to have greatly disturbed the stolid ignorance of the common people. The poetic sentimentalism that fashions an ideal community out of such a condition of affairs is rudely shattered by what came from half a century of this experiment on the banks of the Mississippi. Apart from the general arrest of the valuable emigration of a more vigorous race, this beginning of “free and easy” bequeathed to Illinois another half century of conflict over the institution of slavery almost as intense and bitter as the subsequent civil war in which the father of the new republic, Abraham Lincoln, was called from this same region to govern, suffer, and die in behalf of the Union. The establishment of slavery on “the American bottoms” and on the lowlands of the southern portion of the territory brought thither an emigration, largely of the least forcible and intelligent of the southern people, nonslaveholding at home, but moved with a desire to become slaveholders on the new soil. From the day of the organization of the Territory of Indiana, which included Illinois, in 1809, till the final vote of the people in 1823 when the question of a convention to place a EARLY EDUCATION IN THE NORTHWEST. 1541 proslavery clause in tlie new constitution of tlie State was voted down, after a turbulent campaign of two years and by only 1,800 majority, tlie Territory and State paid dearly for its half century’s experience of ignorance and superstition. As in tbe bistory of a family left to come up in the “ natural” way of no govern¬ ment and tbe indulgence of all tbe unregulated wbims of cbildbood, so a state pays heavily for an early “ outing” of tbe ignbrance, superstition, sbiftlessness, vulgarity, and vice, tbe constituents of that illiteracy wbicb is a poison in tbe blood of an American colony. It is almost incredible tbat it can be said of tbe third State in tbe Union in population and tbe seat of tbe wonderful metropolis of tbe Northwest tbat for tbe first one hundred years after its settlement it “bad no schools.” Of course, there was, meanwhile, as always in any country out of barbarism, au irregular habit of teaching by tbe clergy and educated people tbat composed tbe governing class. But with this exception tbe educational history of Illinois dates from its incorporation in tbe Territory of Indiana, set off from Ohio in 1800. The British occupation in 1763 was followed by tbe terrible Indian war wbicb is tbe theme of tbe earliest volume of tbe historical series of Francis Parkman, Tbe Conspiracy of Pontiac. Tbe entire northern region of tbe Northwest Territory was overrun, and 20,000 emigrating Virginians pushed back over tbe border. For thirty years, through tbe Revolutionary epoch until 1795, tbe history of tbe Northwest is little more than a record of tbe bloodiest series of Indian wars on tbe continent. There could be little space for education, especially in any shape like tbe American common school, to develop amid such a condition of affairs. It is tbe opinion of some of tbe northwestern historians tbat bad George Rogers Clark, who certainly displayed a marvellous genius in frontier warfare, been vigor¬ ously supported by Virginia or tbe Continental Congress be could have accomplished tbe conquest of tbe Canadas from tbe rear, wbicb bad failed in tbe assault at tbe front door with tbe defeat of tbe expedition of General Montgomery. However this may have been, it was not till tbe overthrow of tbe British influence at the battle of tbe Thames, in 1815, tbat England really let go her iron grip on what is now tbe most prosperous division of these five great Commonwealths. Illinois was set off from tbe Territory of Indiana in 1809 and admitted as a State into tbe Union in 1818, with an area of 56,000 square miles and a population of 55,000. We are favored with a list of several early schoolmasters whose beads rose above their weaker brethren during tbe early days of Territorial life. John Doyle taught a school at Kaskaskia in 1778. Tbe “first American schoolmaster” is reported to have been John Seely, in 1783. These early pedagogues, as in tbe Cen¬ tral and Southern States, were largely a wanderiug tribe from foreign parts. One “Halfpenny,” an enterprising Irishman, is spoken of as “schoolmaster in general of Illinois, having taught all tbe children tbat were educated about this period.” Jacob Clarke figures as tbe pioneer instructor in tbe higher branches. As in early New England, tbe education of tbe day did not bar out tbe approach of supersti¬ tion, for as late as 1790 tbe Illinois Territory bad its craze on witchcraft, or hoodoo- ism, in wbicb several unfortunate negroes were sacrificed. In 1800 “schools were scarce,” tbe tide of emigration from the least intelligent side of tbe South and Southwest not furnishing an encouraging field for tbe school¬ master. As late as 1814 Bibles and schoolbooks were only to be obtained from tbe educational centers of tbe East. But, although immigration flowed in from tbe date of tbe separation of tbe Territory of Ohio, in 1800, and especially from tbe estab¬ lishment of its own Territorial status, in 1809, with a Maryland governor, tbe sec¬ ond war with Great Britain, lasting until 1815, held tbe attention of tbe people to the exclusion of higher interests. Tbe close of this war also brought in a blessed era of peace with tbe Indians, only disturbed by tbe brief episode of tbe Black Hawk war later on. About this time tbe story of tbe youth of John Reynolds, afterwards governor and Senator in Congress from Illinois, and one of tbe most picturesque of tbe numerous fathers of this new country, comes in. Tbe son of an Irish family, and a 1542 EDUCATION REPORT, 1894-95. good liater of “perfidious Albion,” be drifted from. the East to this new land of promise. In his paternal home, one of the best in the neighborhood, but without shingles or glass windows, at 15 he felt the stirring of a mighty desire for the knowledge which is power. On horseback, by a journey of 500 miles through a wilderness, he sought the new college of Tennessee, at Knoxville, where he appeared clad in homespun and wearing a cap of fox skin. He studied the Latin and mathematical course of the period and, like so many boys of the old time, fell back upon his mother’s home, broken in health, only to “endure unto the end and be saved.” It is not strange that such a man, on becoming governor of Illinois in 1830, should insist that the income of the school lands, long practically useless, should be appropriated for the children then on the ground. The usual disorder of the old frontier life seems before this to have neutralized it. Lynch law is said to have been first known by that name in Illinois in 1805. Negro slavery, under the French holding, still held on until abolished by a decision of the courts in 1845. The constitution of the new State of Illinois, admitted to the Union in 1818, accepted the conditions imposed by Congress that the sixteenth section of each township should be sacredly preserved for the education of the whole people, and that two entire townships should be held for the establishment of a seminary and university. The first governor of Illinois was Ninian Edwards, who, thirty years later, in his old age, became the first State superintendent of education. The city of Upper Alton led the new State in the establishment of common schools by donating 100 tovm lots — half “for the support of the gospel” and half for public schools — and by imposing a tax on the remainder of the real estate. But there wa3 no general attempt to establish a common-school system until 1825. The first school law of Illinois, like most similar statutes, is ushered in with a very ambitious prologue. This law was only a permissive act, whereby schools could be opened in all the counties of the State for all white children between 5 and 20. The voters of the county were permitted to establish school districts, elect school officers, and impose a tax of one-half mill per 100 on the valuation for the support of education. The State board itself was thus empowered to pay $2 of every $100 raised by taxation for roads and schools, five-sixths for the latter use. The avails of the school lands were to be given only to such communities as com¬ plied with these conditions. But this law failed of general effect from the old weakness of being a permissive act. A majority of the people of the State had not yet been educated into the idea of taxation for “schooling other people’s children.” There was but a partial re¬ sponse, and a reaction which sent to the statehouse a legislature that, four years later, repealed the clause concerning State aid and forbade the taxing of any man for school purpose unless by his own consent in writing. This action, which virtu¬ ally made a system of common schools in Illinois impossible, carries us to 1830. For the next twenty years the State worried on through that thicket of legislation by which a half-hearted Commonwealth pretends to satisfy the demands of a restless educational agitation without committing itself to any established policy of universal education. But meanwhile a rising power was being evolved in the denominational colleges and seminaries established especially in the more intelligent counties, like Edwards, settled by a colony of English people, by whose vote, it is claimed, the anti¬ slavery majority in the contest of 1823 was obtained. In 1818 Dr. John Murray, a celebrated Baptist missionary from Connecticut, established what became a theo¬ logical seminary. The same work was done by Peter Cartwright for the Methodist brotherhood in 1828. Illinois College was set up by the Congregational denomina¬ tion in 1832, with one of the most vigorous of the great Beecher brotherhood, Edward Beecher, as president. The Episcopal, Catholic, Presbyterian, and other religious bodies followed the example, and by 1840 the State, “no longer a wilder¬ ness,” was reasonably supplied with the usual style of academic and collegiate seminaries, chiefly under ecclesiastical government. EARLY EDUCATION IN THE NORTHWEST. 1548 It was largely owing to tlie heroic efforts of the presidents and faculties of some of these institutions that “the good fight ” for an effective system of common schools was pushed to a victory in 1854. The friends of universal education were now reenforced hy the immigration from the Eastern States, now at high tide of the great wave of educational progress setting from New England even to the farthermost border of the new West. The Ladies’ Association for the Education of Girls, formed in 1833; the Illinois Institute of Education in 1835; the State Associa¬ tion of Educators, in 1853, with other similar arrangements of the friends of the common school, were a powerful stimulant. Especially was the good work pushed on by an important convention held in 1844, at Peoria, which addressed a memorial to the legislature demanding the establishment of a State superintendency of educa¬ tion and the imposing of a general school tax. This was followed by a movement of inquiry from the legislature, to which only 59 of 97 counties replied with unsat¬ isfactory information of the state of affairs. It was found, in 1850, that the State had 2,640 public schools with 132,000 pupils in attendance; the number of schools having doubled and the attendance increased fourfold in the ten years since 1840. At this time the State fund had increased to $1,000,000. By 1854 this movement had come to a head in the establishment of a State superintendency of education. Nin- ian Edwards was the first occupant of the post, and his elaborate first report was foremost in a procession of able official documents which record the stages of prog¬ ress of the common school in Illinois up to the present year. With the consideration of the educational history of the three northwestern Commonwealths first admitted to the Union (Ohio, Indiana, and Illinois), we reach the close of what may be called the era of conflict over the establishment of the American common school through the vast area now occupied by the twenty States which, at present, aspire to the domination of the republic. The emigration of the people of the United States westward where “the course of empire takes its way” has been largely on parallels of latitude and the social, educational, and political status of the northern and central West was for many years largely determined by this fact. A line projected from the southern boundary of Connecticut to the Mis¬ sissippi River includes, on its northern boundary, the entire State of New York, with the exception of the city; a portion of northern Pennsylvania, the northern section of Ohio, Indiana and Illinois, and the entire States of Michigan and Wisconsin. Along this parallel, with the exception of the original settlement of Ohio, has flowed the tide of emigration from New England. Previous to the Revolution the enterprising farmers of Yankeeland “ had no call” to invade the domain of the patroons and their Dutch colonies, who with an in¬ creasing element from Great Britain and the Continent, were in possession of the valley of the Hudson and Mohawk rivers as far as Utica, where the mighty western wilderness set in. A sprinkling of New England people in this region, with a larger number on Long Island and the towns about the harbor of New York, the colony of Connecticut people in the valley of Wyoming, Pennsylvania, for which the Western Reserve in northern Ohio was afterwards exchanged; the unique settlement of Mas¬ sachusetts emigrants in Liberty County, Ga., with scattering merchants and adven¬ turers down the southern Atlantic coast, were the overture to the grand march of this New England army of occupation which has so indelibly impressed itself on the entire region between central New York and the Mississippi River. If there were any doubt where the American common school had its origin and where it became an undestructible factor in the civilization of the State, that doubt would be dispelled by its history north and south of the parallel of latitude already described. Even so notable an illustration as the State of New York is a case in point. The common school only obtained a solid foothold here when the settlement of western and northern Now York brought to bear the public opinion of that por¬ tion of the State which reflected the educational ideas of New England. The city of New York, on the southern side of the Connecticut parallel, was still in the hands 1544 EDUCATION REPORT, 1894-95. of “The Public School Society,” a private corporation; and almost the entire valley of the Hudson, including the city of Albany, in the rudimentary stages of the com¬ mon school, when western New York, from Oneida County on to the lakes, was alive with the new educational impulse. Outside the movement by the Connecticut colony in the valley of Wyoming, there was no considerable interest in behalf of popular education in Pennsylvania till the beginning of the second third of the present century. The history of the protracted conflict for the introduction of the people’s school into southern Ohio, Indiana, and Illinois, notwithstanding the bounty of the nation in the bestowal of immense land grants, involved with the contest to make each of these new States an appendage to the slaveholding section of the Union, has already been noticed. But it is a significant fact that the new Northwest was saved from this fate by the wise and patriotic leadership of three Virginia statesmen. Thomas Jefferson first introduced the prohibitory clause against slavery in his original bill for the organi¬ zation of the Northwestern Territory. Without the aid of a committee with a southern majority, Manasseh Cutler would have been powerless in his campaign in behalf of the ordinance of 1787. John Randolph, at a subsequent period, through his report in Congress, secured the rejection of the petition of the Territory of Indi¬ ana for the establishment of negro slavery. Governor Coles, of Illinois, was the prime factor in the final dedication of that State to freedom. But all these States were at first settled by a majority from the central and southern portion of the country, where the common school had no existence, save in the aspirations and devoted efforts of a group of their most enlightened statesmen and educators. The result was that, for an entire generation after the settlement of Ohio, Indiana, and Illinois, all these States, now so prominent in their devotion to popular education, were in the throes of a conflict which, with other causes, greatly hindered the begin¬ nings of the common school and left the State university at the close of the period now under consideration little more than a country college, striving against rival denominational institutions which, for many years, prevented its ascendency. MICHIGAN. It is sometimes a great advantage to a State as well as to a child to have been born late in the history of a nation or a race. It was in many ways a prodigious advantage to the States of Michigan and Wisconsin that their educational history practically began at the close of this period of conflict between the Western people and the sects and classes which stood between them and the attainment of universal education. Although Michigan was discovered as early as 1609 and settled in the inefficient French missionary and trading style in 1668, Detroit, the umbilical cord that bound the civilization of this territory to the United States, was not occupied till 1701. There was a good deal to interest the antiquarian, the novelist, and the student of race peculiarities in the hundred years of French' occupation of the ter¬ ritory until the year 1763, at the close of the French and Indian war, when Great Britain became the mistress of the colonies and at the same time of the Northwest. But, despite the persistent efforts of the Catholic priesthood for the general uplift of the French and the conversion of the Indian population, the educational history of Michigan was a blank during this entire period. A shrewd observer of this time remarks that “an Indian would be baptized a hundred times a day for a hundred dinners,” and that “the only good missionaries do is to baptize children and old people who die.” But this hard-working and self- sacrificing class, of which Father Richard was a noble example, did what their English and American successors never could accomplish. They kept the peace between the savages and the colonists and made this period of the early life of the Northwest the only approach to an idyllic state of anything in the record of the white occupation of the country beyond the Alleghanies. But the most philosophical his¬ torian of Michigan remarks : “Until the occupation by the British in 1760 there was not a sail on the lakes nor a printing press in New France.” EARLY EDUCATION IN THE NORTHWEST. 1545 Little more was achieved for the education of the people during the British occu¬ pation, 1760-1796, when, as the result of Jay’s treaty, the American flag was first dis¬ played in Detroit. In 1805 the Territory became a portion of Indiana by separation from Ohio and in 1802 Detroit became a town. But, even then, Michigan was little more than a settlement of some 4,000 white people, chiefly French, on the outward margin of a vast unknown wilderness along the borders of the Great Lakes, chiefly interested in the fur trade, with but 400 farms. Until 1812, the agricultural interests of this magnificent realm were in abeyance. It was supposed that the interior was an uninhabitable area of swamp lands and the little colony relied on Ohio, hundreds of miles away, across a perilous region of forest and lake shore, for its regular sup¬ plies. Almost immediately on the American occupation came a new peril from the ferocious Indian wars which for fifty years desolated the Southwest and Northwest, followed by the second war with Great Britain in 1812. It was not till the victory of Perry on the lakes and the defeat of Proctor and the most important Indian ally of the British, Tecumseh, at the battle of the Thames in 1813, that the Territory had a breathing spell from the buffetings of its stormy childhood. Then, under the leadership of its great Territorial governor, Lewis Cass, of New Hampshire, did the infant colony rise slowly upon its feet and begin to “run the race” for empire. Still, in 1820 there were but 10,000 people in Michigan, the easy¬ going French in the majority. But, with the completion of the Erie Canal in 1825, began the hegira from New England, where the school boys were singing : Come, all ye Yankee farmers who wish to change your lot, Who’ve spunk enough to travel beyond your native spot, And leave behind the village where pa and ma do stay Come follow me and settle in Michigania. In 1830 preemption rights to the public lands were first granted. In’ 1825 there were seven steamboats on Lake Erie, and a daily line of steamers from Detroit to Buffalo in 1830. At this date the population had increased to 32,000 and Governor Cass, who had led the people, was called to Washington as a member of the Cabinet of President Andrew Jackson. From this time on the population of the new Territory was drawn almost entirely from New England or western New York and northern Ohio, which were largely an extension of “Yankee land.” In 1832 there were 50,000 and in 1834 80,000 people in Michigan. The Territory was separated from Wisconsin in 1818 and admitted as a State into the Union in 1837. Then came in the most formidable of the diseases characteristic of a new Ameri¬ can State, the inflation of values ; a wild era of speculation and financial air-castle building, with the inevitable reaction that follows alike the distemper of .youthful “big head” and a young community inflated with a sense of its own prosperity and half insane with a boundless expectation of wealth and power. The real history of the common school in Michigan does not begin until ten years later, when the new country planted itself firmly on the idea of building up the American system of universal education in a way even more complete than had yet been achieved by any of the twenty-five preceding States of the Union. The educational history of Michigan thus falls chiefly within that period of school history beginning with the great revival of the common school in New England in 1830-1840, under the leadership of Horace Mann, Henry Barnard, and the group of remarkable men and women who caught the inspiration which, like the beacon in the old Scotch Highlands, smote the summit minds of the nation from the north¬ eastern Atlantic coast to the far-off Mississippi and flashed a light downward to the Gulf. The leadership of public education in Michigan, from the first until a recent date, was more largely from the region east of the Hudson than elsewhere. Crary and Pierce, to whom the Territory owed its early movement in the organi¬ zation of the common school, were both from this quarter. The successive presidents ED 95 - 49* 1546 EDUCATION REPORT, 1894-95. of the University of Michigan, Tappan, Frieze, Haven, and Angcll, represent eastern New York, Massachusetts, Connecticut, and Rhode Island. During the period of early French and English occupation something was done by the Jesuits and the priesthood, especially by Father Richard, to establish primary and secondary schools. His attempt to obtain from the legislature the endowment of his system was not successful. The usual attempts were made, before and during the war of the Revolution, to establish private English schools, and the advent of the New England people was signalized by the push of the different religious bodies to inaugurate the regulation system of denominational academies and colieges. Before 1850 several of these foundations were laid which, in time, became flourishing and useful institutions of learning. But, for some reason probably connected with the early trials of the country from war and financial embarassment, all these move¬ ments were anticipated by the activity of the public school, broadened to establish a system of public education similar to the attempt in New York and Georgia, in which a grand university organization was made to include the entire arrangement for schooling the whole population. In 1817 the legislature passed uAn act to establish the Catholepistemiad, or University of Michigan,” and an attempt was made in Detroit, a building erected, and a small school of the elementary and secondary grade established. The plan included a central university and the establishment of local schools of all grades in a complete system. The leading central school was to be under an unsectarian influence, the leaders of the different churches being interested in the administra- tiou, and the use of the Bible being directed for moral instruction. It was a happy stroke of educational policy that identified the first real attempt to educate the people of Michigan with that uniformity of the entire system of popular instruction that has not yet been reached in any State east of the Alleghanies. As the first logical outcome of the New England common school was the cooperation of all sections in placing the educational clause in the ordinance of 1787, so the second and final step was taken when this grotesque Catholepistemiad, the University of Michigan, was held to include all that a great State could achieve for the schooling of its entire population. In 1821 this motley group of Latinized pedantry slowly evolved into plain Eng¬ lish as the beginning of a State university. The State was empowered to establish colleges, academies, and schools tributary to the University of Michigan. Religious tests in public education were, once for all, abolished. But it was not till 1829 that the general school laws were revised, a department of education established, and a superintendency of common schools recommended. The result was a three- months’ annual common school, still incumbered by a rate bill, only to bo remitted to the children of the poor. But even then, according to our own experience in our student days at a period a dozen years later, the wages of teachers were on a par with those of the present negro schoolmasters and mistresses in Mississippi, $6 to $8 per month for women and $12 to $20 for men. The territorial council granted charters for a few private and denominational academies. The leader of the common-school movement of Michigan was John D. Pierce, whose service to the State was as valuable as that of Horace Mann to Massachusetts, or Henry Barnard to Rhode Island and Connecticut. A missionary, sent from the East and a graduate of Brown University, Rhode Island, he saw at once the great neces¬ sity and opportunity of the new land in which his lot was cast, and where he gave up his beloved and accomplished wife to early death. In 1835 a convention, which planned the admission of Michigan to the Union, placed in the first constitution of the State a provision for a three months’ school and the establishment of the university. This provision was the united work of General Crary and Mr. Pierce. Crary was an Eastern man who had acquainted him¬ self, like the educators of the Eastern States, with the early educational system of Prussia and the report of Victor Cousin of France. It was to his wise and farseeing EARLY EDUCATION IN THE NORTHWEST. 1547 policy that the school lands of the new State were rescued from the wasteful man¬ agement of the townships and intrusted to the permanent charge of the State. It is owing to this that the 1,000,000 acres of common school and 46,000 acres of uni¬ versity lands bequeathed to the State have been so wisely managed as to inaugurate a new policy in this respect for the entire Northwest. The constitutional provision of 1835 reads as follows : 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 be prescribed by law. The legislature shall encourage by all suitable means the promotion of intellec¬ tual, scientifical, 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, shall be and remain a per¬ petual fund; the interest of which, together with the rents of all such unsold lands, shall be inviolably appropriated to the support of schools throughout the State. 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 every school district neglecting to keep up and support such a school may be deprived of its equal proportion of the interest of the public fund. As soon as the circumstances of the State will permit, the legislature shall provide for the establishment of libraries ; one at least in each township ; and the money which shall be paid by persons as an equivalent for exemption from military duty, and the clear proceeds of all fines assessed in the several counties for any breach of the penal laws, shall be exclusively applied for the support of said libraries. The legislature shall take measures for the protection, improvement, or other dis¬ position of such lands as have been, or may hereafter be, reserved or granted by the United States to this State for the support of a university ; and the funds accruing from the rents or sales of such lands, or from any other source for the purpose afore¬ said, shall be and remain a permanent fund for the support of said university, with such branches as the public convenience may hereafter demand for the promotion of literature, the arts and sciences, and 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. This action was followed by the appointment of Mr. Pierce as superintendent of public instruction in 1836, on the admission of Michigan as the thirteenth new and the twenty-sixth State in the Union. For five years the new Commonwealth enjoyed the great advantage of having this wise and enthusiastic leader of education in the foremost official position in the Commonwealth. His educational ideas were largely influenced by his careful inspection of all that was being done in the East, and by his friendship for the great leaders of the “ revival season” of 1830 to 1860. The organization of the university that took place in 1852 was a happy outcome of the experience of all the great collegiate institutions that have come up, under different auspices, in the older portions of the country. By 1840 the educational system of Michigan may be said to have been well begun, although it was yet a full decade before it was in fair operation. At this time there were in the State more than 200,000 people, and the great agricultural and mining industries were getting well on their feet. With this brief record of the earlier years of public education in Michigan, the first chapter of the story of the common school in the Northwest is virtually closed. Until the end of the first half century of the Republic in 1840, the States of Ohio, Indiana, and Illinois had been, as Territories and Commonwealths, for almost this entire period enjoying the benefit of national aid to education from the munificent gift of public lands for the common and university schooling of their entire youthful population. Yet in all these States the progress from the old-time, scattered, ineffi¬ cient, and almost hopeless private, church, and corporate system prevailing in the Central and Southern States from which a majority of their early emigration was drawn, had been slow and discouraging to the friends of universal education. But, by the year 1840, these States had made their way educationally “out of the woods,” 1548 EDUCATION REPORT, 1894-95. and were reasonably sure of a permanent success in the great enterprise of educating their own people. But more than one decade was to pass before either of them came in sight of their splendid achievements in popular education during the past quarter of a century. The State of Michigan alone was an exception to this record because of the delay of its final settlement until the earlier conflict of the organization of the north¬ western country had passed by. Being chiefly settled by colonists from New Eng¬ land, western New York, and northern Ohio, who brought with them their favorite idea of popular education and the actual common school of the earlier years; being also greatly favored by the first continuous line of transportation between the Northeast and the Northwest through the Erie Canal, and the introduction of steam navigation on the Great Lakes, Michigan was able to begin at the point where its older and more southerly neighbors had left off. There was never in this State any real struggle for the establishment of the common school such as we have recorded in its three neighbors, Ohio, Indiana, and Illinois. Here, first, the wise policy of an effective correlation of all departments of public instruction was introduced and carried out with a vigor and public spirit that has placed Michigan high up on the roll of American States. Although, notably in Massachusetts and Virginia, and in less degree in New York and some of the later sixteen Commonwealths, State aid had been obtained for the earlier colleges; and, probably, the intention of the founders of Harvard was that it should become a State institution ; and in the five new States beyond the Alleghanies a fair beginning had been made in the direction of establishing a State university founded on the land grant of Congress; yet in Michigan this policy was most fully apprehended and, from the first, carried out in an intelligent and successful manner. As a result, the University of Michigan now ranks all the State universities and maintains an enviable companionship with the most celebrated of the original foundations of the East; being in some ways the rival of them all and, in others, a model for the imitation of all establishments for the free higher education at the cost of the Commonwealth. WISCONSIN. The State of Wisconsin, last of this illustrious group of States organized out of the original Northwest, was, in succession, a portion of the Territories of Indiana, Illinois, and Michigan. The early history of its occupation by the French mission¬ aries and traders from Canada, and the thrilling story of its Indian wars is every way as romantic and suggestive as of either of its neighbors. But in all this record there is little to interest the student of the American common school. No such idea as is contained in this title ever seems to have entered into the head of the benevolent “Fathers,” who, through almost incredible toils, perils, and sacrifices, often unto death, for more than a century, virtually held the spiritual, social, and, in large measure, the industrial and civic affairs of this immense region under their control. Many of these were men of more than ordinary culture, and all of large native endowment for the work in which they were engaged. In some degree they provided for the schooling of the small class of superior families that were content to abide in the wilderness ; and they gave to the children and youth of the “ common people,” and even to the Indians, the benefit of the regulation church catechizing, in some cases with the addition of the most elementary instruction in letters. But in neither the original civil nor educational government of the French provinces in the Can¬ adas or Louisiana was there any real intention or practice of educating the masses of the people up to the self-respecting and self-helping conditions of their neighbors, the British provinces along the southern border. The actual settlement of Wisconsin was delayed even beyond that of Michigan, of which it was, up to 1836, the “wilderness” portion. In 1818 the. two counties of Brown and Crawford included its entire area of 54,450 square miles. In 1823 the Territory was first made a separate judicial district. In 1834 there were less than EARLY EDUCATION IN THE NORTHWEST. 1549 5,000 people within its borders. Milwaukee was founded in 1835 and in this year the Territory sent its first delegate, George W. Jones, to Congress, and assumed its proper condition of separate Territorial existence in 1836. In 1836 the first Terri¬ torial legislature held its session, and in that year the first public school was opened, taught by Mr. West in Milwaukee. In 1838 the legislature took up its residence in the beautiful capital city of Madison, and in 1841 J. D. Doty was appointed governor. In 1846 the people voted on the decisive change to Statehood, and in 1848 Wisconsin was admitted to the Union — seventeenth of the new and thirtieth of the entire group of American Commonwealths. There were hut 10,000 people in the Territory in 1836 ; but twelve years later, on its admission to the Union, there were 210,000. The beginning of the common school in Wisconsin, in 1836, was made under the Michigan Territorial law. In 1836 the State University was nominally established by the dedication of two townships of Government lands, 46,000 acres, as its endow¬ ment, and the choice of Madison as its seat. Its original organization followed that of Michigan, and included the impracticable New York and Georgia scheme of making the university the working hand, instead of the crown, of the entire public school system; including, also, the establishment of subordinate schools and a board of examiners for them. At the beginning, apparently without serious debate, the pub¬ lic school system was rescued from all ecclesiastical entanglements by a declaration of absolute religious freedom in its administration. In the first constitution of the State we read : 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 legislature shall provide; his powers, duties, and compensation shall be prescribed by law : Provided , That his compensation shall not exceed the sum of twelve hundred dollars annually. Sec. 2. The proceeds of all lands that have been or hereafter may be granted by the United States to the State for educational purposes (except the lands heretofore granted for the purposes of a university), and all moneys and the clear proceeds of all property that may accrue to the State by forfeiture or escheat, and all moneys which may be 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 moneys 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 appropriate the proceeds of the sales of the public lands and to grant preemption rights/’ approved the fourth day of September, one thousand eight hundred and forty -one, and also the five 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 maintenance of common schools in each school district and the purchase of suitable libraries and apparatus therefor. 2. The residue shall be appropriated to the support and maintenance of academies and normal schools and suitable libraries and apparatus therefor. 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. 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. 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 common schools Iherein, 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 for at least three months. 1550 EDUCATION REPORT, 1894-95. 6. Provision shall he made by law for the establishment of a State university at or near the seat of the State government, and for connecting with 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 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 use of a State university, and no sectarian instruction shall be allowed in said university. 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 invest¬ ment 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. 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 commis¬ sioners shall take security by mortgage upon the land sold for the sum remaining unpaid, with seven per cent interest thereon, payable annually at the offico of the treasurer. The commissioners shall be authorized to execute a good and sufficient conveyance 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 said land when they shall deem it expedient, and shall invest all moneys arising from the sale of such lands, as well as all other university and school funds, in such manner as the legislature shall provide, and shall give such security for the faithful performance of their duties as may be required by law. In 1850, at the second session of the State legislature, a complete system of public schools was established by law and a State superintendent of education appointed. The second report of Superintendent Root, in 1851, shows a phenomenal increase of interest during the first term of his administration. There were then 29 counties and 339 towns in the State ; 1,800 entire and 700 partial school districts 2,200 places where public school work was actually going on, with 68,000 children enrolled ; 67 per cent of the school population in some sort of attendance five months in the year; men teachers receiving $17 and women $8 per month. There was $173,000 invested in 1,223 schoolhouses. There were also 87 private schools in the State, in which 3,500 pupils were instructed. The State school fund at that early period of its development amounted to $538,000, with an income of $47,000, about half a dollar a year to each child. Ten per cent of the State fund was appropriated for school libraries. Ibis was the first response of Wisconsin to the new departure of its earliest State legislature in abolishing all Territorial statutes and inaugurating a complete system of instruction for the Commonwealth. With this splendid record of the fifth and last of the original Northwestern States admitted to the Union, we suspend the attractive task of telling the story of the great development of popular education in the Northwest. CHAPTER XXXIX. THE AMERICAN COMMON SCHOOL IN NEW ENGLAND FROM 1790 TO 1840. By Rev. A. D. Mayo, M. A., LL. D. In a speech in the British Parliament, on the “ Government plan of education, ” in 1847, Thomas Babington Macaulay said: “ Illustrious forever in history were the founders of the Commonwealth of Massachusetts; 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.” We have traced the New England idea of universal education from its incorpora¬ tion in the earliest colonial law of 1642 till the formation of the constitution of the State of Massachusetts, in 1780, the first time the duty of the State to educate the whole people was placed in the written fundamental law of a Commonwealth. Beginning now with Massachusetts, we are to follow the working out of this origi¬ nal ideal through what may be called the period of conflict ; for through the first half century of the Republic the great enterprise, so bravely inaugurated and persisted in for one hundred and fifty years by the foremost colonies of New England, of schooling the entire population by the aid of a people’s government, found itself beset with new difficulties and somewhat arrested in its logical development. No study can be more instructive in the peculiar method by which a characteristic American State, by means direct and indirect, encounters, deals with, and finally overcomes a great public peril than the story of the American common school during this most critical period in its career. For it must be evident to every careful stu¬ dent of the national history that had this fundamental institution of the New England civilization gone down in the struggle, the final establishment of any satisfactory scheme of universal education for the whole people of the United States would have either been an impossibility or have suffered an “indefinite postponement.” The victory in the war for independence and the mighty effort of organizing the new nationality of the United States were not achieved without the reaction on society, inevitable from every supreme effort of human nature. One of the most important of these results was the final breaking up of the virtual unanimity of religious belief and ecclesiastical administration which, for almost two centuries, had held the New England people in a grip of iron, and was the central inspiration of all activities in church, state, education, and social life. Even before the break¬ ing out of the war the indications of this great change were apparent. Indeed, after the first forty years in the Massachusetts colony, the attempt to found a gov¬ ernment on a theocracy of the Old Testament pattern had been abandoned with the abolition of the religious test of the suffrage. There still remained a personal tax imposed on every citizen for the support of public worship ; but in time this was modified by the permission to appropriate it according to the ecclesiastical convic¬ tions of the taxpayer. But this was not felt to be a hardship in a community as 1551 1552 EDUCATION REPORT, 1894-95. completely of one mind in religious matters as has ever been seen in any intelli¬ gent portion of Christendom. It has already been explained how, because of this unanimity in theological belief and church polity, the “religious question/’ which beyond the Hudson River for generations prevented the establishment of any gen¬ eral system of public instruction, did not appear as an obstacle in the leading New England colonies. For, while, as a matter of course, there was a good deal of relig¬ ious teaching in all the schools, it did not provoke dissent, and, below the organism of the ecclesiastical congregational polity, the people had their own way in all public affairs. Until the period now considered the schools were all essentially public, being to a greater or less extent supported by State or local aid and always dependent on the legislature for their final status. But the prodigious agitation of the Revolutionary epoch, with the intimate min¬ gling of the New England soldiery, the majority in the field, with the people of the other colonies, brought in a loosening of the bonds of religious uniformity and filled the land with dissent and contention in the most vital concerns of the public welfare. Already, half a century before the Revolution, Harvard College, the theological barometer of Massachusetts, had been shaken by frequent outbreaks of what were regarded by the extreme religious party as “unsettled and heretical views” in matters religious. The old severe type of student discipline, imported from the British schools, had been overthrown. The offensive discrimination in social standing in classing the students had been done away with. An important official of the university had been chosen from the laity. In every struggle between the more stringent and liberal elements in the election of president and members of the faculty the victory more and more inclined to the broad-church side. It was a striking fact that even in the days of complete outward unanimity of religious sentiment and in the relentless application of a severe creed even to the affairs of social life neither Harvard University nor the grammar schools that were tributary to it were bound by any theological test. It was the inevitable development of this ideal of the freedom of education that now for a time came in, and, by its sharp collisions with the principle of denominational control of schools, greatly embarrassed the entire system of public instruction in New England for half a century. The first result of this movement was the dissent of a considerable branch of the New England people from the dominant church and the coming up of the Baptist, Methodist, and Independent organizations. The Revolutionary epoch left a great deposit of open and secret unbelief in any form of Christianity, which the intimate connection of the American people with France and the popular sympathy with the earlier phases of the French Revolution intensified. The extreme republican views of Thomas Jefferson and the rising party in public affairs that owed allegiance to him provoked a strong reaction in the New England States, and the Puritan clergy became, in large measure, his most decided opponents. The first educational demonstration was the effort to present Yale College in Con¬ necticut to the people as the theological rival of Harvard, and for several years this institution contained the larger number of students. As early as 1762 the attempt to establish a rival college in Massachusetts alarmed the friends of Harvard. But it was not till 1795 that the free school, supported by the legacy of Col. Ephraim Will¬ iams, who lost his life in the French war in 1755, appeared as a challenge to Harvard in Williams College, in the northwest corner of the State. Within ten years the remarkable religious movement that was the origin of the American Foreign Missionary Society gave to this new college, on the far-off border of the State, a name and fame it -has never lost. Later came the establishment of Amherst College, in the valley of the Connecticut, in the year 1818, developed also from an academy founded in that beautiful village as early as 1815. Both these new colleges, with Harvard, up to the year 1840 were to a greater or less extent the recipients of the State’s bounty; and, while greatly extending the application of good culture to the people, were also powerful instrumentalities in the develop- EARLY COMMON SCHOOLS OF NEW ENGLAND. 1553 ment of the religious dissent that wrought at cross-purposes with the complete success of the people’s common school. For it must always he kept in mind that the Massachusetts policy of general edu¬ cation, afterwards developed into the idea of the American common school, included all grades of instruction. It began at the top, in the founding of Harvard College in 1637, by what was then a munificent endowment for a colony so small and strait¬ ened in the goods of this world. To all intents and purposes Harvard was as essen¬ tially a State university during the first century of its existence as any of the great schools called by this name later in the West. The legislature of the colony always claimed and exercised the right of changing its organization, to a considerable extent subsidized it, and, till a later period, the governor, lieutenant-governor, and a por¬ tion of the senate of the State were included in its board of overseers. The liberal arrangements and free spirit which, from the beginning, had characterized this in many respects most catholic of American universities kept it in close communica¬ tion with the public grammar schools on which it depended for its student material. For many years the grammar and even the common district schools of the State were being taught by the clergy, students, and young graduates of the university and the colleges. These “free schools,” “grammar schools,” “academies” were the second step made by the people of the colony toward a complete system of public instruction, already a sort of university extension “dispensed to the superior people.” During the entire period before the Revolution they constituted the most influential department of the common school system. With few exceptions organized by a movement of the whole people, incorporated by the legislature, their boards of administration chosen by the people or appointed in their charter, to a considerable extent supported by pub¬ lic appropriations, State or local, these seminaries were the ancestors of the free high school which now in Massachusetts has obtained its highest development in the Union. Ninety per cent of the children of that State live in towns where a high school is located and all towns are empowered to support students in them — the only State in which the establishment of this class of schools is made compulsory by legal enactment. In the year 1789 the somewhat languid organization of public instruction below the free grammar schools was strengthened by the act requiring every town of 100 families to maintain 1 school for six months, or 2 or more for terms that should together be equivalent to six months, in which should be taught*orthography, read¬ ing, writing, English grammar, geography, and “decent behavior.” From this act dates the appearance of the “district school system” in New England, by which every town was divided into districts, to favor the attendance of the children. Towns of 200 families and upward were required to support a grammar school and teachers to obtain a certificate of good morals and reliable character. In 1800 the towns were empowered to call meetings of the people of their districts for the purpose of raising money to build and furnish schoolhouses, and in 1817 school districts were made corporations and empowered to hold property for educational purposes. This organization of public instruction, by making the district within the town the unit of activity, was a natural outcome of the intensely independent character of the New England people, who reluctantly parted with the least fragment of local authority. It was also, in great measure, enforced upon the people by the necessi¬ ties of the case; the population outside the villages living in a sparsely settled, rural country; the towns 6 miles square; rapid transit impossible from the borders over the lofty hills and through the dense forests, and during the winter greatly hindered by deep snows and the severity of the weather. There was yet no educational State school fund, the earliest movement for this dating from 1834, and there has never been in Massachusetts any considerable State tax for education; up to a very late period all, save perhaps $150,000, of the nearly $10,000,000 expended on schools in the State being raised by local taxation, personal 1554 EDUCATION REPORT, 1894-95. gifts, or some form of cooperation. There can he little doubt that in the earlier stages of the development of the elementary department of public instruction the district arrangement was a powerful agency of success. It bound up the families of a little neighborhood district in a corporation, intensely interested in the most vital need of a community — the education of the children ; made tlio district school tho focus of public interest, even more than the sometimes distant church, and ground into the conviction of the people the all-important fact that tho schools must bo supported by their own ample and annual contributions. This is tho first and most important condition of the success of any complete system of common schools, for, until the habit of local support is formed, there can be no security that the sys¬ tem of public education will have any but a variable income. The very slow growth of the public school in the new Northwest, and the present condition of the common school system of the Southern States, testify that this is tho “previous question” which cuts off all others in the successful administration of this institution. That the New England “ district system” did at first accomplish this there can be no reasonable doubt. That, as the years went on, with the rapid development of village and city life, and the concentration of wealth in centers of industrial activity, serious disadvantages were developed which hindered the best results in the country district schools of New England, there can be as little doubt. The strong conserva¬ tive instincts of tho New England people still clustered about this, one of the most characteristic features of tho old-time society. Even the fiery zeal of Horace Mann and his startling exposure of tho disadvantages of the arrangement, especially after the drift of active young people from the rural districts caused by the rise of manu¬ factures at home and the emigration to the West, could not prevail against this love of dealing at first hand with an interest so sacred as the schooling of the children. It was not till 1882 that the district system was finally abolished in Massachusetts and the town made the unit of school administration. In tho remaining Now Eng¬ land States this system held on till a later date, and it still obtains in Connecticut to the confessed injury of its educational interests. The second colonial act for the furtherance of education, in 1647, had established a common-school system which was both compulsory on the people and free, as far as the elementary schools were concerned. This act required every town of 50 householders to support a school for all to learn to read and write ; and every town of 100 families to establish a grammar school, where “youth may be fitted for the university.” It is affirmed that this is the first act of any State to establish a free public school, supported and supervised by the whole people. In 1683 all towns of 500 families were required to maintain 2 grammar schools and “two writing schools ;” the latter corresponding to the present elementary schools, although they gave little more than the bare elements of knowledge. The provision in the constitution of tho State adopted in 1780 seems to give a much wider latitude to the legal support of education. It includes “the university at Cambridge ; public schools and grammar schools in towns; tho interests of literature and the sciences and all seminaries of them; encouraging private societies and public institutions by rewards and immuni¬ ties for the promotion of agriculture, arts, sciences, commerce, trade, manufactures, and a natural history of the country,” besides a generous measure of public supervi¬ sion and encouragement of all the imvate and public virtues. This ideal of State oversight of the higher interests of the people was written by John Adams and stands in the constitution of the Commonwealth to-day, although by successive legislatures tho sphere of governmental interference with the general mental and moral development of the people has been greatly limited. It was under the broad provisions of this fundamental law that the acts already referred to, of 1789, 1800, and 1817, were passed. It is probable that, with the development of the district school system and the increasing expense of building houses and keeping alive a four-month3 school in the year, the ability of all save the few larger towns was not sufficient for the support of the old-time grammar school “to fit youth for the university.” At any rate this EARLY COMMON SCHOOLS OF NEW ENGLAND. 1555 clause of tlie school law seems to have fallen into desuetude as early as the begin¬ ning of the present century. In order to meet this growing necessity of the second¬ ary education, the general court in 1797 acted on the report of a committee, of which Nathan Dane, already identified with the great ordinance of 1787, was chair¬ man, in which the practice that had grown up of endowing academies by the gift of wild lands in Maine, then a part of Massachusetts, was raised to a definite policy and was continued for twenty-five years. At this time 7 academical schools, 4 in Maine and 3 in Massachusetts, had already been subsidized by gifts of a township of land to each. It was further provided that half a township of land should be given to several more of this class of schools that thero might bo an endowed acad¬ emy for every 25,000 people in the Commonwealth. By this act the State reaffirmed its original policy of subsidizing the secondary as well as the higher education. These schools, first called academies by the dissenting religionists of England who were debarred from the use of the universities and great public schools by religious disabilities, were not essentially different from the free high and middle schools of Great Britain, although somewhat modified from their ancient exclusively classic character to meet the demand for the general education of all who desired to go beyond the district common school. Besides these academies endowed by the State a large number came up by the action of the towns, chartered by the State and empowered to hold educational funds from $5,000 to $100,000; the majority not exceeding $20,000, and yet purely local in their establishment, private, or denominational. In 1800 there were 14 of these incorporated academics, but the number rapidly increased until, in 1840, there were more than 50 in the State. The benefaction of Governor Hopkins, of Con¬ necticut, at an earlier period, had given to New Haven and Hartford, Conn., and Hadley and Cambridge, Mass., a lift in this direction. Dummer Academy at Byfield, Newbury, was the oldest of these academical schools, established in 1763. In a report to the legislature in 1859 it is stated that “no academy endowed by a town or a State is a private school. Academies are all, to a certain extent, public schools, established as such upon a legal basis of public policy.’7 These schools were established with the fixed intention of extending the advan¬ tages of a superior education. They were all of local importance, enabling the youth of both sexes to extend their acquaintance with letters. Many of them were noted in their day, and, like the celebrated Phillips academies, are still among the best seminaries of the country. A succession of able and often admirable men pre¬ sided over them, and the generation of famous public characters in New England dur¬ ing the first half of the present century was largely educated therein. In respect to the teaching of the classics, even in the early colonial days, the grammar schools were not inferior to the best in England. The student was required to read, write, and speak Latin, and be well informed in the Greek grammar in order to be admitted to Harvard, and both languages, with the Hebrew, were included in the college curriculum. And not the least of the merits of the better academies was their social influence upon their pupils. They made the towns in which they were established the proper educational and cultivated social centers of the State. Here came the ambitious boys and girls from “ the whole region round about,” often at desperate sacrifice, to obtain the schooling necessary to enable them to teach and fill all honorable places in the community, as well as to fit themselves for college. The discipline was good, and the intercourse between the sexes generally a model of natural and virtuous conduct. The village in which the school was located was to its pupils a great, open household, where they came and went with the confidence and enjoyment of a generous hospitality. The churches were closely connected with them, and depended largely on their teachers and older pupils for aid in music and teaching in the Sunday school. None of them gave free tuition; but the expenses were not discouraging, the wages of a district school teacher for a term of three months at $10 to $20 a month being sufficient for all charges for a corresponding term. Many 1556 EDUCATION REPORT, 1894-95. students from the best families of New England were thus schooled in the inter¬ mediate time before the present elaborate orgnization of the common school. And; although the j>resent high school of Massachusetts, to which every child has free access, is often a better school, especially iu the breadth of its course of study and superior methods of instruction, yet there went forth from the old-time academy a peculiar and powerful influence to bind together the rising hope of the land, which no longer is enjoyed or even understood by the present favored generation. But the people of Massachusetts were not satisfied even with this opportunity, and, in 1826, the law now in force was passed, comxjelling every town of 500 families to support a free English high school, and every town of 4,000 inhabitants a high school where pupils could be fitted for college. This has now become a permissive law for all the remaining towns in the State, with a provision that children in communities not supporting a high school may be educated at public expense in a neighboring town. In 1826 all towns were required to elect a school committee, which exercised a restraint on the conduct of u the prudential committees ” of the districts, also examined teachers, and in a general way supervised all the schools. This could be made an admirable system of supervision. The school committee of 3, or some num¬ ber divisible by 3, elected in successive years, was generally composed of the clergy¬ men and other leading citizens who, with small compensation, rendered valuable service to the people by a constant and affectionate oversight of the school children. The school districts after 1827 were empowered to hire their own teachers, but their power was limited by the examining board, consisting of the school committee of the town. Outside of this there was no supervision of the common schools. The county is a comparatively uninfluential factor in the civil administration of New England and only in one State, Massachusetts, has a system been recently established of dis¬ trict supervision whereby several towns unite for this purpose. Boston did not recog¬ nize the need of a city superintendent until 1851, and few of the cities of New England followed her example till a considerably later period. The obstinate faith in the Yankee mind and heart that the people, by their direct representatives, them¬ selves watched and supervised by everybody in town, were capable of managing their own educational affairs, had its good and evil side. It did build up a wondrous public sentiment and a remarkable capacity for dealing with the largest affairs of the country. It sent forth thousands of young men and women to all parts of the nation, competent to any demand of public responsibility. It kept alive the love for education, growing year by year, and to-day, under conditions so widely different, it holds up IS'ew England, on the extreme corner of tho Union, to an excellence in educational matters not only confessed at home but well understood in all the great centers of good learning in Christendom. The city of Boston, from the first the head and front of New England culture, industrial enterprise, and philanthropic zeal, always had its own “ notion” concern¬ ing public school matters. It was deeply concerned in the establishment and sup¬ port of Harvard College iu Cambridge, and for a century the great school of the city. The legislature that established the school sat in Boston and it was only an hour’s walk from the old State House to College Green. At first Harvard was only a grammar school, and later a secondary school was set up by its side. Tho faculty were chiefly taken from the most distinguished classes of the city, and the Puritan preachers generally were educated there. For sixty-five years the graduates numbered only 8 a year; but out of its student population came a body of men that made a deep impression on the provincial life. Some of them were from England and returned to achieve high distinction in important positions. The ministers and teachers of New England for a century, and especially of Massachusetts, were largely drawn from this favored class. While the original endowment of £400 came from the colonial legislature, and the first private gift of importance from a young English gentleman, John Harvard, hardly domiciled in tho province, the college, for more than half a century, was cherished in the heart of the people. The leading New England colonies EARLY COMMON SCHOOLS OF NEW ENGLAND. 1557 were assessed in private and public contributions for its support, and until the Revolution there was a steady wind of benefaction blowing across the ocean from Great Britain. But Boston was always at its right hand for material and spiritual aid. A marvelous and almost pathetic combination of gifts was all the time flowing in. Such was the early habit of giving for education that there can bo no doubt that this city, for regular and systematic contributions to education, charity, science, and arts, is unsurpassed by any community anywhere. The Boston Latin School, established about the same time, was from the first the pride of the city. A second school of the same type, afterwards set up, was abolished and the present institution is now one of the best known and highly esteemed schools of the higher secondary grade in the United States. Up to the period now in review, the schools of Boston were classed as “ reading ” and “ writing;” the former proper academies, and the latter a meager arrangement, generally in session at the off hours of the regular school. The children, before the age of 7, were instructed entirely in private. The ability to read English was the condition of admittance to the grammar school. The girls were only permitted to attend the writing schools until 1789. Then Caleb Bingham opened a private school of a supe¬ rior grade, which at once attracted a crowd of young women, and so prevailed with the fathers of the town that they “broke the record” of a century and a half and reconstructed the school system, giving the boys and girls alternate sessions in a double-headed grammar school course. This arrangement held on for forty years. Still the girls were allowed to attend but six months in a year, from April to October; though all this time, and long before, the common schools of the rural districts and villages were coeducational. The Latin school at this time taught only Latin, and its pupils were obliged to go to the grammar schools or to private schools taught by the regular teachers for what they could gather in English. At this time a school board of 12 members was established, taking the place of the “'selectmen” of the town and volunteering assistance in the management of the schools; and among them are found the names of the most distinguished men of the city. The Latin School dates from 1649; the grammar schools from 1684. In 1685 there were 4 grammar schools in the city. In 1812 a special school was established for colored children. In 1818 $5,000 was appropriated for the schooling of children from 4 to 7 years of age, the beginning of public primary education in Boston. In 1821 the present English High School for boys was established; and in 1828 a similar school was opened for girls. But Boston was not yet enlightened on the “woman question” in education, and abandoned this school after a few years, granting in its place an extra two years in the grammar schools to the girls. In 1828, 10 schools, 1 in each primary district, were established as intermediate between the grammar and the primary schools. The Boston “master,” from the days of old Master Cheever down, was a mighty man in the land. He did not lose his importance as the years rolled on. One of the most strenuous of the many battles of Horace Mann was fought against a combina¬ tion of these Boston masters who were dissatisfied with his upsetting policy; and not until 1851 did they bend their necks under the easy yoke and the light burden of the amiable regime of a Boston school superintendency, which has always been the mildest method by which a supervising man could persuade, coax, and, often by indirect policy, bring in the most important educational reforms. It is a difficult, almost an impossible task, to determine the quality of the instruc¬ tion in the schools of Massachusetts during this period. Beginning with Harvard University, it may be said in general that, while the fifty years between 1790 and 1840 were not the period of its greatest celebrity, compared with the present administra¬ tion a day of small things, yet there was on several lines a steady advance, and at no time did this institution lose its original character as the foremost of American universities. One cause of its apparent loss of ground during these years was the theological and ecclesiastical entanglement into which it was forced by the logic of its original 1558 EDUCATION REPORT, 1894-95. unsectarian foundation. In common with all the public grammar schools of the colony Harvard, in its original charter, set up no restraint in the direction of reli¬ gious belief as concerning its student population. The fundamental idea of the col¬ lege was that of an institution of learning, sworn to fidelity to the Christian religion, and consecrated to the training of young men for the Christian ministry. The first college seal which, after two changes, still remains the one authorized by the college record — “ three open Bibles on the field of an heraldic shield with a syllable of ‘veritas’ upon each of them” — was significant at once of Christian discipleship and confidence in the power of truth. The sentences, “In Christi gloriam” and “ Christo et ccclesise,” marked tho force of the Puritan influence near the beginning of the eighteenth century. But despite the pressure of a portion of the more zealous clergy and the almost complete occupation of all its positions of eminence by this class, Harvard at heart always seems to have been a layman’s college, and in all her dealings with ecclesiastical affairs to have gravitated to the convictions of the fore¬ most civic, literary, and educational leaders of the State. At tho jmriod now spoken of, owing to the notable change in the theological com¬ plexion of many of the old Puritan churches, which, following the lead of Dr. Channing, were carried over to a position of extreme independency and a sympathy with what was known as the Unitarian belief, the body of overseers, drawn from public men and the clergymen of the six towns adjacent to Boston, became identi¬ fied with what was regarded the new heresy; the clergy and laity representing churches with which many of those of the “Evangelical” persuasion would hold no ‘‘communion.” This change for a generation threw the university almost entirely in charge of a management drawn largely from the membership of the fifty leading churches of the Unitarian faith in and around Boston. The theological school became the headquarters for the clerical supply of these churches, and the president and professors of Harvard, with few exceptions, were of similar type. This did not in the least change the theoretical attitude of the college, which remained open to the utmost freedom of thought with no spirit of persecution to opponents in the faith. As all but one of the remaining colleges of New England, now several in number, were directly connected with one of these great evangelical bodies, and all offered respectable opportunities to their students at smaller pecuniary cost than Harvard, it was not strango that its patronage did not rapidly increase, and that it fell somewhat under the imputation of being a Boston preserve — a sort of educational “chapel of ease” for the sons of wealthy families of city proclivities, moderately reinforced by a similar class from other States. Another cause of this partial suspension of activity and influence was the habit, half a century ago confirmed in all American colleges, of raising clergymen or pro¬ fessional scholars to the presidency. For an academy or a small college of the denominational type this was a good enough policy, and many of the most eminent presidents and professors of the country have been drawn from the clerical ranks. But it is not often that the largo financial and executive capacity and the knowledge of and broad cosmopolitan sympathy with the world now essential to maneuver a great collegiate school through the tempestuous seas of American life is found in connection with this profession. The presidents of Harvard during this half cen¬ tury were a body of admirable men, several of great scholarship and some on the way to distinguished public station. But it was evident that tho college was still in a degree local in its sympathies, representing the spirit of the eastern New Eng¬ land religious, literary, and social class, and not sufficiently open to impressions from other parts of the Union. The growing alienation of the Southern States from the North, especially from New England, which was regarded as the head and front of the great political heresy of “abolitionism,” also diverted from the college a considerable number of students from this quarter. The university was still in theory largely under the influence of the State; its board of overseers, the gov¬ ernor, lieutenant-governor, senate, and the State still claiming a sort of authority as a final court of appeal. But its real “steering committee” was, as now, the EARLY COMMON SCHOOLS OF NEW ENGLAND. 1559 corporation of Fellows, a body of 7 men, practically a close corporation where all important matters originated, and without whose consent nothing could be done. But as far as concerned the discipline, the curriculum, methods of instruction, general spirit, and steady increase of educational force, this period was one of the hrst importance. During these years, apparently uneventful, the old Harvard was steadily renewing itself and laying the strong foundations on which could be erected the imposing superstructure of its present great prosperity and world-wide fame. More than 20 of the most important professorships and lectureships were either founded or fully endowed between 1790 and 1840. Several of these chairs were occupied at different times by men like Buckminster and Channing, Parker and Story, Pierce, Longfellow, Frisbie, Ticknor, Follen, and Sparks, while the latter, with Everett, Walker, and Felton, sat in the presidential chair. The type of instruc¬ tion was not inferior, indeed confessedly superior, to anything then in vogue in the country. The course of study had been greatly enlarged. It was during this period that the first attempt was made to introduce the present elective system of study. In the year 1824 the old ironclad scheme of two centuries was first broken into, and under the influence of Prof. George Ticknor and Judge Story a new arrangement of studies was effected in 1825-1827. This movement continued with variable results until 1849, when the college fell back, and until 1886 Harvard went on in a course of study not dissimilar to that of the larger American colleges, although of some¬ what broader scope and adorned by the eminent scholarship and literary power of some of its great professors. Jared Sparks, Andrew Peabody, F. H. Hedge, James Walker, Charles Follen, Francis Bowen, Thomas Hill, and others, had a reputation far beyond university walls. In the theological department were found Norton, Palfrey, Francis, Noyes, Stearns, Abbot, Peabody, and the two Wares, and from this school went out a body of clergymen of the Unitarian faith who became largely identified with the support of education, philanthropy, and reform politics in all portions of the Union. But perhaps the most evident change in Harvard 'during this period was the com¬ plete abolition of the old semimonastic type of discipline, in which it had writhed, as in an iron cage, for two centuries. The reading of the original body of “ rules and regulations” under which, with slight modifications, the college went on for one hundred years, is like witnessing a sort of dumb show of human nature on the rack of a scheme of life that in aiming at spirituality and the supernatural is all the time hovering on the verge of a half-savage brutality. The result was that for more than a century the reputation of Harvard as a college for disorder of many kinds made it a byword and a warning to the country. It was only after a generation of this experience that the authorities of the institution learned that after all a college student is a man in the making, and that a boy, a mischievous or even a wicked boy, can be handled best along the lines of a Christian sympathy and confidence com¬ bined with the example of a faith which, even in learned pundits and doctors in spectacles, has not parted with humanity and common sense. From a condition of affairs in which the members of the lower classes lived in a state of perpetual humiliation toward their superiors; when the solemn farce of trouncing a bad boy was opened and closed with prayer by the venerable president, himself the executioner; when a system of constant suspicion and tireless vigilance in sj)ying out offenses was in full blast ; when the relation between student and pro¬ fessor was, at best, a sort of (e armed neutrality,” to the present state, with the improved relations between the classes; the college gymnasium and “ athletics ” in which the bounding animal spirits of the young men can be duly exploded, and the perpetual stimulus of a course of study that by its variety, thoroughness, and adap¬ tation to all grades of capacity and taste, appeals to all but invincible dullness or incurable levity or vice, is one of the most striking proofs of the growth of a wise and Christian educational theory and practice during the lifetime of one set of col¬ lege men. The two rival colleges, Williams and Amherst, coming up at a later date, were never encumbered with this absurd mechanism of instruction and discipline. 1560 EDUCATION REPORT, 1894-95. Under the admirable presidency of Mark Hopkins and Dr. Humphrey, sustained by a remarkable body of scholarly and devoted professors, these schools grew steadily in favor with the New England people. Within the past twenty years they have shared in the prodigious expansion of endowment and patronage enjoyed by all the New England colleges, and at present are not excelled by any similar institutions of the higher education in the country. It is unnecessary to add to what has already been said respecting the change from the old-time system of public grammar schools to the academical regime of this period. In one respect it was not an advantage ; for while, as late as 1840, probably not a dozen towns in Massachusetts were supporting a free high school of special merit, there was space for all that the 50 or more academies and private seminaries in the Commonwealth could accomplish. Some of these during these years achieved a commanding reputation, and to-day, for a thorough and extended course of study, rank with many colleges of other States. A few had little cause for existence and 11 died a natural death.” But the majority, while sharing the defects of the prevail¬ ing secondary educational methods and generally short in teaching force, were a real opportunity to the youth of the adjoining regions. Without them it would have been impossible that the work of the secondary education could have been carried on. While, doubtless, in some ways a barrier to the more rapid advance¬ ment of the common school, they were not often found in public opposition to it. The teachers of the common schools for fifty years found in them the only compe¬ tent instruction for their work, a large proportion of their students being engaged during the winter and midsummer months in the district and village schools of their respective neighborhoods. Notwithstanding the opposition of some of the more conservative principals, the majority of the smaller academies gracefully yielded to the necessity of the more complete system of high schools which came in with the new development of village and city life, the attractions of manufacturing industry, and the concentration of population. Many of them were finally merged, with their buildings and funds, in the new high school of the town, and bear an honorable record of the educational life of the neighborhood seminary from its earliest settlement. Such was the organization of the common school system of Massachusetts up to the year 1837, when, by the establishment of the State board of education and the appointment of Horace Mann as its first secretary, the State for the first time laid its powerful hand in earnest to the gigantic work of revising the entire system of public instruction. The early reports of Secretary Mann revealed the actual condi¬ tion of educational affairs at this time as respects the elementary district schools of the several districts and villages of the State. Without entering on the complete discussion of these famous reports, we now refer, in passiug, to the results achieved for popular education by the support of the common school system two hundred years in this the first American State to adopt it, and, in several important particu¬ lars, the Commonwealth which has the honor of establishing the present system of the American common school. At the close of the first half century of the Republic, 1840, the State of Massa¬ chusetts had a population, in round numbers, of 700,000, and a taxable valuation of $206,500,000. There were 3,000 public schools in the State, with 265,000 pupils, and an average attendance of 207,000, six months and twenty-five days in the year. There were 6,000 teachers of all grades; two-fifths of the number men. These teachers were paid on an average $25.44 for men and $11.38 for women per month, with board in families of the district or at a permanent place. There was raised by taxation for public schools $465,000, by a tax of .0022, $2.63 for each child between 4 and 16. There were 854 academies and private schools in the Commonwealth, attended by 27,000 pupils, costing the people $340,000. The country teachers often were supported by the system of “boarding round,” each family entertaining in proportion to its number of children in school. It will be seen that Massachusetts at that time was expending for the education of 27,000 children and youth — one-tenth EARLY COMMON SCHOOLS OF NEW ENGLAND. 1561 of the whole number attending school in private institutes — three-fourths the entire sum paid for 265,000 pupils in the common schools. Notwithstanding the law of 1826 regarding the establishment of free high schools in towns of a certain population, only 14 of the 43 to which the statute applied had complied therewith. The supervision of the schools was completely in the hands of the school committee; there was not a city, district, or State supervisor in the Com¬ monwealth, and in many of the towns, even in some of the considerable places, the school committees were grossly negligent of their duty. In only one-fifth of the towns did the school committees receive compensation for their labor, and the demand for remuneration often resulted in the loss of a reelection. In the first report of these committees, including 294 of the 305 towns in the State, “ there was great complaint of the condition of the schoolhouses, of the literary and professional qualifications of the teachers, irregularity of attendance, and the general apathy manifested by all .toward popular education.” In 1827 Governor Levi Lincoln said in his message: “The cause of learning lan¬ guishes both from the parents and incompetence of instructors.” There was no school for the special instruction of teachers in the State, although from 1827 repeated efforts had been made in the legislature to appropriate funds for a normal school. The result of all these efforts was the establishment of a State school fund in 1834 from the sale of wild lands in Maine, the claim of the State on the Govern¬ ment of the United States for military services, and 50 per cent of all moneys there¬ after to be received from the sales of public lands. The State fund was limited to $1,000,000 and its distribution left to the legislature. Until 1826 the election of school committees by towns was optional, afterwards compulsory, and in 1838 they were required to present annual reports to the towns and to contract with the teachers of the public schools, with $1 a day for their services. Since the passage of the law of 1789 the towns had been divided into school districts, which in 1817 were made corporations and in 1827 authorized to elect prudential committees for local administration. Horace Mann declared “the law of 1789, authorizing towns to divide themselves into school districts, the most unfortunate law on the subject of common schools ever enacted in the State.” And Secretary Dickinson declares that “in every section of the country education had found this law the greatest obstacle to any intelligent progress in the schools.” It was forty years later, 1882, that after repeated efforts the district system was finally abolished and the town or city made the unit of common-school administration in Massachusetts. The movement to sup¬ ply the schools with libraries was one feature of the “new departure” of 1837. Previous to this only social and private libraries had existed, rarely free to all readers. The operating causes of this condition of educational affairs in a State that for two centuries had been foremost in its regard for popular instruction, and was never indifferent to good culture, must be found radically in the spirit of personal and local independence, which is one of the most potent Elements of the success of New England, and still remains a marked characteristic of the native-born New Englander. It was this that for ninety years held on to the district school system in town and city in Masschusetts, and in several of the New England States even for one hundred years. There being in Massachusetts no system of State taxation for education, and until 1834 no State school fund, the people relied solely on their own local taxation for the support of their schools. In the majority of towns the people were in no condition to supply the funds needed for the building of good schoolhouses, the payment of competent teachers, and the general conduct of good schools. The physical structure of the country through nine-tenths of the State, at first a wilder¬ ness of hills and dense woods, and the severity of the climate in winter compelled a division of each township into several districts, often little more than a neighbor¬ hood. Another cause is found in the fact that this was emphatically the period in New England of church disintegration; the first great breaking up of the old Puritan 1562 EDUCATION REPORT., 1894-95. organization of religious affairs, which until the beginning of the century had virtually inclnded the whole j>opulation of the State, into antagonistic denomina¬ tions. Each of them was moved by a natural impulse to establish its own system of academies and colleges, and each of the leading Protestant bodies soon had in New England a college and a theological seminary of its own faith. And while there seems to have been no general crusade against the public school system from this quarter there was a powerful indirect influence, especially among the more cultivated and zealous religious people, to send their children to the denominational schools. In 1837 there were nearly three times as many private and academical schools in the State as towns, and it became a fashion for every village of any importance to attempt to support a school of the secondary sort. There was also a custom of hold¬ ing a “fall” school for one term in the autumn. It was of a higher grade than the district school, and was attended only by those who paid tuition fees. In these academies, private schools, and colleges the superior common school teachers received all the education required by the popular demand, but with practically no training in pedagogics. It wrns very much the practice that every ambitious young man and woman at all inclined to study regarded it almost a social necessity to “keep school” for one or more terms in summer or winter. The old-time ideas of social distinction were still in force, and the “upper ten” did not take to the notion of “mixing” their own offspring with the children of the “ common people.” These causes, combined with the great public agitation of these troubled years, the war with Great Britain in 1812, so disastrous to the industrial interests of New Eng¬ land, and the slow recovery from the fearful poverty in which the whole country was left by the Revolutionary epoch, sufficiently explain the fact that in 1837, after two hundred years of the common school, the State of Massachusetts did not appro¬ priate so large a sum per capita for the children in her public schools as any State of the South to-day, and that the average wages of the teachers in these schools did not exceed those of the present negro instructors of common schools for the colored children of this entire section. But below this record of the outward condition of the common schools of Massa¬ chusetts, then the best in the Union, lies the more important estimate of the quality of the instruction there dispensed and the question what actual progress had been made in this respect during this period of fifty years. We are compelled to believe that the common school of New England of this period has suffered injustice in the critical estimate of the expert educator of the present time. In American affairs it is always probable that the expert of any sort, at home or abroad, will fail to appreciate the actual condition of the national life. For affairs in a Republic constituted like our own depend not only on the present will, but the actual mental and moral status of the people who, in fact, reconstruct every American institution with every new year. The American common school, at any period of its existence, cap never be fairly estimated by comparison with a sys¬ tem like the German, in which a practically despotic power at the head of national affairs determines its organization and is felt as a directing hand to the outermost extremity of its administration, enforcing compulsory laws of school attendance, and holding the entire scheme of secondary, university, and professional instruc¬ tion, public and private, under its control. Especially in the New England States, in the period now under consideration, the common schools were exclusively in the hands of the people of each locality, and in the continental European estimation would not be regarded a system at all, being mainly dependent on the ability and spirit of the people of each neighborhood in a civilization where a forcible execu¬ tive personality was the ideal of superiority, and a lively political jealousy was always on the alert against aggressions on the common welfare, combined with the overweening influence of men of strong prejudices and obstinate will. Hence ifc is only by a general survey of the condition of New England society as a whole and the educational spirit and habits of a State like Massachusetts, especially by an EARLY COMMON SCHOOLS OF NEW ENGLAND. 15G3 intimate knowledge of the peculiarities of society in the New England towns, that a fair conception can he obtained of the actual status of education at this time. Our own early educational experience dates back to the last decade of this period — 1830-1840 — and with that in view wo are able to estimate facts greatly modifying the conclusions that might be drawn from the study of the school life of that day. The one fact apparent to every well-informed person in this period of the life of New England in general, and Massachusetts in particular, is that there was in every region of society a profound respect for education and a universal habit of reverence for an educated class. In every little town, however backward, there were children and youth whose proficiency in the common school and love for study made them conspicuous, “the town talk.” The deep interest with which the progress of such a boy or girl was watched, and the great efforts of parents, friends, often strangers, to aid any capable and aspiring student in “ getting an education,” were a beautiful feature of the town life. The clergy were especially noted for this patriotic spirit. They were generally members of the school committees and often watched the schools with sleepless vigilance. Their sons and daughters were often the teachers, and every country minister of any pretension to scholarship drew about him a group of bright young people for mental improvement, often “fitting for college” those who were unable to pay the expense of attendance on a classical seminary. The district school shared with the church the constant interest of the people in all save exceptional towns. In the dearth of popular amusements and an exciting out¬ ward life, its goings on were canvassed in every household, and the influence of the superior people was a powerful factor in its success. The college and academy were at that time a far more pronounced subject of gen¬ eral interest than at present. There was, in the rural districts and the villages, practically no element of population supplied from “foreign parts,” and no organ¬ ized religion opposed to the prevailing Protestant church. The clergymen were almost universally graduates of the colleges and the influential teachers and direct¬ ors of the leading seminaries, and they constantly kept before the people not only the merits of the higher education, but a personal interest in the president and professors of the college and the principals and teachers of the best secondary academic schools in the neighborhood. Notwithstanding the dearth of books for general circulation and the feeble estate of journalism, there were still, in almost every town, small collections of good English literature accessible to every eager youth. It was a fixed habit of the men to meet at the village store, the shoemaker’s, blacksmith’s, and carpenter’s shops, the various mills, especially the gristmill and sawmill, to hear the weekly “paper” read and to thoroughly discuss its contents, and this kept alive an intense interest in the discussion of all affairs of public and local interest. A New England town of 1,000 people, seventy-five years ago, with a village at the center of half a hundred houses, during the long winter months shut ,up from travel, with all its energies turned in upon itself, was a battery of electric brains. Men, women, and the older children, were in constant social communica¬ tion, meeting often several times a week at church, lyceum, and visiting; kept alive by a vital interest in all things important to a good community. The one unfortu¬ nate habit of “ drink,” which was the scourge of so many of these places, had not yet undermined the personal virtue of the people to a dangerous degree; and the old-time style of personal self-respect, of noninterference with the rights, opinions, and oven prejudices of neighbors and townsmen, so favorable to the growth of prac¬ tical good living, original thinking, and common sense, was a prodigious power in shaping the peculiar life of the New England town. And there can be no question that tho teachers of the district schools in New Eng¬ land during this period were drawn from a superior grade of the population, and in many instances were more competent than at the present time. Notwithstanding the low rate of wages, school teaching was almost the only occupation by which ready money could be earned by young people of either sex. Especially was this true of the young women who had not fallen upon the days when 350 ways of getting a 1564 EDUCATION REPORT, 1894-95. respectable livelihood are open to the sex. The occupation was thoroughly respect¬ able, even honorable, and the schoolmaster and schoolmistress were, as often as otherwise, called from the best social and educated class. It would be a singular community in which many of the young women in highest estimation had not been, for a year or two, occupied in this way. The boys who proposed to go to college or look toward professional life taught school in the winter term of two to four months, and thousands of students in this fashion “paid their way” through the academy and college. The habit of “boarding round” brought these teachers in contact with the families of their pupils. Or, when the teacher was domiciled at home or in a permanent place, the best society of the district and town was opened to the new¬ comer. The coming to a town which supported half a dozen district schools of several college students every winter, or of fine young women from abroad during the sum¬ mer, was a positive element in the society of the place. For a term of several months of their residence these interesting strangers were the center of attraction, and, if superior young people, they became a notable addition to the mental and moral resources of the home-staying youth. They were the “main-stay” of the winter lyceum, the delight of the winter evening party, the zest of the summer trip to the mountain, or the Saturday outing, and often the most interesting relations of life were the outcome of this experience. In this way there was a perpetual circulation of the genuine life-blood of society, consisting of the most attractive and promising young folks of the Commonwealth through all portions of the State; and a true democracy of character, ability, and culture was thus obtained. And this was the time when the best portion of the New England people were living in the villages and rural districts, before the evil day when the farms were losing the most substantial classes. These New England district school boys and girls and their teachers were the material from which was drawn in the generation following, in the nation’s hour of peril, the leadership in State, church, business, army, and society, and the progres¬ sive and political class that saved the Republic. Of course these schools were greatly deficient in what we now regard the superior methods of instruction, facilities for illustration, school books, convenient build¬ ings, and much that is now regarded of supreme importance. But, after a genera¬ tion devoted to the improvement of public education in these respects, we are coming to understand more clearly that after all the chief elements of success in school life are good material in the pupil, worthy manhood and womanhood in the teachers, and a love for knowledge and ambition to excel which dominate the work. The great teachers of music tell us that, in a scale of 10, 9 points of success in a public singer imply a good natural voice. Nothing in school life will atone for the lack of good natural ability, enthusiasm, persistence, and an all-round common sense in finding the best way to get at the main point. Wellington said: “The art of war is nothing but two men fighting* with clubs, and the one that has the longest club, the most strength, pluck, and endurance will come off conqueror.” The good teacher in the old-time school had a more familiar acquaintance with the better class of pupils than is now possible in the graded schools of our cities and often gave them a generous portion of time, out of school or on holidays. And nowhere on earth does unusual ability, personal magnetism, force of character, and high enthusiasm for living tell in molding and inspiring a group of children more powerfully than inside one of these old-time Yankee schoolhouses. During this period, the first notable advance was made in the improvement of school books. George Washington sat down to his table, after he left school at 13, and wrote out, in his own plain, bold hand a series of short treatises on the differ¬ ent branches studied “in the field” and family schools of his early youth; probably the pith of the few awkward and pedantic apologies for text-books to which he had access. Before 1800 arithmetic had not been taught with books in the New England common schools ; geography was still a college study ; science did not exist for the EARLY COMMON SCHOOLS OF NEW ENGLAND* 1565 public school; indeed, outside the college, later than this, “philosophic geology was not tanght in New England and there was not even a bare catalogue of the animals of Massachusetts.” Noah Webster had just entered on his great career of supplying the children and youth with a better sort of readers and spellers, with an appendix of grammar and matters of general intelligence, than had before been accessible. The catalogue of helps to learning that figures in the report of many of the fore¬ most men of the time, in the memory of their school days, is meager to the last degree. But before 1840 a great advance had been made. The Assembly’s catech¬ ism no longer was regarded as the standard central dish at the feast of knowledge. The Bible came to be read and understood in a way more natural and less mechanical. The series of school readers prepared by Rev. John Pierpont was perhaps the most valuable ever made in any land, being a complete introduction to the best literature of the language. Woodbridge, Morse, and Olney in geography; Adams and Smith in arithmetic; Murray and Greenleaf in grammar; with an increasing number of text-books of equal merit, especially Colburn’s mental arithmetic, were a godsend to the studious youth. But, after all these helps to knowledge, there has been found no substitute for the act of “taking off your coat and rolling up your sleeves” and going to work to “dig out” the heart of the matter in any school task on hand. The dire necessity of school work and the strict government of the schools of that early day were a valuable discipline which is often found wanting in the elaborate expedients for cultivating the “play instinct” in children, in which the necessity of discipline in child life is left out and only the very natural desire to play remains. And, despite the severity of the discipline, there is a solid merit in the old style of “ keeping order,” compelling a bad boy or a mischievous girl to fall into line and obey the “rules and regulations,” that can not be dispensed with in the training for repub¬ lican citizenship. The popular estimation in which a teacher was held who displayed the governing faculty amid the trials of old-time New England school-keeping was, in itself, a powerful stimulus to the cultivation of that faculty for doing things and leading in all worthy enterprises which has made the New England man and woman famous at home and known and respected all around the world. Thomas Carlyle once said to Theodore Parker: “There is nothing like the preach¬ ing of hell to take the conceit out of a man.” The teaching of the gospel of obedience to law, illustrated by the certainty of a sound thrashing, has made a man of many a boy who, under a vacillating or feeble dispensation of discipline, would have grown up a bully, a sneak, or a brute. The goings on in the old New England schoolhouse was like the continuous session of a court of justice in the heart of a community, and, in connection with the sittings of the justice of the peace in the tavern hall and the town meeting in the great meeting house, kept the mind of the neighborhood fixed on that reign of law and order which saved it from the excesses of border life and the anarchy of lynch law. The democracy of the common school was a prodigious training for good citizenship; for here there “was no respect of persons” and the son of the minister, lawyer, doctor, or richest man in town was as sure of a “trouncing” for obstinate disobedience as any boy in school; and the parent who would presume on any family or personal superiority as an exemption from the school discipline of his child was sure of the imperative negative of the entire neighborhood. And by the patriotic extracts in the old-time school readers, the declamation of the speeches of great statesmen, and the constant excitement of partisan politics that raged about the little red schoolhouse like the lashing of an angry sea upon a storm-beaten island, the boys and girls were schooled in that patriotism which, a generation later, flamed out in the rush from the old Lexington and Concord battle grounds to Washington of the first regiments to “rally round the flag ” and save the Union. There can be no indirect training so good in its general mental and moral results as the constant outdoor occupation of the Yankee boy and the drill of his sister in good housekeeping that went on, “never hasting, never resting,” like a procession 1566 EDUCATION REPORT, 1894-95. of tlie powers of nature. It was still the clay when the New England woman had not yet found relief from the terrible trial of good housekeeping in a newly settled country which built up the soul while it wore out the body. There was no great leisure class in the country, not even in the village or city; and the woman of supe¬ rior natural gifts, generous culture, and graceful manners was as often as otherwise her own housemaid and taught her daughters how to live as the “ helpmeets’7 of the men who were building a mighty republic. And, in the estimate of the results of the common school of that period, we must also take into account the fact that New England society was the most concentrated and powerful human agency ever put on the ground of a new country to bring good things to pass. It was a voluntary combination of men and women, generally of native power and obstinate will, of unusual capacity for mental and moral accom¬ plishment, driven as by a high wind toward one great purpose, the building of the new Republic. In the society of the New England of that early day all good things went together — church and school, business, home, and public duty, were but the vital forces of a life concentrated, almost beyond conception in these days of dissi¬ pated energy and boundless distraction, on self-control and effective power. This combined energy of the whole town ebbed and flowed through the schoolhouse like a resistless tide. Out of this contact with public opinion came a great influence on the humblest school, an influence that in the superior communities was felt in send¬ ing out a large number of public and famous people who made their mark all the way from the Atlantic to the Pacific. And while in a certain way the district school (and there was rarely any other) was held in low esteem by the academy and the college, yet all the higher institutions of learning and agencies of culture were a part of a great movement that was felt by every ambitious boy and girl every day of the school life. These fifty years were the seed time when so many of the great educational agen¬ cies were planted in New England that have borne mighty crops of good culture for the nation. The American Academy of Arts and Sciences was established in 1780. The New England and Boston Societies of Natural History came up between 1815 and 1830. The Boston Athenaeum in 1808 was a child of the club that published the Monthly Anthology, the first literary magazine that appeared after the Revolution. The American Philosophical Society was established in 1816 ; the American Academy in 1780; the Massachusetts Historical Society in 1790; with other associations that, in subsequent years, became important instrumentalities of national culture and the models of similar organizations in all portions of the land. All these were then in that state of enthusiastic operation when their influence, especially on the aspir¬ ing youth of a State, is at its best. It was the day of the beginning of the library, Concord, Mass., claiming the oldest of all, in 1672, and New Bedford, Mass., the first free public library. In 1841 Harvard College had 41,000 volumes in the library which had risen from the flames that consumed the precious collection given by John Harvard. In 1838 there were 50 district school libraries, with 10,000 volumes, in the State. Almost every little town had one or more coilections of books and the use of a “social” or “ladies’ library,” or the private collection of the minister, or doctor, or well-to-do family were accessible, by friendly loan or at a nominal fee, to every boy or girl who would be careful in the use. And, although the era of metropolitan journalism and the modern magazine had not yet dawned, the weekly newspaper, coming up from Boston or the county town once a week; read at the post-office to the eager crowd of farmers, talked over in the store, the tavern, the carpenter’s, shoemaker’s, and blacksmith’s shop, and while waiting for the grist to be ground at the mill, was a power in the land. The habit of meeting in the long winter evenings by the men at these central places, and the inter¬ minable visiting between families, where the brisk talk always gravitated to the events of the day of local and general importance; where all things in heaven and earth were discussed in a straightforward, courageous way, made every town a prac¬ tical university. And there were great themes to be discussed: the administrations EARLY COMMON SCHOOLS OF NEW ENGLAND. 1567 of Presidents George Washington, John Adams, Thomas Jefferson, the French Revo¬ lution that shook America like an earthquake, the war of 1812 with Great Britain, the settlement of the new West, the Indian campaigns of Jackson and Harrison, the naval victories of Perry and Decatur, the great battle over the Missouri com¬ promise, which was the alarm bell that summoned the nation’s defenders to arms for the great civil war yet forty years off. The lyceum was not the least of these outside agencies of popular culture; indeed, it became almost an annex to the New England district school. It came up about the year 1788, introduced by Josiah Holbrookj of Connecticut, and spread like a prairie fire all over the land. Beside the proper work of the weekly lyceum, by which it was best known, it grew by 1830 to a vast organization for general improve¬ ment. Through a series of years it held great conventions in the chief cities of the country, became a powerful propagandist for the establishment and improvement of public schools, favored the collection of libraries, introduced the system of popular lectures, and in many indirect ways pushed forward the general work of creating the public opinion that demanded the educational revival of 1830-1840. The most eminent men in the Union were deeply interested in it, presided at, and addressed its conventions. Out of it came the Boston Society for the Diffusion of Useful Knowledge in 1828, the American Institute of Instruction founded in Boston in 1830, the American Lyceum (national), in 1831, whose object was the advocacy especially of common-school education and the general spread of knowledge. The American Annals of Education, of Boston, and the Magazine of Useful Knowledge, in New York, were indebted to this powerful movement for their existence. Its general con¬ ventions were held from 1828 to 1839 in Boston, New York, Philadelphia, and Hart¬ ford. At a national delegate convention, called to discuss education in the United States, held at Philadelphia in 1839, Hon. Theodore Frelinghuysen, of New Jersey, presided, and other celebrated public characters were present. This meeting memo¬ rialized Congress to appropriate money for elementary education in the South ; pro¬ posed the dedication of the public lands to the same purpose, and was only suspended by tho overshadowing of its work by the educational uprising of the people, which was largely a result of its persistent agitation. But nowhere was it so influential as in New England, and it is doubtful if any agency of popular intelligence was ever more effective in the country. Once a week, from December to June, the people of these towns thronged tho big school- house or, on occasions of special interest, the largest church or the tavern hall to wit¬ ness the tournament of debate, where all the mental athletes of the community were enlisted in the discussions; the best literary talent impressed for “the paper,” gen¬ erally edited by the women, and the entertainment was often introduced by a free lecture, usually given by some invited guest. The women brought their “knitting work” and listened while the needles flew. The big boys and girls heard with all their ears and souls. The questions discussed ranged through all themes interesting to thoughtful men and women living in the morning glow of the making of a mighty nation; the annexation of Texas to the Union, capital punishment, the national bank, education, matters of local interest, tariff, war and peace, slavery, woman’s rights, religious and moral topics outside sectarian limitations, temperance, the economies of home life and training of children, public improvements in town and State — all came up for “high debate” and the final adjudication of a vote. Here originated the lecture system that a generation later became such a powerful agency in all the Northern States of the Union, and, during the twenty years before the out¬ break of the civil war, like a stout ship drawn into the vortex of a maelstrom, went circling about the awful question of slavery into whose “bloody chasm” the old Union was plunged in 1860 to emerge as the new Republic in 1865. The temperance reformation was at the height of its early enthusiasm during the later years of this period, and the country was shaken by the appeals of an army of “reformed drunkards” and professional lecturers. The religious revival was mighty for waking up the deeper nature of the people, and often the cause ofjviolent 1568 EDUCATION REPORT, 1894-95. controversy on the highest themes of human interest. In short, during this period the whole people of the United States, from the city out to the most quiet hamlet, were agitated with the tremendous stir of a mental and moral interest prophetic of the mighty upheaval of the nation’s life in the revolutionary epoch, on the perilous edge of which the nation stood ; and the country district school, the academy, and the college were the “nerve centers” of this profound agitation; the older pupils being often more educated by what was going on without than within the school¬ room. In this way the common school of that day was not less a seminary for the entire community than a school for the children. It was the one center of the com¬ mon intelligence, where the vital energies of the people were concentrated, and, more notably than any other institution, contributed to the training of a people already dimly looking forward to the awful period of conflict for the preservation of the Republic. In the American order of society no permanent leadership is possible. Twice in the nation’s history the patriotic people have leaned on Washington and Lincoln as the providential father of the old and the new Republic. Happily for us no Bis¬ marck or Gladstone can ever become an American possibility. The great revival of the common school, inaugurated in Massachusetts by the establishment of the first State board of education and the appointment of Horace Mann as its first secretary, spreading from State to State till the entire northern section of the country was involved, and even the educationally far-off South was stirred as never before, was the work of no one man, nor even a group of “great educators.” It came “in the fullness of time,” when, as in all matters of supreme interest in our country, the half- conscious masses were pushing upward from below and the best informed and most effective lifting from above, and at the fit moment the man or the group of men appear in whom both these movements are incarnated and good things are done in a way that, for rapidity, thoroughness, and permanence, is the amazement of the world. It was a prodigious advantage, especially to Massachusetts, that at the period we now consider there was in reality no considerable class of public or influential people of any station that desired to be known as the opponents of the common school. Inherited from the days of the fathers, and consecrated by the toils, sacri¬ fices, and prayers of almost two centuries, whatever might have been the disposition of a portion of the more favored classes to educate their own children in the aca¬ demic and private schools, which, as far as the opportunity for the secondary educa¬ tion was concerned, were, outside a few localities, the only agencies available, yet the advocate of popular education in any form was sure of a hearing among the more intelligent people, and ouly counted on the personal interest and professional prejudice of those directly concerned as patrons and teachers in these seminaries for secret or open antagonism. Daniel Webster sounded the keynote of New England statesmanship when he said, “If I had as many boys as old King Priam, I would send them all to the country district school.” He had been a country schoolmaster, and for a few months had Edward Everett as a pupil — preeminently the educational statesman o’f the period, repeating in New England in characteristic way the posi¬ tion of Thomas Jefferson at an earlier date in the Atlantic South. Almost every public man of high distinction in New England had been in his youth a common- school boy, and frequently a teacher in the district school. While the clergy of New England were to a greater or less degree deeply interested in the colleges and academies, yet in Massachusetts at this time they were oftener than otherwise the working members of the school committees, and from their number came perhaps the majority of the splendid body of educational reformers that ushered in the glo¬ rious day of the advent of Mann, Barnard, and their immediate associates. It was most fortunate that Edward Everett was governor of Massachusetts at the time the legislative committee was appointed which, next to the committee of the Congress of the Confederation that fifty years before reported the ordinance of 1787, gave the American common school to the new Northwest. Another most influential friend of EARLY COMMON SCHOOLS OF NEW ENGLAND. 1569 popular education was Dr. William Ellery Channing, who, although burdened with the double leadership of an important religious movement and the unpopular advo¬ cacy of the more conservative type of the antislavery agitation, was always at hand to give the weight of his lofty reputation and matchless eloquence to the good cause. Levi Lincoln year after year had been the honored governor of Massachu¬ setts and a firm friend of the common school. He inaugurated the movement that twelve years later resulted in the establishment of the first State normal school in the United States. But there was a yet more influential class of practical educators, leading teachers, professors, and presidents of the colleges and superior schools of the State, who constituted the inner circle of this rising reform and most distinctly voiced back to the masses of the people this educational gospel in the practical form it finally assumed. Some of them had been for many years “known of all men,” as “in season and out of season” pleading for the coming generation. Others came in at the “beginning of the end” of the agitation and were at once swept into active and often conspicuous service during the coming years. It would be a grateful task to recount, in a memorial volume, the names and services of this splendid body of men and women from New England alone. No “circular of information” could be more instructive and full of encouragement to the workers in our Southern States than the story of the labors, trials, and discouragements through which these heroes of the good fight pressed forward, “putting the hand to the plow and looking not back,” at a time when the common school in Massachusetts was in a more discouraging condition than in Virginia and Texas to-day. We can only refer, as in a catalogue, to a few of these most conspicuous workers of the different States, as they come up in the progress of our story, although aware that many names may be omitted perhaps equally worthy of recognition. Those now men¬ tioned were all natives of Massachusetts or spent their professional life chiefly in that State. Some of the most eminent were identified with the new departure of the common school beyond the Berkshire hills, in the Middle and Western States. Warren Colburn was one of the benefactors of half a dozen generations in pre¬ paring, in connection with George B. Emerson, that joy of all school children, Col¬ burn’s Mental Arithmetic, which even now is one of the best text-books in use. William Russell was an indefatigable lecturer on education, and exposed without fear or favor the defects of the common schools, especially protesting against the neo-lect of the old-time grammar and new free high-school system in favor of the private and denominational academy. He made an unsuccessful attempt to estab¬ lish a private normal school in Lancaster, Mass. Lowell Mason was the father of music in the common schools of America ; indeed was the great leader of the move¬ ment that woke up the people to the appreciation of good music and organized the popular musical associations in Boston which have made that city so distinguished in this department of the fine arts. He was a devoted friend of the common schools. Gideon F. Thayer established in 1818, in Boston, the first Chauncey Hall private school. Samuel N. Hall was born in New Hampshire, but, like many of the great sons of the Granite State, found his proper sphere of labor in Massachusetts. He has the reputation of establishing in New Hampshire and afterwards in Andover, Mass., the first effective school of pedagogics in the Union, and his writings and experiments as a teacher had great weight in the final adoption by the State of the normal-school system in 1837-1840. No man was more conspicuous and indefatigable than James G. Carter. For years he lectured, wrote, and in every public way labored to lift the educational wheel out of the slough of indifference and despond in which it was mired for half a century. He was the chairman of the legislative committee that reported the act for the establishment of the State board of education, and was appointed the first member of the board by Governor Everett. George B. Emerson began his career as teacher in Boston as the first principal of the Boys’ English High School in ED 95 - 50 1570 EDUCATION REPORT, 1894-95. 1820. Afterwards lie established one of the most celebrated private schools for girls in the country, in the same city, which lost its illustrious master in 1855. He was also a member of the first State board of education and deeply interested in the establishment of the first 3 State normal schools, the assistant of Warren Colburn in making his mental arithmetic and algebra, and an active member of the Boston Masters’ Association and Natural History Society. John Lowell, too early called from life, was a member of the distinguished family of manufacturing capitalists which gave its name to the city of Lowell. He left a handsome fortune to establish the Lowell Institute, a free lectureship that for half a century has offered every season courses of valuable public lectures on a variety of themes, and has enriched the educational literature of the country by the moderate library of its own publications. William C. Woodbridge, a relative of Dr. William Ellery Channing, was a most untiring worker in all that concerned the welfare of common schools. He practically introduced in them the study of geography, which until 1824 had been taught in few public schools, by his text-books, written in con¬ nection with Mrs. Emma Willard after extensive study and foreign travel. He waa always interested in the early efforts at educational journalism in Massachusetts; published the Annals of Education, in which the improved methods of instruction he had become acquainted with in Europe were illustrated. He was an active worker in the Hartford, Conn., societies for the improvement of common schools. He was called in as adviser in connection with the school system of New York, and was largely influential in persuading Lowell Mason to transfer his residence from Georgia to Massachusetts and inaugurate his great work for music in the schools. He was closely identified with the organization of the lyceum and the American School Society. Always a sick and poor man, and dying at 50, broken down by his enor¬ mous labors, his life was a shining example of the consecration of great and varied powers to the welfare of humanity. President Mark Plopkins, of Williams, and President Heman Humphrey, of Amherst College — the former perhaps the most eminent of the New England educators, the instructor of Garfield, Dawes, Dickinson, and scores of men distinguished in all departments of professional life; the latter the powerful president that lifted the new Amherst College to a respectable rank among American institutions and com¬ bined a solid scholarship and zeal for religion with “ a saving common sense,” whose sons have become conspicuous in the great centers of influence in the Union — were both warm and influential friends of the common schools. Samuel Appleton, a mem¬ ber of a distinguished Boston family, was a generous benefactor of schools — one of the noble band of wealthy men and women whose gifts to education, charity, and art have made their city famous. Josiah Holbrook was a native of Connecticut and a graduate of Yale College, but his prodigious work in the organization of the American lyceum, a common school for all people, which afterwards went through the Union, and under whose auspices great conventions were held in all parts of the country, enlisting the good will of the most eminent statesmen, scholars, and professional leaders everywhere, was so intimately connected with Boston and Massachusetts that he maybe included among the celebrities of this calendar. In connection with the foremost educators of tlie State, he was deeply interested in the organization of the Boston Society for the Diffusion of Useful Knowledge in 1829 and the American Institute of Instruction in 1830; next, to the National Association of Teachers — still the most important organi¬ zation of American educators, and many associations connected with his private interests. He was largely engaged in the introduction of school apparatus, hitherto almost unknown — the meager blackboard being the first appearance of any outside help in the district school. With Senator Henry W. Blair, of New Hampshire, he shares the distinguished honor, at an early day, of laboring to move the American Congress to act in behalf of popular education in the Southern States. It is impos¬ sible to overrate the influence of the American Lyceum — the most effective extem¬ poraneous university on record — in the awakening of the people to the educational EARLY COMMON SCHOOLS OF NEW ENGLAND. 1571 needs of tlie country and the organization of the mighty movement for educational reform in 1830-1840. Ebenezer Bailey will be long remembered as the accomplished master of the first free high school for girls in Boston, the subsequent principal of a famous “ female academy,” and the author of a text-book in algebra that was a decided advance on previous treatises in this to the children of fifty years ago, abstruse science. John Bromfield was the generous giver of a sum — for the time munificent — which estab¬ lished the Boston Athenteum Library and Museum of Fine Arts. The Athenaeum is now a choice library of 150,000 volumes, and the art treasures are in the possession of the Academy of Fine Arts in Boston. Rev. Samuel J. May was one of the most zealous and effective of the clerical advocates of the new departures in the schools; a friend of Horace Mann; for a time principal of the State normal school at Lexing¬ ton, Mass., and during the later portion of his life a most efficient friend of popular education and all good reforms in Syracuse, N. Y. Rev. Charles Brooks was an elo¬ quent lecturer on education, and largely contributed to the formation of the public opinion that stood behind Horace Mann. He was especially interested in the estab¬ lishment of normal schools. Rev. Cyrus Pierce was already a distinguished teacher when called by Plorace Mann in his later life to be the first principal of the first State normal school in America. He labored so effectually that the name “ Father Pierce” is still a household word in Massachusetts, along with the associated name of Nicholas Tillinghast, first principal of the State normal school at Bridgewater. William A. Alcott was one of the roundabout men of all educational work who ap¬ pear at a providential juncture and shoulder the tasks of many good men. He was united with those already mentioned, and there was nothing good going in the way of popular education that was not connected with his name. Besides this illustrious group of educators at home, true to her instincts, as described by Washington, of “spreading herself,” New England was at this time sending abroad a large number of active and distinguished workers in the great good cause of the children and youth. Among the most celebrated were John S. Hart, so well known as the famous principal of the Philadelphia free high school for girls, and an author of wide celebrity; Rev. Calvin E. Stowe, husband of Harriet Beecher Stowe, who made the important report on free schools at a critical period in the educational movement in Ohio; Francis Dwight, the brilliant editor of an educational journal in Albany, N. Y. ; David R. Page, principal of the first State normal school of New York, at Albany, both too early removed by death; Dr. John¬ son, in Pennsylvania; Rev. George W. Hosmer, who as a clergyman in Buffalo, N. Y., became an important worker in the schools of that city and afterwards the successor of Horace Mann in the presidency of Antioch College, Ohio; Rev. John H. Hey wood, a native of Worcester, Mass., first a teacher iu New Jersey, afterwards for half a century an honored clergyman in Louisville, Ky., a most efficient member of the school board of that city and still a fast friend of the common school; Rev. James Freeman Clarke, who as a young man, the minister of a new and unpopular church in Louisville, Ky., still so commended himself to the people that he was placed on the school board, and for a time served as superintendent of common schools, per¬ haps the first man who held that office west of the Alleghanies, and Rev. William G. Eliot, who, although born and educated in Washington, D. C., was of a distin¬ guished New Bedford, Mass., family. He went as a young man to St. Louis, Mo., when the town had but 8,000 people, opened the first free school west of the Missis¬ sippi River in the basement story of his new church, built by Boston money; and at the end of a long and useful life could point to Washington University, one of the most complete and effective organizations for the secondary and higher, aca¬ demic and collegiate, artistic and industrial, medical and legal education west of the Mississippi River in the Union, as one result of his varied labors in his adopted State. But lack of space alone compels us to close this catalogue of celebrities who so devoted themselves to the people’s uplifting on the eve of the great common- school revival at the opening of the second half century of the Republic. 1572 EDUCATION REPORT, 1894-95. The era of the higher education of woman had not yet come. But there was a great amount of excellent work done in the academies for girls in Massachusetts and other States. Notable among these institutions was the Troy (N. Y.) Female Seminary, where Mrs. Emma Willard so long sat at the head of the movement for the advanced education of woman, affectionately remembered in the history of educa¬ tion in Connecticut, Vermont, and New York. Chief in importance of the daughters of Massachusetts was Mary Lyon, who, in the establishment of the Mount Holyoke Seminary (now College), first rendered it possible that the girls of New England could obtain a superior education at a rate so reasonable that few were left out for lack of means. This famous seminary, where, even until the present day, the domestic labor of the students has been combined with a solid method of mental training, has been a power in the land; having educated great numbers of girls from all portions of the Union, furnished the original suggestion for Wellesley College, and been the model for numbers of excellent schools elsewhere, sending forth many efficient teachers and devoted Christian missionaries to heathen lands. It is always difficult to place before even an intelligent and sympathetic reader the secret of a situation or an institution which alone can account for its celebrity. The old-time district school of New England has fared badly in the estimate of a class of critics, trained amid the abundant opportunities and expert methods of instruction and discipline now as thoroughly appreciated and used in the schools of Massachusetts as anywhere in the country. But even the present generation of New England educators does not always appreciate the fact that the finest results of the present were bound up in the system of the grandfathers and grandmothers. It has even been denied in high quarters that New England ever had a system of schools deserving the name till within the past five and twenty years. Perhaps a realistic picture of a typical small New England town in the Massachusetts of sixty years ago may help to the understanding of the vitality there was in this early school¬ keeping and why it has “had free course, run, and been glorified” now ever since the great day when Horace Mann marshaled the forces of reform that had been slowly gathering during a generation and led them to the victory that finally declared the American common school the foremost educational agency in training the children for good citizenship in the Republic. The following quotation from a personal sketch describes a typical family of pioneers : My own childhood and youth, until one and twenty, was cast in one of the most characteristic of the mountain towns of western Massachusetts, near the valley of the Connecticut River, on the border of New Hampshire and Vermont. The town was 6 miles square, and was originally set apart by the Colonial legislature just before the Revolutionary war to the families of a company of soldiers eulisted from what is now the city of Boston for service in the French and Indian war, all of whom had lost their lives in this dangerous and exhausting campaign. Several of these families were among the best of old Boston and all were of the good stock that sent one-sixth of its entire population to the great northern battlefield of the Adirondack woods and waters, which for half a century before the war for national independence was the training school of the New England soldiery met by Wash¬ ington at Cambridge and, as he said, of which almost the entire Regular Army was composed at the close of the war. They went up, my grandfather and grandmother, with the rest, and “possessed the land,” apportioned according to the special claims and needs of the families, about the year 1776. My grandfather, who had just been married, was one of the heroes of Bunker Hill, having dug in the trenches all night and slept the sleep of a tired-out warrior during the battle. But he did the next best thing to fighting; he married a good Boston girl and took her up to her home in the wilderness, riding behind him on horseback on a “pillion,” where the grand¬ mothers used to sit clasping the strong support on the saddle before. Then he went to New Jersey and served a full term under Washington and came back to his moun¬ tain farm; worked hard at everything that came up — farmer, storekeeper, tavern keeper, maker of potash, mechanic, deacon of the church, “esquire” and represent¬ ative to the “ great and general court ” for the town ; dying at 83, one of the best off in worldly goods and not behind in any way among his contemporaries in the entire county. My great-grandfather, on my mother’s side, at 96 “ took the western fever” EARLY COMMON SCHOOLS OF NEW ENGLAND. 1573 in the valley of the Connecticut in Massachusetts ; sold his farm and emigrated to St. Lawrence County, in northern New York, to “ grow up with the country ;” voted for Gen. William Henry Harrison for President of the United States at 100, and died of a “ cold ” caught walking at the head of a procession to celebrate the inauguration of the “ hero of Tippecanoe,” who followed him soon to the grave. Another grand¬ father was one of the old-time “men of all work” that held a New England town together; storekeeper, apothecary, tailor, settler of estates, the friend of widows and orphans; at his death the oldest postmaster in the Union, except a brother of the first grandfather, who held that position for an equal term in Kentucky. There were a score of men in that county who had this outfit of practical education and have done first-rate service to the State. In my childhood the town was not yet 60 years old and all the original families still occupied the land, the young people being the second generation from the settlement. The town was one of those picturesque “blocks” of land that seemed created for the admiration of the lover of nature. A mountain, 1,600 feet above the sea, over¬ looked the central village, itself shelved on a terrace 1,000 feet above high tide. Half a dozen noble hills, from 1,000 to 1,200 feet in height, divided the territory into a series of narrow valleys, each known by the name of the brook that flowed into oue of the three rivers that watered its southern, western, and northern borders. Off at the northeast the hills climbed up to Mount Monadnock that towered, an azure pyramid, 20 miles away. The town was said to have been originally a dense forest of New England pine on the lowlands, while the rains had worn the steep slopes of the mighty hills to their granite bones. Half a dozen clear ponds dotted the surface, each still in my day good fishing ground in the summer, and in the win¬ ter a natural “ skating park,” encircled by the solemn woods and roofed by a sky resplendent with a sunlight and moonlight such as never yet had “ shone on sea or land.” There were certain meadows, green, silent, and mysterious, that haunted the dream of every truant boy. Nine-tenths the town was on a hillside, and there was hardly a farm a western New York or Ohio farmer “would have taken as a gift.” At that time of settlement there was no civilized West beyond the valleys of the Hudson and the eastern section of the Mohawk River; both these charming valleys were largely occupied by the New York Dutch territory of the great patroons, who still lorded it over their dependents in a way no well-constructed Yankee would endure. Now and then one of our restless young men pushed out to teach school in the region around Albany and Troy, and came back to entertain the neighbors with “ the tricks and manners ” of the natives of that distant country where his lot had been cast. At the time now spoken of not half a dozen young men of the town had “ gone West,” although several enterprising youngsters had ventured to Boston, to Maine, and the new manufacturing cities of New England to become men of mark among the foremost of the land, and from them have descended a remarkable group of men and women in every department of society in all portions of the Union, There were never 1,200 people in the town, and out of that little company have come a dozen clergymen, several judges of the courts, doctors enough to kill or cure a city of half a million, mayors of cities, and members of legislatures and of Con¬ gress, artists, authors, scholars, and successful people without number, a larger pro¬ portion of the population, it is said, living to a greater age than in any town of similar class in the nation. Women distinguished at home and abroad were not wanting, one becoming the wife of a wandering Englishman of rank, who “came, saw, and” was “conquered,” and bore her oft' to a palace in the lake district in England. There are now but 700 people left in the old town, but last year they were reported to have read more books in proportion to their numbers than the people of any town in the State, for, shut up through the long winter in the town without railroad connection with the outer world, they are compelled to live on each other and the good library established by one of the sons or daughters of the town now living in a far-off city. There were eight school districts in the town, in which the 200 or 300 “ children and youth,” with occasional pupils of larger growth, were schooled from four to six months in the year. The terms were divided between summer and winter, with perhaps, each year, a private school of a higher grade “kept” during the three autumn months in the basement room of the leading church. For more than fifty years after the settlement of the town the people had worshipped and “sat under preaching” together in the great “meetinghouse” on the common, big enough to contain the entire population; the high pulpit, overhung by a threatening “sound¬ ing-board;” the two rows of seats on the pulpit front below the parson for the deacons and chief men of the place; a double row of galleries for the volunteer choir of 50 young persons and half a dozen musical and unmusical instruments ; in my day the highest gallery pews overlooking the minister’s head being appropriated by such of the small boys as were permitted, on a solemn promise of good behavior, to sit up aloft. The walls of the great wooden temple were pierced with small windows, and when at the first Christmas celebration they burst forth at dusk in a 1574 EDUCATION KEPORTj 1S94-95. "blaze ol glory there was little more to bo desired in this world by the boys and girls assembled on “the common ” to witness the grand illumination. The central schoolhouse, which sufficed for the “ upper and lower villages,” was built on a granite ledge that on one side fell down in a precipice to the high road. It was a square wooden building, painted red, with a big ruinous woodshed and dilapi¬ dated outbuildings, surmounted by a cupola in which a lightning rod was fixed with no connection with the ground. To-day the school-house occupies the site of the old meetinghouse, and a sweet-toned bell from a Louisiana sugar plantation, that received it from some convent in Spain in the olden time, found at the Union occu¬ pation in 1863 in a pile of metal in New Orleans, destined to be cast into Confederate cannon, and brought home by a returning soldier, rings the children to school. There were never 50 scholars in the old school-house, and the outlying districts fur¬ nished from 15 to 30 each in their better days. Here every summer, for three months in the village and two in the outer districts, and an equal term in the winter, all the children went to school. Beginning at 5 or 6, they sometimes held on till past 20, especially in the winter, when a class of big boys and girls were installed on the higher back seats, the benches rising, as in a medical lecture room, from the foot of the master’s desk to within a short dis¬ tance of the roof. A big sheet-iron “cap” was fitted upon the huge open fireplace beside the master’s platform, and all winter a fierce fire of round and split logs roared up the chimney, possibly efficient to warm “the little angels that sit up aloft,” but requiring a perpetual “going to the fire” to keep the children in this lower world from freezing. The schoolhouses were all moderately comfortable — as well heated and ventilated as the farm houses — though wanting the conveniences of modern seats and the appliances for the easy learning of anything. Each had around it a spacious yard, sometimes a grove, and there wa3 no lack of opportunity for sliding, skating, or “rasseling” in winter and all sorts of games in summer, the exercise now called “manual training” being sufficiently attended to at home, where every boy and girl was in constant “training” for a New England worker. In my case the discipline consisted in driving two cows a mile to pasture before breakfast and driving them home after supper, “tending store” at odd hours, and working on my grandfather’s farm in haying time, at 25 cents a day, to buy the Albany Weekly Journal and the Penny Magazine, with now and then the luxury of a book long desired and fondly cherished. There were two or three libraries in town, containing perhaps 500 volumes, and the old minister had a good collection of the authors of Queen Anne’s day. A new doctor brought to town the first copy of Shakespeare I ever saw. Half a dozen of us boys and girls read it through in a week. I was so “ fired up” by the “tragic muse” that I rose up from an hour with King Henry V to offer battle royal with a squad of good-natured big schoolfellows, who never understood why they were set upon in that special way. But they rallied, and speedily I found myself “reduced to the lowest terms.” The old doctor, who was jealous of the rival newcomer, said to my father: “Your boy is not a fighting character. He has been reading Shakespeare. That Shakespeare makes boys 1 sassy ’ and we must put it down.” The good old doctor long ago went to his reward, but “that Shakespeare” holds on. I had read every book in town that I could understand when I left home at the age of 20 to go to college, and I doubted if the parson or even the new doctor himself could understand a good many of the musty volumes that I tried anew and gave up in despair every year. But there was teaching and “ government” in the 8 district schools that somehow developed from that crowd of 300 “children and youth” a remarkable set of men and women, who achieved a success in life of which any country might be proud. And the explanation was not found in the possession by their teachers of any special “method of instruction,” for I doubt if one of them had ever heard of a normal school. I never in my youth heard a discourse or read an “article” on school dis¬ cipline; but the school master or mistress that couldn’t “keeporder” andteach “good morals and gentle manners” in this little republic was either summarily “run off” by a rebellion among the big boys or dismissed with no recommendation by the school committee. The ordinary teachers dealt with the three R’s, especially arith¬ metic ; a little history and geography of the Peter Parley order, and occasionally the easy beginnings of algebra. The “languages” were taught in private by the minis¬ ter or at the “ fall school” of select scholars. We had already come into the use of a greatly improved style of schoolbooks — Rev. John Pierpont’s admirable readers; Adams’s, Smith’s, and Colburn’s arithmetics and algebras; Morse’s, Peter Parley’s, and Olney’s geographies, and Greenleaf’s grammar. There was also a good deai of instruction out of school, given generally by the better set of teachers to the more promising pupils during the long winter evenings, sometimes in a regular evening school for arithmetic or spelling, or to a little squad of youths gathered about the master or mistress or assembled in the minister’s study. - EARLY COMMON SCHOOLS OF NEW ENGLAND. 1575 But besides tliis work at the schoolliouse, the whole town “kept school. ” In a community so concentrated as a school district every family had its eye on the school- house from the first to the last day of the term. The teacher was the “town talk,” especially if a stranger, a college graduate, or a minister’s daughter. They were taken up at once into the society of the place, petted and “treated to all there was in the house.” And rarely would one come across a group of young men and women more worthy of the affection and respect of a superior community than the teachers of these schools during the fifteen years of my acquaintance with them. The young men were often students or graduates from college, with few exceptions the best of the best families; the young women the daughters from the most cultivated homes in the county — the choice young folk that afterwards became “leading spirits” all the way from the Atlantic to the Pacific Slope. The schoolmasters were the life of society during the winter; kept the village lyceum at the high-water mark; managed an extempore theater, under the innocent name “speaking school;” presided over the “spelling school;” and were often the chief singers in the church choir. They gave all they had, almost “without money and without price,” for the poor little salary of $12 to $25 per month and board for men, and $6 to $10 for women. Each of them had often an entire class of the more ambitious boys and girls “fitting” for the academy or college. Among these teachers, perhaps half a hundred in all the schools in town during the fifteen years of my acquaintance, there had been but few failures. And the best of this business was the result of this “working together for good” upon the children. The youthful side of the community came up in the focus of the interest and affection of a whole people. The superior youth were fol¬ lowed by the most stimulating and inspiring good will of their native town. No training of mind, morals, or manners by a select class, that isolates the child from this large observation and sympathy of a friendly community, can take the place of a concentrated public which made a university of every respectable town in New England during the most critical period of its developing civilization. A small number of our young folk were able to leave home, for a term or a year, for attendance on one of the several academies within 20 miles of the town. I sup¬ pose, as in my own case, the chief advantage of a short period spent in this sort of schooling was the social opportunity of contact with the best life of the country and the acquaintance with the considerable number of superior young people brought together in this way. If a boy was “fitting for college,” he sometimes “took off his coat” and studied hard; as young Horace Mann prepared for admission to Brown University in four months. But even at Harvard the entrance examination was not a very formidable ordeal. Anybody who had passed with credit through the common school and, at the academy or at home, had acquired a moderate English education, read a few hundred pages of Latin and Greek, with less mathematics, got in at the country colleges. Yet even in these seminaries the real “tug of war” began and was not relaxed until “ commencement day.” Half a dozen fortunate fel¬ lows from the Boston Latin School, Andover, and Exeter, or a superior country academy, came well prepared for the freshman class, and on that scale the class work was organized. And this made the life of three-fourths the members of the first class in college emphatically “ a hard road to travel,” especially for those who during the winter months were compelled to teach school, often beyond the vaca¬ tion term, to “ keep the pot boiling ” at college. Yet the honors of the senior class were often won by these hard-working country boys, too often at a sacrifice of health and life that would shock the educational public of to day. Half my own class of 30, including myself, “broke down ” and drifted away, and not half a dozen are now alive. The old-time New England college was an educational slaughter house, and any institution of learning that should now present such a physical rec¬ ord would itself be condemned with universal execration. The almost absolute lack of provision for physical training; the struggles of ambitious young men, imper¬ fectly prepared for college life; the exhausting vacation labors at school-teaching or other occupations, and the detestable arrangements for diet and comfortable living made the enterprise of “getting an education” almost as hazardous as service in the army in war time. The girls had not yet come to their day of opportunity, although a few went to Mount Holyoke Seminary, Mrs. Willard’s famous school at Troy, or some less cele¬ brated female academy. Many of these academies were coeducational, and these, I believe, had the best record of educational and social success. The whole educational life was bound up with the heart and mind of the people, and the district school was a great educator in more than one way, because it was the vehicle through which learning, virtue, and enterprise were dispensed to the children in a town of 1,000 people. It was also the one place where the children were gathered together, free from that “strife of tongues” in politics, religion, business, and social scandal which was the terror of the old New England society. The Bible was read, prayers were made, and the good master and mistress preached, 1576 EDUCATION EEPOET, 1894-95. often better sermons than the parson in the church, on all the common duties of life and the practical applications of religion, but rarely with any purpose of sectarian proselytism. Not the least of the good things in the old-time district school of New England was the discipline of “keeping school” upon the large number of young people engaged in it. To a careless, ignorant, selfish spirit no toil is so hateful, no weari¬ ness so exhausting, no return so thankless as the service in the schoolroom. But the majority of the teachers in these schools, especially in the better sort of towns, were the best young men and women of the time, and the proportion of this class engaged in this work was larger than at present. It is impossible that a right- minded, ambitious, tolerably intelligent young man or woman, working in the focus of public observation, brought in such intimate relations with the best and in a position to observe the worst elements of society, should not be improved, disci¬ plined, and in all ways impressed. Thousands of teachers in the country and village district schools of New England of half a century ago were educated by their first term of professional service as in no other way, especially in the knowledge of character, the ability to govern and influence other minds, and the aspiration for higher authority and a loftier success in life. I can truly say that to my own five winter terms of service as teacher in the district school, never receiving a salary as large as the better class of negro teachers now expect in the Southern States, I owe an inspiration and an insight into life which I never obtained in school and scarcely found in church. A singular moderation and discretion seemed to hedge about the school from the distracting life of the neighborhood. It was “a peculiar people” that trained and educated their children in this way. The way was not, perhaps, the modern high¬ road to knowledge, but for the waking up of deep thoughts, high purposes, and noble ambitions it was a great school. There was in it all, in the entire arrange¬ ment of society in the New England life of half a century ago, a profound respect for knowledge, a reverence for eminent attainments and ability, and a willingness to aid youthful capacity and worth in its fight for success. Hence the condition of a New England town in its school keeping at that early day had a special value, from the fact that the majority of the tolerably intelligent people and everybody of good faculty of observation knew what they were talking about and directed their minds to something really valuable in view of some particular people or class of children. One notable feature of the carefully guarded and supervised educa¬ tion of the present is that it is practically a department of society, lifted out of reach of common observation, of which as little is known as of the goings on of any other sort of professional activity. Thus a good part of the public and private contention over the schools is by people practically unacquainted with the record of the American common school, unacquainted with what is going on in the school¬ room, often with ouly a formal or intermittent interest in public education. It is all the difference between a whole people doing a good thing with all the force of their highest ability and best intelligence through a beloved institution and in cooperation and sympathy with the practical world, and a professional class teach¬ ing in an isolation only broken by the grind of expert supervision, with the “hope delayed ” of a wise or intelligent response to any appeal to the community for justice, sympathy, or cooperation in this difficult work. Despite all its shortcomings, new Massachusetts owes to the district school of fifty years ago a debt the present gen¬ eration will never repay. The civilization of the New England colonies for the one hundred and fifty years before the Revolutionary war was one of the most concentrated and isolated in the records of modern history. The stormy New England seacoast of 700 miles furnished its only practical communication with the more civilized portion of the world. On the north were the Frenchman and his Indian allies, always prepared for war. The splendid valley of the Hudson was first in possession of the Dutch, who had bequeathed to their British successors a system of land occupancy abhorrent to the independent and intelligent farmers of the eastern colonies. At an early date some enterprising “mynheer” of Manhattan had built a fine stone tavern on the East River to accommodate the travel of the Yankees to Virginia. It is well remarked by a careful student and illuminating historian of these colonies that “the neglect j of Old England was a great factor in the early progress of New England.” Origi- I nally cast by the religious intolerance of the mother country into a far-off wilder¬ ness, and for one hundred and fifty years chiefly noticed for some new manifestation of industrial, social, or political hostility, this people, who were largely drawn from the class that fifty years later wrought the greatest revolution in the British Islands, EARLY COMMON SCHOOLS OF NEW ENGLAND. 1577 early learned to stand by each other and work out their own salvation with fear and trembling before the Judge and Sovereign of all the earth. Never was there a people with a more notable genius for local self-government. “ Before there was any royal or colonial constituted authority the towns of Massa¬ chusetts, Connecticut, and Rhode Island, of their own right, were exercising all tho necessary powers of government.” In religion pledged to the theocratic ideal of government, and at first making an honest effort to establish a theocracy in the New World, their practical executive faculty soon got the better of their creed, and after a brief period they settled down to a virtual republic. State, church, school, social, and industrial affairs were all the direct offspring of the will of “the responsible people,” and never after in any essential respect were permitted to break loose from their sovereign’s control. The congregational polity of the church and the original fashion of the elementary school were the results of the common necessities of such a community. The force that held all together was a common sense of public affairs that touched every detail of the life in this world, while looking upward with the intense faith of the devotee to the world to come, all worlds being included in the personal and watchful providence of God. In forty years after the first settlement of the colonies New England was in all essential respects a government and order of society as compact and thoroughly outlined as to-day. With one hand it tilled the stubborn soil and out of its meager supply of mineral wealth laid the foundations of American manufacturing industry. From its stores of fish, tobacco, and native products it built up the first American commerce. In marked contradistinction to the policy of the Middle States, the New England people were jealous of foreign inter¬ ference and limited the occupation of every new town by a careful discrimination. In its early experiments at establishing a currency New England exploded half a dozen financial theories. Its township system of government was the training school of the most influential and powerful section of the nation, the original Northwest, and well might Thomas Jefferson say in his conflict over the embargo : “I felt the foundations of the Government shaken under my feet by the New England town¬ ship.” At first the minister of the church was chosen in town meeting, everybody was taxed for the support of public worship, and church attendance was made com¬ pulsory. But the Bible could not be read at any public ceremony, nor a minister permitted to perform the rite of marriage, so great was the jealousy of a union between state and church. By arrangements for ownerships of lands and herding cattle in common, in connection with the most obstinate individuality in private possessions, the people learned the great art of living together. Indeed, despite the theory that New England was the child of Holland, “ about all the Puritans of the Plymouth colony learned in Leyden was how to live together in a foreign coun¬ try.” “They knew they were Pilgrims and looked not much on those things they had left, but lift up their eyes to ye heavens, their dearest countrie. and quieted their spirits.” They believed in fighting for all their rights, and practically exter¬ minated the Indian as soon as he proved an obstruction to civilization, although he was offered every opportunity to be converted and educated “and made a man of.” For half a century before the Revolution New England was in almost continual warfare on its northern border, and the magnificent Adirondack world of northern New York was the military academy where was trained the soldiery which not only composed the majority of the Revolutionary Army, but, as Washington said, “was almost the entire Army at the close of the eight years’ conflict.” Although the early common school was the handmaid, it was never the child or the annex of the church. Both church and school were the offspring of the “reasonable” voting people. In 1641, at the first movement for the election of delegates to a “general court,” “a body of liberties” was drawn up almost in the terms of the later Massachusetts “bill of rights,” its fundamental political principles being essentially republican. One of the first laws of Massachusetts was for the compelling of parents, guardians, and employ¬ ers of children and youth to attend to the education that would qualify them for good ED 95 - -50# 1578 EDUCATION EEPOET, 1894-95. citizenship. In Windsor, Conn., children hound out to apprenticeship were secured in the opportunity to he taught reading, writing, “casting accounts,’7 and a trade, with an outfit of clothing, a musket, and 20 shillings at manhood. Iu short, it has heen well said that “the most noteworthy contribution of New England to history is the contribution of solid common sense to the art of living.” But the “common sense” here noted is not a superficial knack of handling the com¬ mon affairs of the material side of life, hut that rare and decisive blending of all faculties in the sovereign art of “'good judgment” applied to life itself in all its amplitude of interest, from the least duty of the moment to the vast concerns of national affairs and the uplifting expectations and hopes of eternity. CONNECTICUT. It can not he denied that the settlement of the Massachusetts Bay Colony included a larger contingent of able men and, on the whole, was a better representative of the broader and more cultivated element of the New England life than its neighbors. The settlement of Connecticut was effected by a class of men equally obstinate and capable, but somewhat repelled aud worried by the tendencies that, after the close the English migration in 1640, pointed to the enlargement of the Puritanic social and religious limitations. Hartford and New Haven were in no respect below their predecessors in their love for education. We have already seen that the first Massa¬ chusetts school laws were at once reproduced in Connecticut ; that for half a century the new colonies sent a regular detachment of students to Harvard and contributed according to their means for its support; and that more than ono of the pious old schoolmasters of Boston, including Cheever and Bailey, were called from New Haven. There is little doubt that the claim of Dr. Henry Barnard is correct, that up to the Bevolutionary war the condition of public education in Connecticut was a nearer approach to the present American common-school system than in any of the remaining colonies. Indeed, at this period, if we are to believe the reports of the day, there was little or no illiteracy in Connecticut. The parent and guardian was compelled by law to instruct his children and wards and bring them up to some calling or employment. Every town was taxed 40 shillings on £1,000 with a State tax, which was paid only to those towns which obeyed the statute for local taxation. A common school was kept six months in the year and the grammar school was, in most of the larger country towns, to fit students for college. Yale college, estab¬ lished in 1700, was a corporation somewhat under the control of the legislature, which appropriated £120 yearly for its support. Neither social nor sectarian dis¬ tinctions were permitted to intrude. “All were brought under the assimilating influences of early association and similar school privileges.”- It is not remarkable that a colony, which for more than a century had been developed under such aus¬ pices, should have come forth in the Revolutionary epoch as one of the foremost of the land and at one stride should have taken a position among American States never to be essentially shaken. And one of the most conclusive proofs of this superiority was the establishment of the first State school fund in the Union. Begun in 1650, it was consummated in 1795 by the dedication of the proceeds of the sales of the Western Reserve of Ohio as “ a permanent and irreducible fund” for the support of common schools. In 1800 the population of Connecticut was 250,000 and, up to that date, it had gone on under the educational statute of 1650 as modified by successive acts of the legislature during ono hundred and fifty years. It would seem to be a strange anomaly that the two American colonies most prom¬ inent for the obstinate individuality of their people should have consented to sit down through many years of the national lifo under the charters of their earlier days, conferred by the Kings of England, with no serious attempt to frame consti¬ tutions appropriate to a republican Commonwealth. But such was the case with Rhode Island and Connecticut. The charter of 1650, given to the united colonies of Hartford and New Haven by King Charles II, was adopted as the constitution of EARLY COMMON SCHOOLS OF NEW ENGLAND. 1579 the State of Connecticut and so remained until tlio formation of the first original fundamental law in 1818 in a convention authorized by a hare majority of the people. The reason for this may perhaps he found in the liberal provision for suf¬ frage in the colonial charter, every man swearing loyalty to the government being qualified to vote for magistrates, and the legislature thus chosen empowered to appoint the judges of the courts. There was no mention of education in this char¬ ter and none was added on its indorsement by the State in 1776, and, with the exception of a brief provision respecting Yale College and the State school fund, no addition was made in 1818. The people took the responsibility from the first and established a system of public schools more stringent than now exists in this or any other Christian country. The towns were required under penalty to establish common and the cities high schools. The parent, guardian, or master was charged with the triple obligation of teaching the children to read, write, and cipher, or some equivalent; to guard the morals of youth: and to bring up the boys to a “ trade, calling, or occupation.” In default of this, was a penalty or fine and, in case of aggravated disobedience, the child was taken in charge by the State and “bound out” or put into a manufactory. For years the hideous law of the old- time Hebrew and Roman barbarism remained on the Connecticut statute books, whereby a child could be put to death by the public authorities for persistent rebel¬ lion against parental control. We are not aware of the proof that any child was slaughtered under this edict. And it is not easy to decide whether the perpetual complaints of youthful “ungodliness,” disorder, and general depravity were the morbid exaggeration of the “ ower-guid,” or the natural reaction from this attempt to build up a new Hebrew theocracy and revive the Old Testament code in a new world. But this ironclad system of compulsory education was, singularly enough, enacted and enforced in the most democratic of all the colonies; where the clergy were elected by the people of the “societies,” as the church was called, were forbidden to administer marriage, and where Yale College went on for several generations with no religious-test charter. But the historian who looks for superficial legal consist¬ ency in the days of these powerful and “stuffy” old makers of New England will be in chronic maze. The fundamental ideal of the New England of the colonial period was that the people, under God, were the creators and administrators of state, church, school, and, as far as may be, of social and industrial life. No rule is so despotic as a democracy where all are of one mind “to will and to do” according to their own good pleasure. In such a State, every caprice, prejudice, or malignity that for the time possesses the popular brain will be “enrolled in the capitol ” as law and enforced at all hazards. The isolation of the Connecticut colonies doubtless intensified popular opinion and held this small number of able and conscientious folk in a compact body for the first one hundred and fifty years of their history. But one thing was secured — the most intelligent community of people then in the world. There was probably very little illiteracy in Connecticut up to the Revo¬ lutionary period, although, in notable, broad-minded, and influential men in every department of life this colony was not distinguished especially above Virginia, Massachusetts, and New York. From the first, however, the clergy of Connecticut seemed to have been relatively a moro influential body than in Massachusetts. Sandwiched between the compara¬ tively progressive colonies of the eastern section of New England and the serene solidity of the Dutch of Manhattan these “ defenders of the faith” early began to warn against the danger of heresy in Boston. For sixty years, however, Harvard College was the head school of the higher education for Hartford and New Haven; every Connecticut town was supposed to contribute something toward the new seat of learning; and a large contingent of students, including the leading families, was constantly on hand. But up to this period Harvard was little beyond a school for the clergy, who were utilized in large numbers as teachers of the common schools. But, as early as the beginning of the eighteenth century, the elements of religious 1580 EDUCATION REPORT, 1894-95. progress and dissent appeared in Cambridge. The Connecticut “ watchman on Zion’s walls ” sounded the alarm, as did the college in northwestern Massachusetts. Both Williams and Yale came into existence somewhat as a quiet protest against the dangerous tendencies of the university. Yale College was founded by a club of ten Connecticut ministers, who “pooled’’ their libraries and “put their heads together to build up a home center of scholarship and religion which should be a bulwark against the outer world. As long as the people were of the same mind the common-school system went on under the direction of the towns which made the “societies” or parishes, the same people voting in town and “ society ” meetings for the administering of their respec¬ tive interests. There is no evidence of revolt by the exclusive religious or social public against the democratic equality in these early schools, where the children of rich and poor, high and low, sat on the same rude benches and “meekly received the engrafted word.” This was a mild combination of the most elementary prep¬ aration of the three R’s, flavored with a daily dispensation of the Westminster Catechism and all “well rubbed in” by “the terrors of the law;” that ironclad discipline which turned the heart of one of the greatest educators in America, Dr. Eliphalet Nott, in his boyhood in Connecticut, against the barbarism of the birch, strap, and ferule and sent him forth to organize in Union College, at Schenectady, N. Y., the famous “moral suasion ” system of discipline which has now become the habit of every respectable college and university and public and private high school in the country. But it was inevitable that the heresies of the outward world by the dissenting bodies of Massachusetts and Rhode Island and the good-natured indifference of the Dutch of Manhattan should invade this Connecticut preserve of “ pure and undefiled religion.” As early as 1712, a dozen years from the establishment of Yale College, the first movement was made by the ecclesiastical party to capture the educational system of the colony and make the “society,” properly the parish or church, the unit of school administration. By the law then enacted the parish then existing or to be created was practically made a school district, bound to attend to the local administering of the education of all children, and the public tax of 40 shillings on £1,000 was paid over to the society authorities. This is declared by Dr. Henry Barnard, the learned author of the History of Education in Connecticut, the first departure from the time-honored school system of New England, in which the town, without the legal cooperation of the church, established, administered, and with the aid of rate bills collected from the patrons, supported the common schools. The first step in 1712 was to make the society or j>arish church a school district and put into its hands the responsibility and labor of local management, although the towns still reserved the power in the background as the recognized authority for all that was done. But “it is the first step that costs” in all things. This “first step” so emphatic¬ ally taken, the others followed in due order. By a series of laws (all of which can be read in that masterly state paper, the educational report of Supt. Henry Barnard, in 1853), these parishes were clothed with increasing powers. They could divide the parish into separate school districts, choose a school committee, and, finally, came to be the recognized administrators of both the district and county high schools. The details respecting the obligation of towns and methods of taxa¬ tion underwent changes, but through all these successive variations is heard the steady tramp of the church and the clergy to establish a control of popular educa¬ tion as complete as in any European nation in any period of modern history. The climax was reached when, in 1795, the preliminary steps taken sixty years before toward the establishment of a permanent school fund were completed in the dedication of the $1,000,000, received from the sales of State lands in the Western Reserve of Ohio, as an “irreducible fund” for the education of the people, thus making Connecticut the leader of American States in this regard. This act precip¬ itated the collision between the churches and clergy and the majority of citizens EARLY COMMON SCHOOLS OF NEW ENGLAND. 1581 who still held to the original right of the whole people, in their fundamental func¬ tion of voting in town meeting, to the control of the schools. For a short period already a law had been on the statute hook by which no private school could he established and no person teach at all without a license from the proper authorities, thus placing the entire system of education in the hands of “the societies.” Now a further effort was made to give to the churches or parishes, under the thin disguise of “school societies,” (1) the entire responsibility for the initiation, organization, and administration of all public schools, and (2) the control of the new State fund for the entire management of the church and school. By the law of 1793 the annual income of the State school fund was to be distributed among the school societies according to their population, etc., for the support of the clergy and the schools. The societies were empowered, in addition, to receive the avails of the State school tax and to impose additional taxes, by a vote of two-thirds of the people, for addi¬ tional advantages in the county and the establishing of the secondary education in high schools. This would have established, at the beginning of the century, in the heart of a New England colony, a system of public schools, in their practical opera¬ tion similar to that now in the mind of one portion of the Roman Catholic hierarchy in this country, public in name, subsidized by the State, but really in the hands of the clergy. Yale College was already a denominational school, yearly growing into a stronger antagonism to what was regarded the “skeptical tendencies” of the more Eastern States, still to some extent dependent on the State for support. But here the people “ drew the line.” The new bill secured the powerful support of Rev. Timothy Dwight, the prospective president of Yale, who in an elaborate sermon defended it by the same line of argument by which the Catholic bishop of Connecticut now defends the subsidizing of the parochial schools of his own church. The bill was also supported by the clergy as a body, who certainly had the plausible excuse that here was a provision for their support that somewhat relieved them from the unreliable dependence on the yearly vote of supplies by their people. But a violent discussion was precipitated through the press and in the legislature, which resulted in the compromise measure of 1794. By this statute the income of the State school fund was to be given to the school societies, but for the sole use of the schools; and the parishes were compelled to make special application to the legisla¬ ture for the use of any portion of the money for church purposes. But on the real fighting ground, the right and power of the parish, under the name “school society,” to manage the education of the people, the ecclesiastical party held its own. It confirmed public education in what has been well named “the disastrous policy” for almost half a century, under which, from the foremost, Connecticut was steadily drifting to the rear column of the common-school army of the Union. The first division of the income from the school fund, in 1800, amounted to $23,651, and in 1813 reached $35,000. But it was soon discovered that, as in so many States of the Union, this, the biggest “pile” of money in the Commonwealth, was becoming the carcass where all the eagles were gathered together. Here the people once more took the field and summoned Hon. James Hillhouse from his seat in the Senate of the United States to the office of “ commissioner of the school fund.” Anticipating the career of the rising young politician Horace Mann, in Massachu¬ setts, twenty-five years later, Mr. Hillhouse left his high place in the national Senate to go home and work for the children. During the fifteen years of his admi¬ rable administration the fund was increased and a sum distributed to the schools larger than the original plant. In doing this, Commissioner Hillhouse established a precedent of incalculable value to the country. His successor was Hon. Seth Beers, for years an assistant trained in his office, and who afterwards was made superintendent of public schools as one function of his office as commissioner of the school fund. From the administration of Hillhouse the fund was increased by 1825 to $1,700,000, and during the twenty-three years of Hillhouse and Beers, $1,200,000 had been expended in the distribution. But even this beneficent provision for the children was perverted through the 1582 EDUCATION REPORT, 1894-95. administration of public education by the “school society,” during the entire period from the beginning of the century till the great educational revival of 1830-1840. It is no special reproach to any church that it can never administer a system of popular education save as an annex to its own ecclesiastical and spiritual establishment. Intrusted by the common consent of mankind with the high special function of ministering to the religious nature and the guardianship of personal piety and morality; dealing with the awful issues of sin and holiness and the eternal fate of the human race, it can not be expected that any matter, in compari¬ son so unimportant as the training of childhood and youth for the duties of good citizenship in this world, will be administered in any but a half-hearted or a parti¬ san way. Any school, save one of the higher sort which is a training seminary for a priesthood, will always in this connection be a sectarian preserve, under the con¬ trol of a body of men or women consecrated to and honestly working for ends so infinitely superior to those proposed by the common school that the education will be, in fact, of the Sunday-school type, and the school only an “annex” of the church. Moreover, the Protestant ecclesiastic was, during the first fifty years of the Republic, the most influential class in New England, and nowhere in New Eng¬ land was this class more able, devoted, and influential than in Connecticut. But during these years this State was still one of the smaller Commonwealths in popu¬ lation ; was a fearful sufferer from the effects of the war of 1812 ; greatly depleted by the first rush of emigration to the new Northwest, and in no good condition to assert itself in the line of an effort for the advancement of the common school. The churches were poor ; the clergy lived in narrow circumstances, and public affairs in State and nation were greatly disturbed. Under all these conditions it is not remarkable that the district school, under the sole direction of the school society which represented the ecclesiastical more than the public interest, steadily declined in public favor, lost the approval of the supe¬ rior people, and fell into disrepute even with those whose sole dependence was upon it for the education of their own children. The provincial laws for local taxation and the support of the higher grades of instruction fell into desuetude. From the gift of Governor Hopkins, Hartford and New Haven were able to support respect¬ able high schools. New London and some other places still kex)t alive the old-time county high school. But more and more the people came to depend on the annual distribution of the income of the State fund for their chief reliance, eking out a deficit by an occasional extension of the term through private subscription. In 1820, when the distribution of the State fund reached $62,000, the State tax was thrown overboard and the school system of Connecticut declined to a commonplace district school; in session a short term in winter and summer, taught by incom petent teachers; in a majority of cases confined to the most elementary branches, with school books often little better than useless; with no aids for the teacher, who often “boarded round;” in schoolhouses generally unfit for occupation and with next to no arrangements for the illustration of the best oral method of instruc¬ tion, so necessary to the instruction of young children. During this period some unimportant and some valuable additions were made to the school legislation of the State. The most important was the law compelling manufacturing corporations to be responsible for the education, industry, and morals of children in their employ. This was, possibly, the beginning of this type of val¬ uable legislation in the country. But the abolition of the State school tax in 1820 was a reactionary policy, and the growing neglect of the habit of local taxation for schools became a chronic evil, fatal to the success of any effective system of public education. Naturally, the wealthy and educated class, as in all similar conditions of public opinion and policy, provided for themselves through the multiplication of private and academical schools. In 1830 it was ascertained that the people of Con¬ necticut were paying for the schooling of 10,000 children and youth in the acade¬ mies and private seminaries as much as for the 70,000 in public schools. The old reputation of the “land of steady habits” for popular intelligence was rapidly EARLY COMMON SCHOOLS OF NEW ENGLAND. 1583 passing away. The coming in of a foreign-horn population at the call of the rising manufacturing interest was giving the State a new experience of an illiteracy of the European rather than of the American tyj)e. In 1824 there seems to have been a passing tidal wave of reform in American school affairs that swept through the Eastern and Middle and beat lightly against the shores of the new Western and Southern States. The chief result in Connecti¬ cut was to wake to an active and aggressive life a body of notable men and women wlio cooperated under the name of The School Society. They began a sys¬ tematic agitation, through the press, public address, and especially by the formation of the earliest educational associations in the country for the reform of common- school education. In 1827 was formed at Hartford the Society for the Improvement of Common Schools, with men like Noah. Webster, Henry Barnard, Gallaudet, May, Olmsted, Skinner, Holbrook, Hillhouse, Williams, and others as its moviug spirits. These men at once put themselves in communication with, a similar class in Massa¬ chusetts — Fowle, Brooks, Alcott, Carter, Hall, Russell, Woodbridge, Emerson, and their associates. A lively campaign for the children was inaugurated which, during the coming ten years, increased till “it thundered all round the>sky.” As early as 1816, Denison Olmsted, principal of the New London High. School, had begun the vigorous exposure of the inefficient system of public education. He advocated “an academy for teachers” twenty years before the first State normal school was established in Massachusetts. In 1822 Governor Wolcott ealled the atten¬ tion of tbe State, in no unmistakable language, to the condition of public school affairs. From the old habit of eleven months’ school in every town, they had declined “till there was not a school of sufficient grade in the State, supported by public funds.” At this time Commissioner Hillhouse was succeeded by Hon. Seth Beers, under whose vigorous administration the State fund still accumulated. In fifty-six years $4,200,000 had been distributed to the people on an original capital of $1,000,000. In 1826 the governor of the State returned to the agitation and a legislative report revealed the gravity of the situation. There was absolutely no State supervision of the schools supported in large measure by the distribution of the income of the State fund, and no reliable public information of their condition. The neighboring State of New York had moved in the matter of State superintendency in 1812 by calling Gideon Hawley, of Connecticut, to the position of first state school commis¬ sioner and, on the abolition of the office, combining its duties wutli those of secretary of state. Meanwhile attention had been attracted to the admirable management of the State school fund of Connecticut, but at the same time the weaker features of the school system of the State were exposed to national observation. Tho opposite policy of Massachusetts, in supporting her common schools almost entirely by local public taxation, was approved by the leading educators of the country. In 1830 an important convention was held in Hartford in the interest of common- school reform. The venerable Noah Webster presided, and President Hernan Hum¬ phrey, of Amherst College, Massachusetts, made a powerful and illuminating address. At this time there were 1,600 school districts in the State. Schoolmasters were paid $11, and schoolmistresses $4 a month, generally “boarding round.” The com¬ mittees of the school societies were declared grossly negligent of their duties, and often there was no school in session during the summer. In 1828 an important document had revealed to the people the condition into which this fatal policy of handing over to “the societies” the most precious interest of the State had landed Connecticut in one generation. Unless this and similar repres ent at ions were grossly exaggerated, there is no State of the Union to-day in a more desperate plight in respect-to popular education than Connecticut in 1830. In 1834 a legislative committee reported that the attempt in 1831 to collect educa¬ tional statistics had been a failure. Only 136 of 209 school societies had responded to the inquiry, and they imperfectly. The committee urged further action along the same line. In 1836 the sum of $739,000, received by the State as its portion of the distribution of the “ surplus revenue,” was deposited with the towns, with the 1584 EDUCATION REPORT, 1894-95. direction that one-half, and, by the consent of the town, the whole amount should he held as a permanent school fund. In 1837, after fifteen years’ agitation, the school societies were required by the legislature to make definite reports on the con¬ dition of the schools. Henry Barnard had now come to the front as the Erasmus of the great reformation of which Horace Mann had already appeared as the Luther, in Massachusetts. The report issued by the legislative committee of which he was a member was a sufficiently explicit document to arouse a community even more impervious to assault than the “school society” public of Connecticut. It was seen that men teachers were paid $14.50 and. women $5.75 per month, chiefly “boarding round.” The State was in a disgraceful condition of demoralization in regard to school books. In one polyglot school were found 5 different spellers, 24 readers, 9 geographies, 11 arithmetics, 7 histories, and 6 grammars. Six thousand children in the State were in no school, and 10,000 children and youth of the well-to-do families were costing, in private, more money than 70,000 in the common schools. In 1838 matters came to a head. A State board of education appointed by the governor was authorized, with an additional member for every county. This board appointed Henry Barnard as its secretary. No document in the educational history of this country is more instructive than the elaborate chronicle of the common schools of Connecticut prepared by Henry Barnard and issued, by him as his eighth rej>ort on assuming the position of State superintendent, of education for a second term in 1853. So thorough was the lesson learned from this that the educational movement which characterized the second half century of the Republic adopted, as a fundamental idea of public educational policy, the absolutei separation of church and state* in the common school. Since that dis¬ astrous experiment no American Commonwealth has called on any or all of its religious bodies to relievethe people of their responsibility of superintending public education by officials directly responsible to themselves. “Religion, morality, and knowledge” are still inscribed on the pillars of the schoolhouse as “essential to good government and the happiness of mankind;” but it is “religion, morality, and knowedge” as apprehended by the whole people in their actual relations to life, and applied by their own elected representatives for the making of good citizenship. The State school fund was built up from the sale of the public domain secured to Connecticut at the time of the final decision respecting the claim of several States to the Northwest Territory before the establishment of the present Union. The only lesson to be drawn from this record is the bad policy of depending entirely either on a State school fund or State taxation for the support of public education. Asa demonstration of the danger of such abuse of school funds by an American Commonwealth, this is a valuable object lesson, further illustrated in the case of several of the Northwestern States, that for a generation depended so largely on the income of the land grants secured by the ordinance of 1787; for all experience has demonstrated that the only effective motive power of the common school is an enlightened and resolute public opinion that moves the people to generous and per¬ sistent local taxation for education. The most important lesson taught the American people by the example of Con¬ necticut during these melancholy years is the absolute necessity of refusing any complicity with the ecclesiastical power under any denominational name by any scheme, however specious, in the administration of the common school. The people of Connecticut before this period were the foremost of all the colonies in the hearty support of public schools and the most successful in securing a high condition of public intelligence. In proportion as they permitted the church and the ecclesi¬ astical power to encroach on their prerogative, they fell from their high estate. Although the same people ruled in town meeting, as citizens of the State, and in the parish meeting and “school society” under the influence of the church, yet in the one case they recorded their own judgment on matters very near their com¬ mon interest and on which they had deeply thought, while in the other relation EARLY COMMON SCHOOLS OF NEW ENGLAND. 1585 they followed the lead of their spiritual advisers on a subject too often left to the judgment of ecclesiastics and scholars by the parents and guardians of children. For half a century did the people of Connecticut battle in vain to get out of the maze of this entanglement. It was not till 1856 that the school societies were finally abolished and all their properties and functions turned over to the common-school authorities of the towns. And still the vicious system of individual school districts which has held on with such an obstinate grip in New England is retained in this State, to the acknowledged harm of the general educational interest, while the common schools are more than half supported by local taxation and improved in many essential ways. But even more than we have seen in Massachusetts, the depressing effects of this long interregnum in popular education in Connecticut was modified by an environ¬ ment of eminent people. They kept alive the best educational tendencies of the State, made Yale College a strong tower of the higher education, and prevented the people from going to sleep by an agitation through the press and speech that gath¬ ered strength with every successive year. The good cause was also greatly favored by the influential position occupied by many Connecticut men and women who, in other States, stood foremost in the upper walks of college, academic, and public responsibility, and were careful that the great success of the State in the develop¬ ment of its school fund should not be forgotten. One of the most conspicuous advantages of our republican form of government, especially in an intelligent community, is that, when legislatures fall behind in wisdom and honesty, even into a slough of corrupt politics, the brain, character, and executive power, always latent in the community or State, assert themselves through every channel of influence outside political agencies and finally bring the majority of the people to recognize their danger and perform their duty. There is always a special difficulty in arousing an American city or State to the neglect or abuse of its common-school interest, because it is so easy for the people of wealth and culture, especially the professional classes, to withdraw their own children into the exclusive circle of private or denominational church seminaries and let the “common herd” struggle on as best they can. Besides, the education of children and youth has been for so many centuries an almost unquestioned prerogative of the clergy and the scholastic class in Europe, that it is not remarkable that our new American colonies, which were, even to the last, deeply attached to the mother country, were disposed to let matters in this respect drift in the “good old way” of the fathers, and not risk the novel and expensive experiment of educating the younger third of the State by putting their hands deep in their pockets, at best fearfully shallow. Connecticut, for reasons already mentioned, was, and remains to the present day, the most conservative of the New England States. The State lived under the pro¬ vincial charter of King Charles II for thirty years after the establishment of the Union; resisting far more strongly than the more Eastern colonies the progress of theological and educational reforms. But, as a compensation for the slow move¬ ment of the masses and their average clerical advisers, no American community during the first half century of the Republic produced a greater number, not only of eminent, but “first men,” in several important movements that have so largely modified the educational policy of the whole country. It would be a valuable con¬ tribution to our educational literature if somebody would gather up the deeply interesting facts stored in that great educational treasure house, Barnard’s Ameri¬ can Journal of Education, and supplement it by a volume containing the biography of the grand army of Connecticut educators, who from the earliest period have emigrated from the old colony even to the nation’s “jumping-off place” in every direction, to say nothing of the not less notable host who at home have battled for the better time to the children and youth. A brief notice of a few of the best known of these admirable men and women will only reveal the great company of 1586 EDUCATION REPORT, 1894-95. the true and good that can be remembered to tbe honor of the State and for the encouragement of every friend of popular education the world over. At the beginning of New England education in Connecticut and Massachusetts Master Ezekiel Cheever, born in England, began his long and honorable career as the head of the first school in New Haven, Conn. Finding the ecclesiastical atmos- ifiierc somewhat too rare in that locality, he emigrated to Massachusetts and, first at Ipswich and afterwards in Boston, won and wore the laurels at that day accorded to the successful teacher of youth. Later we find Caleb Bingham, a native of Connecticut, who took up the educa¬ tional work in Boston at a critical point, led the Boston girls up to the open door of knowledge and lifted the inefficient common-school system of the city out of the ruts into the beginning of its present estate, where $2,000,000 are yearly expended for the training of 80,000 children in public and private schools. About the middle of the seventeenth century, Governor Hopkins, of Connecticut, left one of the earliest of the generous contributions for education in the Hopkins fund, with which the famous high schools of Hartford and New Haven are to-day partially supported, and in which Hadley, "Mass., and Harvard College are, to some extent, still participating. During the past century the State of Connecticut has given three men of com¬ manding ability to the national leadership of common-school education; each at a critical period appearing as a providential educator — Noah Webster, Henry Barnard, and William T. Harris. Of these, Noah Webster was the patriarch in respect to time, and with the j>rogress of the years may bo declared most eminent of all the prophetic minds who, at the beginning of the Republic, laid the foundations for the training of the whole American people for American citizenship. Certainly no man, at a period so early, grasped the idea that any system of universal education in the United States must bo essentially an American system, like the National Govern¬ ment, industry, church, and social order, born of the genius and organized and admin¬ istered by the executive faculty of the whole people. With a prescience and single¬ ness of mind that earned for him the name of fanatic and estranged the literary class of more than one generation, he early laid hold of the idea of a national culture for a republican order of affairs in a new world, and, with a patience born of insight, wrought during sixty laborious years to forge the implements by which the youth of the New World might fashion their destiny. He never concerned himself especially with the details of school keeping in any department, well knowing that if the masses of the people could be furnished with the suitable agencies for making their way to the sources of knowledge, they could be trusted, with the passing years, to fashion a practical and effective scheme for general enlightenment. Like all reformers in the misty and illimitable realm called education, he was some what ridden by fancies and wasted too much time and strength in the trial of impracticable experiments. But, with the development of the higher scientific and educational agencies of the country, these have disappeared, and Noah Webster is now remembered as the man of whom such weighty sentences as the following can be written : “ He saw the vast crowds of American children. He knew that the integrity of the country was dependent on the intelligence of their votes.7’ * * * “ He made a speller which has sown votes and muskets.77 * * * “Ho made also a dictionary which has grown under the impulse he gave it into a national encyclopedia, possessing an irresistible momentum.77 * * * “ He made elementary education possible at once and furnished the American people with a key which moved easily in the lock.77 It was such anticipations as these that supported the colonial educational movement of Dr. Benjamin Franklin; inspired the more radical and comprehensive scheme of Thomas Jefferson ; made possible the great revival under the lead of Horace Mann, Henry Barnard, and their coadju¬ tors, and is now being realized in the national advance along the lines of the new education, of which the most eminent representative is the present United States Commissioner of Education, Dr. William T. Harris. EARLY COMMON SCHOOLS OF NEW ENGLAND. 1587 Noah Webster was horn of a good family in the village of East Hartford, Conn., in 1758. He soon got through with the poor-enough district school of the day and, by the help of the Rev. Mr. Perkins and the Hopkins Grammar School, of Hartford, entered Yale College at the age of 16 and graduated in due time. At this date Yale had 150 students, 3 professors and 3 tutors, and a library of 4,000 volumes. The only public library of New England was a collection of 12,000 books made by a Boston bookseller, who advertised a stock of 10,000 on his shelves. lroung Webster’s col¬ lege life fell upon the opening years of the Revolutionary war. He played the fife at the head of the student brigade, which escorted Washington through New Haven on his way to assume command of the Continental Army at Boston. He spent a vacation under arms in the reserve to the extemporized crowd of “ embattled farmers,” who fought, conquered, and “led captive” the army of Burgoyne from northern New York to the New England seaboard. After graduating he opened a private school at Sharon, Conn., studied law, and in 1780 was admitted to the bar although he never became a professional lawyer. Yale College was passing through its transition state from a local school of theology to a proper institution of the higher education. Between 1748 and 1778 the per cent of clerical graduates had fallen from one-half to one-tenth of the student force; the old-time system of classification of students by social standing had given place to the alphabetical arrangement; and the time was approaching when Dr. Timothy Dwight would take the reins as president and give the first positive impulse that has placed the little academical and clerical school of the last century in the fore¬ front of American universities. It was the day when the almanac did the work of the newspaper and, outside two or three New England colonies, the mass of the American people had not come up to any reliable intention of promoting general elementary education. Webster said in 1790, “Knowledge is more diffused among the laboring people (the farmers) of New England than in any country on the globe. They read, write, calculate, read the Bible and about all the best English authors — the Spectator, Rambler, Dr. Dod¬ dridge, etc. On political subjects the learning of our eminent American statesmen is superior to that of most European writers, and their opinions more correct. There is a lack of clerical and scientific learning, and there are few tolerable libraries, and these exceedingly imperfect. Great numbers of the most valuable authors have not found their way across the Atlantic. There is little hope of education from the action of legislative bodies. Some false theories .and errors in Science which the British nation has inherited from illustrious men, and nourished from an implicit reliance on their authority, are to be overthrown by the genius of America.” In sentences like these we come upon the radical genius of Noah Webster. He saw at once that it was neither from reliance on European leadership nor depend¬ ence on the assumption of legislative authority at home that the American people * must expect the schooling that would make, for the last and most hopeful human venture on earth, the new American citizenship. He saw more clearly than many a “great educator” of the present day that in this respect the American people would get only what they demanded and were willing to pay for, organize, supervise, and stand guard over from generation to generation, whatever might be the opinions or action of the leaders of the higher education or self-appointed magnates of the national culture. He realized that during his own life he might be subjected to a practical ostracism from the large and influential class whose intellectual life revolved within the narrow circle of Old World ideas and ideals of education. At an early age he entered upon the prodigious work of putting into the hands of his countrymen, of “all sorts and conditions,” the tools with which, educationally, they could “work out their own salvation.” His labors were concentrated upon such an arrangement for adjusting the native language to the use of the heterogeneous populations of the colonies as would fur¬ nish a proper medium for the imparting of knowledge and fusing into one people the multitude of many nationalities and tongues that found themselves within the 1588 EDUCATION REPORT, 1894-95. frail inclosure of the Confederation and the scarcely more reliable bond of the Union of 1788. He lost no time in “ fooling” with bis radical work and less than might be predicted by trifling with impracticable experiments. As early as 1782, at the age of 24, be planned bis famous Grammatical Institute, the fruitful parent of the great world of American schoolbooks and the first publication in the inter¬ est of general education which attracted at once the attention of the foremost men of the country and was adopted by the people with an eager relish prophetic of much in the years to come. This threefold work included the famous spelling book, a grammar, and a series of readers; and during the coming years evolved into a succession of useful popular educational works, a History of the United States, The Teacher, Manual of Useful Studies, etc. While getting on his feet he “kept the wolf from the door” by teaching, lec¬ turing, editorship, vigorous public pamphleteering, the all-round work which any rising young man was compelled to undertake in those days when the first severe strain came upon the new system of republican government. But his political and journalistic writings were but a sort of preparation for the continuous labors of his mature years. Indeed, as a writer, his theme was one long deliverance on patriotism ; the necessity of emancipation from the characteristic ideas, as from the political domination, of the Old World; the culture of self-reliance in a young people, hitherto regarded as a backwoods population at the farther end of crea¬ tion, but destined to become at no far distant time the instructors of the world along the lines of popular self-government and a new order of social affairs. While the northern division of the Army of Independence was resting on the Hudson River awaiting the final order to disband, Noah Webster was putting the finishing touches to his new spelling book in a neighboring village. Timothy Pick¬ ering sat up all night to read through an early copy and wrote home to his wife that it was “a work that would do honor to the country.” The speller was the first American schoolbook that won national fame and received from several States the first copyright. In 1783, largely from Webster’s urgency, Congress recom¬ mended a general law of copyright, and in 1790 the first national laws in behalf of the rights of American authors were passed. Of the success of Webster’s spelling book it is hardly necessary to speak. By 1849 24,000,000 copies had been sold, and the demand continued at the rate of 1,000,000 copies a year. It was everywhere bought by the country storekeepers as a necessary part of their stock in trade. During the civil war it was republished for the South. The revival of education in this section at the close of the war brought it forward and from 1866 to 1873 8,000,000 copies were disposed of. It lay next the Bible in the home of the freed- men, and is still held in peculiar reverence through large sections of the Union. The grammar was an attempt to construct a text-book on the basis of the 9 English language that should not be practically a translation of a Latin accidence. The readers were filled with extracts from the patriotic speeches and writings of American statesmen and divines. Each of these works contained an annex of useful general knowledge, and in a way this series of Webster’s schoolbooks covered the entire field of the elementary popular education, supplanting the clumsy and misleading text-books of the eighteenth century, out of which George Washington, at the age of 13 graduating from all he knew of a school, probably concocted his famous series of manuscript treatises on the different branches of knowledge, which are now preserved, among other treasures of early American literature, in the library of the State Department at the national capital. But all these studies and essays at authorship up to the age of 50, however impor¬ tant in themselves, were regarded by Noah Webster as preliminary to the central work of his life, to present a “ revised and improved” encyclopedia of language to the American people which should redeem the mother tongue from the corruptions and entanglements in which it had been involved by the writers and lexicographers representing the Johnsonian era of British literature. EARLY COMMON SCHOOLS OF NEW ENGLAND. 1589 Dr. Samuel Johnson was then the undisputed authority in all matters connected therewith, not only at home hut on this side the water. Webster had come to the conclusion that Johnson’s Dictionary had wrought a corruption of the English of an earlier day and, in a controversy with Dr. Ramsay, tiie head of the literati of Charles¬ ton, S. C., stoutly maintained this assertion. He was also greatly impressed with the difficulty of English spelling and, like Dr. Franklin before him and an increasing throng of American scholars at the present day, labored for a reformation. He asserted that an abbreviated spelling would serve the double purpose of making the language far more easy of acquirement, save years of time to the learner, be a great agency in the unification of the different portions and classes of the country, favor the publication of American books, and be a powerful influence in emancipating the American people from British ideas and habits of life. He also proposed and partly executed a new translation of the Bible. He spent a year in Philadelphia with the aged Dr. Benjamin Franklin, and became in a way the inheritor of the opinions and labors of this greatest popular educator of the colonial American mind. With all these vast and vague aspirations surrounding his central purpose, like a drifting world of golden clouds and rainbow mists enveloping a mighty mountain summit, he sat himself down in 1806 at the age of 50 to begin the work of his life, the preparation of his Comprehensive Dictionary of the English Language. He had already published a Comprehensive Dictionary, containing 5,000 additional words beyond Johnson’s, with reliable tables of importance, which were an innovation on the lexicography of the period. Previous to this he had begun a series of extended journeyings through his own country which he continued through his life, lecturing, studying, and mingling with all classes in all sections of the Union. Some of his theories have the mark of a shrewd originality; as that the nasal pronunciation of the New England people was a result of their equality of social position, a state of society in which the peremptory habit of speaking characteristic of the slave¬ holding States would not be tolerated, as every man spoke to his neighbor in a deliberate and half-inquisitive manner. It was his conviction that his labors tended to wake up and make permanent a spirit of mental independence among American youth. He said, “ 1 have contributed in a small degree to the instruction of at least 4,000,000 of the rising generation, and it is not unreasonable to expect that a few seeds of information planted by my hand may germinate and grow and ripen into valuable fruits when my remains shall be mingled with the dust.” Having made this initial essay toward his final work, he set about the preparation of his great dictionary, well named “A Yast People’s Schoolbook,” in the most deliberate and determined manner. He sold his ancestral home and lived in a plain cottage in the country; changed his abiding place from time to time in pursuit of economical living, and resisted all appeals of family and friends for additional per¬ sonal comfort and enjoyment that would wean him from the one mission of his life. He lived at New Haven, Conn. ; Amherst, Mass. ; New York, then a city of but 3,500 houses; at Princeton, N. J. ; and Philadelphia, Pa. ; finally, from necessity, at Paris and Cambridge University, England, where, in 1825, he finished his stupendous work, which was published in 1828 and thoroughly revised in 1840. He died in 1843, engaged in a further revision, at the age of 85. His original dictionary was the first publication to take advantage of the national copyright law in 1806. One of the peculiarities -of the final work was the liberal quotations from Ameri¬ can writers in illustration of the use of words. He maintained that the best authors of our country wrote the language as well as contemporary Englishmen. He anticipated the day when President Eliot, of Harvard, could inform a club in Boston, on his return from an extended vacation tour through the north of Africa, Asia Minor, and southeast Europe, that “the English language is now a sufficient guide to a traveler in any part of the civilized world.” Webster declared that in two centuries English would be spoken by more people than any other lan¬ guage, save possibly the Chinese, the language of the vast population of that still 1590 EDUCATION REPORT, 1894-95. half-barbaric realm. He seemed already to hear the approval and encouragement of his labors from the thronging millions of the English-speaking people around the globe. It is not in the line of this essay to engage in the long-drawn discussion of the merits and defects of the original or the present Webster’s Dictionary. That at the time of its earliest publication; seventy years ago; it was a prodigious advance in the direction of introducing the English-speaking people on this side the Atlantic to their own magnificent language, the language of constitutional government, the depository of the world’s noblest literature, destined to follow the progress of free government and universal education around the earth, can not be denied. His theories and crotchets concerning a revised spelling were at least as rational as most of the similar “reforms” of the present day; and his often eccentric notions of derivation and pronunciation, with other fancies which were the changeful environ¬ ment of his great central achievement, have gradually been eliminated from his work. At first derided by a portion of the literary and learned class in his own country and neglected abroad, his dictionary has been adopted by the ablest group of philologists in America as the substance of the most useful popular dictionary of the English tongue, and is more widely in use than any rival. It doubled the number of words found in any dictionary of the period. That it should have done all this .at the time and under the circumstances of its authorship places Noah Webster at the head of the long line of American men and “noble women, not a few,” whose lives have contributed to that type of culture of the American people which has passed into and abides in the most characteristic national creation, the American common school. It was significant that his own college, Yale, that was always nearest the heart of the American people in the old days, and still, of all the educational collegiate establishments that havo come down to us from the colonial period, is most in touch with our new American life, should at last adopt the work of its most famous early graduate and give to its enlargement and perfecting the best effort of long years of philological investigation, never leav¬ ing its hold on his original idea till it became the best known handbook of the American use of the English language. While in the organization, administration, arrangement of methods of instruction, and general manipulation of the common school in all its departments we must assign the foremost honors to others, the final verdict of the American educational public will be that in the department of the preparation of an original school liter¬ ature, the beginning of the prodigious national industry of the making of common- school books in which American authors hold an undisputed preeminence, Noah Webster stands without a rival, the patriarch and prophet among them all. Here is honor sufficient for one man and, with the added distinction of other educators, like Henry Barnard, Emma Willard, Eliphalet Nott, and others only less celebrated, places the little Commonwealth of Connecticut at the head of the column of direc¬ tion leading up to the decade of the auspicious revival of American popular educa¬ tion in 1830-1840, during the first half century of the national experience of the American common school. In a similar line we find James Wadsworth, the head of the honored family of that name, established in the valley of the Genesee, in western New York. With his earliest appearance in what was then the American “out West,” his interest and activity in popular education began and continued through his long and beneficent life. Born in 1768, in Connecticut, he became an efficient agent in the first impor¬ tant movement in his adopted State, New York, for the improvement of the common schools. It is claimed that the Empire State was the pioneer in the system of free school libraries, which have not only been a growing local blessing to the whole country but, in many of our larger cities and villages, have become the nucleus of the free public library that is now justly regarded as the right hand of the common school. By personal effort and the free use of his money he was perhaps the most EARLY COMMON SCHOOLS OF NEW ENGLAND. 1591 influential of all men in this movement, which extended at a later date to Massa¬ chusetts and Ohio. When the State of New lk)rk in 1812 awoke from the lethargy of two hundred years and, under the vigorous leadership of De Witt Clinton and other distinguished pub¬ licists, took the first advanced step in the steady march toward the great educa¬ tional achievement of the present day, it called a young lawyer of Albany, Gideon F. Hawley, of Connecticut, to the post of first State superintendent of education, more than twenty years before Massachussetts appointed Horace Mann and nearly thirty years before Connecticut called Henry Barnard to a similar position. Mr. Hawley was also for many years the secretary and later a member of the New York board of regents of the University of the State of New York. William A. Alcott was born in Connecticut in 1798, and during the period now under consideration was emphatically the “man of all work,” besides his service as a tireless public and private worker in nearly every important associated effort in behalf of education. The catalogue of his popular books includes more than one hun¬ dred publications and. for an entire generation his name was a household word among the homes, churches, and schools, especially of New England States. Says his biographer : “No living individual has devoted more hours during forty years to education, especially in the common school and the family.” He was not only the working man in many of the educational organizations of that day, but the inspira¬ tion of thousands of young men and women who, in their own way, have become shining lights in the educational history of the nation. During the same period Prof. Charles Davies, born in Connecticut in 1798, had lived through his career as an educator of national reputation and had been professor at West Point, Columbia College, and the State normal school in Albany. He was the author and translator of a series of text-books in mathematics of wide repute and became an honored leader in that class of studies through all the colleges west of the Hudson River. Thomas H. Gallaudet, though born in Philadelphia of Huguenot extraction on his father’s side, was a son of a Connecticut mother and lived out his crowded and beneficent career in Hartford, Conn., where he came as a schoolboy. He was the leader in the great enterprise of establishing the institution for the deaf, dumb, and blind in that city ; was also a fast friend and indefatigable worker in the interest of the public instruction of the masses, and a member of the first society in New England for the improvement of the systems of universal education. He was the author of the memorable saying, “public schools a public blessing.” John Kingsbury, born in Connecticut in 1801, rendered a most valuable service to the city of Providence and the State of Rhode Island by founding one of the most celebrated female seminaries in the country. In this school the gospel of thorough¬ ness, which has now become the watchword of the new education in every superior school for the sex in the Union, was ground into the very texture of the instruction, under which an entire generation of the young women of Providence were schooled. President Timothy Dwight, still one of the most celebrated of the presidents of Yale University, as the head of the higher education in Connecticut for a genera¬ tion, although in his early ministry found on the wrong side in the critical discus¬ sion concerning the original distribution of the State school fund, was still a most earnest friend of the common-school revival of 1838. President Pieman Humphrey, of Amherst College, Massachusetts, remembered by the students of my own generation as the venerable father of us all, especially through his wise and instructive preaching in the college chapel and his admirable series of “freshman lectures,” was an enthusiastic friend of popular education, and gave one of the most stirring addresses at the celebrated convention in Hartford that “forced the fighting” in 1838. Another president of Yale College, and in more than one respect one of the leaders of the educational reform of a later period, Noah Porter, did yeoman’s service 1592 EDUCATION REPORT, 1894-95. in this revival by a prize essay on “ Popular education in Connecticut,” while still a young minister in Springfield, Mass. This essay is one of those classics that could be republished to-day with great profit, bound up with the remarkable pam¬ phlet of President Thornwell, of South Carolina College, the racy address of Hon. Henry A. Wise, of Virginia, to his constituents on public education, and other not less characteristic and “ epoch-making” deliverances in other portions of the Union. Rev. Wilbur Fisk, not a native of Connecticut, but closely identified with the higher education as first president of Wesleyan University at Middletown, should not be forgotten. At this juncture he stood up, a tower of strength, in the good cause of a broader and higher scholarship in the upper story of the educational temple which, without a foundation on the bed rock of general intelligence in the people, is in our country “ a house built on the sand.” Foremost among the famous women of the country, in a period when it required the courage of the greatest scholar of the “ stronger sex” to assert the right of American girls to the higher education, were the sisters Emma Willard and Almira Lincoln Phelps. These two admirable women, who made a splendid record at the Trov (N. Y.) Female Seminary, which for years stood foremost as the promise and prophecy of the hundreds of important institutions now opened to the young women of America, were born and educated in Connecticut. Mrs. Willard’s seminary became a national school for the mental, moral, and social uplift of the young women of many States. At the Patapsco Seminary, in eastern Pennsylvania, her sister, Mrs. Lincoln Phelps, labored at the preliminary stages of popular nature studies, then almost neglected in seminaries for girls, but now made one of the most attractive departments of study in all the American women’s and coeducational colleges in the land. We have already made mention of James Hillhouse, distinguished as the manager of the first considerable public educational State fund of the country — that of Connecticut. His name can never be left out of the record of the faithful public servants who, in every State, with a holy obstinacy, have guarded the children’s money from the assaults of the public plunderer. He was, besides, for fifty years, the treasurer of Yale College, and his name is cherished as one of the first citizens of his native State. Josiah Holbrook, born in 1788, has already been commemorated in this essay as the author of the American Lyceum, founded in the town of Millbury, Mass., in 1826. It would be impossible to estimate the influence of this great “man of the people,” a sort of educational Benjamin Franklin, during his long and active life, working in every possible way in behalf of popular intelligence. The lyceum was an influence all the more powerful because so widely diffused and often so elusive and indirect. But no living educator who, as a boy in school sixty years ago, found in the village lyceum the delightful entertainment of the northern winter evening can be indifferent to the vast influence of what came from the long and varied labors of this remarkable man. Prof. Denison Olmsted, as early as 1816, while master of the New London (Conn.) High School, was a reformer of the district school work in Connecticut. From that day until he became a member of the first State board of education in 1840 he never withheld his voice or pen in the campaign of a quarter of a century for the people’s school. He advocated “ an academy for teachers ” twenty years before Massachu¬ setts and twenty-five years before Connecticut moved for a State normal school. As the author of valuable text-books on natural science, his name was familiar to every student in the country. Most eminent of all this illustrious company, and not second among the greatest educational men of this period, was Henry Barnard; still, by a gracious Providence, spared to a generation that can hardly conceive the state of popular education into which he was born in Connecticut in 1811. Early dedicated to the cause of universal education; fitted by the best home training, foreign travel, and wide acquaintance EARLY COMMON SCHOOLS OF NEW ENGLAND. 1593 with men and affairs, for a “ nation’s man;” with a large historical faculty and an industry that was never fatigued, he has lived through a brilliant career of active service as the first State superintendent of schools in Connecticut and Rhode Island; later, president of the State University of Wisconsin, and first United States Com¬ missioner of Education. But far beyond any or all his achievements in these labori¬ ous offices is the value of the collection of educational literature in the 30 volumes of the American Journal of Education, which has received the highest honors of recognition from the school authorities of France, Austria, and Italy, and still main¬ tains its unquestioned place as the great treasure-house of information in the educa¬ tional literature of the English language. Rev. John Pierpont, a native of Connecticut, was not only distinguished as one of the foremost preachers and temperance reformers in Boston and as not the least of the earlier group of American poets, but in his two school books, the National Reader and American First Class Book, gave the country by far the best series of school readers for the superior grades of pupils that has been printed in the English language. Thousands of young people owed their introduction to good English literature to the admirable selections in these volumes, the exteusive use of which during the period now considered atoned for many defects in the common schools of the day. Joseph T. Buckingham rose from a poor boy in a neglected Connecticut family to one of the magnates of the Boston press and a public man of large influence in Massachusetts. Dr. William B. Sprague, for many years a distinguished Presbyterian divine in Albany, was one of the early graduates of the theological class of President Timothy Dwight of Yale College and a native of the State. In his elaborate work, Annals of the American Pulpit, he did a work for the churches of America similar to that of Henry Barnard in the educational biography of the country. Dr. Horace Holly, for a time the leading preacher of Boston, was one of the first and by far the most distinguished of the presidents of Transylvania University, Kentucky . Although transplanted from New England to Kentucky somewhat before the fit time for his appreciation and hearty acceptance, he is still a name of power in the Southwest through the admiration of many distinguished men who dated their first awakening to noble ambitions to their student days under his presidency. More fortunate in their location were his two brothers, Myron and Orville L. Holly, who removed to the State of New York and became eminent, the former in connec¬ tion with the building of the Erie Canal, the latter through his long and valuable labors as the editor of historical papers in connection with the State library. Sally Holly, the daughter of Myron Holly, spent her life in teaching the freedman in Vir¬ ginia, and other members of the family have acquired national reputation. Dr. Jared Sparks, president of Harvard College, author of the life of Washington and Franklin, and editor of the valuable series of American Biography, was also a native of Connecticut. In theology Moses Stuart and Dr. Robinson, of the Andover Theological Seminary, were students of the Yale theological school during this period; earlier and later associated with the memorable names of scores of clergy¬ men of high repute, the Beecher family, Horace Bushnell, Dr. Taylor, Emmons, Hop¬ kins, Jonathan Edwards, and numbers more or less celebrated. All these men in many ways represented the educational influence of Connecticut at home and abroad. Hon. Robert C. Winthrop; of Boston, the adviser of George Peabody in his grand benefaction of the Peabody educational fund, and from the first president of its board of trustees, traced his family record to the Winthrops of Connecticut. Later in this illustrious roll of educational celebrities must be mentioned Dr. Wil¬ liam T. Harris, who, born in Connecticut in the opening year of the educational revival, 1835, a student of Yale College, became first known by his great work in the organization of the public school system of St. Louis, Mo. As a learned scholar and the most distinguished American representative of the spiritual as opposed to the 1594 EDUCATION REPORT, 1894-95. material systems of philosophy, he is known in all the higher circles of philosophic enltnre. At present, as fourth United States Commissioner of Education, he stands without a peer as a representative American educator. In the year 1856, on the occasion of an article in the Atlantic Monthly, then espe¬ cially the organ of the Boston literati, Rev. J. M. Tarbox, D. D., of Connecticut, published an interesting article in the New Englander, a New Haven magazine, afterwards reprinted in a pamphlet styled Old Connecticut v. The Atlantic Monthly. To this racy and instructive monograph we may refer any reader who desires to pur¬ sue at greater length the glorious record of the contribution of the little State of Connecticut to the higher life of the Union. “The roll of honor” spread on these glowing pages included only such names as could be gathered from the first half century of the nation’s life and, of course, was relatively greater than could be gathered to-day, when the West has come up to a notable literary, educational, and especially a public life of its own. But even now there seems to be little cessation in the reliable contributions of the “old hive” to the rapidly rising civilization of the new West and the Pacific Slope. According to this statement, no State in the Union, during the formative first half century of the national life, had made so many and so important contributions, pub¬ lic, professional, and educational, to the Republic as the Commonwealth which the French De Tocqueville called “that little yellow spot on the map of the Confedera¬ tion that seems to me one miracle.” To say nothing of its contribution to the earlier literature of the nation, in which Trumbull, Barlow, Dwight, and other authors were conspicuous, we find later, the Beechers, Percival, Mrs. Stowe, Mitchell, Holland, Winthrop, and by descent, Dr. Oliver Wendell Holmes. The claim that Connecticut has been especially noted in the “first men” who were the authors of “first thing's” seems well made out. In 1821, thirty- three of the one hundred and twenty-six mem¬ bers of the convention that revised the constitution of New York were from this State, and in 1860 there wero fifteen Connecticut men in the legislature of New York. Early in the century one-fifth of the members of the Congress of the United States hailed from this little Commonwealth; and John C. Calhoun declared that, at one period, the descendants of Connecticut and graduates of Yale College were only 5 less than a majority of the members of Congress. Said De Tocqueville : “ This little yellow spot on the map of the United States has produced the clock peddler, the school¬ master, and the Senator. The first keeps time, the second tells what to do with it, and the third makes laws and civilization.” Sixteen college presidents in many States, in 1856, came from the “land of steady habits,” while Massachusetts had pro¬ duced but 18, with a population then twice as large. Of these, 2 were presidents of Columbia, 2 of Union, and 4 of Hamilton College, New York; 2 of the College of New Jersey; 2 of Illinois College; lofOberlin, Ohio; 2 of the University of Georgia, and others. Among these are the names of Jonathan Edwards, father and son ; President Nott of Union, and Finney of Oberlin. Up to 1835 Connecticut had sent 158 Congrega¬ tional and Presbyterian clergymen to northern Ohio alone. The first law school in the Union was established at Litchfield, Conn., in 1784. The little village of Leba¬ non, Conn., thirty years ago, had furnished 69 graduates of colleges and 5 governors of States. Professor Silliman, so well known in natural science, should not be for¬ gotten. Cassius M. Clay, of Kentucky, a graduate of Yale, reports that the chief justice of Connecticut declared he had found in all his acquaintance but two Con¬ necticut men who could not read and write. This referred to the period before the Revolution, previous to the decline of popular education during the first fifty years of the Republic. It should not be forgotten that the early and most successful efforts to Christianize and civilize the Indians were made in this State. Eliot, in 1657; Pierson, in 1662; Newton, in 1648 , the agents for the Society for the Propagation of the Gospel, in 1752, and others gave to this work great labor and a devotion that deserved better rewards. The movement by Eleazar Wheeloclc, 1730-1740, to establish a seminary for the Indians, was practically the beginning of Dartmouth College, at Hanover, N. H.. to EARLY COMMON SCHOOLS OF NEW ENGLAND. 1595 which place the Connecticut school was removed, as nearer the homes of the students of this race. The history of education in Connecticut with Yale left out would he the best pos¬ sible illustration of Hamlet minus the Prince of Denmark. Yale College, from its foundation by a close corporation of ten Connecticut evangelical clergymen in 1700, was in many ways a different institution from the great university of the present; but ifc was in a far more intimate way than any college or university in New England now the center and head of the somewhat contradictory agencies that gave to this little State its prodigious influence in the upper regions of American civilization. For, while, with the exception of Harvard, for one hundred and fifty years previous to the Revolution, none of the New England colleges were “State institutions” in the sense in which the present group of “State universities” hold that name, yet, by the very conditions of New England society, both these institutions of learning stood in very intimate relations to the common schools, and were even more inti¬ mately connected with the academies which sent up their yearly tale of students for their entrance examinations. Unlike the almost universal habit in the Western and Southern States, these colleges have never maintained a preparatory department, the work done in this, often the largest department of the college, being usually done in the earlier days by the academies or private tutorship by the clergymen of the town. It is true that, especially in the smaller country colleges, up to the period included in this portion of our essay, the entrance examination was often deplorably superfi¬ cial, the boy who gave indication of any capacity for study being admitted without conditions. A large proportion of their students, as of Yale and Harvard, were country boys, whose opportunities for preparatory study had been confined to the “coaching” of the village parson and a few terms at a country academy, the funds for this and the college term being earned by teaching school during tho winter months and often by severe labor for hire. But it was also true that, once inside college walls, there was generally no lowering of the standard to suit the unprepared A special hardship was that, while a small group of the freshman class came in Avell fitted, through training schools like Exeter, N. H., Andover, Mass., and the Boston Latin School, the majority were expected to “keep up” in a course of study that from the opening day was comparatively easy to tho more favored, but “ Latin and Greek” to them. The drudgery was increased by the frequent necessity of the country-bred student to spend the entire winter months at school teaching, the term sometimes exceeding by several weeks the midwinter college vacation. To this and the sanitary arrangements of these colleges, there being few inducements to needful exercise, and to the half-starvation rations on which these boys attempted to climb the steep hill of science, encouraged by the educational “fad” of that period, “lean living and high thinking,” must we ascribe the melancholy wreck of life and health in all these seats of learning. Half the class in which the writer of this essay was a freshman, including himself, dropped out during the early years of the course, almost uniformly from failure of health. The opponents of the higher education of woman on sanitary grounds would find themselves confuted to their entire confusion by the study of the health and life record of the boys’ colleges in the New England of fifty years ago. But these very conditions brought the higher institutions of learning in New England nearer the heart of the people. Their students and graduates were the best teachers of the “winter schools” in all the districts that were so fortunate as to employ them, and their superior graduates, as at present, furnished almost the entire corps of instructors for the better sort of academies. It was a common habit in the smaller New England towns to open a subscription school for three months in the autumn, where a higher class of studies, including the classics, could be pur sued, and the teacher was usually a college graduate of the previous summer or a student from one of the theological schools. Until the Revolutionary war the teachers of the best public schools were often the clergymen, and rarely any but 1596 EDUCATION REPORT, 1894-95. the graduates of Harvard, Yale, Dartmouth, and Brown. And however earnestly the more ecclesiastical portion of the clergy of all the religious bodies might insist in holding up the ideal of a “ Christian ” as opposed to their notion of the common- school “ secular” education in the colleges established under the auspices of their own sect, the people of New England could always be trusted to capture and use for the purposes of the broadest educational training then required every college and academy they cared to favor with a constant and remunerative patronage. There is not in New England to-day, outside the borders of the high-church Protes¬ tant and Catholic following, a college, rarely an academy, that cares to place in the foreground its denominational religious association or in any way, even indirectly, makes its theology or polity a bar to perfect freedom of study and thought in its classes. Harvard and Yale at first, and the former always, repudiated any test of this sort. Thus, in the absence in New England and the Middle States to-day of the subsidized State university of the West and South, all its colleges and universities and the majority of its private academies and corporate schools have, in some respects, the same relation to the people as if entirely supported by the State. The clerical organization of Yale College at the beginning somewhat differentiated it from Harvard, which was the child of the State, and, until a later period of its history, in vital connection with the Commonwealth. Its founders were ten clergy¬ men, of the Connecticut Evangelical Congregational type of their time; and even to-day their successors are the core of the governing body of Yale University. We have already referred to the very evident reaction, especially in western Massachu¬ setts and Connecticut, against the growing liberty in thinking of Harvard which appeared in 1700 and a hundred years later left the college practically for half a cen¬ tury in the hands of the most unecclesiastical and unorganized of the religious bodies of the country. Yale appeared at once in a certain way as a “ defender of the faith” of the fathers ; although, at a later period, there sprang up in its very heart, the theo¬ logical department, a movement represented by the famous Dr. Taylor, which, per¬ haps, is destined to a much wider influence on theological opinions than the bolder and more aggressive attitude of its older rival. This period, from the beginning of Yale till the elevation of Rev. Timothy Dwight to the presidency, in 1795, was so filled with complications regarding its connection with the State and personal and theological differences that, at the election of this distinguished clergyman to the presidency, the college was at a low ebb. Timothy Dwight was born in Northampton, Mass., in 1752; was a graduate of Yale College, served as tutor in his alma mater, and was a chaplain in the Revolu¬ tionary Army. At the time of his accession to the presidency of Yale, in 1795, he was a clergyman of established reputation in the town of Greenfield, Conn., where he also had established a flourishing private school for boys. His eminence as a preacher and educator pointed to him as the providential president who could lift the college out of the ruts and place it in its proper attitude before the State and the country. At this time it was little more than a collegiate school, with 100 students, taught by 1 professor and 3 tutors, with the pittance derived from a small legislative subsidy and tuition fees for its support. Its buildings were dilapidated, and its reputation was somewhat “ worse for the wear” as the result of local controversies now forgot¬ ten. It would seem that a young man of whatever promise must have had great con¬ fidence in himself to put his shoulder against a wheel so obstinately sunk in the mire with any except the idea of sacrifice, prolonged through years of toil and weary waiting for a result that never comes. But the new president had in him the stuff of which great men are made. He came to the work fully armed for all the requirements of the situation. At once he took the burden of the entire instruction of the senior class in college ; preached twice a Sunday in the college chapel; taught the students of theology, among whom were Moses Stuart, Lyman Beecher, William B. Sprague, and Nathaniel W. Taylor, and had his eye on all that was going on within college walls. With rare insight EARLY COMMON SCHOOLS OF NEW ENGLAND. 1597 into the ability and adaptation of men, he placed in three new professorships, Day, Silliman, and Bailey, each of whom became educators and authors of national repu_ tation, and one, Professor Jeremiah Day, his immediate successor in the presidency. At one whirl of the big college broom he swept out of doors a whole set of college customs and reformed the entire spirit and method of college discipline. He abol¬ ished fines as a penalty for college offenses, and, during his entire presidency of seven¬ teen years, like President Nott, of Union College, New York, relied far more on his profound knowledge of student nature and personal influence than on college edicts for government, although, when a crisis invited, he soon established the idea that a college is not a realm outside the power of civilized, moral, and legal restraint. He was able to get the means for gradual improvements, new buildings, and additional teachers, although, even in 1840, the income of Yale from additional funds was only $1,500 a year, and the deficit in tuition fees was made up by personal solicitations from wealthy friends. When Dr. Dwight began, he found little taught in the college except a very mod¬ erate allowance of Latin and Greek, mathematics, astronomy, and physics, chiefly from text-books. In bringing Day, Silliman, and Wolsey to their several depart¬ ments, he had placed on a broad foundation the study of mathematics, natural science, language, and belles-lettres. Within four years the attendance on the col¬ lege doubled. The vigorous administration attracted attention all over the country, and at once Yale began to draw a considerable proportion of its students from beyond Connecticut, especially from New York City and the Southern States. President Dwight, finding it little more than a “collegiate school/’ left it a college of national fame on the high road to its glorious future. His reputation as a religious head of the college was greatly enlarged and extended by his success in dealing with the growing unbelief in religion of the French type of half a century ago, implanted largely through our relations with France in the Revolutionary and subsequent period, while his scholarship pointed out Yale at once as one of the most catholic and liberal of all the centers of clerical education in the land. President Dwight resigned the presidency of Yale in 1817. He had already indi¬ cated Jeremiah Day as his successor, and this very able man was at once introduced to the presidency, which he held twenty-nine years, till 1846. His life was prolonged until the great age of 94, to the last devoted to his beloved Yale. Under his admin¬ istration it is noted that the personal element in the government of the college, so prominent and essential during the years of his predecessor, fell into the background, and the faculty assumed its rightful place as the governing power of the interior life of the student community. It was during this period that Theodore D. Wolsey first appears at Yale as professor of Greek, ending as the president of the college for twenty- five years — 1846-1871 — having also become an author, especially in civics and social science, of national reputation. The medical, theological, and law departments of the college were strengthened by additional endowment, and men of ability, and not unfrequently of national fame, installed as teachers therein. During this period occurred the two notable student rebellions of the college, both of which were so wisely and successfully dealt with that Yale for the past fifty years seems to have been remarkably free from such unpleasant occurrences. The startling increase in numbers at Yale is proclaimed by the wide territory from which students were drawn. During the last fifteen years of President Dwight’s administration nearly every State in the Union was represented. At this time came up the great influence of Yale on the rising college and academic life of the new Northwest. Illinois College, in 1825, was a child of an extemporized society for home missions. With this movement toward the new West the college put on a certain cosmopolitan air and a sympathy with the educational life of the masses, which the university of to-day still retains. It is justly claimed that the faculty of Illinois College was one of the powerful influences in the final establishment of the common- school system in that State, after a bitter conflict of an entire generation. 1598 EDUCATION REPORT, 1894-95. Many of tlie older generation ot distinguished men in the Union are published as the graduates of these and the following twenty years. William M. Evarts and Chief Justice Waite, Samuel J. Tilden and Edwards Pierpont were of the class of 1839. The Yale Literary Magazine and the American Journal of Science, established by Professor Silliman, were among the strongest of the rising publications of the coun¬ try. Noah Webster graduated in 1798, and to Yale belongs the credit of taking up his unfinished labors in the molding of the American typo of the English language and embodying the highest results of philological science in the successive later editions of Webster’s dictionaries. The original government of the college has been modified by successive changes, and now consists of a central group of the successors of the original 10 among the 18 u fellows” and of the governor and lieutenant- governor of the State, and 6 representative graduates elected by the alumni. During the administration of President Day of twenty-nine years, 2,500 students were graduated from Yale and probably no similar body of young men were ever sent forth from an American college whose career has been more decisive in the building of the nation and especially the new States of the North and Southwest. Among them were a score of eminent judges, including a Chief Justice of the United States and the heads of the supreme courts of New York, South Carolina, and Ohio; Chancellor Kent and Jeremiah Mason being among the number of its law graduates. John C. Calhoun was of the class of 1804 and Cassius M. Clay, of Kentucky, was a student of a later date. In education, 80 colleges in different parts of the country have been indebted to Yale for thoir presidents or for prominent members of their faculties. Six of the presidents of Yale, 38 professors and 316 tutors in 1865, had been chosen from its own graduates. In all, 18 college presidents in 15 States; in New England, 6 presidents and 29 professors ; in New York, 9 presidents and 16 pro¬ fessors; in New Jersey, 5 presidents and 8 professors; in Ohio, 11 presidents and 17 professors; in Indiana, 1 president and 2 professors; in Michigan, 7 professors; in Illinois, 3 presidents and 7 professors; in Wisconsin, 2 presidents; in Missouri, 5 pres¬ idents and 8 professors; in Colorado, 2 presidents and 4 professors; in Virginia, 1 president, and 1 professor; in North Carolina, 4 professors; in South Carolina, 1 pres¬ ident and 4 professors; in Georgia, 2 presidents, and 1 professor; in Alabama, 3 pro¬ fessors; in Mississippi, 2 presidents; in Louisiana, 1 president and 2 professors ; in Kentucky, 1 president and 1 professor; including 27 States, 4 West Point and 4 Naval Academy professors, “ with a multitude no man can number” of academic, profes¬ sional, and common-school men in all portions of the country, have scattered from this great center of civilization. In 1877 more than 2,000 clergymen were numbered in the roll of its theological graduates, including such names as Timothy Dwight, Jonathan Edwards, and Manasseh Cutler. The fruitful last twenty years have been no exception to the great reputation of Yale as an educator to the American people, including President Gilman of Johns Hopkins University, of Maryland; William Preston Johnston, of Tulane University; Oscar H. Cooper, of Texas, most accom¬ plished of the State superintendents of education in the Southwest ; President Harper, the head of the important university experiment at Chicago ; and Chauncey M. Depew, whose oratory has become one of the best of American high schools. In science and invention Eli Whitney and Professor Morse, two men who, perhaps more than all others, have determined the material prosperity of the country, were graduates of Yale. But this essay is not a catalogue of American universities. The object of this sketch of the educational history of Connecticut is to show that while, from local and temporary causes, the peoples’ common school suffered eclipse during the first fifty years of the Republic, yet, within its own borders, was found a group of the most distinguished of the common-school men and representatives of popular education, in Webster, Barnard, Holbrook, Harris, and their colaborers, in every year from the beginning of the great revival of 1830-1840 to the present day. EARLY COMMON SCHOOLS OF NEW ENGLAND. 1599 VERMONT. For one hundred and seventy-five years from its discovery the valley of Lake Champlain was only a battlefield. The French Government had apportioned the land on either side in great feudal grants, which fell to the ground in 1760 on the conquest of the country by the English. The whole region, outside the shadow of its fortified posts and away from water carriage, was almost inaccessible. A bitter feud raged between the colonies of New York and New Hampshire for the possession of the territory of Vermont, and the few settlers there lived in a state of contention little short of war. Ethan Allen, a stout, shrewd, and profane border champion, led the rough Green Mountain boys in their resistance to the Dutchmen of the Hudson Valley, and left the seeds of a hatred that yet lingers in the “ sleepy hollows” of eastern New York. The invasion of Burgoyne swept the western shore clean of its population, and at the close of the Revolution there were not 1,000 people in the whole valley, and they chiefly in Vermont, opposite Crown Point, and at the head of the lake, at Whitehall. But now the difficulties between the colonies were composed by the admission of Vermont into the Union in 1791. Land titles were adjusted, military bounties were paid in grants, and population flowed in. In 1791 7,000 people were dispersed through the valley. Burlington is scarcely older than Cincinnati, and the real set¬ tlement of the Valley of Champlain and the Valley of the Ohio date from the same period, the establishment of the American Union. But even under conditions so discouraging the early settlers of the Green Moun¬ tain State made provision for the common schooling of their children. The town of Bennington as early as 1763 levied a school tax and established the district school. In 1777 the territory so long fought over with bitter controversy and occasional bor¬ der violence between the Yankees of New Hampshire and the Dutchmen of New York, by the pressure of events, became the independent State of Vermont. In 1778 the first State constitution was adopted. In 1782 the legislature empowered the towns to establish schools and appoint school trustees, and districts were authorized to choose officers to hold property, establish schools, build schoolhouses, etc. The constitution of 1793 contained the provision quoted in an earlier portion of this essay. Four years later, 1797, the legislature made the provision for establishing common schools compulsory upon every town. In 1796 an English writer on the United States, in a work published in London, declares that “ in every charter of a town provision is made for schools, with a certain quantity of land for support. In 1791 the legislature established a college at Burlington with 10 trustees. Mr. Ira Allen had offered the sum of £4,000, on certain conditions, toward its establishment.” This college was the University of Vermont, founded on paper in 1791, but not opened until 1800. The establishment of this university by the State was rather in accordance with the coming policy of the new Northwest than of the New England of the period; as it has always remained substantially a State university, and at present includes as one department the agricultural and mechanical college estab¬ lished by the donation of national public lands in 1862, with added appropriations in 1890. The nation owes to the venerable senior member of the United States Senate, Hon. Justin S. Morrill, of Vermont, the inauguration of this most valuable legislation in behalf of industrial education, which, after long agitation and one Presidential veto, was perfected in 1862, amid the excitements and financial burdens of the great civil war. The first place in the Unite(l States referred to as aOut West” in New England was the present village of West Springfield, on the farther shore of the Connecticut River, opposite the beautiful city of Springfield, Mass. Much more was the new State of Vermont and the part of New York west of Schenectady and north of Saratoga in the opening years of the Republic associated with that inspiring name. 1600 EDUCATION REPORT, 1894-95. The speedy movement of the few thousand people on the western slope of the Green Mountains to plant the town, district, and county grammar schools, and the State university, all before the beginning of the present century, was a happy augury for the success of the new Commonwealth. Middlebury College, representing the prevailing Congregational Church of New England, was also established on the basis of the Connecticut, western Massachusetts, and Rhode Island institutions, as a proper denominational seminary ; and the Protestant Episcopal Church set up in 1834 the only remaining seminary of collegiate grade in the State. During the first twenty years of the century the progress of common-school edu¬ cation in Vermont was necessarily slow. Until 1841 there was no provision for more than one public school in a district, and not until 1850 were the common schools declared free. The secondary schooling during these early years was almost entirely in the hands of private and denominational academic schools, there being thirty-two seminaries of this sort in the State in 1832. Vermont grew slowly and was early depleted by the migration of enterprising youth to the rising West, to which this State has contributed a large number of distinguished men, Stephen A. Douglass, of Illinois, and Horace Greeley and Henry J. Raymond, of the city of New York, being representatives of a catalogue that, if published, would bear ample testimony to the vigorous stock and remarkable faculty of success possessed by the boys and girls of the Green Mountains. But the home-staying Vermonter has always shown a remarkable ability of “ get¬ ting on the Lord’s side’7 as far as the affairs of this world are concerned. Even during the stormy period that preceded and followed the second war with Great Britain, practically extending to 1820, the good work of educating the children went steadily on. The New England district arrangement was established at an early day, and, although probably a stimulant to local effort at first, became in time, here as elsewhere, an obstacle to the development of the most effective system of public instruction. The obstinate policy of Vermont, New Hampshire, and even Massachu¬ setts, in holding out for this narrowing and obstructive method of school adminis¬ tration, prolonged to a very recent period in all New England outside Massachusetts, would form an instructive object-lesson for the warning of all American States. In 1821 the grand jury of each county was required to examine into the condition of the school districts in respect to their compliance with the statute securing to all the children of the State an opportunity for education. In 1827 the towns were instructed to withhold the distribution of school funds from the districts that did not support the schools. Not till 1870 were the towns permitted to abolish the dis¬ trict system, and even at present the States of Vermont and New Hampshire have scarcely recovered from the wrench caused by this change of administration. At first instruction in the district schools was confined to “ the three R’s.” By 1827 the laws required reading, writing, geography, arithmetic, history of the United States, and “good behavior.” Contiguous districts were permitted to unite for the support of one additional school of superior grade before the advent of the free high school, at a date previous to the period referred to in this portion of our record. In 1827 the revised school law established committees of supervision in the towns and a State board of commissioners of education, but this law was repealed in 1833* It was not till 1844 that the general assembly was required to elect a State superin¬ tendent of schools. The office was held from 1845-1850 by Superintendent Eaton. Charles G. Burnham succeeded for a year, when the law was ignored by the refusal of the legislature to elect until 1856. Since then the State has been served by a series of faithful officials. Gradually the present method of supporting public education has been wrought out, by which the towns depend on the income of lands originally given them and of the United States surplus revenue, supplemented by State and local taxation. The State has no permanent school fund. Vermont is one of the few States that protects the child in the right to, at least, a twelve-weeks annual schooling by compulsory law. There are three subsidized academies now attempting the work of normal schooling in the State. EARLY COMMON SCHOOLS OF NEW ENGLAND. 1601 In 1832 Vermont had a population of 104,000 and expended in the neighborhood of $100,000 for its public school system. With a school population averaging 43 to each district, the attendance was only 20; the school age being 5 to 20. At this time Burlington had a population of 5,500. The State university already had 175 stu¬ dents and several college buildings, superbly placed on an elevated plateau com¬ manding a magnificent prospect of the Green Mountain range toward the east and a western outlook over Lake Champlain to the Adirondack wilderness. The univer¬ sity has always maintained an honorable reputation for faithful work and, in later years, has shared with all the New England colleges the harvest of generous giving for the higher education which has placed them on permanent foundations and mad© Harvard and Yale among the most prosperous and well endowed seats of learning in America. NEW HAMPSHIRE. Nothing in American history more plainly declares the vital influence of popular education upon a people determined to secure it for their children than the develop¬ ment of the three northern States of New England during the past 250 years. When we contemplate the present condition of that portion of the vast Appalachian Moun¬ tain realm, central to the original Union, lifted up between the Atlantic Coast and the valley of the Mississippi, its great extent, inviting climate, and astonishing resources in mineral wealth, water jrnwer, forest, and pasture lands, to say nothing of the large amount of fertile soil in its valleys, even to-day only on the threshold of what must he a great future, and contrast with it the success of Vermont, New Hampshire, and Maine, in all except the seacoast of the two latter States, beyond comparison inferior in everything that invites population and makes for the success of an American Commonwealth, we realize the supreme influence of education in the prosperity of an American State. No American State has so happily illustrated the capacity of a superior people t® wrench success out of the grip of a hostile nature as New Hampshire. The State has a territory of only 9,392 square miles, and a country whose one superior advan¬ tage of a marvelous sublimity and beauty of natural scenery is weighted by a soil always stubborn and often sterile, and a stern climate where “the farmer has three months to raise things and nine months to eat them up.7; Yet, from the earliest set¬ tlement, its people looked to the education of the children as the hope of the future, and no State has earned a nobler fame by the men and women it has sent forth to every corner of the Republic. After various provincial changes, New Hampshire finally became an independent colony in 1680. Until the establishment of its State government it was, in educa¬ tional matters, practically like the adjoining province of Maine, an outlying region of Massachusetts ; its school arrangements were under similar laws, and it suffered from the toils, hardships, and exposures of a border life. But as early as 1743 Dart¬ mouth College was established by the transfer of Eleazar Wheelock’s Indian School of 20 pupils from Lebanon, Conn., through a generous gift of land by the provinca. A charter was granted by Governor Winthrop in 1769. The Indian department, like all similar attempts to educate the American Indian as an undeveloped Anglo-Saxon American, failed, half the Indian students having fallen back upon savage life. At the first commencement in 1771 four graduates appeared. The college received its name from the Earl of Dartmouth, who was the president of an association formed in England to assist the movement. Wheelock died in 1779, hut his son retained the presidency of the college till 1815, when he was supplanted and a new organization adopted. This, in turn, fell to the ground by a decision of the Supreme Court of the United States reaffirming the validity of its original foundation. It has been a great blessing that New Hampshire has been almost the only State of the Union to resist the mania for the multiplication of colleges. Dartmouth, from the first, has been the pride of the State, always respectable as one of the upper strata of institutions for ED 95 - 51 1602 EDUCATION REPORT, 1894-95. the higher education, a nursery of famous men, and never more prosperous or worthy of praise than at the present time. Although at different times the recipient of the bounty of the State, it has never "been a State university in the sense of the Univer¬ sity of Vermont. The agricultural and mechanical college of New Hampshire, for a time an annex of Dartmouth College, is now a separate institution, dedicated the year of this writing. But from the first New Hampshire has been rich in academies. As early as 1781 Phillips Academy was established at Exeter, and during the following thirty years a large number of excellent schools of the secondary education gave to the State the enviable reputation for academical opportunity it retains to the present day. As in Massachusetts, before the Revolution the larger towns of New Hampshire were expected to support a grammar school, whose preceptor must teach the ele¬ mentary branches, unless the town came to the rescue by the establishment of schools for this purpose. The Indian wars and the strain of the Revolutionary epoch told severely on the ability of the people to sustain their original system. But in the first constitution of the State, in 1784, appears the comprehensive clause pre¬ viously quoted securing to the children of the Granite State forever that great American chance of public instruction for every American child, concerning which Daniel Webster said: “ If I had as many boys as oid King Priam I would send every one of them to the country district school,” Perhaps a glimpse at the boyhood and early manhood of this foremost of the group of eminent statesmen that New England has given to the Republic will best light up the condition of educational affairs in New Hampshire during the last twenty years of the eighteenth century: Daniel Webster was born in 1782 in the little provincial town of Salisbury, now Franklin, N. H. ; the younger of two sons and the fourth child of the second wife of his father. He was not himself born in a log cabin, but the elder children were, for the family homo was on the frontier, with a vast northern wilderness beyond, stretching to the southern plains of Canada. Daniel said he did not remember when he could not read the Bible, his mother and sisters having been his first teachers. While still a child he was sent from 3 to 4 miles every day to a little district school where only reading and writing were served up, and when this meager seminary was too far off he was boarded with a neighboring family for convenience in going to school. One of the graceful acts of his later life was shown in a series of kindly letters addressed to one of his old teachers, Master Tappan, the third under whom the boy was tutored. This relic of the old-time New Hampshire schoolmaster, in his old age, was a parish¬ ioner of the author of this essay. He died at a great age; his mind faded away almost to the memory of his “scholar,” Daniel Webster, “the godlike ” Little Daniel was no prodigy, and, while he “read better than bis master,” writing was always to him a difficult and hateful act. He devoured all the books at home, the Spectator of Addison, Dr. Watts’s Psalms and Hymns, and other volumes in the little village library. In 1796, at the age of 14, his father placed him in Phillips Academy, Exeter, where as the junior of 90 boys, “like a cat in a strange garret,” he began the real work of his school education. During the first term he gave his mind to reading, grammar, and arithmetic. The Latin grammar came with the following term, under the instruc¬ tion of three men afterwards celebrated — Rev. J. S. Buckminster, Judge Thacher, and Counselor Emery. One of them sent him up to a higher class with the prophetic message, “Webster, you will go into the other room, and, boys, you will never see him again.” Returning home in 1797, his father placed him in the family and under the tutor¬ ship of Rev. Mr. Wood, in the neighboring town of Boscawen. It was on this mem¬ orable journey that his father told him he “lived only for his children,” and pro¬ posed to send his dear boy Daniel to Dartmouth College; and the boy laid down his head on his father’s shoulder and wept tears of joy. To do that required a sacrifice that not only pledged the father, but the entire family, to years of toil and careful EARLY COMMON SCHOOLS OF NEW ENGLAND. 1603 economy. He studied with Mr. Wood, and very soon was sent “ up aloft” as before, entering Dartmouth in 1798. At college lie read English, history and devoured Don Quixote at one sitting, “not laying down the hook for five minutes.” Ho paid his hoard at college hy editing a village paper containing abundant extracts from the English literature accessible to the editor, and made a few addresses, which he declared were “written in an unnatural and flashy style.” It was characteristic that at Phillips Academy he never was able to muster courage to appear on the plat¬ form for declamation. In his sophomore year he summoned a family council in behalf of a college course for his elder brother, Ezekiel, and after a serious overlook “ of the sinews of war,” by his own offer of aid this brother, who died a young man of great promise, became his companion in study. At the age of 19, in 1801, he graduated from college. Having already begun the study of the law, he taught a school at Fryeburg, Me., for $350 a year, earning 50 cents additional at night by copying law papers. His law studies were continued with this local lawyer until the graduation of his brother. Then, obtaining a school for Ezekiel in Boston, he went thither to the beginning of his illustrious career. But it was not every son of New Hampshire who had the pluck and “sacred fire” to push through these formidable obstacles to an education at this period; nor was many another son blessed with a father., mother, and sisters ready to pledge all things in this world for the furnishing of the upper story of life. The first consti¬ tution of the State of New Hampshire, framed in 1784, contains the already quoted declaration of the obligation of an American State to its children. In 1789 the legislature fixed a rate of assessment for the school tax and provided for the examination of teachers. In 1808 a further addition was made by an increase of the tax and appointment of a supervising committee in the towns. At an early day the subject of gathering school libraries appears to have been mooted in the towns and school districts. In 1821 the State began the establishment of a literary fund by a tax of one-half of 1 per cent on the capital of all banks. In 1827 there was further revision of the school laws, which gave to the towns a somewhat larger func¬ tion of administration, although the district school committee had the practical management of school affairs, a local right which only during the past twelve years has been surrendered after a fight of a century’s duration, and the town finally has been established as the unit of school life. For two centuries in New Hampshire the progress in the evolution of an efficient system of public education was slow, and only a dozen years after the waking up, by the great revival in the neighboring States of Massachusetts and Connecticut, did New Hampshire follow in the establishment of teachers’ institutes, which con¬ tinued from 1846 till 1874. It was 1848 before a State board of school commissioners was appointed, and in 1867 the State superintendent of education reported the coun¬ try school realm a field sorely in need of vigorous supervision. From that day the State has shared in the great educational progress of the country, and to-day, with the disadvantage of the steady drain of tho efficient people from its rural districts, is not behind in the race for intelligence, with a strong increase of opportunity for the secondary education in a State normal and free high schools. Previous to the beginning of the century there seems to have been an unusual prejudice against the employment of women as teachers, and in 1800 the wages of the pedagogue ranged from $4 to $10 per month ; the master or mistress often boarding around. MAINE. In the early colonial era Massachusetts was by no means, in physical proportions, the “pent-up Utica” of to-day. With her nearest attachment of New Hampshire, more extended than herself, and her vast “down-east” annex, the province of Maine, her dominions were not inferior even to the original Commonwealths of the Northwest, and amounted to 50,000 square miles. New Hampshire at an early date shook off her dependence, and in 1680 set up for herself. But for one hundred and 1604 EDUCATION REPORT, 1894-95. forty years more tlie outlying territory of Maine held on with a somewhat divided allegiance. During the last thirty years of this period the great landed estate of Maine enabled Massachusetts to act with liberality in the endowment of academies, and afterwards, in 1834, to lay the foundations of her State school fund from the sale of her extensive, though still undefined, distant possessions. Before 1820, when Maine was admitted to the Union as a State, its educational his¬ tory was involved in that of Massachusetts; the school legislation and general educa¬ tional arrangements being as nearly alike as circumstances would permit. Bowdoin College, chartered in 1794, was twelve years in getting out of its cradle upon its feet, and was lifted in 1806 into active operation by the gift of 6,000 acres of land by Hon. James Bowdoin, of Boston, from whom it received its name. Waterville Col¬ lege was also established at an early period. Fryeburg Academy was founded in 1792, in a region just reclaimed from the northeastern wilderness. From that date, year by year, we read the names of a succession of academical schools, the majority subsidized by gifts of land, which ministered to the growing need of something better than the meager common school of the day in a country so sparsely populated could supply. These district schools were not essentially different from those of the other portions of New England similarly situated. But the people of the Pine Tree State were by no means disposed to be “left out in the cold ” in the movement for a better schooling of the children, that gathered strength in New England from the close of the Revolution till the final peace between the mother country and the new Republic in 1815. The constitution of the State, adopted in 1820, contains the following relating to literature : A general diffusion of the advantages of education being essential to the preser¬ vation of the rights and liberties of the people, to promote this important object, the legislature is authorized, and it shall be their duty to require, the several towns to make suitable provision, at their own expense, for the support and maintenance of public schools; and it shall further be their duty to encourage and suitably endow, from time to time, as the circumstances of the people may authorize, all academies, colleges, and seminaries of learning within the State: Provided, That no donation, grant, or endowment shall at any time be made by the legislature to any literary institution now established, or which may hereafter be established, unless, at the time of making such endowment, the legislature of the State shall have the right to grant any further powers to alter, limit, or restrain any of the powers vested in any such literary institution as shall be judged necessary to promote the best interests thereof. As soon as possible the legislature moved for the passage of a law for the taxation of each town to the extent of 40 cents for every inhabitant, the avails of the tax to be distributed among the school districts for education. From the first the schools were free and, with an endowed academy in almost every considerable center of population, furnished a respectable opportunity, as things went at that day, for the beginnings of an education. The free high-school system of the State was delayed for half a century more, until 1873. In 1825 there were in the new State 2,419 school districts with 138,000 children and youth of school age; 101,325 were actually in school, and $137,000 was expended for public education. There were then 337,000 people in the State and it was estimated that in 1833 there would be 140,000 children and youth of school age, 5 to 20. The schools of the State began with a large per cent of “regular attendance ” and to-day Maine has the largest relative number of children between 6 and 14, under this head, in the Union. At this time, 1825-1830, the schools remained in session four and one- half months in the year, with an average of 40 pupils to a district, and an expendi¬ ture of $1.35 per capita for the number attending. There was already more than $220,000 invested in academic schools, attended by 1,000 pupils at a yearly expense of $50 to $60. The record of this period closes fitly with the establishment of a State board of education in 1846 composed of one member from each county, elected by the local school committees in joint session. The first official secretary of this board was W. Gr. Crosby, who served from 1846 to 1849. The great movement for popular education in Maine has come since the close of the civil war. EARLY COMMON SCHOOLS OF NEW ENGLAND. 1605 RHODE ISLAND. Of all the thirteen early American Colonies the most unique was what might almost he called the nation of Rhode Island. It was settled by Roger Williams, who, with his well-earned reputation as the founder of the first human government estab¬ lished on the idea of the absolute separation of state and church, combined a restless and “coine-outer ” disposition which drove him out of the ministry of the most democratic of all the religious bodies into the position of a “ seeker ” after religion. A colony thus founded, sandwiched betAveen three provinces as obstinate in their religious policy as Plymouth, Massachusetts Bay, and Connecticut, would naturally attract a population as far off from its neighbors as might conveniently be. Thus grew up, around the lovely shores of Narragansett Bay and Providence River, with headquarters at Newport, a little dominion, in Avhich each of its four counties claimed and possessed a state house, every town was relatively a kingdom, and every family a “ peculiar institution. ” It does not seem that the zeal for “ civil liberty ” by the early inhabitants of Rhode Island, largely of the Baptist denomination, conduced to either superior culture, unusual morality, or Christian courtesy. The way in which good Parson Manning, first president of Brown University, spoke and wrote of a clerical brother in the church, who had apostatized from the popular denomination in favor of a creed that stretched the infinite love of God to the incredible extent of infolding not only sinful man but fallen angels and even the Prince of Darkness in “the res¬ titution of all things, ” bears mournful testimony to the difficulty of casting out the deAul of personal intolerance, even while ready to live and die in behalf of “freedom of conscience/7 While the neighboring Colonies of Massachusetts and Connecticut established Hazard and Yale universities with no religious test, the movement for the charter of Brown in 1764 culminated in a violent controversy with Rev. Dr. Stiles, of Newport, who, invited to draw up the charter for a new college, made the governing body consist of a majority of non-Baptist officials, under the impression that Avhat was called for was a union college in which each eArangelical body should be represented in proportion to its membership. This charter was defeated. But once rid of this incumbrance and the governing power lodged in the Baptist denom¬ ination, the college at this early day did repudiate all religious tests in its methods of instruction, and in this respect has maintained a broad and progressiAre spirit of administration even to the present day. The early history of the higher education in New England would be incomplete without a brief reference to George Berkeley, bishop of Cloyne. He was born in Kilcrimmin, Ireland, in 1684, and died at Oxford. England, in 1753. His life of well nigh 70 years was contemporaneous with Swift, Locke, Leibnitz, Boyle, and Newton, and ho left a name in philosophy and a reputation for a broad and practical catho¬ licity in religion that declared him one of the ornaments of the literature and church of England. His graduation at Trinity College, Dublin, was followed by a fellow¬ ship and a series of promotions as traveling companion of a bishop’s son and a sec¬ retaryship to the Earl of Peterboro and the lord lieutenant of Ireland; followed by an appointment as dean of Derry, in 1724, at the age of 40. An idealist by temperament and philosophy, he was of all others the man to be caught up into the seventh heaven of romantic aspiration for a mission of education and evangelization in a new world, still to the young Irish poet, priest, and scholar a wonder world of hope and splendid opportunity. Discouraged and disgusted with the routine life of a regulation Church of-England official at home, he struck out on a magnificent plan for the founding of a college for the enlightenment and Christian¬ ization of the natives, but apparently with no prejudice against the ignorant and vicious white folk of the British Colonies over the sea. A fund, derived from lands acquired by a recent treaty with Franco, hoAre in sight as an endowment of £20,000 for this institution, and he was the man to burn his ships and “sail out into the west,” a new Columbus on a nobler mission than the discovery of the Indies. He 1606 EDUCATION REPORT, 1894-95. seems to have inspired several young men witli liis own enthusiasm, one of wliom was the first artist imported into the Colonies from Great Britain. In 1728, soon after his marriage, he left his deanery and, with all his worldly goods and house¬ hold gods, pushed off into what was regarded with good reason as a visionary experiment. As a practical enterprise, this cherished plan came to nothing, for he did not go to the Bermuda Islands, hut landed at Newport, R. I., in 1728, with his young wife, a lady companion, and the three apostles of his educational project. Here he pur¬ chased a farm of 100 acres, "built a residence, and spent a few years, chiefly occupied in writing and hoping against hope for the fruition of his grand mission. But the hard-headed ministry at home did not dispense the £20,000, his own fortune rapidly disappeared, and the impossibility of the millennium that hovered for years before his imagination was at last admitted. He returned to England to an appointment as bishop of Cloyne, an Irish diocese, and spent the remainder of his life upon the philosophic, scientific, and literary works which have made a positive addition to the literature of the language. But, like so many men whose dearest plans fail of execution, the influence of Bishop Berkeley on American educational affairs turned out far greater, broader, and more beneficent than the sinking of $100,000 in another abortive effort to civilize and christianize the North American Indians through the agency of the English school and church of one hundred and fifty years ago. The little city of Newport, R. I., had then a population of 6,000 and was the most thriving town in America of its size, with a mixed multitude divided into sects and fragments of sects — four sorts of Anabaptists, Presbyterians, Quakers, infidels, and many of no profession at all. The good missionary of higher things was not to be suppressed by any dis¬ couragement. He wrought with all diligence as preacher, center of culture, pro¬ moter of good enterprises, author, and friend of the superior education. He was greatly charmed by the natural loveliness and salubrity of the place, and would gladly have founded his college there had it been possible there could be a college at all. One of the most useful of his numerous inspirations was the establishment of the literary association that founded the Redwood Library, at one time the second in importance in America, and from the first a great power in the Colony. William Ellery Channing pursued his studies there after his graduation from college, and one of his most eloquent periods was called forth as a reminiscence of his life among the books and strolls along the sea-beaten cliffs of Newport. An acquaintance with Rev. Mr. Elliott and Rev. Samuel Johnson turned his attention to Yale College. After his return to England he gave his estate of 100 acres to this struggling semi¬ nary as an endowment for scholarships which, like so many similar gifts of those days, has become rather a pleasant tradition than a positive aid to education. His subsequent donation of 1,000 volumes, valued at £500, to the library of Yale, was in its time a great benefaction. He proposed doing something of the kind for Harvard, and encouraged the plan of a college at New York of the Church of England type; afterwards realized in Kings, now Columbia College, of which his friend, Rev. Dr. Johnson, was first president. There can be no doubt that the residence of Berkeley at Newport was a positive agency in the establishment of Brown University ; and, in all the ways by which the residence of a man of commanding personality and powerful influence in the uplift of a community can enter into the tendencies and inspire its best efforts, he was one of the highest and noblest ministers of a Christian civilization in the eighteenth century to Rhode Island. But the gift of foresight and prophecy is often a more potent influence in the progress of a people than any special good work wrought in the lifetime of the best man. Berkeley celebrated what he supposed the success of his great educational project by a burst into song. His “ Verses on the prospect of planting arts and letters in America,” though of no high merit as poetry, were prophetic in a vaster and more EARLY COMMON SCHOOLS OF NEW ENGLAND. 1607 exalted sense than the writer dared to hope, and add another to the long roll of inspired predictions of a future quite beyond the present realization of the prophet. It is always in order “ to keep before the people” such words as this great and good man wrote under the uplifting inspiration of a purpose that has embalmed the name of Berkeley in the memory of every lover of American education and liberty. Verses on the prospect of planting arts and learning in America. The Muse, disgusted at an age and clime Barren of every glorious theme, In distant lands now waits a better time, Producing subjects worthy fame. In happy climes, where from the genial sun And virgin earth such scenes ensue, The force of art by nature seems outdone, And fancied beauties by the true ; In happy climes, the seat of innocence, Where nature guides and virtue rules, Where men shall not impose for truth and sense The pedantry of courts and schools — • There shall he sung another golden age, The rise of empire and of arts, The good and great inspiring epic rage, The wisest heads and noblest hearts. Not such as Europe breeds in her decay; Such as she bred when fresh and young, Wlien heavenly flame did animate her clay, By future poets shall be sung. Westward the course of Empire takes its way; The four first acts already past, A fifth shall close the drama with the day: Time’s noblest offspring is the last. But it was in respect to tbe education of tbe children and youth of the State for good citizenship that the people of Rhode Island, for one hundred and fifty years, fell into the same delusion as the strictest of all sects who can see no halfway house between an ultra sectarian administration of public education and an ultra secular¬ ism that repudiates all acknowledgment of religion. The only logical attitude of such a mind is the absolute denial of the Tight to educate at all by the State; since education by common consent does imply more or less the public confession of obligation to practical religion and public morality. The early settlers of Rhode Island did not hesitate before that dilemma, and for one hundred and fifty years, till the middle of the nineteenth century, would have none of the common schools of Connecticut and Massachusetts, and even refused to subsidize the higher education. The result could have been predicted from the first. The colony, from its peculiarly favorable situation for commerce, grew into an important industrial community, Newport at one time being the second city in the provinces. From the social pretension of its leading class and the prevalence of negro slavery, it being the headquarters of the slave trade, Rhode Island was more in touch with the aristocratic Southern than with the more democratic Northeastern colonies. The well-to-do families educated their children abroad or at private schools, some of which were established immediately after the founding of Providence, Newport., and the few large towns. From the intimate connection which the people held with their neighboring provinces and the gradual coming in of settlers therefrom, there came up a superior class of remarkable ability and influence; so that the lonj hesi¬ tation of this least of all the colonies in coming into the new Union was felt as a peril to the new experiment of the national government. The establishment of Brown University, as early as 1764, with its Latin school annex at Providence, and the vicinity of Harvard and Yale for the more favored minority of the people, were 1608 EDUCATION REPORT, 1894-95. doubtless, for a time, a hindrance to the legitimate results of this obstinate policy of noninterference by tbo State in matters educational. But, as always must be true, the final outcome of all ultra individual theories of life leads inevitably to the semibarbarism of “every man for himself;” the most extreme form of a privileged class in sharp contrast with dense ignorance and a low grade of morality at the opposite pole. The Colony of Rhode Island found itself at the middle of the nineteenth century in the unenviable condion of having, for one hundred and fifty years, denied to the children of the poor man the one chance of rising to that equality of opportunity and rights without which society is only another name for slavery. It is a somewhat discouraging result that this long agita¬ tion for “personal liberty,” in a State so favored by nature and an exceptional pop¬ ulation, drove the mass of its people finally into a revolution which trembled on the precipice of a civil war to earn the common rights so completely enjoyed by other States. Until the year 1799, Rhode Island has no common- school history. Brown Univer¬ sity was founded in 1764, seventh in the roll of the American clerical collegiate schools that survive to the present day. Its foundation was not from within but from the demands of a convention representative of the Baptist people, held in New Jersey, that, after the successful building up of an academic and theological seminary at Hopewell, N. J., something should be attempted on a larger scale. The fact that the Baptist people of New England had concentrated in Rhode Island was deemed a reason for founding the university in that State, and Jared Manning, a graduate of Princeton, and a young minister of shining abilities and great zeal, was sent to New¬ port to feel the educational pulse of the Colony. According to the explanation of Manning and his associates, he was outwitted by Dr. Stiles, whom he employed to draw up a charter for the proposed school. The doctor “fixed” the board of fellows, the governing board, as an anti-Baptist “ring.” The discovery of this in the legis¬ lature postponed the movement. But in 1764 it had its foundation, beginning prac¬ tically as a parish school kept by Rev. Mr. Manning, who had 'removed to Warren, where he opened a private Latin school in connection with the college department. In a few years the institution was removed to Providence, then a town of 4,000 peo¬ ple, being invited by a gift of £400. The larger offer of Newport was rejected and the larger city made a sharp effort at the establishment of a rival college. But this plan having failed, Providence was left to support the “College of Rhode Island” as it might. The first Baptist church of Providence, whose pulpit had been left vacant by the secession of Roger Williams, gladly accepted Rev. Mr. Manning, who, with a college class of 20 and a united salary of $500, worked on with small encouragement uutil his death in 1798. The president was of Scotch descent; trained in the old-time discipline of the classics; translating Greek and English into Latin as a condition of admission to college; with a severe ideal of discipline. At Princeton, his alma mater, the student was expected to “take off his hat within 10 yards of the presi¬ dent and 5 of the tutor,” while the freshman was required to act as a fag, in the sense of always being ready to run on an errand for a superior student or teacher. It was high time this large and devout body of Baptist Christians moved in educa¬ tion. The president of Brown testified that but two clergymen of the sect had a liberal education, and “they not clear in the doctrines of grace.” Both in England and America, during its early days, this now great and progressive denomination of Christians wras under the eclipse of a strong prejudice against learning among the clergy and a great lack of education in the laity. But President Manning had no faith in ignorance, and toiled on, with an heroic and patient devotion during this early period. At the first commencement, in 1769, 7 graduates were sent abroad, and out of this little early class a majority became known and honored for ability, public usefulness, and good culture. The college was supported by subscriptions gathered from various portions of the country. The South sent £500. Every member of the denomination was urged to contribute a EARLY COMMON SCHOOLS OF NEW ENGLAND. 1609 sixpence a year for three years. A gift of £800 came from England, with the names of Benjamin Franklin, Benjamin West, and Hollis, the benefactor of Harvard, among the contributors. The corner stone of the first building was laid in 1770 by one of the numerous and generous family of Brown, which, after the munificent gift of $158,000 by a younger member of the family, bequeathed its name to the university in 1804. But during the life of President Manning the school languished with 20 to 40 students, 1 additional professor, and several outside lecturers; the president act¬ ing as pastor of the great church, teacher of the Latin school, and general repre¬ sentative of the educational spirit of the time. He commanded the respect and affection of the people at home, and was sent as a representative of Rhode Island to the Congress of the Confederation by the legislature. The war of the Revolution came upon the new enterprise with crushing force. The buildings were occupied as barracks by the American and French soldiery. Newport was once in the hands of the enemy and poverty and distress were the order of the day. In 1777 the school was suspended till 1780. From the depre¬ ciation of the currency of the colony, four-fifths the president’s salary was cut off and he was left in dire extremity for a livelihood. He “ freed his mind,” in good old-time clerical fashion, by declaring that “ a more infernal set of men, under the name of a legislature, never, I believe, disgraced the world.” But he persisted in his good work. Invited to open with prayer the session of the convention of Massa¬ chusetts that was wrestling with the problem of coming into the new Union, he fell on his knees and prayed for the Union with an eloquence and pathos that greatly contributed to the final decision. He labored against some of his own clergy in Rhode Island to the same good result. He was a firm friend of popular education, and his last work, as the chairman of a committee, was the drawing up of a forcible petition for the establishment of a sys¬ tem of free schools for Providence. This was presented to the town meeting ten days after his death, in 1791. Whether his constant plaint on “the decadence of religion ” during the Revolutionary epoch was more than a formal disapproval of all religious sects except that to which he had so faithfully consecrated his life, is not evident. But the dense bigotry of creed and the narrow code of social morality at that day was responsible for a good deal of dissent that broke out into a violent prejudice against the church, clergy, and all that was held up as the religion of Jesus Christ. In 1790 President Washington, accompanied by Thomas Jefferson, his Secretary of State, visited Providence and was received with honor by the college. He made the usual official speech in reply. It would be interesting to read the speech that was not made by Jefferson, then the foremost educational philosopher and the coming statesman of the Union. A gift of 1,300 volumes from Rev. Mr. Richards, of Wales, was a great boon to the college. Indeed, at the death of President Manning, the institution was a great way from being an accomplished fact. In 1792 there were but 22 students, and the library numbered 150 volumes; the philosophical apparatus consisted of an electrical machine and a microscope, with an air pump in prospect. Its entire endowment was but £900. Good President Manning was often grieved to the heart by the depravity of his students, some of whom had broken the windows of the Friends’ meetinghouse. Mr. Hart, of South Carolina, writes urging him not to “spare the rod” in the discipline of his son John. Through the entire administration of the first president, the college of Rhode Island had but one building over its head, and the students and teachers boarded at $1 a week. It was out of such beginnings that the great American universities of to-day were built up ; every brick and beam of the structure being consecrated by the prayers and tears and lifeblood of their devoted friends. The thirty-six years between the death of President Manning and the beginning of the long and powerful administration of President Francis Wayland, 1791-1827, were marked by a gradual increase of attendance and greater ease in matters financial ED 95 - 51* 1610 EDUCATION REPORT, 1894-95. tlian tliis disheartening beginning. Until 1802 the college moved on under the charge of its new president, Maxcy, who still retains the reputation of an accom¬ plished scholar; two professors, 2 nonresident lecturers, 3 medical lecturers, and 2 tutors. The vacancy occasioned by the departure of President Maxcy was filled by President Messer, who held the position till 1827. This long period of service by a president who, with great imputed professional and scholastic merits, seems to have combined an eccentricity of personal character and manners, brought the institution into a state satisfactory to none of its friends. The methods of instruction seem to have been superficial, the teachers too often only partially attached to their classes, and the college was getting a bad name for the disorder among the students, which is the inevitable result of placing even a worthy and able man of grotesque and obstinately repulsive personality over a college full of young Americans. From 1804 dates the new baptism of the school into the name of Brown University, under which it has acquired its present reputation among American colleges. The gen¬ erous and distinguished family to which the university owed its financial success during the coming fifty years of its history contributed in the neighborhood of $158,000 to its endowment and placed on the ground the buildings which were Brown University until a considerably later date than 1850. Meanwhile the absence of theological teaching and the general liberal spirit of the institution were a strong point in its favor, in a measure compensating for the absence of better educational facilities. Brown University had its roll of celebrated men from the beginning. The repudiation of the common school by the people of Rhode Island for three-fourths of a century from its establishment forced the college into an intimate and popular attitude before the people. Its Latin school annex was one of a number of good secondary schools which came at the demand of the increasing wealth, culture, and public importance of the State. It was in the period including this chapter of our essay, previous to 1845, that it numbered among its graduates Horace Mann and Barnas Sears, the two great apostles of the American common school in the northern and southern sections of the Union, and George William Curtis, for twenty-five years the most conspicuous representative of the higher journalism of the country. Its two greatest presidents, Wayland and Sears, have been more conspicuously identified with the common-school interest of the Republic than any similar officials of the older colleges of the New England States. Brown was the first university of large reputation that established a professorship of didactics, and in Prof. S. S. Green, who held this chair, the State of Rhode Island and the country possessed one of the most charming lecturers and wisest experts developed by the later movement we call the “new education.’7 The advent of Francis Wayland to the presidency of the university in 1827 ushered in the period of the renaissance of Brown University. Ho came to the post unbur¬ dened by the narrow college methods and ideals of the day, and beyond all other men, except President Mart Hopkins, at Williams College, was the most conspicuous representative of the higher education in New England for a full third of a century. A native of New York, a graduate of Union College, and, as far as such a man could be, a disciple of the great college reformer of the period, Dr. Eliphalet Nott; with an established reputation, and on the high road to fame as one of the foremost preachers and thinkers in the American Protestant. Church, he had just accepted an important professorship in his alma mater when called to the presidency of Brown. It was an experiment that might have appalled even an abler and more positive man than himself, for the problem was, in a State that still persisted in opposing the gen¬ eral sentiment concerning popular education in the northern section of the Republic, among a people celebrated for a personal independence that verged on the border of impracticability, dependent on the most aristocratic social class of New England, to lift a college that for more than half a century had been struggling for existence, with dilapidated buildings, a wreck of a library, and not sufficient material to do proper work, with a reputation for scholastic inferiority and a disorderly student population, up to the level of the leading colleges of the time. EARLY COMMON SCHOOLS OF NEW ENGLAND. 1611 But the work was done ; so well done, from the Loginning, that there has never come the necessity of doing it over. Whatever may have been the original opinions and expectations of President Wayland, the earlier years of his presidency were wisely and firmly given to establishing the university on solid educational founda¬ tions. With an iron hand, but in a spirit eminently judicial, he suppressed the “glorious independence ” of the student contingent, and during his entire adminis¬ tration could boast that hazing the freshmen at Brown was “a lost art,” and “rebellion ” a practical impossibility. He dusted out the corps of temporary tutors, who “drop in” upon a college recitation room to eke out a subsistence, or illustrate a professional reputation by “substituting” in place of a professor. He insisted that, only in the last necessity, should the text-book be seen open in the recitation room, both teacher and student being required to have the substantial contents of the lesson of the day in mind., and so well in hand that the treatment of a subject and not a mechanical recitation should be the work of the hour. He awoke confidence among the men of wealth and influence in the State; obtained money for anew outfit of illustrative apparatus, library, and buildings, and raised the institution from the reputation of financial impecuniosity to educational respectability. All these years, at the risk of being stranded by what was regarded an undue severity of discipline and an unpopular demand for thorough scholarship, in the face of the lin¬ gering jealousy of the higher education and the clamor for a cheap and superficial outfit, even for the ministry, he persisted in these reforms. It was a providential coincidence that this period of President Wayland’s service at Brown University covered the first years of serious effort by the people of Rhode Island to establish a genuine system of common schools. How much the known sympathy of the great president upon the hill in Providence contributed to the result is not- easy to bo determined. Even more, the persistent effort of the head of the college to raise the standard of scholarship would force upon the thoughtful people of the State the necessity of laying broader foundations in the better schooling of the masses below. But when the hour struck and the decisive day had fully come, Dr. Wayland was found all ready for the new departure in college life, which was the real initiative in the readjustment of studies and the inauguration of the elective system in every American college and university of the first class. Meanwhile, alongside the new administration at Brown, was found in John Kings¬ bury, one of its early graduates, a reformer equally efficient, if less widely known, in the neglected sphere of the superior education of young women. A class companion in college of Prof. Edwards Park, of Andover, and Bishop Burgess, of Maine, Mr. Kingsbury, near the time of the appearance of Dr. Wayland at Brown, opened a school for girls in Providence, which, during the thirty years of its existence, edu¬ cated 5,000 young women in a way rarely experienced in New England before. He began with an exposure of the quality of “educational hash” served to its students by the average female seminary of the day. According to Dr. Kingsbury, there was, “beyond the elements, a little history, a smatter of French, Latin, algebra, and geography only in a few schools outside of Boston.” He challenged his patrons with declarations like these: “No school can remain good which is not in some things distasteful to the young and clashes with the current sentiment of much called good society;” “to educate the whole number well, rather than to educate a few to distinction;” “common sense more valuable than literary or scientific cul¬ ture;” “adopting every improvement, whether demanded by public sentiment or not, rejecting all that does not commend itself, whether demanded or not;” “ daily seeking aid of heavenly wisdom and guidance.” He discarded at once the mischievous and exhausting habit of elaborate examina¬ tions and public exhibitions ; placed his girls and their instructors upon their honor ; never but three times in thirty years was late at his desk, and generally “ toned up” the entire realm of woman’s education. Besides all this, he was active in the Ameri¬ can Insfitue of Instruction; a great friend of Sunday schools and missions; the secretary of Brown University, and, in his later years, one of the commissioners of common schools for the State. 1612 EDUCATION REPORT, 1894-95. Another valuable institution, largely favored by the bounty of another of the numerous family of Brown, was the Providence Athenaeum, which became a literary center for the city of Providence, as the Redwood Library, at one time second in importance in the United States, had for many years occupied a similar place in Newport. The Friends’ school, one of the most substantial and useful of the secondary semi¬ naries of New England, owes a debt of gratitude to the benevolence of another mem¬ ber of the Brown family. Inaugurated as a representative school of this religions body in 1794, it was kept alive from year to year by personal contributions. But not till its removal to Providence, through the liberality of Moses Brown, in 1819, did it take the position it has since occupied. At present it seems not only to be an excel¬ lent school of a genuine academical order, but furnishes an advanced course of study. For several years its faculty included several members of the Smiley family, so well known of late as enlightened friends of Yassar College and deeply interested in the work of home evangelization. It is one of the characteristic and most hopeful features of our American civiliza¬ tion that, even when the masses of any community, State, or section of the country for a long period seem indifferent or hostile to the universal education which is the highest interest of republican society, the entire system of the secondary and higher education, so fixed and unalterable abroad, becomes flexible, leans downward, and goes out of its way, sometimes “ across lots,” to repair the damage and avert the uttermost consequences of this radical neglect. Even in the vast realm below the Potomac and Ohio rivers, including a region as extensive as Central Europe, this was done, in a measure, by extending the opportunities of the best schooling to the superior children of the humbler classes ; even putting in peril the integrity of the secondary and higher instruction to meet the wants of the great varieties of pupils drifted in reach of the sheltering arms of the academy and college. But in Rhode Island, the most compact of American Commonwealths, only 1,250 square miles in extent, with more than three-fourths its population of 345,000 in 1890 massed in its two chief cities, two-thirds of it being in Providence, this adjustment of the higher to meet the crying need of the less intelligent strata of citizenship was most evident. It was, perhaps, because of the excellence of much that was in active operation in these larger cities and towns, and the satisfaction of the well-to-do classes in this direction, with the constant lifting up from the lowest estate that is only found in our American life, that the organization of common schools was so long delayed. We have already indicated the residence of Bishop Berkeley at an early day in Newport and the gathering in that city of a brilliant and cultivated society as one of the incitements to the first building up of Brown University, and afterwards to the establishment of the private schools of Newport, Providence, and the lesser cap¬ ital cities of the little Commonwealth. But all this was only the old story of the past order of affairs, wherein the precious opportunity of acquiring the knowledge and mental discipline of the schools is with- holden from the masses. Until the close of the eighteenth century the colony from its settlement was a protest against religious bigotry ; but neither the State govern¬ ment nor the leading class seem to have been strongly moved with an intimation of the duty of every civilized and Christian community to care for the improvement of a majority of the people on whom the very material existence of a State depends. The attempt of President Manning, representing the latent sense of this obligation, which, after the State fully allied itself to the new Republic, was somewhat more evident than before, to persuade the city of Providence to assume the schooling of her own children, failed. It was not till ten years later that a sharp reminder from the opposite quarter of society brought the legislature face to face with that imperious question of public education which “ will not take no for an answer,” and finally prevails despite every form of private, social, ecclesiastical, and public hostility. The first apostle of the common school in Rhode Island was found in John How¬ land, an influential member of the Mechanics’ Association of Providence, and himself EARLY COMMON SCHOOLS OF NEW ENGLAND. 1613 a successful worker in tliat craft. In 1798 lie brought the subject of the dearth of suitable opportunities for education before this association. When it was deter¬ mined to move, there was a hesitation concerning the preparation of a suitable memorial to the legislature, and the suggestions of Mr. Howland were adopted. With characteristic moderation the legislature reported a provisional act which was submitted to the towns for examination. It was not till 1800, after Providence and Newport had approved, that an act was passed appropriating 20 per cent of the State taxation to education on condition that the towns would support schools under certain limitations proposed by the State. At once Providence, stirred up by Mr. Howland, availed herself of the law. Several private schoolhouses were bought by the city for $6,000 and a system of public education was at once inaugurated. But the inevitable reaction came in 1803 when the law was repealed, no town save Providence having taken advantage of its provisions. Mr. Howland declared that “while the wealthy and educated people of the State did not oppose, the class for whose benefit the law was specially intended was largely indifferent or hostile.” An arrangement by which the small rural districts have always retained a greatly dis- proportioned representation in the legislature, then, as afterwards, bore its legiti¬ mate fruits. The voice of the two cities, in which three-fourths of the population, wealth, and personal influence of the State were concentrated, was suppressed by this disposition of political power conferred upon the least prosperous, intelligent, and progressive portion of the State. During the following eighteen years the people of Rhode Island were not disturbed even by any “revisiting the glimpses of the moon” by the “perturbed spirit” of the dead and buried common school. In 1821 the legislature appointed a “committee of inquiry” into the condition of public education. But this report, if indeed written, was not considered, and for six years more things went on. as before. But in 1827, the year that Dr. Francis Wavland put his hand on the helm of the storm-beaten craft of Brown University, there came in a responsive wave of educational revival. Newport, in 1825, voted to raise a tax for the support of a free school. In 1827, after an agitation of a generation, the legislature set apart, from the income of a tax on lotteries and other assessments, the sum of $10,000 annually for public schools. Every town was empowered to collect a tax, not exceeding twice the amount received from the State, to supplement the appropriation. This preliminary legis¬ lation was followed by other acts for the building of schoolhouses. In 1836 the city of Providence finally “got itself together,” established a system of graded schools similar to those of other New England cities of its importance, and appointed Nathan Bishop superintendent. It is claimed that in the matter of city supervision of schools Providence led the Union. From that day the schools of Providence have been generously and successfully supported. In 1839 the State raised its annual appropri¬ ation to $25,000, aided by the reception of the United States surplus revenue. But still the good work dragged on; the situation more discouraging to the educational public from the poor pretense of doing what was in no large sense well conceived or executed. In 1843 the first correct revelation of the educat ional condition of the State was made to the legislature. The retribution of long years of neglect of the people’s fundamental right and necessity had come at last. The combination that had held the State in the grip of the original charter, granted to the colony by King Charles II of England, for more than half a century of the national life was confronted by an uprising of the people that, for a time, threatened to reach the dire extremity of a civil war. In the emergency both political parties in the legislature turned to the people’s common school as a reconciling agency. The revelations of the report, presented by a committee of inquiry, were a surprise and humiliation to a people who had lived all their lives alongside a state of affairs of which they seemed to have no real conceptioxi. It was found that 1,600 in 108,000 of the people of Rhode Island were wholly illiterate, while the neighboring State of Connecticut, although in the bonds of its inefficient school system, could boast that only 526 in 309,000 1614 EDUCATION REPORT, 1S94-95. were in utter ignorance. Outside the two chief cities and a few large towns, the schools were in a disgraceful condition; schoolhouses dilapidated, teachers meanly- paid, probably at their full worth, and the schools practically useless. The new constitution, horn amid the throes of a popular revolution, contains this decisive and comprehensive clause : 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, it shall be the duty of the general assembly to promote public schools and to adopt all means which they may deem necessary and proper to secure to the people the advantages and opportunities of education. Sec. 2. The money which now is, or which may hereafter be appropriated by law 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. Sec. 3. All donations for the support of public schools or for other purposes of education, which may be received by the general assembly, shall be applied accord¬ ing to the terms prescribed by the donors. Sec. 4. The general assembly shall make all necessary provisions by law for carry¬ ing this article into effect. They shall not divert said money or fund from the afore¬ said uses, nor borrow, appropriate, or use the same, or any part thereof, for any other purpose, under any pretense whatsoever. The time was now ripe for such a thoroughgoing reformation in popular education as has seldom been witnessed in any state in Christendom. With the new constitu¬ tional provision as a corner stone, with the example of Massachusetts already for ten years awakened from the lethargy of half a century by the thunderstorm of Horace Mann’s cyclonic proclamation of his modest office of “ secretary of the board of education/’ with Connecticut thoroughly aroused on the hither side, and, last of all, with xhe revelation of her own condition before the whole country, and with the leading educators in all the high places of university and academic life urging on, matters came t© a head. Henry Barnard, of Connecticut, was invited to look over the field and suggest a plan of operation by which the good work could be well begun. He came, and, after due investigation from, a tour of observation through the whole country, made a statement before the legislature and prominent .citizens so convincing and reasonable that his hearers were not only “ fully persuaded,” but “showed their faith by their works,” and offered him at once the laborious and diffi¬ cult position of first superintendent of common schools of the State of Rhode Island. The story of how he accepted the offer, and how, through four memorable years, he wrought in his place, until he was recalled in 1850 to his own State for a second time to serve as the guide of its common school system, remains to be told as one of the most inspiring chapters of the record of the “great revival of education in the United States,” midway of the nineteenth century. If we have seemed to linger too long on the story of the common school in New England during this critical period of the first half century of the national life, it is because in what did not happen then and there and in what was made to happen by the great outbreak of enthusiasm and energy at the close of these years, this little northeastern corner of the Union stood conspicuous among all the States of the North and in sharp educational contrast to the Southern section of the Republic. For still another thirty years was New England to retain her leadership in this great national enterprise, the training of Young America, under the auspices of the State, for good American citizenship. Of the numerous services rendered to the national life by New England this is by all odds the most conspicuous and permanent. That in due time this leadership, like her eminence in material prosperity, industrial genius, literary and artistic pro¬ duction, and the initiative in social, political, and moral reform, will pass onward into the charge of the great central realm of the West, from the valley of tho Hudson to the Rocky Mountains, so largely settled by her own progressive sons and daughters, is neither to be denied nor regretted. For to every section of this Republic comes in EARLY COMMON SCHOOLS OF NEW ENGLAND. 1615 its own good time the opportunity to mahe a prominent and characteristic impres¬ sion upon the nation.- New England has done this, her best work, for all time. But such work leaves no individual or State exhausted and obsolete. Rather is it a iDer- petual inspiration at home, ever burning like a quenchless flame on the altar; inspiring to a more profound and broader conception of education itself; demanding of every new generation that intense and vital interest on the one theme whose faith¬ ful and persistent working out through the passing years will alone insure the per¬ petuity of that type of American society which shall become the normal school of freedom for all men in all lands around the world. [Errata. Page 1542, paragraph 2, last sentence, should show that Ninian Edwards was Territorial governor of Illinois (1809-1818) and third governor of the State (1826- 1830) ; also that his son Ninian W. Edwards was first State superintendent of instruc¬ tion, 1854. Ninian Edwards died in 1833.] CHAPTER XL. PAROCHIAL SCHOOLS.' INTRODUCTORY REMARKS. Parochial schools, called also parish schools, have not been separately shown in previous reports of the Bureau of Education. It is therefore fitting to explain con¬ ditions relating to these schools with a fullness that would not otherwise he desira¬ ble. It will be the effort to make an unbiased statement of historical accuracy. As far as it can be conveniently done, the views of authorities cited will be given in their own language. There is some difficulty in clearly defining parochial schools, owing to variation in the use of the term. For example, a number of denominations maintain schools for their children which some might consider parochial, with no violence to the general definition, and yet it might be very difficult to separate some of these main¬ tained by congregations from kindred schools maintained by the denomination. It has been found more convenient to treat the schools of the Friends, for example, as private denominational schools, although their elementary departments and some elementary schools may closely correspond to the parochial schools of some other denominations. Moravian parochial school. — A peculiar case is that of the Moravians at Bethlehem, Pa. Besides a theological seminary and a seminary for young ladies, there is a school, established in 1742, still known as the Moravian parochial school. It is main¬ tained by the congregation. Religious instruction is regularly given. The pupils from Moravian families observe the holidays of the church. The school has expanded within a few years so that it embraces a full set of departments from kindergarten to classes fitting for college. The advanced classes are partly made up of tuition pupils without regard to residence or religious profession. The elementary depart¬ ments correspond to what are popularly called parochial schools, while the advanced departments correspond somewhat to an academy or other preparatory school. This school is remarkable for the long record it has as a school of elementary religious instruction and for the steadiness with which it has been quietly held to its original purpose. Some similar combinations of elementary and advanced religious instruction in care of congregations might be found in other denominations. Some denominations have devoted great attention to education without establishing distinctively ele¬ mentary congregational schools for the inculcation of their tenets. Parochial schools defined. — The term parochial or parish school as here used applies to elementary schools maintained by congregations for their children with particular reference to their religious instruction. Such schools are to be distinguished from institutions maintained by groups of churches, such as dioceses, presbyteries, synods, assemblies, conferences, associations, or' denominations, or supported as missions. THE GENERAL DEMAND FOR RELIGIOUS INSTRUCTION. Over all the world, wherever civilization has advanced to the establishment of schools of any sort, in any age, the prevailing religious system makes the study of truth as shown in the books deemed sacred the fundamental idea in education, if not directly, yet as the ultimate foundation. By James H. Blodgett, A. M. 1617 1618 EDUCATION REPORT, 1894-95. Hindoo boys repeat whole boohs of their sacred literature to their Brahman teachers, and the texts of the Koran are the fundamental teaching of such schools as are main¬ tained by Mohammedans in India, western Asia, or northern Africa. From Mosaic times the Jews have made the religious instruction of children paramount. When the Christian religion grew out of the Jewish the same ideas as to the instruction of children were carried over into the new conditions. With a general agreement of purpose in this respect there is a wide diversity in the methods used, and parochial schools are not maintained by those who, aiming for a like result, deem other agen¬ cies in operation adequate for elementary purposes. In the United States we have now many forms of religion, but only Jews and Christians of some name are in such numbers as to affect statistics noticeably. The Jeivs. — The devout Jew is hardly less earnest than of old as to the importance of religious instruction of children. In the persecutions of the centuries much of this instruction was driven to the privacy of the home, and the organization of Jewish schools was so far forbidden, discouraged, or interrupted that the Jew has not brought a formal habit of parochial schools to this country. There are numerous classes on Saturday, or at hours outside ordinary school, for the special purpose of impressing the doctrines of Judaism, but they are carefully planned to avoid conflict with the appointments of the public schools of their vicinities. The Jews have also some schools reaching to maturer work and to trade education, in part of which, at least, it is required that candidates for their privileges shall have been in regular attend¬ ance at ordinary day schools. The Jew therefore does not have parochial schools in the United States. Christians. — Those who accept the Christian Scriptures in this country are in the first analysis, by order of number, Protestants, Roman Catholics, and Latter-Day Saints, or Mormons. The latter people add another revelation to that of the Old and New Testament. They are principally found in Utah and adjacent regions. As a church they take a positive charge of the education of their children, and some of their elementary schools might not be easily distinguished from parochial schools, yet the term denominational schools seems more fitting under the circumstances. The secretary of the board of education of the Latter-Day Saints or Mormons reported at the Eleventh Census (1890) 5,092 pupils in schools ranging from elementary to superior, of whom 113 were in Arizona, 696 in Idaho, and 4,283 in Utah. Owing to their location their schools have attracted little national interest. In 1893 there were reported 637 Mormon teachers and 46,099 children of Mormon parents in the public schools of Utah. The following statement of the Mormon position in education is from the circular of the Juab Stake Academy for 1894-95: “The growth of infidelity among the young establishes the fact that without the introduction of religious principles the final object of all education, ‘ Be ye therefore perfect, even as your Father in heaven is perfect/ as expressed by Christ, the great¬ est of all educators, can not be accomplished. It is also a fact equally demonstrated that the church school system of which this institution forms a part, remedies the growing tendency toward an unbelief in a divine creator. tl The following extract from a letter of President Woodruff of the general board, in which he urges the appointment of stake boards of education, voices the conclu¬ sion of every true Latter-Day Saint : ‘"We feel that the time has arrived when the proper education of our children should be taken in hand by us as a people. Religious training is practically ex¬ cluded from the district schools. The perusal of books that we value as divine record is forbidden. Our children, if left to the training they receive in these schools, will grow up entirely ignorant of those principles of salvation for which the Latter-Day Saints have made so many sacrifices. To permit this condition of things to exist among us would be criminal. The desire is universally expressed by all thinking people in the Church that we should have schools wherein the Bible, the Book of PAROCHIAL SCHOOLS. 1619 Mormon, and the Book of Doctrine and Covenants can be used as test-books, and where the principles of our religion may form a part of the teachings of the schools/ “ The past years have proven that an academy based upon the principles of the everlasting gospel can be successfully run in this Stake1 of Zion.” Early conditions in the United States. — The Protestant settlers of New England had broken with a state church, yet had retained so much of the impressions of unity of church and state that at first citizenship and church membership, when not iden¬ tical, were closely related, and religion was a dominant subject in founding schools of every degree from the humblest to Harvard College. The adherents of the state church who settled Virginia kept religion prominent in such educational work as they did. For two centuries New England and the Virginias and States of like settlement were under the control of the descendants of the original settlers and those in sym¬ pathy with them. All the institutions in each group were in harmony with the leading religious sentiment. Religious instruction was dominant in some schools, prominent in many, and, generally speaking, tolerated in all. Louisiana and such portions of Spanish America as have been absorbed into the United States were strongly Roman Catholic, the States from Spanish America having been under Catholicism as a state religion till near 1825, and such schools as existed were strongly marked by a religious character. Maryland was settled by liberal English Catholics, but their controlling influence was soon disputed by adherents of the Protestant Episcopal, Established Church of England. As long as any portion of the country remained under the control of the views of the original settlers the religion of their preference was expected to be in their schools, though by lack of interest it often occurred that Protestant communities allowed the disuse of the Bible and religious exercises. In early settlement Pennsylvania probably covered the greatest number of religious bodies that could not accept the tenets nor understand the language of one another. There were Swedish and German Lutherans, English Friends or Quakers, Dutch Mennonites, German Moravians, and Scotch- Irish Presbyterians. From the organization of the Federal Government into the second quarter of this century the influence of foreign immigration was slow in its effects, and each State, or even a group of States, tended toward something of a homogenous religious senti¬ ment, in accordance with which its schools were molded. Public schools maintained by local taxation, as now existing in part of the nation, were almost unknown. Even near the end of tho second quarter of the century Horace Mann said in his report upon the schools of Massachusetts for 1846: “There is not at the present time, with the exception of the States of New England and a few small communities elsewhere, a country or a State in Christendom which main¬ tains a system of free schools for the education of its children. Even in the State of New York, with all its noble endowments, the schools are not free.” Effect of quiclcened immigration on school systems. — In this second quarter of the cen¬ tury an active immigration began to pour into the Northern States that has only varied and not ceased to this date. The digging of canals and a little later the con¬ struction of railroads induced Catholic laborers from Ireland to come by thousands and scatter among Protestant communities. The failure of their potato crop gave tremendous enlargement to the Irish emigration just before 1850. The revolution¬ ary conditions of the continent greatly stimulated German emigration about the same time. The Germans were partly Catholic and partly Protestant Evangelical of Lutheran profession, each form recognized in the provisions for religion by the State jn their native regions. Later came Scandinavian Lutherans, bred in a State church, often iu numbers sufficient to form colonies and organize and maintain local institu¬ tions, as was true in a degree of Germans. Such German or Scandinavian colonies 1 Stake is the term used for a settlement by the Mormons. 1620 EDUCATION REPORT, 1894-95. ■became especially numerous iu Illinois, Wisconsin, Minnesota, and tlie States imme¬ diately west of them. Wisconsin gave the privilege of suffrage to immigrants of one year’s residence, a welcome which had a desired influence in determining migration thither. In the two decades, 1850-1870, the free public school maintained mainly hy local taxation came to he the educational watchword and almost uniform practice north of the Ohio River, and it has continued to extend with the westward expansion of settlement and the development of the South. In the South, below the border States, public schools, outside of some considerable cities, are of recent growth, and such schools often have some tuition fees, as they did in Northern States generally almost to 1850 and irregularly to the time of the civil war. The Southern States are not yet much affected by foreign immigration, and they conserve the views of a white ancestry chiefly English in origin in a degree not elsewhere equaled. It is to be noted that the growth of our public free-school systems has been largely coincident with the great foreign immigration, and its development has been pro¬ moted and modified by the views of adopted citizens, especially from countries possessing efficient systems of popular education. Foremost of these was the com¬ bination of States which we know as Germany. The schools of Germany had not generally been free, but in the revolutions of 1848 free schools was one of the popular demands generally attained for a time, though tuition fees again became common,1 and now again fees have been abolished in elementary schools of Prussia.2 EDUCATIONAL CONDITIONS IN COUNTRIES FURNISHING IMMIGRANTS. To understand the views with which citizens of foreign nativity have aided to build up and maintain local public schools and especially to understand their atti¬ tude toward religious instruction in such schools, it will be appropriate to consider the conditions under which they or their parents were born. The tables, derived from the Eleventh Census (1890), here used to show the ratio of persons of foreign parentage, point out only conspicuous countries of their origin and indicate the portions of this country most affected by each. The great masses of immigrants have come from Ireland, Germany, Great Britain, Canada, and Scandi¬ navia, or Sweden, Norway and Denmark. The first table shows the entire population separated as of native parentage and of foreign parentage. This table includes the colored population of which the for¬ eign-born portion is so small as to require little notice here. The people of African descent are chiefly in the South, where, having learned English ways at second hand, they add something to the conservatism against customs brought in by recent immi¬ gration. Taking all Northern and Western States together the population of foreign parentage is but little less than half the whole; taking all Southern States together the population of foreign parentage is close to one-tenth. Laisliley, R. statesman’s Year-Book, 1896. PAROCHIAL SCHOOLS, 1621 Table I. — Population distributed according to native or foreign parentage, by States and Territories: 1890. Population. States and Territories. Total. Of native parentage. Of foreign parentage. The United States . 62, 622, 250 41, 946, 204 i j 20, 676, 046 North Atlantic Division . 17, 401, 545 8, 857. 920 9, 185, 707 8, 215, 838 South Atlantic Division . . 8, 324, 540 533, 380 North Central Division . 22, 362, 279 12, 741, 925 9, 620, 354 South Central Division . 10, 972, 893 10, 139, 855 833, 038 Western Division . 3, 027, 613 1, 554, 177 1, 473, 436 North Atlantic Division: Maine . ! 661, 086 509, 928 151, 158 New Hampshire . 376, 530 255, 237 121, 293 Vermont . 332, 422 227,945 104, 477 2, 238, 943 345, 506 979, 822 1, 259, 121 200, 452 Rhode Island . 145, 054 Connecticut . 746, 258 370, 770 375, 488 New York . . 5, 997, 853 2, 599, 887 3, 397, 966 New Jersey . 1, 444, 933 746, 751 698, 182 Pennsylvania . 5, 258, 014 3, 350, 313 1, 907, 701 South Atlantic Division : Delaware . 168, 493 137, 790 792, 011 30, 703 Maryland . 1, 042, 390 250, 379 District of Columbia . 230, 392 183, 462 46, 930 Virginia . 1, 655, 980 1, 612, 415 703, 144 43, 565 West Virginia . . 762, 794 59, 650 North Carolina . 1, 617, 947 1, 606, 691 11, 256 South Carolina . 1, 151, 149 1, 133, 546 17, 603 Georgia . 1, 837, 353 1, 804, 669 32, 684 Florida . 391, 422 350, 812 40, 610 North Central Division : Ohio . . . 3, 672, 316 2, 425, 143 1, 745, 183 1, 247, 173 Indiana . 2, 192, 404 447, 221 Illinois . 3, 826, 351 1. 949, 125 1, 877, 226 Michigan . 2. 093, 889 1, 686, 880 948, 062 1, 145, 827 Wisconsin . . 443, 871 1, 243, 009 Minnesoto . 1, 301, 826 320, 043 981, 783 Iowa . . . 1, 911, 896 1, 078, 708 833, 188 Missouri . 2, 679, 184 2, 009, 873 669, 311 North Dakota . . 182, 719 38, 414 144, 305 199, 287 South Dakota . . . 328, 808 129, 521 Nebraska . 1, 058, 910 609, 050 449, 860 Kansas . 1, 427, 096 1,044, 932 382, 164 South Central Division: Kentucky . 1, 858, 635 1, 675, 255 183, 380 Tennessee . . . 1, 767, 518 1, 714, 160 1, 475, 133 53, 358 Alabama . 1,513, 017 37, 884 Mississippi . 1, 289, 600 1, 263, 871 25, 729 Louisiana . 1, 118, 587 969, 372 149, 215 Texas . . . 2, 235, 523 1, 897, 350 338, 173 Oklahoma . 61, 834 54, 607 7, 227 Arkansas . ! 1, 128, 179 1, 090, 107 38, 072 Western Division: Montana . 132, 159 58, 498 73, 661 Wyoming . 60, 705 31, 388 29, 317 Colorado . 412, 198 249, 285 162, 913 New Mexico . 153, 593 129, 873 23, 720 Arizona . 59, 620 207, 905 26, 799 32, 821 Utah . 70, 107 137, 798 Nevada . 45, 761 18, 750 27, 011 Idaho . 84, 385 45, 897 38, 488 Washington . 349, 390 193, 264 156, 126 Oregon . . . 313, 767 207, 492 106, 275 California . 1, 208, 130 522, 824 685, 306 Tlie following table will enable anyone to see what numbers and what per cent those of foreign parentage, white or colored, reach in any State or Territory. The per cent of colored foreign parentage is exceedingly small, and the per cent of whites of foreign parentage is usually low in the South. 1622 EDUCATION KEPORTj 1894-95. Table II. — Number and percentage of white and colored population of foreign parentage, 1890. White population. Colored population, a States and Territories. Total. Persons of foreign parentage. Total, Persons of foreign parentage. Number. Per cent. Number. 1 Per cent. The United States . 54, 683, 890 20, 519, 643 37. 32 . 7, 638, 360 156, 403 2. 05 North Atlantic Division . 17, 121, 981 8, 196, 677 47. 87 279, 564 19, 161 6.85 South Atlantic Division . 5, 592, 149 521, 650 9. 33 3, 265, 771 11, 730 .36 North Central Division . 21, 911, 927 9, 609, 841 43. 86 450, 352 10, 513 2.33 South Central Division . 7, 487, 576 820, 779 10. 96 3, 485, 317 12, 259 .35 Western Division . . 2, 870, 257 1, 370, 696 47. 76 157, 356 102, 740 65.29 North Atlantic Division: 1 Maine . . . . 659, 263 150, 713 22. 86 1, 823 445 24. 41 New Hampshire . 375, 840 121, 101 32. 22 690 192 27.83 Vermont . 331, 418 104, 337 31.48 1, 004 140 13.94 Massachusetts . 2, 215, 373 1, 253, 926 56. 60 23, 570 5,195 22. 04 Khode Island . 337, 859 199, 969 59. 19 7, 647 483 6. 32 Connecticut . 733, 438 374, 714 51.09 12, 820 774 6. 04 New York . 5, 923, 952 3, 390, 550 27. 23 73, 901 7,416 10. 04 New Jersey . 1, 396, 581 696, 746 49. 89 48, 352 1, 436 2. 97 Pennsylvania . 5, 148, 257 1, 904, 621 37 109, 757 3,080 2.81 South Atlantic Division : Delaware . 140, 066 30, 606 21.85 1 28, 427 97 .34 Maryland . 826, 493 249, 470 30. 18 215, 897 909 .42 District of Columbia . 154, 695 46, 433 30. 02 75, 697 497 .66 Virginia . . . 1, 020, 122 43, 053 4. 22 635, 858 512 .08 W est V irginia . 730, 077 59, 571 8.16 32, 717 79 .24 North Carolina . 1, 055, 382 10, 805 1. 02 562, 565 451 .08 South Carolina . 462, 008 16, 694 3.61 689, 141 909 .13 Georgia . 978, 357 31, 320 3. 20 858, 996 1, 364 .16 Florida . . 224, 949 33, 698 14. 98 166, 473 6, 912 4.15 North Central Division: Ohio . 3, 584, 805 1, 245, 942 34. 76 87, 511 1, 231 1.41 Indiana . 2, 146, 738 446, 893 20.82 45, 668 328 .72 Illinois . . 3, 768, 472 1, 875, 327 49. 76 57, 879 1,899 3.28 Michigan . 2, 072, 884 1, 142, 753 55. 13 21, 005 3, 074 610 14. 63 Wisconsin . 1, 680, 473 1, 242, 399 73. 93 6, 407 9. 52 Minnesota . 1, 296, 159 981, 130 75. 70 5, 667 653 11.52 Iowa . 1, 901, 086 832, 927 43. 81 10, 810 261 2.41 Missouri . 2, 528, 458 668, 226 26. 43 150, 726 1,085 .72 North Dakota . 182, 123 144, 115 79.13 596 190 31.88 South Dakota . 327, 290 198,953 60. 79 1,518 334 22 Nebraska . 1, 046, 888 449, 485 42.94 12, 022 375 3. 12 Kansas . . . 1, 376, 553 381, 691 27.73 50, 543 473 .94 South Central Division : Kentucky . . . 1, 590, 462 183, 045 11.51 268, 173 335 .12 Tennessee . 1, 336, 637 52, 621 3.94 430, 881 737 ' .17 Alabama . 833, 718 36, 917 4. 43 679, 299 967 .14 Mississippi . 544, 851 24, 320 4. 46 744, 749 1,409 .19 Louisiana . 558, 395 144, 726 25. 92 560, 192 4,489 .80 Texas . 1, 745, 935 334, 545 19. 16 489, 588 3,628 .74 Oklahoma . 58, 826 7,179 12. 20 3, 008 48 1.60 Arkansas . 818, 752 37, 426 4. 57 309, 427 646 .21 Western Division: Montana . . 127, 271 70, 693 55. 55 4, 888 2, 968 60. 72 Wyoming . 59, 275 28, 806 48. 60 1, 430 511 35. 73 Colorado . 404, 468 161, 302 39. 88 7, 730 1,611 20.84 New Mexico . 142, 719 23, 232 16. 28 I 10, 874 488 4. 49 Arizona . 55, 580 31, 344 56. 39 4, 040 1,477 36. 56 Utah . 205, 899 136, 811 66.45 2, 008 987 49. 20 Nevada . 39, 084 24, 126 61. 73 6, 677 2, 885 43. 21 Idaho . 82, 018 36, 452 44. 44 2, 367 2, 036 86. 02 W ashington . 340,513 151,990 44. 64 8, 877 4,136 46.59 Oregon . 301, 758 96, 429 31. 96 12, 009 9, 846 81.99 California . 1, 111, 672 609, 511 54. 83 96, 458 75, 795 78.58 a Persons of negro descent, Chinese, Japanese, and civilized Indians. Tlio next table, dealing only with whites, will enable one to see the lines of hered¬ ity for the large bodies of immigrants as indicated by the countries of their origin and to judge in what States and Territories any form of foreign ancestral habit or opinion is likely to be influential. The minor bodies of foreign parentage have been omitted, as their influence is too small for consideration in a statement that aims only to be suggestive. PAROCHIAL SCHOOLS. 1623 Table III.* — Number and percentage of white persons of foreign parentage having either one or both parents born in specified countries, 1890. Total white White persons having either both parents born as specified or one parent born as specified and one parent native. States and Ter¬ ritories. persons of foreign Ireland. Germa Great Britain. Canada. Scandinavia. parent- age. Number. Per cent. Number. Per cent. Number Per cent. Number. Per cent. Number. Per cent. The United States . 20, 519, 643 4, 913, 238 23. 94 6, 851, 564 33. 39 2, 683, 957 13. 08 1, 453, 174 7. 08 1, 535, 597 7.49 North Atlantic Division . 8, 196, 677 3, 040, 275 37. 09 2, 036, 161 24. 84 1, 149, 056 14. 02 734, 797 .8. 96 158, 395 1.93 South Atlantic Division . 521, 650 139, 469 26. 74 223, 926 42. 93 73, 235 14. 04 6, 945 1.33 4, 876 .93 North Central Division . 9, 609, 841 1, 339, 190 13.94 4, 011, 217 41. 74 1, 070, 441 11. 14 606, 267 6. 30 1, 216, 474 12. 66 South Central Division . 820, 779 134. 872 16. 43 325, 162 39. 62 81, 552 9. 93 12, 608 1. 53 14, 139 1. 78 W estern Division 1, 370, 696 259, 432 18. 93 255, 098 18.61 309, 673 22. 59 92, 557 6. 75 141, 713 10. 34 North Atlantic Division : Maine . 150, 713 31, 310 20. 77 2, 206 1.46 19, 538 12. 97 82, 854 fit. 97 4, 078 2. 71 New Hampshire 121, 101 33, 232 27. 44 2, 800 2.31 12, 287 10. 15 64, 932 53. 61 1,855 1.53 Vermont . 104, 337 29, 271 28. 05 1,658 56, 126 6, 403 1. 59 13, 286 12. 73 52, 514 50. 33 1, 064 1.03 Massachusetts . 1, 253, 926 599, 323 47. 79 4.48 161, 446' 12.87 287, 625 22. 94 29, 803 2. 37 Khode Island.. . 199, 969 89, 744 44.88 l 3.20 40, 263 20. 13 41, 298 20. 66 4, 679 2.34 Connecticut. . - . 374, 714 186,812 49. 85 54, 329 14. 50 50, 169 13. 39 32, 891 149, 515 8. 78 15, 939 57, 394 ! 4.26 New York . 3, 390, 550 1, 178, 364 34. 75 1, 102, 266 32. 51 381,616 11. 26 4.41 1.69 New Jersey. . . . 696, 746 242, 148 34. 75 229, 307 32. 91 107, 074 15.37 6, 156 .89 11, 608 1 1.66 Pennsylvania . . 1, 904, 621 650, 071 34. 13 581, 066 30. 51 363, 377 19. 08 17, 012 .89 31, 975 ; 1.68 South Atlantic Division : Delaware . 30, 606 15, 950 54, 186 52. 11 5, 591 18. 27 5. 041 16. 47 i 329 1. 08 462 1.51 Maryland . 249, 470 21. 72 143, 914,57. 69 22, 947 9. 20' 1,400 .56 979 . 39 District of Co¬ lumbia . 46, 433 18, 326 39. 47 14, 884 32. 05 6, 535 14. 08 818 1.77 434 .93 Virginia _ ... 43, 053 12, 557 29. 17 11, 928 27. 71 9, 997 23. 23 935 2.17 567 1.31 West. Virginia.. 59, 571 17, 991 30. 20 24, 477 41. 09 10, 409 17. 47 641 1. 07 196 .33 North Carolina. 10, 805 2, 020 18.70 3, 139 29. 05 6, 380 38. 22 3, 758 34. 78 431 3. 99 148 1.37 South Carolina. 16, 694 5,169 30. 96 2, 463 14. 76 200 1. 20 243 1.46 Georgia . 31, 320 10, 304 32. 90 9, 134 29. 16 5, 755 18. 38 850 2. 71 563 1.79 Florida . 33, 698 2, 966 8.80 4,479 13. 29 6, 330 ,18. 78 1, 341 3. 98 1, 284 3.81 North Central Division : 1 Ohio . 1, 245, 942 215, 595 17. 30 672, 444 53. 97 173, 863 13. 96 23, 641 1.90 7, 021 .56 Indiana . 446, 893 66, 817 14. 95 268, 185 60. 01 44, 031 210, 512 1 9.85 9, 983 2. 24 9, 588 2. 15 Illinois . 1, 875, 3271 339, 850 18. 12 801, 574 42. 74 11.23 59, 642 3.18 197, 147 10. 51 Michigan . 1, 142, 7531 1, 242, 399 125, 494 10. 98 316, 757 27. 72 170, 249 14. SO 249, 051 21. 80 59, 572 5. 21 Wisconsin . 113, 349 9. 12 626, 030 50. 39 92, 878 | 7.48 60, 929 4.91 184, 612 14. 85 Minnesota . 981, 130! 91, 557 9. 33 278, 063 28. 34 51, 426 [ 5.24 68, 279 6. 96 373, 035 38.02 Iowa . 832, 927 130, 838 15.71 320, 963 38. 53 105, 310 12. 65 36, 797 4. 42 137. 233 16. 47 Missouri . 668, 226 121, 459 18.18 373, 866,55.95 66, 454 9.94 15, 080 2. 26 12, 955 1.94 North Dakota.. 144, 115 10, 028 6. 96 19, 829 13. 76 11, 863 8. 23 21, 769 15. 11 59, 883 41.55 South Dakota . . 198, 953 17, 858 8. 98 45, 173 22. 70 19, 724 9. 92 15, 469 7. 77 58, 329 29. 32 Nebraska . 449, 485 52, 017 11.57 163, 675 36. 42 53, 822 11.97 21, 092 4. 69 76, 582 17.04 Kansas . 381, 691 54, 328 14. 23 124, 658'32. 66 70, 309 18.43 24, 535 6. 43 40, 517 10. 61 South Central Division: Kentucky . 183, 045 44, 537 24. 33 103, 222 56. 39 15, 641 8.54 1, 764 .97 682 .37 Tennessee . 52, 621 15, 674 8,590 29. 79 • 14, 677 27. 89 9, 921 18. 86 1,506 2. 86 826 1.56 Alabama . 36, 917 23. 27 10, 416 28. 21 9, 444 25.58 750 2. 03 642 1. 75 Mississippi .... 24, 320 6, 695 27.53 6, 822 28. 05 3, 782 15. 54 558 2. 30 823 3. 38 .Louisiana . 144, 726 28, 254 19. 52 48, 247 33.34 9,115 6. 30 1, 509 1. 05 1, 474 1.02 Texas . 334, 545 23, 338 6. 98 124, 375 37. 18 25, 844 7. 72 4, 363 1. 31 8, 397 2. 50 Oklahoma . 7, 179 1, 159 16. 14 2, 004 27. 92 3,399 19. 49 691 9. 62 378 5.26 Arkansas . 37, 426 6,625 17. 70 15, 399 41. 14 6,406 17. 12 1, 467 3.92 917 2. 45 W estern Division : Montana . 70, 693 15, 874 22.45 11, 391 16. 11 15, 771 22.32 9, 702 13. 73 8, 141 11. 52 Wyoming . 28, 808 5, 173 17. 96 4, 311 14. 97 9, 805 34.04 1, 847 6. 41 3, 533 12. 26 Colorado . 161, 302 31, 592 2, 613 19. 59 33, 711 20.90 3, 195 13. 75 39, 840 24. 70 11, 456 7. 10 16, 789 10.41 New Mexico 23, 232 11.25 3, 345 14.40 939 4. 04 379 1. 63 Arizona . 31, 344 2, 658 8.48 2, 209 7.05 3, 596 11.47 823 2. 62 777 2. 48 Utah . 136, 811 5, 122 3. 74 4, 215 3.08 73, 279 53. 56 2, 510 1. 83 33, 304 24. 35 Nevada . . 24, 126 6,465 26. 89 3, 34413. 86 5, 706 23.64 2,192 9.09 1, 071 4. 44 Idaho . 36, 452 4, 703 12. 90 4, 368:11. 98 13, 156 30, 061 36. 09 19. 78 2, 387 6. 55 6,310 17.31 Washington ... 151, 990 20, 043 13.19 31,110 20.47 18, 833 12. 39 28, 408 18. 69 Oregon . 96, 429! 12, 143 12. 59 27, 266 28. 28 19, 013 19.72 8, 330 8. 64 10, 469 10.86 California . 609, 514 153, 046 25.11 129, 978:21. 32 1 1 96, 10115. 77 33, 538 5. 50 1 32, 532 5. 34 1624 EDUCATION REPORT, 1894-95. It is to be observed that all the immigrants from the European countries named, except those coming from Ireland since 1870, were born under the influence of a state church. This fact has an important bearing on their views of the proper attitude of civil government toward religious and educational institutions. Ireland. — The Irish were mostly Catholics, bred in an antagonism to the Estab¬ lished Church, not so much because it was supported by the State, as because it required taxes from those who did not accept its doctrines and spent relatively little for the popular church of the island. Disestablishment was brought about in 1870. In his report to the board of education of Massachusetts for 1843 Horace Mann explains the conditions of Irish public schools as he found them : “In Ireland a national board of education was constituted in 1831. It is founded on the principle of religious toleration and conciliation, as between the two great sects into which that country is divided. * * * All religious instruction is expressly prohibited in the schools; and this prohibition includes ‘ the reading of the Scriptures/ ‘the teaching of catechisms/ ‘public prayer/ and ‘all other religious exercises ; ’ but separate hours are set apart in which all the children receive religious instruction from the clergymen of their respective denominations, the principle being to give combined literary and moral with separate religious instruction/’ The Irish national schools continue largely to follow the principle noted by Mr. Mann over half a century ago. In the report for 1891, “Rules and regulations/’ the commissioners of national education in Ireland state that : “ 1. The object of the system of national education is to afford combined literary and moral and separate religious instruction to children of all persuasions, as far as possible in the same school, upon the fundamental principle that no attempt shall be made to interfere with the peculiar religious tenets of any description of Christian pupils. * * * “6. The schools to which the commissioners grant aid are divided into two classes, viz: (1) Vested schools, of which there are two sorts, namely, (a) those vested in the commissioners, and (b) those vested in the trustees for the purpose of being maintained as national schools ; (2) nonvested schools, the property of private individuals. * * * “75. Opportunities are to be afforded (as hereinafter provided) to the children of all national schools for receiving such religious instruction as their parents or guardians approve of. “76. Religious instruction must be so arranged (a) that each school shall be open to children of all communities for combined literary and moral instr* aon; (&) that, in respect of religious instruction, due regard be had to parental right and authority ; and accordingly, that no child shall receive, or be present at, any religious instruc¬ tion of which his parents or guardians disapprove; and (c) that the time for giving religious instruction be so fixed that no child shall be thereby in effect excluded directly or indirectly from the other advantages which the school affords. * * * “83. In vested schools such pastors or other persons as shall be approved of by the parents or guardians of the children, respectively, shall have access to them in the schoolroom, for the purpose of giving them religious instruction there, at times convenient for that purpose — that is, at times so appointed as not to interfere unduly with the other arrangements of the school. “84. In nonvested schools it is for the patrons or local managers to determine whether any, and, if any, what religious instruction shall be given in the schoolroom ; but if they do not permit it to be given in the schoolroom, the children whose parents or guardians so desire must be allowed to absent themselves from the school at reasonable times for the purpose of receiving such instruction elsewhere. * * * “86. The reading of the Scriptures, either in the Protestant authorized or in the Douay version, the teaching of catechisms, public prayer, and all other religious exercises, come within the rules as to religious instruction.” Scotland. — In Scotland the Reformed Church laid great stress upon general educa¬ tion. Without taking space to quote John Knox (1505-1572) or Thomas Chalmers PAROCHIAL SCHOOLS. 1625 (1780-1847), reference may be made to a work by David Stow, a prominent Scotch Presbyterian educator before and through the second quarter of this century. This author states that the Scottish Church, in its polity, originally provided a minister and a schoolmaster and a staff of ciders for every small rural parish of perhaps 1,000 souls. A grammar school was provided in each of the burgh towns, at that time small.1 In this duodecimo of 474 pages, training is emphasized as distinguished from teaching, and Bible lessons are everywhere made fundamental. TJie Scotch were thus trained in sympathy with the idea of religious instruction in elementary parish schools, though the system of parochial schools had been lim¬ ited to the rural communities. Scotland has had a state church, Presbyterian in form. In 1843 a strong element withdrew and became the Free Church of Scotland, without modification of creed, on account of what were deemed encroachments of the crown in ecclesiastical matters. This Free Church has been supported by volun¬ tary effort corresponding to conditions of church support in the United States. In the words of Right Hon. Herbert Henry Asquith, in the debate on the second reading of the school bill pending for England and Wales (1896) : “In the ordinary schools of Scotland the elements of the Presbyterian doctrine are taught, Presbyterianism being the religion of the vast majority of the population of the country, and special provision being made for giving facilities for separate schools for the minorities.” Scandinavia. — The Scandinavian countries are almost completely Lutheran. Every¬ one is required to attend school at a stated age, and religious instruction is a promi¬ nent feature of the work. Europe as seen by Horace Mann. — The reports of certain men who have studied the schools of various countries give us comparative views of value in this connection. Horace Mann visited Europe (1843) before the establishment of a public-school system in England and before the revolutions that made the present Germany. He says: “Nothing receives more attention in the Prussian schools than the Bible. It is taken up early and studied systematically. * * * In all the Protestant schools the Lutheran catechism is zealously taught, and in all the Roman Catholic schools the catechism of that communion. * * * If the parents are all of one religious denomination, the teacher generally gives the religious instruction. Where a diver¬ sity of creeds exists the teacher usually instructs those of his own faith, and the Lutheran or the Catholic clergyman, as the case may be, attends at certain hours to give instruction in a separate apartment to those of his faith. “In Holland all doctrinal religious instruction is excluded from the schools. The Bible is not read in them. Children are permitted to withdraw at a certain hour to receive a lesson in religion from their pastors ; but this is not required. It is optional to go or remain. * * * “In England, as there is neither law nor system on the subject of education, each teacher * * * does as he pleases. In the schools sustained by the church the views of the church, both as to religious doctrine and church government, are taught, and sometimes, though not always, in the schools of the Dissenters their distinctive doctrines are taught. There are, however, a few other schools which are established on a ffeutral basis as between opposing sects. In these the common principles and requirements of morality and all the preceptive parts of the gospel, as contradistinguished from its doctrinal, are carefully inculcated.” The leading German State was Prussia, and Prussian schools are those which have been most cited by travelers. Great Britain is by law Protestant Episcopal in England and Wales, and Presby¬ terian in Scotland. In both ends of the island the forces of Dissenters, or Noncon¬ formists, as all Protestants not of the Established Church are called, are strong. Catholics have a powerful organization in England. The effectiveness of schools in Scotland is closely connected with the churches. 1 The Training System, the Moral Training School, and the Normal Seminary. JBy David Stow, eighth edition, 1850, p. 72. 1626 EDUCATION REPORT, 1894-95. England makes no claim to anything like a general public common school system prior to 1870, though public funds have been expended for education in some form for centuries. Continental Europe as seen hy Matthew Arnold, 1865. — Matthew Arnold in 1865 reported : “The two legally established forms of religion in Prussia are the Protestant (evangelisch) and the Catholic. All public schools must he either Protestant, Cath¬ olic, or mixed (Simultananstalten). * * * In general, the deed of foundation or established custom determines to what confession a school shall belong. The relig¬ ious instruction and the services follow the confession of the school. The ecclesias¬ tical authorities — the consistories for Protestant schools, the bishops for Catholic schools — must concur with the school authorities in the appointment of those who give the religious instruction in the schools. * * * Where the scholars of that confession which is not the established confession of the school are in considerable numbers, a special religious instructor is paid out of the school funds to come and give them this religious instruction at the school. * * * When the scholars whose confession is in the minority are very few in number, their parents have to provide by private arrangement of their own for their children’s religious instruc¬ tion. * * * “The wide acceptation which the denomination Evangelical takes in the official language of Prussia prevents a host of difficulties which occur with us in England. * * * In all schools of the Evangelical confession Luther’s catechism is used, and all Protestant hoys of whatever denomination learn it. Not the slightest objec¬ tion is made by their parents to this. It is true that Luther’s catechism is perhaps the very happiest part of Lutheranism, and therefore recommends itself for the com¬ mon adoption, while our catechism can hardly he said to he the happiest part of Anglicanism.”1 The reports of Matthew Arnold here cited were made at long intervals after that of Horace Mann. Meantime, Germany had been consolidated (1871). Prior to Mr. Arnold’s last report (1886) France had secularized her schools (1882, 1886) and Eng¬ land had adopted something like a national school system (1870). Matthew Arnold, special report, 1886. — The following is from Special Report on Cer¬ tain Points Connected with Elementary Education in Germany, Switzerland, and France, by Matthew Arnold, presented to both Houses of Parliament in 1886, twenty- one years after his report just cited: “The article of the Swiss constitution which establishes the obligatoriness and gratuitousness of the popular school goes on to say next: ‘The public schools shall he capable of being attended by adherents of all confessions without injury to their freedom of faith and conscience.’ Whoever has seen the divisions caused in a so-called logical nation, like the French, by this principle of the neutrality of the popular school in matter of religion might expect difficulty here. None whatever has arisen. The Swiss communities, applying the principle for themselves, and not leaving theorists and politicians to apply it for them, have done in the matter what they find suitable to their wants, and have in every popular school religious instruc¬ tion in the religion of the majority, a Catholic instruction in Catholic cantons like Lucerne, a Protestant in Protestant cantons like Zurich. There is no unfair deal¬ ing, no proselyting, no complaint. In the German countries generally I have been struck with the same thing. In Germany the schools are confessional, or, as we say, denominational; that is— for the sect ramifications of Protestantism are not regarded — they are Evangelical, Catholic, or Jewish. When there are enough chil¬ dren of the confession of the minority a separate school is established for them, but where there are not enough, and they are taught with the children of the confession of the majority, there is, so far as I could learn, no unfair dealing and no complaint. In Saxony, where the Catholics are a small minority — in round numbers, 73,000 to Schools and Universities on the Continent, p. 199. PAROCHIAL SCHOOLS. 1627 "nearly 3,000,000 of Protestants — there are confessional schools for Catholics, hut of course many scattered Catholic children are attending the Protestant schools. Of these children the elder ones must stay away from the religious instruction ; the younger ones may follow it if their parents please, and often do follow it. In the great town school of Lucerne I found about 400 Protestant children in class with 2,900 Catholics; the Catholic children receive their religious instruction at the school, the hoys from the director of the institution, the girls from a priest; the Protestant children receive theirs out of school and out of school hours. But at the large country school of Krientz, near Lucerne, I found that even in the head classes the few Protestant children were receiving religious instruction along with their Catholic schoolmates, the parents approving. The only case of religious difficulty which came to my notice was at Zurich, where some excellent people, Evangelical Protestants, considering the Protestantism of the public training college and schools too broad and too lax, had founded by private subscription a more strictly Evangel¬ ical college and school, which have been very successful. ” Reports of R. Laishley. — Mr. R. Laishley spent 1883-1886 in an investigation of popu¬ lar education in Europe and the United States in behalf of the Government of New Zealand. His observations upon the United States show a keener perception of the situation than is obtained by ordinary visitors who land at New York, glance at the schools of Massachusetts, visit the national capital, and write their impressions of the ‘‘American system.” Mr. Laishley sees what many born in the country have yet to learn, that every State and Territory has an educational character of its own and that there is no comprehensive national system. Mr. Laishley says: “ The countries written of are Great Britain, France, Switzer¬ land, Italy, Germany, Belgium, and the United States. * * * The religious and financial aspect of national education have especially engaged my attention. * * * “ It is most seriously questioned whether the British, a de facto religious, system tends to diminish crime, and whether a secular one is not distinctly dangerous. “It is not forme to enter here, however, into the questions as to (1) whether religion is the foundation of morality or conducive to it, or whether morality can be taught without it, or (2) whether by teaching no religion a creed is not as arbi¬ trarily taught as if Calvinism, or any other form of ism, were inculcated? “It suffices for my purpose to believe (1) that there should be on the part of a State great care that the utmost consideration be shown toward the religious feel¬ ings of all; (2) that no form whatever of merely secular instruction will satisfy the great majority who believe that education without religion is impossible; (3) that thero will be, if there be not already, 1 a strong reaction against allowing sectarian jealousy to cause numbers of the population to grow up without the simplest elemen¬ tary knowledge,’ and (4) that friction as between the State and religionists retards, if it does not prevent, the perfect working of any State educational system. “And, if any proof were needed, surely the anticlerical agitations in Belgium in 1884 show the seriousness of the questions involved in the arbitrary exclusion of religious teaching from public schools. * * * “ Great Britain. — The ordinary elementary day schools receiving State aid are of two classes : “(1) Voluntary, controlled by religious denominations, or other managers, but which receive an annual grant from the Government ; and “(2) Board, managed by the boards, which receive an annual grant, and also the amount derived from local rates claimed or levied by the boards in their respective districts. “The former class comprises nearly 76 per cent of all state-aided elementary day schools in England and Wales ; but in order to obtain grants the schools must be conducted in accordance with the conditions required to be fulfilled by all elementary schools in Great Britain receiving state aid. * * * “It therefore rests entirely with the boards and managers to order and regulate, or prohibit, religious teaching. 1628 EDUCATION REPORT, 1894-95. “The restraining sections are (a) 'the conscience clause/ applicable to all ele¬ mentary schools receiving state aid; (6) the section prohibiting 'any religious catechism or religious formulary which is distinctive of any particular denomina¬ tion/ which affects board schools only, and ( c) the proviso that no by-law can be made preventing the withdrawal of any child from any religious observance, or instruction in religious subjects, or requiring any child to attend school on any day exclusively set apart for religious observance by the religious body to which his parent belongs, which, of course, affects board schools only. * * * “ By a return made to the House of Lords, 1884, it appears that (a) in an over¬ whelming majority of board schools in England and 'Wales religious exercises take place, in most instances daily ; * * * (&) the services generally consist of reading the Bible, with or without comments, prayers, and hymns; * * * but in some cases the Bible is not read. “ France. — Education in all the national educational establishments is exclusively secular. And by the law passed in 1886 'in public schools of every description all instruction is to be given exclusively by laymen.’ * * * “ Religious instruction must not now be given in schoolhouses ; * * * optional in private schools. * * * ''Private schools * * * are subject to state supervision in respect of (a) morality, (&) sanitary arrangemehts, (c) the keeping a register of, and reporting, absences, and ( d ) so that the books used be not such as are contrary to the actual constitution or principles of government. '' Switzerland . — Switzerland is a republic where there are no universal sympathies of race, language, or religion. The Swiss apparently have concluded (1) that the existence of such a republic, unless all its citizens are sufficiently educated, is an impossibility ; and (2) that to secure such universal and sufficient education (a) com¬ pulsory-attendance laws and gratuitous instruction are necessary; (&) religion must be admitted as the basis of education, but consideration must be shown for the religious feelings of all; (c) there must be local government in all matters primarily affecting localities. * * * '' Italy. — Italy is progressing rapidly in state education. * * * But state edu¬ cation in Italy is not, as yet, in that matured condition which warrants looking to it for profitable example. * * * “Its religious feature consists in the lay head masters conducting once a week, on Saturdays, a religious exercise in the great majority of schools, although there are some exceptions where this is entirely left out of the programme. But even relig¬ ious instruction is only given to those children whose parents express a wish for it; and all the children may be exempt from it by going to school one hour later than ordinarily.1 * * * “In each province there is a school board under the presidency of the prefect, which board has the supervision of private as well as public primary and secondary schools in respect of sanitary and moral matters. * * * “ Roman Catholic schools. — In addition to state-aided and private schools there exist numerous primary and secondary schools established by the Roman Catholic Church which are gratuitous, well-attended, well-conducted, and carried on under the presidency of the clergy. There, of course, religious instruction is a main feature. * * * “ I ascertained (1) that the Roman Catholic authorities are not at all satisfied with the system of state education in Italy, hence they have felt compelled to carry *on their own free schools ; and (2) that the principal grounds of their dissatisfaction are (a) that religious instruction is not, in state schools, the basis of education; ( b ) and when given, is not conducted as they approve, which defects are considered to have a most depraving effect upon the morale of the school.” 1 It is said, however, to he very rare that families refuse religious instruction. Nearly everywhere Jews, with a few Protestants, are the only ones to absent themselves. PAROCHIAL SCHOOLS. 1G29 Mr. Laishley also quotes a high authority on education at Rome, who thinks (a) far too many subjects are taught in the state schools, (&) that it would be infinitely preferable to have a few subjects taught thoroughly, and (c) that education should not be compulsory, but left to parental discretion. Germany. — Mr. Laishley finds in Germany “ (a) consideration for the feelings of virtually all in religious matters;1 (&) local government, including regulation of religious instruction (subject to the protection of minorities), of direct taxation, of expenditure, and of administrative details; (c) religion (subject to certain conscience clause provisions) considered as the basis of instruction, and therefore placed as the primary subject on elementary school programmes; (d) compulsory attendance laws; (c) thorough qualification of all teachers for private as well as for public schools, (/) and recognition of the great importance of gymnastic exercises. “ So that in Germany, as in Switzerland, we find friction between the State and the citizens in religious matters provided against. “ Belgium . — From recent changes in the Belgian educational system, and from the circumstances surrounding them, valuable lessons can be derived. It is, therefore, an opportune time for comment. It is requisite to remember that Belgium is a country where, at least nominal, Roman Catholics very largely predominate, and where the Homan Catholic clergy have great influence; that the state system in force under the law of 1st of July, 1879, was a secular one; and that the sole jiro- vision for religious instruction was that if parents wished their children to be bene¬ fited by the ministrations of the clergy, such ministrations could only be given (upon the application of the parents) before or after school hours — the principle adopted being that religious instruction should be left to the care of families and ministers. The result was that religious training in schoolhouses virtually amounted to nothing; and that the Roman Catholic authorities established primary schools, and added to the number of their secondary schools (ecoles moyennes et colleges), all which were, and are still, largely attended. But there grew up in consequence a very bitter and deep feeling of hostility, created or fostered by the clergy, against the state system ; and when the clerical party latterly obtained political ascendency, educational reform was carried out. “It is unnecessary to detail the violent agitation, almost amounting to revolu¬ tion, caused by the enacting of the new law; affording, it would seem, clear proof of the impolicy (to say nothing of the injustice, which, of course, is always impolitic) of a state identifying itself with a nonreligious or religious educational scheme, without providing that every consideration be shown toward the religious or non¬ religious convictions of all its subjects. “The recent act is strongly condemned by the Liberals, but it will certainly be maintained so long as the Conservative party are in power. “The reform is an advance upon that of 1st of July, 1879, as more favorable to local government, especially in religious matters. “The communes have now more power; for instance, when the inhabitants in a commune are unanimous respecting religious teaching, it is open to them to subsidize, asprimary schools, clerical ones, and to thereby virtually abolish undenominational schools. Even when ratepayers are not unanimous, a minority of 20 fathers of families is entitled to claim that a school shall be established for the use of their children, where religious teaching according to the views of the parents may be conducted as a main feature in education, and under certain circumstances they can indicate one or more schools that they wish adopted; the sole conditions imposed by the state being that (a) the school must be established in a suitable place; (&) half at least of the teachers must have obtained diplomas, or have successfully passed an examination for teachers before aboard organized by the Government; (c) the 1 At Berlin even tlie comparatively small number of Jewish pupils in primary schools are to be sup¬ plied with J ewish teachers for religion. 1630 EDUCATION REPORT, 1894-95. instruction given must come up to the proper standard; (d) the children of the poor are to he received gratuitously; and (e) the school is subject to Government inspec¬ tion. The defect, however, seems to he the nonprovision for a minority of less than twenty fathers. “The effect will probably he that there will be in towns as many undenomina¬ tional schools as ever, but that in the rural districts, where the Roman Catholic clergy have greater influence than in many of the towns, there will be great changes and the peasantry will be relieved from the serious hardship of paying for schools which they do not use. The law, as regards1 State schools, still remains intact in respect of its secular character and in respect of theprovisions for religious teach¬ ing, but the main amendment promotes the support of schools where such religious doctrines and formularies, be they Roman Catholic or otherwise, as the managers of the school think proper, form a portion of the ordinary plan of study. “However, until such measures be introduced as provide that consideration be shown toward all, one can scarcely expect to find that the Belgian educational system will be devoid of that friction which would alone prevent the perfecting of details apart from those relating to religious teaching. “ The United States of America. — The range of country is so immense and the social conditions so diverse that it is difficult to make general statements applicable 'to the States as a whole. The condition of education in each State or Territory must be judged on its merits. “Very great allowance must be made in view of (a) the colored race element, a result of the abolition of slavery, whereby some additional millions became entitled to claim State rights, and (&) of the vast number of immigrants of various nation¬ alities continually pouring in, to whom the system of the majority has to be adapted. * * * “Sectarian instruction is not given in the public schools. It is quite a common practice to open or close the public schools with Bible reading and prayer. Singing of religious hymns by the entire school is still moro common. “ The influence of the schools is wholly on the side of morality and religion. Re¬ ligious teaching, however, is entirely intrusted to church and family agencies. * * * “ In truth, arrangements for religious teachings are a source of discontent in the United States, especially to the Roman Catholics. They are not upon a basis which satisfies all, or virtually all, and can not be deemed permanent. ” Mr. Laishley presents a tabular contrast of all the countries under discussion, from which the following is a condensation, to show the extent of religious instruction in public schools and supervision of private schools. He has rated the prevalence of religious instruction in public schools of the United States too high. Name of country. Religious instruction in public schools. State supervision of private schools. Great Britain. Prance . Switzerland Italy . Germany . . . As directed by boards and volun¬ tary school managers. None . . Yes . Yes . . — Yes . None, except that the board must be satisfied “a child is under effi¬ cient instruction.” Yes; teachers must have certifi¬ cates. Yes. Yes. Yes; teachers must have diplo- Belgium . Optional with communes . United States of America... No universal rule ; in most places a certain amount; the system must be deemed secular; there is dissatisfaction, and therefore friction. mas. No, if wholly private; yes, if re¬ ceiving State aid. No. In Belgium to 1879 religious instruction was regularly given in public schools. In that year the schools were completely secularized. The reaction of 1884 restored religious instruction, with some modification, as before the act of 1879. PAROCHIAL SCHOOLS. 1631 The law of September 20, 1884, however, left religious instruction optional with the communes. In 1895 only 153 out of 5,778 schools did not have daily religious instruc¬ tion on their programmes. By a law of that year (1895) religious instruction one- half hour daily was made obligatory, except for children whose parents ask that they be excused. The instruction is to be given by the ministers of the several denominations, or, under their supervision, either by the teacher, if he consents, or by another person approved by the communal council. The inspection of the religious instruction is by the 11 chief of the confessions” through their delegates, and not as part of the State inspection. Teachers must abstain from any attack on the religious belief of the families whose children are intrusted to them. In brief, the pupils are to have religious instruction in the schools, under the faith of their parents, or to be excused from religious exercises so far as parents ask it. Prance is the only European country at this time whose schools are rigidly secu¬ larized, and there Thursday is kept as a holiday to give opportunity for religious instruction elsewhere. These glimpses at conditions in the countries where parents were born will be sug¬ gestive as to the views of public education, especially as related to religion, to which a large part of our people are accustomed. This statement is only suggestive, aud therefore only the States are named in the following paragraphs in which the descendants of any nationality specified form a prominent fraction . It will be evident that the influences of a given nationality are quite local, and that their diversity tends to maintain the specialization of our State systems. HIGH RATIOS OF FOREIGN PARENTAGE. In North Dakota and Minnesota more than three-fourths of the population is of foreign parentage; in Wisconsin almost three-fourths; in Utah close to two- thirds; in South Dakota near three-fifths; in Massachusetts, Rhode Island, Connecticut, New York, Michigan, Montana, Arizona, Nevada, and California just over one-half; in New Jersey, Illinois, and Wyoming just below one-half; in Iowa, Nebraska, Colorado, Idaho, and Washington over two-fifths; in Pennsylvania and Ohio just above one- third; in Oregon not quite one-third; in Kansas and Missouri just over one-fourth, and in Maryland just below one-fourth. ♦ The localization of the principal elements of foreign parentage — -from Ireland, Germany, Great Britain, Canada, and Scandinavia — appears in the following para¬ graphs. Ireland. — Persons of Irish parentage form just above one-fourth of the whole population in Massachusetts, Rhode Island, and Connecticut; barely under one-fifth in New York; just below one-sixth in New Jersey; barely over one-seventh in 'Nevada; close to one-eighth in California, Pennsylvania, and Montana. Germany. — Persons of German parentage are much above a third of the whole population in Wisconsin; above one-fifth in Illinois and Minnesota; a little below one-fifth in New York; close to one-sixth in Ohio; more than one-seventh in New Jersey, Nebraska, Iowa, and Michigan; just below one-seventh in Missouri, South Dakota, Maryland, and Indiana ; barely short of one-ninth in Pennsylvania ; and a little more than one-tenth in North Dakota and California. Great Britain. — Persons whose parents were born in Great Britain form more than one-third of the population in Utah; more than one-seventh in Idaho; close to one- sixth in Wyoming; one-eighth in Nevada, and nearly one-eighth in Montana and Rhode Island. The United States is so closely allied to Great Britain by early settle¬ ment, colonial government, habits of thought, community of language, and ready intercourse that the figures which show persons not more than one generation re¬ moved from foreign birth do not adequately represent the ratio of British influence on our social condition. As illustrating indirect ways by which British methods touch public sentiment with us, attention may be directed to the assistance mission¬ aries from this country receive from British colonial governments for their schools. 1632 EDUCATION REPORT, 1894-95. When a Congregational missionary from Bombay, India, for example, reports to his friends in this country, his balance sheets are likely to show a Government grant of one-half the cost of his manual training school shop, one-fourth the cost of the teacher’s residence, and an allowance, according to results shown upon examination by the Government inspector, not exceeding one-third the current expenses. This same missionary will state that the Government pays no attention to the religious teaching and stands ready to make kindred grants to schools of any religion, or of no religion, that put themselves under its inspection and produce like results in so-called secular education. This is in sharp contrast with recent denominational action in this country where several religious bodies relinquished government contracts for Indian schools in the movement to separate Government action from any relation to sectarianism. One can hardly help inquiring whether the present current of senti¬ ment in the United States will lead to instructions from mission hoards here to their missionaries in the British dominions to refuse Government aid, or whether the expe¬ rience of the missionaries will tend to modify the current feeling at home. Canada. — Persons of Canadian parentage are more than one sixth the entire popu¬ lation of New Hampshire and Vermont; just over one-eighth of the population of Massachusetts and Maine, and just below one-eighth in Michigan and Rhode Island. Scandinavia. — Persons of Scandinavian parentage form close to one-third the whole population of North Dakota; over one-fourth in Minnesota; just above one-sixth in South Dakota; just below one-sixth in Utah, and almost one-ninth in Wisconsin. European conditions summarized. — The people of Continental Europe, the Germans and the Scandinavians, have been accustomed to a state «churcli, to compulsory education, to religious teaching based upon the Bible, but accommodated in a catechetical form to certain faiths, in the state schools, and to tuition fees above the elementary schools. The exceptional conditions of France, are recent (schools secu¬ larized by laws of 1882 and 1886), and affect us little, except through their example in the great movement of cosmopolitan public opinion, that country furnishing as yet few immigrants, and those hardly grown used to the new conditions of their own country. CURRENT DISCUSSION IN ENGLAND. The English, although having a state church, are like ourselves in some aspects of their experience with religious teaching. They have a recent public-school system, but questions of religious instruction are subject to local views of policy. Protestant dissenters or nonconformists appear among the active opponents of religious instruction in the public schools. The English have not even now a school system for general education, like that of Massachusetts, for example. They have been accustomed since 1839 to a “ grant in aid” system, by which the Government has aided schools of any or no faith, according to results in secular education and the conditions of the schools. Not half the pupils are in schools under charge of public-school boards. The English people have now two prominent types of procedure as to religion in public schools. One is illustrated in schools of the London school board, where religious instruction, called unsectarian, is made prominent. The Bible is studied, not merely read. The other type is known to some under the name of the Birming¬ ham method, because adopted by the Birmingham school board, in whose schools only secular instruction is given. Permission is given for the children whose parents so desire to attend religious instruction under forms which they select during certain school hours. The London type reaches all pupils except those specifically excused on their parents’ request. The Birmingham method leaves all who do not distinctly select religious instruction wholly without it. The public schools of England are in a transition state, with legislation pending of sufficien importance to affect party issues and the stability of the ministry. The public interest hinges mainly upon the proposed treatment of religious instruction, which the opposition interpret as too favorable to the Catholic and the Anglican (Episcopa churches. PAROCHIAL SCHOOLS. 1633 The following paragraph is in the pending educational hill for England and Wales: “27. (1) One of the regulations in accordance with which a public elementary school is required to be conducted shall be that if the parents of a reasonable number of the scholars attending the school require that separate religious instruc¬ tion be given to their children, the managers shall, so far as practicable, whether the religious instruction in the school is regulated by any trust deed, scheme, or other instrument or not, permit reasonable arrangements to be made for allowing such religious instruction to be given, and shall not be precluded from doing so by the provisions of any such deed, scheme, or instrument. “(2) Any question which may arise under this section as to what is reasonable or practicable shall be determined by the education department, whose decision shall be final.” Sir John Gorst, in asking leave to introduce the bill, said: “Last year the volun¬ tary schools educated 2,445,812 children, as against 1,879,218 educated in the board schools ; or, to put the matter in a more popular form, of every seven children edu¬ cated by the State, three were educated in board schools and four in the voluntary schools. * * * “The Roman Catholics and a very large part of the members of the Church of England make it a point of conscience that their children should be educated by teachers of their own denominations, and it would be impossible to force those children out of their own schools into the board schools without being guilty of a piece of religious intolerance which the people of England in these enlightened days would never consent to.” On the second reading of the bill Mr. Gorst said : “In our country, where we quarrel so much about religious matters, there is only one principle by which we can obtain peace in our schools, and that is by the recog¬ nition of the right of the parent to have his child brought up in the religion which he selects. * * * “ In the east end of London the London school board has most properly established Jewish schools, where the Jewish religion is taught by persons approved by the rabbi.” The bill represents the views of the party in power, but it is strongly opposed. In debate Mr. Asquith said of section 27, quoted above : “I do not hesitate to describe that scheme as an endowment on a vast and unpre¬ cedented scale, out of public money, of a system of denominational teaching. * * * The principle which has governed us hitherto in this matter has been this : We have two sets of schools. First, the board schools, entirely supported out of public- resources, imperial and local. In those schools the teaching of any religious formu¬ lary or catechism is absolutely prohibited. We have another class of schools — de¬ nominational schools — which are largely supported out of the public funds. Yet, as in the view of the framers of the act of 1870, they were to continue to make substan¬ tial contributions of their own, they have given to them the power, while subject to a conscience clause, to teach any religious formulary they please. That is the compro¬ mise that was worked for twenty-five years. What occasion is there to disturb it?” The education grants were introduced in England in 1839. The following table shows, by denominations, the entire amounts granted to schools and the amount for 1895, as given in The School Master (England), April 18, 1896, in pounds,1 disregard¬ ing shillings and pence for the last column : Education grant. Denomination. In 1895. Since 1839. Church of England . . . £2, 785, 522 419, 472 193, 185 340, 968 2, 889, 744 £43, 372. 290 | 10, 806, 172 4, 331, 773 2 25, 164, 866 British undenominational . W esley an . Homan Catholic . Board schools . „ . Total . : . 6,628,891 83, 675, 101 1 The pound is nearly equivalent to $5 of our money. 2 Since 1870. ED 95 - 52 1634 EDUCATION REPORT, 1894-95. CURRENT DISCUSSION IN CANADA. In Canada school questions arc deeply stirring the people. It has long been the practice in Lower Canada, or Quebec, strongly Catholic, and furnishing most of the French-Canadian immigrants for New England, to have separate public schools for Protestants. In Upper Canada, or Ontario, Protestants are in the majority, and separate schools for Catholics or for Protestants have been allowed since 1863. In Manitoba the act of 1871 established separate schools. In 1890 the provincial legis¬ lature of Manitoba abolished separate schools, and there has been an active contest between the provincial and the Dominion authorities regarding their restoration. The Canadians expect some religious exercise in school, and “in part of Canada there is a State concession that any person liable to be taxed may, if he please, have the right to elect to support a denominational school, and be thereupon to a certain extent exempt from public rates.” 1 The details of administration differ greatly in Great Britain, Canada, and the United States, but there is a coincidence of present agitation in all upon the rela¬ tion of the state to religious instruction in general education. CURRENT CONDITIONS IN THE UNITED STATES. Matthew Arnold suggests an explanation why popular education in England was not equal to that of Germany and Holland : “ Perhaps one reason why in England our schools have not had the life and growth of the schools of Germany and Holland is to be found in the separation with us of tho power of the Reformation and the power of the Renaissance. With us, too, the Reformation triumphed and got possession of our schools, but our leading reformers were not at the same time like those of Germany; the nation’s leading spirits were there — the reformers ; in England our best spirits — Shakespeare, Bacon, Spenser — were men of the Renaissance, not men of the Reformation, and our reformers were men of the second order. The reformation, therefore, getting hold of the schools in England was a very different force, a force far inferior in light, resources, and prospects to the reformation getting hold of the schools in Germany.”2 Would Matthew Arnold look upon the conditions in tho United States as a natural perpetuation of English conditions? Horace Mann’s comment on teachers in Eng¬ lish schools of 1843, as to each following his own course, applies, more than most per¬ sons are aware, to our States and communities. It must be observed that the United States as such has no general school system. There are certain features of public-school administration in which different States or different cities resemble one another, but one can not be too careful in stating the geographical limitations of his facts. Foreign and native educators have fallen into the way of taking the schools of Massachusetts as the type of schools in the United States without recognizing the differences that begin as soon as one crosses the State line. The Government of the United States maintains special isolated schools, as the Military Academy, the Naval Academy, and the schools on Indian reservations, but the only geographical areas on which the nation takes charge of education are, directly, Alaska, where some 2,000 pupils are in schools administered, according to their varying conditions, by the Bureau of Education, and, indirectly, the District of Columbia, whose municipal laws are made by Congress. It is noteworthy that while many are denouncing as impracticable any plan for public schools of different sects or classes the District of Columbia, in common with all the States where the African race is prominent, has separate schools for whites and blacks, and even has a separate superintendent for the schools of each race, although all the schools are under the charge of one board and are supported without discrimination of funds. 1 Laisliley, note. 2Sckoois and Universities on tlie Continent, p. 153. PAROCHIAL SCHOOLS. 1635 This, therefore, in a peculiar though limited sense, is the national system of educa¬ tion in the United States. Massachusetts. — Horace Mann was in a sense the apostle of the enlarged public school systems of the day, and the historian of the schools of Massachusetts as they were when he was connected with them. In his lecture 5, Historical View of Edu¬ cation, 1840, he says : “ As educators, as friends and sustainers of the common school system, our great duty is to prepare these living and intelligent souls ; to a wahen the faculty of thought in all the children of the Commonwealth ; to give them an inquir¬ ing, outlooking, forthgoing mind; to impart to them the greatest practicable amount of useful knowledge ; to cultivate in them a sacred regard to truth ; to keep them unspotted from the world — that is, uncontaminated by its vices ; to train them up to the love of God and the love of man ; to make the perfect example of J esus Christ lovely in their eyes, and to give to all so much religious instruction as is compatible with the rights of others and with the genius of our Government, leaving to parents and guardians the direction, during their school-going days, of all special and pecul¬ iar instruction respecting politics and theology ; and at last, when the children arrive at years of maturity, to commend them to that inviolable prerogative of private judg¬ ment and of self-direction, which in a Protestant and a republican country is the acknowledged birthright of every human being.” In his first annual report, dated January 1, 1838, Mr. Mann says : “In regard to moral instruction, the condition of our public schools presents a singular and, to some extent at least, an alarming phenomenon. To prevent the school from being converted into an engine of religious proselytism, to debar succes¬ sive teachers in the same school from successively inculcating hostile religious creeds, until the children should be alienated, not only from creeds but from religion itself, the statute of 1826 specially provided that no schoolbooks should be used in any of the jmblic schools 1 calculated to favor any particular religious sect or tenet.’ The language of the Revised Statutes is slightly altered, but the sense remains the same. Probably no one would desire a repeal of this law while the danger impends which it was designed to repel.” He regrets that in all the libraries of books none have been found without a sec¬ tarian bias in favor of tenets or sects that puts them under the prohibition, so that there is an entire exclusion of religious teaching. In his second annual report, dated December 26, 1838, Mr. Mann says: “In my report of last year I exposed the alarming deficiency of moral and reli¬ gious instruction then found to exist in our schools. That deficiency, in regard to religious instruction, could only be explained by supposing that school committees, whoso duty it is to prescribe schoolbooks, had not found any books at once expos¬ itory of the doctrines of revealed religion and also free from such advocacy of the 'tenets’ of particular sects of Christians as brought them, in their opinion, within the scope of the legal prohibition. * * * Of course, I shall not be here under¬ stood as referring to the Scriptures, as it is well known that they are used in almost all the schools, either as a devotional or as a reading book.” In his report for 1848 (twelfth annual) he uses 49 pages in the defense of unsec¬ tarian religious teaching in the schools and cities. He cites the eighth report (1844) of the State board of education as “a document said to be the ablest argument in favor of the use of the Bible in schools anywhere to be found.” That document (p. 16) says: “The Bible has nothing in it of a sectarian character. All Christian sects regard it as the text-book of their faith.” In the rejjort for 1848 he repels earnestly all representations that he has ever opposed its use. He points out how recent is the unsectarian freedom which he claims is represented by the use of the Bible without note or comment. “It was not, indeed, until a very recent period that all vestige of legal penalty or coercion was obliterated from our statute book, and all sects and denominations were placed upon a footing of absolute equality in the eye of the law. Until the 9th day 1636 EDUCATION REPORT, 1894-95. of April, 1821, no person in Massachusetts was eligible to the office of governor, lieutenant-governor, or councilor, or to that of senator or representative in the general court, unless he would make oath to a belief in the particular form of religion adopted and sanctioned by the State. And until the 11th day of November, 1833, every citizen was taxable by the constitution and laws of the State for the support of the Protestant religion, whether he were a Protestant, a Catholic, or a believer in any other faith. Nor was it till the 10th day of March, 1827, that it was made unlawful to use the common schools of the State as the means of proselyting chil¬ dren to a belief in the doctrines of particular sects, whether their parents believed in those doctrines or not. * * * “The Bible is the acknowledged expositor of Christianity. In strictness, Christian¬ ity has no other authoritative expounder. This Bible is in our schools by common consent. Twelve years ago it was not in all the schools. Contrary to the genius of our Government, if not contrary to the express letter of the law, it had been used for sectarian purposes, to prove one sect to be right and others to be wrong. Hence it had been excluded from the schools of some towns by an express vote. But since the law and the reasons on which it is founded have been more fully explained and better imderstood, and since sectarian instruction has, to a great extent, ceased to be given, the Bible has been restored. I am not aware of the existence of a single town in the State in whose schools it is not now introduced, either by a direct vote of the school committee or by such general desire and acquiescence as supersede the necessity of a vote.” After saying that, the State of Massachusetts as an alternative for the course pur¬ sued “might establish schools, but expressly exclude all religious instruction from them, making them merely schools for secular instruction,” he says : “ I do not sup¬ pose a man can be found in Massachusetts who would declare such a system to be his first choice.” Conditions in Massachusetts have changed but gradually in the last sixty years, though even there the views which Horace Mann held as the broadest, unsectarian liberality are not uniformly accepted as liberal enough for present conditions. American Association for the Advancement of Education. — At the meeting of the American Association for the Advancement of Education in 1855 the retiring presi¬ dent, Prof. A. D. Bache, made some remarks upon a national university in which he referred to moral and religious education as the better part of the work. Thereupon the following resolution was offered: “ Resolved , That the sentiments expressed by our late president, Professor Bache, in his recent address, that moral and religious instruction should form a prominent part in all our systems of education, is in accordance with the firm belief and earnest convictions of this association.” This gave rise to a discussion as to the Bible and religion in public schools which occupied parts of three sessions and in which substitutes of similar purport were offered in the effort for a harmonious expression of opinion, all ended by laying the subject on the table. Prof. Charles Daviess, S. S. Randall, superintendent of public schools in the city of New York, Rev. Gorham D. Abbott, Prof. Alfred Greenleaf, Amos Perry, Caleb Mills, superintendent of public schools of Indiana, Gideon F. Thayer, Prof. E. A. Andrews, President Henry P. Tappan, of Michigan University, Prof. James N. McElligott, and others spoke with earnestness favoring such a resolu¬ tion. Bishop Alonzo Potter, of the Protestant Episcopal Church, stood nearly alone in opposing it, Erastus C. Benedict supporting him in a degree. The Bishop spoke at great length, including the following sentences : “The fact is that in this country the subject is surrounded by the greatest prac¬ tical difficulties. Yet I think these difficulties are destined to be overcome, and we are in the way of overcoming them. * * * If the question was distinctly at issue whether we should have schools with no Bible, no religious instruction in them, or no public schools at all, I would say that I would surrender the Bible. There are PAROCHIAL SCHOOLS. 1637 other places where the Bible can he taught. Give me a place where the children shall he taught to he able to read the Bible, and I will take care that they shall read the Bible out of school, if they do not in school. * * * 1 “It is the proposition that in all schools the Bible should he daily read. I have no doubt that it ought to he read in all schools where it can he read without the sacrifice of an interest greater than that which you can gain from it. Suppose that the only teacher you have to fill the place is one who demonstrates by his daily life that he is godless, without the fear of God before his eyes, who can not help, by the process of unconscious tuition, proclaiming the fact in his school that he does not fear God, that he does not in his heart regard the Bible. Now, will that man per¬ form the duty you would impose upon him by law in such a way as to promote rev¬ erence for the Scriptures, in such a way as to deepen in the hearts of those little ones the fear of God and the love of Christ? I say no. The whole process will be regarded by them not as a solemn mockery but as a farce. A worse impression upon the religious character and associations could not well be produced.” The incident is noteworthy for the date, 1855, over forty years ago ; for the educa¬ tional position of the speakers ; for their representative position as Protestant citi¬ zens, and for accepting by the leading speaker one as a teacher who “ does not fear God ” or 11 in his heart regard the Bible.” New Yorlc. — The first general act for the establishment of common schools in the State of New York was passed in the year 1812. In 1813 a supplementary act relat¬ ing to the schools of the city of New York directed the payment of school moneys to such incorporated religious societies in said city as maintain charity schools. An act of 1822 gave funds for building schoolhouses to the Bethel Baptist Church, under which act gross abuses occurred, so that in 1824 an act was passed placing the selec¬ tion of schools and institutions to receive public money in the common council of the city. This was held to exclude churches as such. In 1840, eight Catholic churches, a Jewish congregation, and a Scotch Presbyterian church petitioned the council for a share of the public money for schools under their care — the latter two basing their action on the report that a Catholic petition was to be presented. Remonstrances came in from the Public School Society, one from the Methodist Episcopal Church, with a contingent request that, if the moneys asked for were granted, a grant should also be made to restore a school formerly maintained by the Methodists. In the remonstrances of the trustees of the Public School Society the distribution to churches for their schools is called : “Unconstitutional * * * that the community should be taxed to support an establishment in which sectarian dogmas are inculcated. * * * “Inexpedient, because the question was fully examined by the common council in 1822, and all the church schools, including the Catholics, which had previously drawn from the school fund were cut off, and the great principle of nonsectarianism adopted as the basis for subsequent appropriations from this fund.” Remonstrances from Reformed and Baptist churches and from citizens discussed various phases of the question. The petition for division was not granted. The University of the State of New York has granted allowances from public funds to academies attaining its standards. In 1893 there were 69 undenominational, 22 Protestant, and 35 Catholic academies and academic departments that received such allowance. The constitution of 1894 prohibits the appropriation of public money to any institution under sectarian control. The regents of the university,1 citing the Wisconsin decision that King James’s version of the Bible is a sectarian book, state that they do not so consider it under conditions in New York. The paral¬ lels between practice in New York and English practice are evident, as well as the recent departure from English practice by cutting off from “ Grants-in-aid ” all schools that have a denominational character. A peculiar discrimination is likely Report for 1893. 1638 EDUCATION REPORT, 1894-95. to develop in present conditions in New York. A devout Christian teacher may con¬ duct his school to all outward appearance just like that of his fellow-churchman across the way, hut if one is formally indorsed ky his denomination he can not receive the allotments of public funds still available for one not so indorsed. Cities. — Not to follow the question of custom in the use of the Bible in the common schools State by State, it will be sufficient to cite conditions in some of the great cities of 1856 — Boston, New York, Philadelphia, Cincinnati, St. Louis, and New Orleans. In the schools of Boston the Bible was in use. In some schools of New York and Philadelphia it would have been found, but not uniformly. In Cincinnati it was in use, though one might have detected the indications of the contest in which its use was discontinued a few years later (1869). In the public schools of St. Louis the Bible was not used, notwithstanding something like a wholesale importation of New England teachers in 1853, notably from the Bridgewater Normal School, for superintendent, principals, and high-school teachers, to give character to the city system. The Bible had been in use in the schools of New Orleans, but was not in use there in 1856. WANT OF UNIFORMITY IN USE OF TERMS. Persons who have carried in their impressions the ideal of the Massachusetts com¬ mon school have very generally regarded the question of the Bible in the schools as a question of defense, as though it were in general use, and not as an aggressive question that it might bo adopted. In point of fact, it has not been in any such general use as assumed by a multitude of writers and speakers. When Calvin E. Stowe addressed an Indiana audience in 1840 it was clearly the New England custom of using the Bible that he was defending. The common schools of Indiana at that date were very primitive, and could hardly be said to have a prevailing custom in any detail. Professor Stowe uttered similar views before the American Institute of Instruction, Portland, Me., 1844, in a region where his statements fitted the condi¬ tions. He was willing to have Protestants and Catholics each use their own Bible. In the Indiana address he said : “ Every attempt to pervert the common-school funds so as to accommodate children of different languages or different religions with a separate education should be steadily resisted by every true friend of his country.”1 The lack of definition of terms, or of the sense in which they are used, has led to much confusion in the discussion of the proper functions of the public school, and the variable meanings authors attach to “ sectarian,” “public school system,” and other expressions give a character of unstable equilibrium, as it might be called, to many of the arguments regarding the functions of the schools. As an example, the royal commission of 1888 to examine the condition of elementary schools in England and Wales sent circulars to various foreign countries, and to each of the States and Territories of this country. The replies were condensed into tabular form in the report of the commission. In the column for religious instruction the word “None” appears against every State reporting except Florida, “Devotional exercises, non¬ sectarian,*” Maine, “General, not sectarian, optional;” Michigan, “Nonsectarian;” New Jersey, “Bible read without note or comment, not obligatory;” Oregon, “Given by teacher, not compulsory, no special provision;” Vermont, “Bible read in most schools, not compulsory;” Virginia, “Not required by State, teachers usually give unsectarian religious instruction.” The facts are not clearly shown, by reason of the varying significance attached to the term “religious instruction” by the officials who filled out replies. Massachusetts has a formal requirement that the Bible shall be read daily in all public schools, yet in the table cited eight States less stringent on the point have some entry indicating attention to religious instruction, while against Massachusetts is entered ^None,” as w*ell as against other States in which the use of the Bible is favored. 1 Wisdom and Knowledge the Nation’s Stability. An address before the Euphonian Society, Wabash College, July 7, 1840. PAROCHIAL SCHOOLS. 1639 Some allowance is to be made for the changes in the use of terms as the years go by# When all accept a dogma it is hardly sectarian, but when a community is divided in the acceptance of the same article of belief those who accept it or its opposite form a sect as related to their neighbors. The Douay (Catholic) version of the Bible was judicially called sectarian in Nevada some years ago (State of Nevada v. Hallock, 16 Nevada, 373) and more recently came the AVisconsin decision that the King James version of the Bible was sectarian. The discussions cited convey widely different impressions of the writers’ views according to the sense in which they appear to have used terms that have come into the variable use indicated. In the New Englander (Congregationalist), April, 1848, was an article contending for the common schools as against parochial schools advocated by Old-School Presby¬ terians. The author assumes that the common school is in accordance “with the comprehensive character of Christianity/’ but after a number of pages he says: “IV. The preceding course of argument fully evinces the duty of good citizens to sustain the common schools rather than introduce the church schools, provided the varieties of religious belief in our -communities do not render any safe and valuable system of instruction in tho former impracticable. “This brings us to the great, and, so far as appears, the only objection to tho com¬ mon-school system — the religious objection. * * * “If the several religious denominations will act with an enlightened public spirit, * * * the x>ractical difficulties will be found very few and small. * * * In common schools, schools under State and civil patronage, all religious denominations should stand on the same footing. * * * The opposite principle which has been so extensively adopted in the discussion of this subject, that in this country the State or civil power is Christian and Protestant, and therefore that schools sustained and directed in part thereby are Christian and Protestant, and that whoever attends them has no right to object to a rule requiring all to study Christian and Protestant books and doctrines, we wholly disbelieve and deny. The State, the civil power in whatever form in this country, is no more Protestant, or Christian, than it is Jewish or Mohammedan. It is of no religion whatever. * ■ * * “We fully admit, and, if necessary, would strenuously contend, that of a complete education the religious instruction and influence is an essential part, and far the most important part, and that it should be given in all the periods of a child’s life. Any educational institution, therefore, which assumes for any considerable period the whole education and training of a child or youth * * * and yet gives no religious instruction and training, is justly said to give an irreligious and godless education. But to say the same of a day school which gives only secular instruc¬ tion-instruction that does neft discredit or interfere with, but prepares the way for, and indirectly aids, religion — during only four or six hours in the day, avowedly leaving religious instruction to other and better teachers, is palpably illogical and unfair. “* * * There may be a division of labor, and secular teaching may be the exclusive department of the day school, while religious teaching is provided in other and better ways. * * * “Very little jealousy has been encountered with regard to religious influence in the common schools of New England.” After stating that ministers are often on school boards, and usually find no diffi¬ culty on their visits to the schools in giving religious instruction approved by their judgment, the writer goes on to say : “ If there should be districts, as probably there would be a few, in which the members of different religious denominations, not satisfied with the teaching of the common Christianity, should insist on the teaching of their distinctive doctrines, even so let it be. Let each scholar read or study his own Bible and his own catechism. The pupils might, if it should be thought most convenient and wise, when the time for religious instruction arrived, 1640 EDUCATION REPORT, 1894-95. be classified for this purpose.7’ And, naming sis denominations for possible separate classes, he adds: “And if there should be other varieties let them be classed accordingly.77 This article was reprinted in the Common School Journal of Massachusetts and issued in pamphlet form for gratuitous distribution at the expense of a friend of New England common free schools. NOTED PERIODS OF DISCUSSION OF RELIGIOUS EDUCATION. In 1840 the effort of the Catholics to secure appropriations of public school money in the city of New York attracted some attention elsewhere, and there has been some continuous interest on the subjects of parochial schools and appropria¬ tions of public money for denominational schools. Two periods, however, are espe¬ cially noticeable for general attention to these subjects. The first was that known for the so-called “Know-Nothing77 movement, which had a distinctive existence long enough to elect some mayors of cities and some governors of States in the early fifties. The second period may be said to have begun about 1889, and it has not yet ended. In 1854, M, J. Spalding, D. D. (Catholic), bishop of Louisville, discussing the sub¬ ject of education, directed attention to the arrangement for separate schools existing in other countries : 1 “In countries much less free than ours the common school system is so organized that Catholics and Protestants have separate schools. Austria, with all her alleged tyranny and with her triumphant Catholic majority of population, freely grants separate schools, supported out of the common fund, to the Protestant minority. England, with all her hereditary hatred of Catholicity, permits the Catholics to have their own separate schools; and this is not found to conflict in practice with her common-school system. Lower Canada, with its immense Catholic majority, freely concedes the privilege of separate schools to the small Protestant minority; and everyone who reads the public prints must be familiar with the controversy which is now carried on in Canada, and even in the Canadian Parliament, on the same equitable provision, extended, in all its privileges, to the Catholic minority of Upper Canada.2 Strange that Catholics, when in power, should be so liberal in granting a privilege which a Protestant majority is so slow to concede!77 Under the title, “Shall our common schools be destroyed,77 Joseph P. Thompson, D. D., pastor of Broadway Tabernacle, New York City, delivered an argument against perverting the school fund to sectarian uses (1870). Dr. Thompson was one of the original editors of the (New York) Independent, established as an organ of Congre¬ gational polity. He cites Judge Cooley: “Mr. Cooley (Constitutional Limitations, p. 469) enumerates the following things concerning religion as not lawful under any of our State constitutions : “1. Any law respecting an establishment of religion. * * * ‘•'2. Compulsory support by taxation, or otherwise, of religious instruction. “3. Compulsory attendance upon religious worship. “4. Restraints upon the free exercise of religion according to the dictates of conscience. “5. Restraints upon the expression of religious belief.77 He embodies in his address a letter which he had written at the request of Richard Cobden in 1853, and which had been published by order of the British House of Commons. It is a token of the reciprocal action of English thought, as represented in the home country and in other English-speaking nations. Dr. Thompson severely condemned the attempt “to secure the aid of the State directly to the support of a particular sect,77 and to divide the school fund among sects. J An address to the impartial public on the intolerant spirit of the times, p. 34. 2 A law allowing separate schools was passed in 1863. — J. H. B. PAROCHIAL SCHOOLS. 1641 “We have no right to force any to receive their religious teaching from the State, nor does the State become atheistic by refusing to teach religion. Religion must he taught in the family. It will he taught in the Church. It will he taught in the Sunday school. Christians for whom I speak are content with these modes of teach¬ ing religion. Shall they who are not content with such modes, or do not feel that these will satisfy them, compel us to pay for teaching their religion in some other way? That is the question! Let the Roman Catholic Church teach her tenets in these and other lawful ways, hut not tax you to pay for it.” In January, 1887, an article in the New Princeton Review, “ Religion in the public schools,” by A. A. Hodge, D. D., insisted on religious instruction, adAmcating an agree¬ ment between Catholics and Protestants “ with respect to a common basis of what is received as general Christianity * * * especially in the literature and teach¬ ing of our public schools. The difficulties lie in the mutual ignorance and prejudice of both parties, and fully as much on the side of Protestants as of the Catholics. Then let the system of public schools be confined to the branches of simply common- school education. Let these common schools be kept under the local control of the inhabitants of each district, so that the religious character of each school may con¬ form in all variable accidents to the character of the majority of the inhabitants of each district. Let all centralizing tendencies be watchfully guarded against.” RECENT DISCUSSIONS. National Educational Association. — There have been recent notable debates upon the subject of moral and religious teaching in the public schools. At the meeting of the National Educational Association, July, 1889, Cardinal Gibbons and Bishop Keane presented the Catholic view, Edwin D. Mead and John Jay, other views. Cardinal Gibbons said: “It is not sufficient, therefore, to know how to read and write, to understand the rudiments of grammar and arithmetic. * * * We want our children to receive an education that will make them not only learned, but pious men. * * * We wish them to be not only men of the world, but, above all, men of God. * * * The religious and secular education of our children can not he divorced from each other without inflicting a fatal wound upon the soul. * * * The only efficient way to preserve the blessings of civil freedom within legitimate bounds is to inculcate on the mind of youth whilst at school the virtues of truth, justice, honesty, temperance, self-denial, and those other fundamental duties com¬ prised in the Christian code of morals. “The catechetical instructions given once a week in our Sunday schools, though productive of very beneficial results, are insufficient to supply the religious wants of our children. They should as far as possible breathe e\rery day a healthy reli¬ gious atmosphere in those schools in which not only is their mind enlightened, but the seeds of faith, piety, and sound morality are nourished and invigorated. This Avould be effected if the denominational system, such as obtains in Canada, were applied in our public schools. “The combination of religious and secular education is easily accomplished in denominational schools. To what extent religion may be taught in the public schools without infringing the rights and wounding the conscience of some of the pupils is a grave problem, beset with difficulties and very hard to he solved, inas¬ much as those schools are usually attended by children belonging to the various Christian denominations, by Jews also, and even by those who profess no religion whatever.” Bishop Keane said: “A distinguished orator of our day has truly declared that the civilization and prosperity of our country depend on its Christianity, and that its Christianity depends on education. But, alas, how illogically he concluded from these premises that therefore the welfare of our country was to be safeguarded by a system of education in which it is not permissible to teach Christianity. * * * Look now at the people of our country and we see them divided into two classes. ED 95 - 52* 1642 EDUCATION REPORT, 1894-95. On tlio one side the Catholic church, emphatically declares for Christian education, and with us side all those non-Catholics, whatever may ho their denomination, who believe in Christian schools, and in them are giving their children an education, leavened and animated by Christianity as they understand it. Can anyone in his senses hesitate which of these two sides is for the real welfare of our country ?” Mr. Edwin D. Mead said : “ Whenever, therefore, the parochial school or any school accompanies its demand for place in America by a petition for public money or remission of taxes, by any claim that is opposed to the integrity of the public school system, we may say very plainly that it has not proper place in America. * * * “The Roman Catholic school, parochial or other, does properly have the same place in America (and this right must be firmly secured it) which the Episcopal school has, the Unitarian school, the Lutheran school, or any private school what¬ ever— the right to open its doors, to make itself as attractive as it can, and to invite anybody it will. Like every other private school it must satisfy the standards of the State, but it has the same right as every other to resent all officious meddling. * * * “I have conlined myself to the Catholic parochial school because no other raises any serious problem in our society. * * # “The public schools are the great moralizing institution in America to-day. This is shown by the simplest analysis of the discipline and essential methods of the schools — the training which they give in habits of punctuality, order, obedience, industry, courtesy, and respect for simple merit.” Mr. Jay deals with two points: (1) The exclusion of the Bible from the public schools; (2) the claim for public money for denominational schools. He speaks as if the Bible were generally used in the public schools, and. quotes Judge Bennett, of Wisconsin, in the case of Weiss v. School Board of Edgerton, approvingly:1 “But the Bible remains, and it would seem like turning a good, true, and ever faithful friend and counselor out of doors to exclude it from the public schools of the State. And I have been unable to find any authority in the decisions of the courts for so doing.” Mr. Jay sees the present public schools as Christian schools: “The Puritans of New England appreciated the necessity of public schools, and that feeling was shared by the Huguenots and the Hollanders, by the Walloons from Flanders, the Vaudois and Waldenses from the Italian Alps, Protestants from Ger¬ many and Scandinavia, by the followers of Huss from Bohemia and Zwinglius from Switzerland, by the United Brethren, the Moravian Brothers, the Salzburg exiles, with Christian reformers of every race and tongue who had contended at home, even to the death, for the open Bible as the true standard of Christianity, and the only sure foundation of civil and religious freedom. Touching the instruction given in our American schools during the colonial period, the teaching of Christian ethics was from the first an essential feature. * * * “'The movement for religious liberty by separating church and state began, nearly simultaneouly, in New York, Virginia, and Pennsylvania soon after the Declaration of Independence; but in separating church and state they were careful not to sepa¬ rate Christianity from the common law. * * * “The public school, if faithfully maintained, as established by our fathers, teaches not only the elements of education, but teaches personal responsibility, freedom of conscience and of thought, loyalty to American principles and constitu¬ tions, love of country, and duty to our fellow-men. * * * “The aim of the parochial school is to forma subject of the Pope and not an independent citizen of the American Republic, and the character of the education is admirably fitted for this purpose. * * * “As an American author who has studied the question well remarks: 'Roman 1 The Supreme Court of Wisconsin in the appeal from the circuit court, where Judge Bennett pre¬ sided, reversed his decision and granted a mandamus to exclude the Bible. This is more fully noticed elsewhere, p. 1647. — J. H. B. PAROCHIAL SCHOOLS. 1643 i Catholicism and modern civilization stand apart as the representatives of two dis¬ tinct epochs in the world’s history; not only are they unlike, they are absolutely antagonistic and irreconcilable; * * * what is life to one is death to the other.’ * * * “ To allow each denomination to teach its own peculiar doctrines, and to receive its share of the public money * * * is converted into an act of inequality and unfairness to all other Christian denominations * * * by the fact that the Roman Pontiff claims as belonging to the Church of Rome, and subject to its teaching and discipline, all persons whomsoever who have been baptized no matter by whom the ceremony was performed. * * * “Then comes the serious objection that the eminent cardinals and prelates of the Roman Catholic Church, who make this proposition to tax the people for the support of the parochial schools, * * * do not represent the great body of Roman Cath¬ olic laymen in this country.” Symposium in Public Opinion. — In a symposium, Public Opinion, July 13, 1889, Card inal Gibbons furnishes his address delivered before the National Educational Association, already cited. Thomas Hill, D.D., LL. D., ex-president of Harvard University, insists that “religious instruction is, as the State of Massachusetts declares it to be, the first and most important end to be aimed at by all teachers of youth, whether in public or private schools. * * * Some men seem to have been dazed by claims of the Catholic Church upon the one side and of agnosticism on the other. *. * * It is not required by justice to yield to these claims.” Minot J. Savage, D. D., says : “The public may be divided into two classes. First, there are those who sincerely believe that the eternal welfare of their children’s souls depends on the teaching and acceptance of their particular kind of religion. Secondly, there are those who do not believe this. Now, in the case of those who do believe that the salvation of their children is at stake, there can not possibly be a more odious tyranny than that of compelling them to submit to a teaching that to their minds entails such unspeakably horrible consequences. ‘ Taxation without representation’ is a trivial grievance compared with it. So far as this goes, therefore? my sympathies are entirely with the Romanist as against the teaching of any form of Protestantism in the schools. * * * If a Calvinistic father wants to teach his boy Calvinism, nobody questions his right to do it. But most certainly he has no right to take money out of my pocket (by a tax or in any other way) to doit with. And the same holds true of the Romanist, or the Jew, or the agnostic.” William T. Harris, LL. D., says : “It seems to me that religious instruction in the public schools is inexpedient on the ground that these schools are for all citizens, what¬ ever their religious belief, or no belief, just as the public market, the public library, the municipal government, and the States are for all alike, whatever their creeds. The question is not in regard to boarding schools or asylums or reformatories. In those institutions the school takes up the functions of the family and should provide religious instruction, in my opinion. But in the case of the public school, which receives a child for only a few hours daily, the family and the church are left suffi¬ cient time for religion.” Illinois State Teachers’ Association. — In December, 1890, a joint discussion occurred between Right Rev. J. L. Spalding (Catholic), bishop of Peoria, and George P. Brown, editor of the Public School Journal, before the Illinois State Teachers’ Association. Bishop Spalding’s address is not at hand, but his views can be seen in his books, especially in Means and Ends of Education, containing a chapter on the Scope of Public School Education, where he says: “All true belief, when we come to the last analysis, is belief in God, and the teacher of religion must keep this fact always in view. * * * Public school education, to be education at all in any true sense, must be a training, discipline, development, and instruction of man's whole being, physical, intellectual, and moral. 1644 EDUCATION REPORT, 1894-95. “All these thinkers [Herbert Spencer, Montayne, Comenius, Milton, Locke, Her- bart, Kant, Fichte] agree that the supreme end of education is spiritual or eth¬ ical. * * * “The scope of public school education is to cooperate with the physical, social, and religious environment to form good and wise men and women. Unless we bear in mind that the school is but one of several educational agencies, we shall not form a right estimate of its office. It depends almost wholly for its success upon the kind of material furnished it by the home, the state, and the church; * * * hence the teacher’s attitude toward the child should be that of sympathy with him in his love for his parents, his country, and his religion. * * * The fountain heads of his purest and noblest feelings are precisely his parents, his country, and his religion, and to tamper with them is to poison the wells whence he draws the water of life. * * * “What the teacher is, not what he utters and inculcates, is the important thing. The life he lives, and whatever reveals that life to his pupils, his unconscious be¬ havior, even, above all what in his inmost soul he hopes, believes, and loves, have far deeper and more potent influence than mere lessons can ever have. * * * “The purpose of the public school is, or should be, not to form a mechanic or a specialist of any kind, but to form a true man or woman. Hence the number of things we teach the child is of small moment. Those schools, in fact, in which the greatest number of things are taught give, as a rule, the least education. * * * “I am willing to assume and accept as a fact that our theological differences make it impossible to introduce the teaching of any religious creed into the public school. * * * “ The fact that religious instruction is excluded makes it all the more necessary that harmonizing and ethical aims should be kept constantly in view. * * * “ The Catholic view of the school question is as clearly defined as it is well known. It rests upon the general ground that man is created for a supernatural end and that the church is the divinely-appointed agency to help him attain his supreme des¬ tiny. If education is a training for completeness of life, its primary element is the religious, for complete life is life in God. * * * “The atmosphere of religion is the natural medium for the development of char¬ acter. * * * If the thinkers, from Plato and Aristotle to Kant and Pestalozzi, who have dealt with the problems of education, have held that virtue is its chief aim and end, shall we thrust from the school the one ideal character who, for nearly nineteen hundred years, has been the chief inspiration to righteousness and hero¬ ism? * * * Current American opinion assigns to them [the family and the church] the business of moral and religious education. But this implies that con¬ duct and character are of secondary importance ; it supposes that the child may be subject to opposite influences at home and in the school, and not thereby have his finer sense of truth and goodness deadened. * * * “If the chief end of education is virtue; if conduct is three-fourths of life; if character, is indispensable, while knowledge is only useful, then it follows that religion, which more than any other vital influence has power to create virtue, to inspire conduct, and to mold character, should enter into all the processes of educa¬ tion. We have done what it was easiest to do, not what it was best to do; and in this, as in other instances, churchmen have been willing to sacrifice the interest of the nation to the whims of a narrow and jealous temper. The denominational sys¬ tem of popular education is the right system. The secular system is a wrong system. The practical difficulties to be overcome that religious instruction may be given in the schools are relatively unimportant, and would be set aside if the people were thoroughly persuaded of its necessity.” The following is Mr. Brown’s summary of his position : “The doctrine of this paper is: “(1) That the separation of the church from the state in the fundamental law of the land forbids the teaching of any theory and practice of religion in the State schools by order of the State. PAROCHIAL SCHOOLS. 1645 “(2) That the teaching of religion in State schools will tend to work an injustice to individuals, for the reason that the church is divided into numerous churches because of differences among the people in respect to the theory of religion. “ (3) That it is better for both science and religion that they be taught by different teachers and in different places. The church furnishes the best environment for the teaching of religion. The theory of religion can not be understood by children, and the atmosphere of scientific teaching is unfavorable to the successful teaching of religious dogma. “ (4) The school is made no more godless by this exclusion of religious instruction than are nature and the secular institutions of man. And these are held to be not godless but god-full by any rational interpretation of Christianity. “(5) The ultimate solution of this and all other school problems will be found in a more permanent, more devoted, more scholarly, and freer body of teachers, and in a more Catholic clergy, who shall join hands in working for both the temporal and the eternal welfare of the children, and shall see that nothing can be helpful to the one that is harmful to the other. ” Minnesota. — In the closing months of 1889 a dispassionate correspondence occurred between Hon. D. L. Kiehle, LL. D., then superintendent of public instruction for the State of Minnesota, and Right Rev. James McGolrick (Catholic), bishop of Duluth. There were two letters by each, forming a pamphlet — The Public Schools and the Catholic Clergy. The essential points of the correspondence were the following : Hon. D. L. Kiehle wrote November 27 : “My Dear Sir: I feel bound to avail myself of your late patriotic utterance and expression of good will toward the public schools of Minnesota, and to ask that you express yourself with definiteness respecting the attitude of the priests of the Catholic Church toward the common schools of the State. * * * In discharging the duties of my office, devising ways and means for the improvement of common school education among the people, I have met obstacles of ignorance and prejudice in extended neighborhoods of our foreign population, which to this time show few or no signs of yielding. In these neighborhoods prevails not only a foreign lan¬ guage, but often an illiteracy, habits of intemperance, and lack of culture that dis¬ grace our civilization. In our efforts to penetrate this obscurity, and to encourage good schools, we have frequently been opposed by the authority of priests, who, by reason of the circumstance that these people were in some cases Catholics, have seriously retarded their progress toward intelligence, and what else belongs to American citizenship. It is, therefore, with a view to a better information, and to secure all reasonable cooperation from yourself and those over whom you have authority, that I respectfully ask the following : “ First. Do you recognize it as the duty of American citizens of the Catholic faith to support the public school system in that spirit of loyalty with which they sup¬ port other departments and institutions of the Government? “ Second. Have American citizens of the Catholic faith the right to exercise their independent judgment, and to send their children to the public school, when they are satisfied that it is in the best interest of their children? “ Third. Is it the position of the priests of the Catholic Church that American citizens of the Catholic faith sending their children to the public school without permission of the priests commit sin and forfeit their right to the sacraments of the church?’7 Bishop McGolrick wrote November 30 : “My Dear Sir: * * * I am well aware that in dealing with our foreign-born population you have met with many disagreeable and foolish objections; but it is well to remember that they often come from countries where, both openly and under disguise, education was made the means of proselytism and an engine for the destruction of the faith. A great and powerful state church built up an edifice into 1646 EDUCATION REPORT, 1894-95. which they hoped to drive an unwilling people, and actually used the whole force of the state by fines, imprisonment, banishment, and even death, in the effort to turn poor, uneducated Catholics into enlightened Protestants. These faithful people were made to support a religion in which they did not believe, and every power in schools and colleges was directed to the undermining of their faith. * * * “If you ask me, 1 Ought Catholics to support a system of common free schools V I would say without hesitation they ought to support and should be in favor of such free schools; but when you ask, ‘ Ought they support the present public school sys¬ tem? 7 I answer that there are certain obstacles in the way of conscientious Catholics availing themselves of these schools as at present constituted, and I trust you will give them kindly consideration. “It is the duty of the state to foster and encourage education; but the parent is by divine right the natural educator. To the family belongs this highest mission, and the parent must not be ousted from this right, but assisted in his efforts to educate, that Government being best which interferes least. * * * Of course, the state could take due action in case of the criminal neglect of parents m the education of their children; it is the right and duty of the state to see that such education is given, but to form the good citizen this is the work of parent, religion, and school. * * * “Then, the public school system under its present rules can not teach Christianity, for the Jewish children would be offended, and could justly protest. Neither can it teach morality, for morality must be founded on religion, and the state can not teach religion. There are those interested in the workings of the schools who propose a hybrid system of morals. * * * Such slipshod methods will not teach the child the controlling of strong passions. * * * “To this [second] I answer, certainly; they can do so when they are satisfied it is for the best interest of their children. But 1 interest ’ is a doubtful term. There are worldly interests and ‘ interests ’ of an eternal importance. With the explanation given above, as faithful children of the Catholic Church, they would not sacrifice the eternal interests of their children for any worldly interest, and so would not endanger willingly the faith of those so dear to them. * * * “Answer [third]. 1 The lips of the priest shall keep knowledge and they shall seek the law at his mouth.’ The priest is the guardian of the sacraments, and if there be for his flock any proximate danger of sin they are bound to warn them and prevent, if possible, the danger. But it must be remembered that the priest is a member of a living church and that he can not, according to his whims and fancies, make laws; his business is to act according to the laws made by the church, and interpret and condemn as she interprets and condemns. “From all this you can readily understand that while we rejoice at the spread of education, Catholics maintain that an additional element is wanting to complete the great work of forming good and true citizens, and this must somehow be sup¬ plied. In Canada, perhaps soon to be an integral portion of our great Republic, the difficulty is admirably solved. “ Notwithstanding the bitter opposition to the position of the Catholics, I have entire trust that this will pass away, and so fair-minded a people as the Americans in our liberty-loving Republic will find some way by which all can share in the common benefits of a thorough education under the fostering care of the state.” The establishment of parochial schools by Catholics engrossed attention so fully that it sometimes seemed as if they alone had an interest in controlling the religious training of their children. The occasional expression of Presbyterian authorities of the desirability of such schools passed unheeded, the rare establishment of parochial schools by a Protestant Episcopal Church was hardly recognized, and the people of the country at large scarcely knew that other bodies of Christian people not less in earnest than the Catholics were maintaining schools for the especial pur¬ pose of impressing their religious faith upon their children. PAROCHIAL SCHOOLS. 1647 THE SO-CALLED BENNETT LAW. The most striking incidents connected witli recent popular attention to parochial schools occurred in Wisconsin. They were closely parallel in Illinois, and there was an eagerly expectant attitude in adjacent States. The Catholics had strong parochial schools, and whatever the framers of new legislation might have intended, the popular support which their effort received was largely the continuation of the current feeling against a possible Catholic domina¬ tion. To many people it came in the nature of a surprise that the law which they had indorsed bore heavily upon large bodies of most earnest Protestants. It occurred in 1889 that a suit was instituted against a school board (City of Edger- ton, No. 8) of Wisconsin to cause the discontinuance of Bible reading in its schools. The lower court refused the mandamus usked for, and the case at this stage was cited in national discussions1 as establishing the use of the Bible in the public schools of the country. When the case reached the supreme court the decision of the lower court was reversed, and the reading of the Bible was decided to be unlawful on the ground that it was a sectarian book. The Catholics, part of them using the German language, and the Lutherans and Evangelicals, partly German in tongue, partly Norwegian and Swedish in speech, were busily teaching their religious convictions in schools of their own. At the time of the decision that King James’s version of the Bible was a sectarian book, a zealous campaign was in progress to bring all children under English instruction in the common schools. A law was enacted known as the Bennett law, the essential provisions of which were as follows : “ The people of the State of Wisconsin , represented in senate and assembly, do enact as follows: “Section 1. Every parent or other person having under his control a child between the ages of seven and fourteen years shall annually cause such child to attend some public or private day school in the city, town, or district in which he resides, for a period not less than twelve "weeks in each year, which number of weeks shall be fixed prior to the first day of September in each year by the board of education or board of directors of the city, town, or district, and for a portion or portions thereof, to be so fixed by such boards, the attendance shall be consecutive, and such boards shall, at least ten days prior to the beginning of such period, publish the time or times of attendance in such manner as such boards shall direct; provided, that such boards shall not fix such compulsory period at more than twenty-four weeks in each year. “Sec. 2. For every neglect of such duty the person having such control and so offending shall forfeit to the use of the public schools of such city, town, or district a sum not less three dollars nor more than twenty dollars, and failure for each week or portion of a week on the part of any such person to comply with the provisions of this act shall constitute a distinct offense ; provided, that any such child shall be excused from attendance at school required by this act, by the board of education or school directors of the city, town, or district in which such child resides, upon its being shown to their satisfaction that the person so neglecting is not able to send such child to school, or that instruction has otherwise been given for a like period of time to such child in the elementary branches commonly taught in the public schools, or that such child has already acquired such elementary branches of learn¬ ing, or that his physical or mental condition is such as to render attendance inexpe¬ dient or impracticable, and in all cases where such child shall be so excused the penalty herein provided shall not be incurred. “Sec. 3. Any person having control of a child, who, with intent to evade the provisions of this act, shall make a wilful false statement concerning the age of such child or the time such child has attended school, shall for such offense forfeit a sum of not less than three dollars nor more than twenty dollars for the use of the public schools of such city, town, or district.77 1 Eor instance, John Jay before National Educational Association, elsewhere herein cited. 1648 EDUCATION REPORT, 1894-95. Sec. 4 provides that five days prior to prosecution under the act the hoard shall cause written notices to he served; and if on hearing of the prosecution the court is satisfied that the party has caused the child to attend as provided, in good faith and with intent to continue, the penalty shall not he incurred. “Sec. 5. No school shall he regarded as a school under this act unless there shall he taught therein, as part of the elementary education of children, reading, writing, arithmetic, and United States history in the English language.” Sec. 6. Prosecution hy the authority of and in the name of the school hoard, and all fines and penalties for the benefit of school moneys. “ Sec. 7. Jurisdiction to enforce the penalties herein described in this act is hereby conferred on justices of the peace and police magistrates within their respective counties.” Sec. 8 pertains to truancy. Secs. 9-13 relate to employment of children under thirteen years of age, pro¬ hibiting it except under a permit from judge of county court. “'Sec. 14. This act shall take effect and he in force from and after its passage and publication. “ Approved April 18, 1889.” A law in Illinois of a similar character was nearly coincident with the above law. It will he convenient to treat the laws as essentially the same, without separate detail of minor circumstances, in the two States, hut it will he well to point out the differences that existed in the laws themselves. Section 1 of the Illinois law required attendance for at least sixteen weeks, eight of which were to he consecutive, at some public day school in the city, town, or district where the child resides, the time to begin with the opening of the first term of the school year or as soon as notice is served. Fine $1 to $20 and stand committed till costs are paid. The words of section 5, Wisconsin, are included in section 1, Illinois. Sections 2, 3, Illinois, pertain to truancy. Section 4, Illinois, resembles section 6, Wisconsin, hut requires prosecution to he in the name of the State. Section 5, Illinois, corresponds to section 7, Wisconsin, hut adds “judges of the county court.” The Illinois law had no provisions regarding employment of young children; a subject treated in another law. It was approved May 24, 1889. The opposition that at once made itself manifest was centered upon the Bennett law as it was called, of which the Illinois law was treated as a duplication. It was plain that there was an intention to secure similar legislation in adjacent States. The Lutherans were thoroughly roused. Various synods took action, and a mass of literature from a Protestant source was added to that which had been accumulating for over half a century almost wholly in discussion of the Roman Catholic view. In June, 1889, the Lutheran Synod of Wisconsin adopted this declaration: “We are not enemies of the public schools; we consider them and declare them to he a necessary institution. We are ever willing to pay our taxes for the support of the public schools. We are opposed to any and every grant of public school funds to private schools. But we insist upon enjoying the privilege of founding private schools with our own means, of regulating them and governing them, without exter¬ nal interference, according to our conviction and according to sound principles of pedagogy, for the sake of making our children loyal and good citizens. We there¬ fore protest against the assertion which has been made hy so many, and even hy officers of the State, that our Lutheran Church is hostile to the public schools, and that our parochial schools are a standing menace to the public schools.” In a pamphlet entitled The Bennett Law and the German Protestant Parochial Schools of Wisconsin, Christ. Koerner cites cases of arbitrary ruling in Illinois where the power of approving a school was abused. In one case directors of three PAROCHIAL SCHOOLS. 1649 districts are said to have approved a German Lutheran school which the directors of a fourth district refused to approve, and the father of a child attending from this last district was therefore fined. As the law has ceased to have any interest except as a matter of history, with its lessons for the future, some of the objections that died with it may be passed over. There are some points that will have value till some kind of settlement is reached and accepted as to religious instruction or the use of the Bible in public schools. Mr. Koerner quotes this provision of the constitution of Wisconsin: "The right of every man to worship Almighty God according to the dictates of his own con¬ science shall never be infringed, * * * nor shall any control of or interference with the rights of conscience be permitted, or any preference be given by law to anv religious establishments or modes of worship.” He goes on to say : “ With this constitutional provision the Bennett law, if enforced, will come into conflict. * * * Our children we hold, should, if possible, con¬ stantly be surrounded by a religious, a Christian atmosphere. Now in our public schools knowledge of God and Christ and love and fear of God are not taught, and can not be taught, for they are established for all children whose parents wish to make use of them. * * * In order, therefore, to give their children Christian instruc¬ tion and training, very many German congregations in this State have established parochial day schools, which, as a rule, are well attended; we support these schools at a great expense because our conscience demands that we bring up our children in such manner, in a Christian school.” German Protestants of the city of Milwaukee, after affirming their loyalty to the public schools — “ Resolved , That as the Bennett law is in direct opposition to the personal liberty of conscience guaranteed us in the constitutions of the United States and of this State, we will oppose the same with all lawful means in our power and endeavor to have the same repealed. “And as execution of this law, so far as we are concerned, is intrusted to our city officials, be it “Further resolved, That we will use our influence at the coming city election and will vote for such candidates only as are opposed to the Bennett law.” The following platform was adopted by the anti-Bennett law State convention, held at Milwaukee June 4, 1890: “I. We, citizens of Wisconsin, in convention assembled, in order to protest against the so-called Bennett law, in the first place consider it necessary to defend ourselves against false representations calculated to prejudice our cause, and do therefore declare : “1. We are not enemies of the English language; on the contrary, we endeavor to furnish our children the very best instruction therein. “2. We consider public schools necessary, but maintain that parents have the right to establish and select for themselves schools for their children. “3. We claim no part of the public school fund for the use of parochial or other private schools. “4. We are not opposed to a law prohibiting the employment of children in fac¬ tories, nor to an enactment providing for reasonable compulsory attendance at school, nor do we object to an interference by the State with schools conducted contrary to the public order and morality. “ II. But we protest against the so-called Bennett law, because it unnecessarily and unjustly curtails our civil and religious liberty ; for it — “1. Offers the school boards an opportunity of determining arbitrarily that a child, during the period of enforced attendance, must attend a school in the city, town, or district to which it resides, thus depriving parents of the right to send their children to a better or more suitable school outside the district. “2. It compels parochial and other private schools to observe the time or times 1650 EDUCATION REPORT, 1894-95. of attendance fixed by school boards, without regard to the rights and customs of churches or their schools. “3. It prescribes certain studies as also the medium of instruction therein ; further¬ more, its wording is such as to afford school boards ample opportunity to usurp powers not given them, although the State and its officers have no right to interfere with the management of parochial and other private schools. “III. We therefore declare that, regardless of former party affiliations, we shall vote for such candidates only as pledge themselves to work for the repeal of the Bennett law. “IV. As patriotic citizens, maintaining human rights, both civil and religious, advocating sound principles of education, and with no enmity toward the English language, opposed, however, to all measures tending to oppress the immigrated citi¬ zens or to suppress their native tongue, we call upon all those who cherish liberty, regardless of party and nationality, to join us in the effort to have this unnecessary, unjust, and discord-breeding measure repealed.” A committee of the Illinois district of the Missouri Synod pub forth a pamphlet of objections, among which were: “The law is an infringement of the liberty of conscience guaranteed by the consti¬ tution of Illinois. “The law interferes with the free exercise and enjoyment of religious profession and worship. “The law denies to the defendant in suits under the law the right of a fair trial and defense against injustice and malice. “The law establishes a dangerous precedent for future encroachments upon reli¬ gious parental educational privileges. “ The law is responsible for a dangerous element introduced into politics; mem¬ bers of Christian churches are compelled to enter the arena of politics in the defense of their religious rights. “ The law * * * manifests an inimical spirit toward private and parochial schools.” The pamphlet incorporates an extract of a discourse delivered in Ohio in 1889 defining the Lutheran position upon parochial schools: “Why is it that we Lutherans go to the trouble of erecting and maintainingparo- chial schools? * * * “Let me say right here that wo Lutherans are not bent upon opposing our public schools. We are aware that for many reasons our civil authorities are obliged to erect and maintain schools, and we are glad to see them take an interest in the edu¬ cation of our country’s children so as to make them intelligent citizens. We know that a large number of our country’s children would be left without any instruction whatever by their parents if our State authorities did not look to their education. For this reason we cheerfully and willingly pay our taxes for public institutions of learning. It is our desire that not a cent of these taxes be expended for sectarian purposes, but that every cent be used in the interest of the public and community at large. We seek to discourage all attempts that are being made to appropriate money from the public school fund for private and denominational schools. * * * “ Our parochial schools are institutions of learning, whero the attending pupils receive an education in reading, writing, arithmetic, geography, history, and grammar, but iu connection with these secular branches of knowledge they are daily instructed in the histories and doctrines of the Bible, so that on their dis¬ missal from school they are thoroughly acquainted with the law and commandments of their God and the way unto sal vation. And if I were asked to give a brief reply to the question why we Lutherans erect and maintain such schools, I should answer, Because we know it to be our sacred duty to give our children a thorough Christian education, and we are convinced that under present circumstances this duty may best be performed by means of congregational schools. * * * PAROCHIAL SCHOOLS. 1651 “You will allow me to say a few words in regard to the prevailing Sunday-school system. * * * Common sense and experience tell that the Christian education which children derive hy means of our Sunday schools must needs he very super¬ ficial. * * * We can not he satisfied with having our children instructed an hour a week in matters that pertain to the eternal salvation of their immortal souls. We are convinced, and this conviction of ours is based on experience, that if our children are to receive a thorough knowledge and lasting impression of the Bihle, its divine truths and commandments, they are in need of daily religious instruction. The law of God will have to he called to their minds, explained to them, and brought home to their hearts hy competent teachers day after day. And that is what we are aiming at in our parochial schools. In all discipline exercised in our schools we strive to make the word of God the governing element. And even the secular sciences taught in our schools are pervaded by a Christian spirit. That is what we, under present circumstances, deem the best if not the only correct method of bring¬ ing up our children in the nurture and admonition of the Lord; and that is the reason why we Lutherans make it a practice to establish, build, and maintain parochial schools.” The (Lutheran) Synod of Missouri, Ohio, and other States, in June, 1889, adopted the following statement : “1. By the law of nature, as well as by Divine command, parents are entitled and in duty bound to provide for the education of their children. “2. It is therefore the right and duty of all parents to select such schools for the education of their children as they are convinced will best promote the welfare of their children. “3. In case parents neglect their duty the State is justified in compelling them, by appropriate legislation, to the discharge of their duty. “4. If, however, the State assumes the right to educate, unless for such cause, it is an infringement of the natural right of parents. “5. The conduct of the State in such case is, furthermore, unconstitutional, as the constitutions both of the United States and the State of Wisconsin proclaim liberty of conscience and religion, which liberty is set aside, not only by forcing upon anyone that which opposes his religion or is in conflict with his conscience, but also when a person is hampered in any manner in ‘the free exercise of religion’ and ‘rights of conscience/ provided he does not act in open violation of law and morality. “6. In view of the foregoing declarations we are compelled to combat with all law¬ ful means in the courts such encroachments, and at the polls to withhold our vote from every candidate and party not publicly pledging themselves to do all in their power to bring about a repeal of the obnoxious sections of said [Bennett] law. “7. To avoid all misunderstanding, we declare that we consider our public-school system a political necessity, and that we are willing to support it in the future as we have in the past. We are also convinced that by opposing said school laws we do not only contend for our inherent rights, but also best promote the true welfare of our free country. We finally declare most emphatically that it has always been and ever shall be our aim to provide in our parochial schools for the best instruction in the English language.” The outcome was that the Lutherans as well as the Catholics defended their posi¬ tion so earnestly that the party in power in each State was displaced and the obnoxious laws were quickly repealed. The intense feeling prevalent during the existence of the Bennett law has in large measure passed away, but the secularization of public institutions has gone on at a rapid rate, so that many institutions, including State universities, that lately had devotional exercises, no longer have them as part of their programmes. 1652 EDUCATION REPORT, 1894-95. INCIDENTAL INFLUENCES. Eulison v. Post. — In this contest of the middle northwest incidental occurrences have had a great weight. For example, a decision is quoted in the anti-Bennett law jiamphlet to establish the freedom of parents and guardians to determine the extent to which they will render the provisions of a common-school education available to the children of their charge. The same case has been cited to show that parents may properly object to participation in devotional exercises in school. The case did not directly involve the Bible or religion. It is in 79 Illinois and is knowm as Rulison v. Post. A school board laid out a compulsory course of study. A young lady under directions from home declined to study bookkeeping, and was therefor expelled by the principal under instructions of the school board. Thereupon suit for damages was brought against the teacher in the name of the young lady. The decision in the lower court was in her favor, and on appeal to the supreme court damages were allowed under such instructions that any other subject — the Bible, for example — might be inserted for bookkeeping in the assertion of the parental right to select or reject studies from those provided. The Illinois flag law. — A law known as the “flag law” became operative in Illinois without the governor’s signature, June 26, 1895. This law prescribed that a national flag not less than 4 feet by 8 feet should be kept floating from 9 a. m. to 4 p. m. every day when the institution was in session over every building used for educational purposes in the State, public, sectarian, or private, under penalty of misdemeanor, finable from $3 to $10 and costs for every day of neglect. Some friends of parochial schools interpreted it as a new effort to worry them. By a singular course of cir¬ cumstances the suit under which the law has just been declared unconstitutional was against the State University, which had a flag on its principal building, but did not have a flag on every building. The stress of this law may be clearer by contrast with the Massachusetts flag law of March 27, 1895, which requires school committees “to provide for each school- house in which public schools are maintained * * * a United States flag of silk or bunting not less than 4 feet in length * * * displayed on the schoolhouse grounds or schoolhouse buildings every school day, when the weather will permit, and on the inside of the schoolhouse on other school days.” The Massachusetts law deals only with public schools, the minimum size of flag is but half as large as under the Illinois law, and the Massachusetts law allows some discretion as to hours and weather. NATIONAL LEGISLATION. The movement for the insertion of an explicit recognition of the Deity in the Con¬ stitution of the United States has been latterly obscured by efforts to remove all reli¬ gious expression from official action. In 1876, Samuel T. Spear, D. D. (Presbyterian), gathered a series of his contributions to the (New York) Independent into a volume — Religion and the State, or the Bible and the Public Schools. In this volume he advo¬ cates the exclusion of the Bible from the common schools, and cites approvingly the amendment to the Constitution proposed by Hon. James G. Blaine in the House of Representatives that “No State shall make any law respecting an 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 there¬ for, shall ever be under the control of any religious sect. Nor shall any money so raised ever be divided between religious sects or denominations.” President Grant in his message of December 7, 1875, had urged an amendment of similar tenor, as still earlier (1875) in a speech at Des Moines, Iowa, he said: “Keep the church and the state forever separate.” There are some who, like Horace Mann, consider church and state separated in the schools when the English Bible was read without note or comment. There are some who, like Samuel T. Spear, consider “the Protestant public school, in which King PAROCHIAL SCHOOLS. 1653 James’s version of the sacred Scriptures and religious exercises, Protestant in their type and tendency, are incorporated into its educational system 1 unjust toward the Catholic, the Jew, the infidel, and indeed all who dissent from Protestantism.7 ” Mr. Spear said : “ The same method of reasoning is equally applicable to a Catholic public school, a Jewish public school, or any public school which is made the organ of religious instruction or worship in any form.” Horace Mann, as already stated, protested against being cited as opposed to the Bible in school, but both he and Hr. Spear, as well as Mr. Blaine and President Grant, are cited by those who would go to the length of abolishing all religious tests, oaths, Sunday laws, chaplaincies, and proclamations. Mr. Blaine’s proposition passed the House of Representatives August 14, 1876, by a vote of 180 to 7. In the Senate a clause was added stating that “ This article shall not be construed to prohibit the reading of the Bible in any school or institution.” On the article thus amended the vote was 28 to 16, showing that the majority of the Senate did not consider the Bible sectarian. This proposition failed for lack of a two-thirds vote. In 1889 an effort was made to secure a similar amendment. The first section was almost identical with the first clause of the Blaine amendment, and yet the second section prescribed that “ each State * * * shall establish * * * a system of free public schools for the education of all the children * * * in the common branches of knowledge, * * * and the principles of the Christian religion. But no money raised by taxation * * * shall ever be * * * given to the use or purposes of any school -v * * whereby instruction * * * shall be given in the doctrines * * * peculiar to any sect, * * * religious in its character, nor shall such peculiar doctrines *" * * be taught * * * in the public schools.” This proposed amendment was supported in hearings before the Senate Committee on Education and Labor, February 15 and February 22, 1889, by representatives of the National Reform Association, the Evangelioal Alliance, and the Boston Commit¬ tee of One Hundred. It was opposed in the same hearings by mammoth petitions and by clergymen of the Seventh Day Baptists, one of whom cited the argument of Stanley Matthews, at the time (1889) a member of the Supreme Court of the United States, as attorney in the case of Minor et al. v. Cincinnati School Board et al. The Cincinnati school board resolved that the reading of the Bible at the opening of the schools should cease. As cited, Mr. Matthews said: “I do say that the reading of the Holy Bible in the manner repealed by this resolution is the teaching of a dogma in religion, held by only a portion of the religious community, objected to by a large part of -the others. * * * “Protestants have no rights, as such, which do not at the same time and to the same extent belong to Catholics, as such, to Jews and infidels too. * * * It is not a question of majorities against minorities, for if the conscience of the majority is to be the standard, then there is no such thing as right of conscience at all. It is against the predominance and power of majorities that the rights of conscience are protected and have need to be. “If it be said that the Protestant conscience requires that the Bible be read by and to Protestant children, and that it is a denial of the right of conscience to for¬ bid it, waiving at the present time the obvious and conclusive answer that no such right of conscience can require that the State shall provide out of the common taxes for its gratification, it is enough to say that Catholics then, too, have the same right to have their children taught religion according to their views, not out of the Douay Bibie if they do not consider that sufficient, but by catechism and by celebration of the mass, if they choose to insist; that Jews have the same right to have their reli¬ gion taught in the common schools, not from the English version of the Old Testa¬ ment, but according to the practice of their synagogues, and infidels have the same right to have their children taught deism, or pantheism, or positivism.” 1654 EDUCATION REPORT, 1894-95. The discussions in Congress and the action upon appropriations for Indian and negro schools maintained wholly or in part by national funds have latterly indicated a determination on the part of some to allow no appropriations which might aid an institution maintaining religious exercises, thus pushing the interpretation of sec¬ tarian to the utmost extreme reached in any local decision. RECENT STATE CONSTITUTIONS. The State constitutions recently formed or revised, as well as some older ones, have generally clauses forbidding sectarian instruction in public schools and any use of public school funds to aid institutions under sectarian control. It will be observed that some forbid the use of any public funds for sectarian schools, as South Dakota, Idaho, Utah, New York, South Carolina; some require that any aided educational or charitable institution shall be wholly under the con¬ trol of the State, as Montana and Wyoming; some shut out religious benevolent institutions from public funds, as South Carolina; some limit the prohibition to public school funds, as North Dakota, Kentucky, and Texas; Mississippi specifies that the limitations shall not be interpreted to exclude the Holy Bible ; South Caro¬ lina expressly recognizes the Deity in the preamble; some forbid any religious tests or requirements to attend religious exercises, as Montana and Wyoming. North Dakota. — The constitution of North Dakota, November 2, 1889, Article VIII, section 147, provides: “ 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 hap¬ piness of the people, the legislative assembly shall make provision for a system of public schools * * * free from sectarian control.” Section 149 says: “In all schools instruction shall be given, as far as practicable, in those branches of knowl¬ edge that tend to impress upon the mind the vital importance of truthfulness, tem¬ perance, purity, public spirit, and respect for honest labor of every kind.” In section 152 occurs the prohibition: “No money raised for the support of the public schools of the State shall be appropriated or used for the support of any sectarian school.” South Dakota. — The constitution of South Dakota, November 2, 1889, provides in Article VIII, section 1 : “ The stability of a republican government depending on the morality and intelligence of the people, it shall be the duty of the legislature to establish * * * a * * * system of public schools.” Section 16 provides that : “ 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 within the State, * * * and no sectarian instruction shall be allowed in any school or insti¬ tution aided or supported by the State.” Montana. — The constitution of Montana, November 8, 1889, provides in Article V, section 35 : “No appropriation shall be made for charitable, industrial, 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.” Article XI, section 8, reiterates the same idea in more definite terms. Section 9 provides that: “No religious or partisan qualifications 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, nor shall attendance be required at any religious service what¬ ever, nor shall any sectarian tenets be taught in any public educational institution of the State.” Washington. — The constitution of Washington, November 11, 1889, provides, Article IX, section 4: “All schools maintained or supported wholly or in part by the public funds shall be forever free from sectarian control or influence.” Idaho. — The constitution of Idaho, July 3, 1890, provides, Article IX, for public free schools: “The stability of a republican form of government depending mainly upon the intelligence of the people;” and provides, section 5, that: “Neither the legislature nor any county, city, town, township, school district, or other public PAROCHIAL SCHOOLS. 1655 corporation shall ever make any appropriation, or pay from any public fund or money whatever, anything in aid of any church or sectarian or religious society, or for any sectarian or religious purpose, or to help support or sustain any school, academy, seminary, college, university, or other literary or scientific institution con¬ trolled by any church or sectarian or religious denomination whatsoever; nor shall any grant or donation of land, money, or other personal property ever he made by the State, or any such public corporation, to any church or for any sectarian or religious purpose.” Wyoming. — The constitution of AVyoming, July 10, 1890, provides, Article I, section 19: “No money of the State shall ever be given or appropriated to any sectarian or religious society or institution. ” Article III, section 36, says: “No appropriation shall be made for charitable, industrial, educational, or benevolent purposes to any person, corporation, or community not under the absolute control of the State, nor to any denominational or sectarian institution or association,” Article VII, section 12, prescribes that : “No sectarian instruction, qualification, or tests shallbe imparted, exacted, applied, or in any way tolerated in the schools of any grade or character con¬ trolled 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.” Mississippi. — The constitution of Mississippi, November 1, 1890, provides, Article III, section 18, that: “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 worship shall beheld sacred. The rights hereby secured shall not be construed * * * to exclude the Holy Bible from use in any public school of this State.” Article VIII, section 208, provides that: “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 bo appropriated toward the support of any sectarian school, or to any school that at the time of receiving such appropriations is not conducted as a free school.” Kentucky. — The constitution of Kentucky, April 11, 1891, provides in section 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.” Texas. — The constitution of Texas as amended September 22, 1891, Article VII, section 5, provides that: “No law shall ever be enacted appropriating any part of the per¬ manent 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 support of any sectarian schools.” A Tew York. — The constitution of New York, September 28, 1894, Article IX, section 4, provides: “Neither the State nor any subdivision thereof shall use its property or credit, or any public money, or authorize or permit either to be used, directly or indirectly, in aid or maintenance, other than for examination or inspection, of any school or institution of learning, wholly or in part under the control or direction of any religious denomination, or in which any denominational tenet or doctrine is taught.” Utah. — The constitution of Utah, November 5, 1895, provides: “Article X, section 12: Neither religious nor partisan test or qualification shall be required of any person as a condition of admission as teacher or student into any public educational institution of the State. Section 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 by any church, sect, or denomination whatover.” South Carolina. — The present constitution of the State of South Carolina, ratified December 4, 1895, has the following preamble : 1656 EDUCATION REPORT, 1894-95. “We, the people of the State of South Carolina in convention assembled, grateful to God for our liberties, do ordain and establish this constitution for the preserva¬ tion and perpetuation of the same.” Article I, section 4, provides, “ The general assembly shall make no law respecting an establishment of religion or prohibiting the free exercise thereof.” Article XI, section 9, provides, “The property or credit of the State of South Carolina or of any county, city, town, township, school district, or other subdivision of the said State, or any public money, from whatever source derived, shall not by gift, donation, loan, contract, appropriation, or otherwise, be used directly or indirectly, in aid or maintenance of any college, school, hospital, orphan house, or other institution, society, or organization of whatever kind which is wholly or in part under the direction or control of any church or of any religious or secta¬ rian denomination, society, or organization.” TENDENCY TOWARD SECULARIZATION. Reading the Bible daily without note or comment is required by State law in Massachusetts for the public schools. It is practiced to a greater or less extent throughout New England. The Bible has no standing in the schools of the State of New York except by common consent in each locality. It is used in a multitude of schools like dots over the country, but after leaving New England there is no con¬ siderable area where its use can be said to be uniform. This condition has come about as much by indifference as by opp'osition. The Bible was displaced from the public schools of Cincinnati through a contest that attracted national attention. In that contest many people expressed themselves warmly against its rejection at Cin¬ cinnati who had not observed its disuse at the schools attended by their own children. There has been a change in public sentiment gradually growing toward complete secularization of the Government and its institutions. In the original predominance of Protestant views based on King James’s version of the Bible and the inbred idea of a state church, the religious expression was expected in public affairs, but in the growth of population of miscellaneous views it dawns upon men’s minds that a majority vote may oppress a respectable minority of which they find themselves a part. Secularization of the schools is accepted or urged by many devout people who deem that safer than to trust others with the interpretation of the laws of conscience. Early immigrants coming for religious motives established schools with a religious character, and recent devout immigrants, finding no religious instruction in the public schools corresponding to that in their native lands, have been zealous for their own elementary schools to make good what they regard essential. Native and foreign born citizens desiring religious instruction for their children claim to be more and more compelled, in the secularization of public institutions, to build up institutions of their own for conscience’ sake. In 1891 Rev. W. B. Williams thus summed up the legal relations of religious teaching in public schools : 1 2 “We may then regard these points as settled : “ 1. The State has no legal right to erect a chapel for the religious exercises of the students in State institutions. “2. Regents and school boards have no legal right to appropriate rooms in public school buildings for the use of students’ Christian associations. “ 3. No State, except South Carolina, can ever employ any teacher to give religious instruction.3 “4. No teacher can be discharged on account of atheistical or skeptical views. 1 The duty of the State to meet every educational want of its citizens. Rev. W. B. Williams, of Charlotte, Mich., pp. 18-20. 2 This exception was made before the last revision of the constitution of South Carolina. — J. H. B. PAROCHIAL SCHOOLS. 1657 “5. Hence Jews, Catholics, atheists, and agnostics can he employed as teachers in all our public schools and State institutions. “6. The supreme court of Ohio decided that school boards are not transcending their authority in prohibiting the reading of the Bible and holding religious exer¬ cises in the public schools. “7. Courts are unanimously of the opinion that children can not be compelled to attend religious exercises contrary to the written request of their parents or guardians. “8. Courts decide that pupils can be compelled to bring a written request to this eifect from parents or guardians as a condition of being excused. “9. If they do attend they can be compelled to lay aside their books and maintain decorum. “10. Courts are divided in opinion as to whether school boards can authorize Bible reading and prayer in the schools during school hours. In New York no por¬ tion of school hours can be so used if objection is made to it. In Massachusetts, Iowa, Maine, and Illinois their supreme courts hold that school boards may require the school to be opened with religious exercises. The courts in Kent County, Mich., and Mercer County, Pa., refused an injunction to restrain the teachers from reading the Scriptures and having religious exercises in school hours. According to New York decisions, teachers may be allowed to have religious exercises in schoolrooms before and after school hours in the presence of such pupils as may attend in accord¬ ance with their own wishes or the wishes of their parents. “The supreme court of Illinois allows these exercises to be held out of school hours in accordance with the Catholic ritual. The supreme court of Maine justifies the board in excluding a pupil from the schools for refusing to use King James’s translation of the Bible as a reading book. “11. In Wisconsin the supreme court orders the reading of the Bible in the public schools to cease, on the ground that it is a sectarian book. “12. The laws of Iowa and Illinois prohibit the exclusion of the Bible from the public schools, and the constitution of Mississippi is not to be construed as exclud- ing it.” “ The law of New Jersey permits the reading of the Bible and repeating the Lord’s Prayer, but at the same time forbids any other religious service, ceremony, or forms whatsoever. “While the law of Massachusetts requires that some portion of the Bible shall be read daily in every school, it distinctly specifies that it shall be 1 without written note or oral comment.’ The teacher may not add a word to explain a word or enforce a moral. It is clear that even in those States where the reading of the Bible is permitted and required it is hedged in by so many limitations and restrictions imposed by the laws, decisions of courts, and action of school boards, that we must despair of ever using our public schools as the agents for the diffusion of Christianity and conclude that whatever religious exercises are tolerated iu the schools are there in most of the States merely by sufferance and liable at any time to be driven out. “When we see that the secularization of our public schools is steadily going on and can not be prevented, then we must shape all our educational interests with reference to that.” In 1894 the same writer notes the rapid secularization of the public educational institutions to be accepted as a fitting thing : 1 “ The Prussian system as Americanized was adapted to a republican govern¬ ment without a state church, hence no provision was made in it for any religious instruction. * * * “The normal and high schools, the agricultural colleges and State universities, as well as the common schools, started out with all the religious momentum that had Christian and Secular Education. Presbyterian Board of Aid for Colleges and Academies. 1658 EDUCATION REPORT, 1894-95. been accumulated in tlie Christian colleges and academies by the usages of two hundred years. * * * “In 1890, an article published in the Andover Review iudicated that the religious influence of State institutions was hardly second to that of the colleges founded for religious motives. “ By the decisions of courts, the action of school boards, the pressure of circum¬ stances and the. indifference of teachers, little by little, year after year, step by step, with never a backward step, Bible reading, prayer, and religious instruction are dis¬ appearing from our public schools and State institutions of every grade. Thus our system of State education is being crowded into the place assigned to it by the Con¬ stitution and the laws. * * * The State has made ample provision for secular instruction, none for religious.” LOCAL ADJUSTMENT OF THE HELIGIOUS QUESTION. It can not be too strongly stated: (1) That public schools in the United States are not a national system, but a group of systems so far as the word system is fitly used; (2) that each State has its own peculiarities of social life, constitutional organization, legal enactment, and local administration; (3) that in the ultimate decision of the conduct of a public school the wishes of the peojde of the local unit of territory which maintains it will determine what shall bo allowed or for¬ bidden, especially as a complainant strange to the spot would have small interest and less power to interfere even if something not rigidly legal were introduced into the exercises by common consent. One community will have no dealings with the sects, another will welcome their aid in public education. Especially when a whole district, town, or county is populated by people of kindred opinions their schools will take on such form of religious or social opinion as suits the taxpayers, with no closely drawn line between legal and desirable. So it occurs that even in States where it is of doubtful legality there are districts with sectarian exercises, and there are many others where open contracts are made with religious persons or bodies for their work in education. Savannah , Ga. — The people of Savannah, Ga., have incorporated the Catholic schools into the city system, satisfactorily to that community, as shown below. PETITION OF THE CATHOLICS.1 “ To the Mayor and City Council of Savannah: “We, the undersigned Catholics, residing in the city of Savannah, lay before your honorable body an humble and resj)ectful petition, which wo trust will not be set aside. Forming a large portion of the population of the city, as appears from the report of interments in Laurel Grove and Cathedral Cemetery, we have organized schools, which are in the highest sense poor schools and free schools, and the scholars are so numerous that the public schools supported by the city could not physically accommodate them. We have done so because we believe it is far the better plan to teach children the elements of literature and science under the influence and shelter of the religion which they profess, as has always been done in time past, and we would consider it an infringement of the true liberty of conscience if we were obliged to subject our children to the influence of a religion which they do not profess, or of no religion at all. We therefore submit to your honorable body to consider whether it is proper to make us pay taxes for schools which we do not patronize, and whether it would not be better, in accordance with equity and genuine liberality, to divide the fund allotted for free schools, in the proportion of the free scholars found in each school.” (Signed by Bishop Yerot, Rev. C. C. Prendergast, and also by a large number of others of the clergy and laity of the Roman Catholic Church in Savannah.) Report of tlie board of public education for the city of Savannah, Ga., and the county of Chatham to the mayor and aldermen of the city of Savannah, upon the petition of the Homan Catholics of Savannah for a division of the public school fund; submitted December 9, 1868. PAROCHIAL SCHOOLS. 1659 The following is from the Thirtieth Annual Report of the Public Schools of the city of Savannah, Ga., and county of Chatham, for the year ending June 30, 1885: “In 1869 the trustees of Chatham Academy granted to the hoard, free of rent, two rooms in the eastern part of the building. In 1870 it further gave the use of the entire eastern and central part of the building at the nominal rental of $1 a year. In 1886 the trustees, having purchased from the Union Society its property, then known as the Pavilion Hotel, for $50,000, offered to put the entire structure in per¬ fect condition and give the use of it to the board of education for ten years at a rent of $1 per year, provided the board would pay over to the trustees $10,000 to aid the latter in the improvements of the building. The board assented to these terms and the lease will expire in October, 1896. “Previous to the year 1870 two large parochial schools were maintained in the city by the authorities of the Roman Catholic Church. The support of these schools became a burden upon the Catholic population and induced Bishop Verot to apply to the city council, by which the public schools were at that time maintained, for a division of the school fund. This communication elicited much discussion in the council and was subsequently referred to the board of education. “After many conferences between the board and the authorities of the Catholic schools a f plan of union’ was agreed upon, by and under which the two systems would be operated by the board of public education. This plan is fully set forth in the Sixth Annual Report of the Superintendent. As a part of the plan the two build¬ ings known as the Cathedral and St. Patrick’s schools passed under the control of the board of education free of rent. If, at any time, either party to the compact becomes dissatisfied it can withdraw by giving notice of three months. The board has had the free use of these two buildings for twenty-five years.” The plan referred to is as follows : “plan. “1. The Catholic schools shall be received under the control of the board of edu¬ cation. “2. Catholic teachers shall be preferred for these schools when such as are quali¬ fied can be obtained. “ 3. The text-books used in these schools shall be the same as are used in the other public schools, except books on history, which may be such as are commonly used in Catholic schools. “4. These schools shall be opened with reading the Scriptures and the Lord’s Prayer. Such versions of Scripture may be used as the teacher may prefer. “5. The school building shall be under the control of the board of education. “6. The trustees of the Catholic school buildings shall have power to withdraw them from the board of education at the end of any school year, whenever they are dissatisfied with the arrangement, provided that they shall give three months’ notice of such withdrawal. “7. In case of such withdrawal the board of education may remove all apparatus, books, movable fixtures, and furniture which they may have furnished for these schools. “8. The board of education shall have full control of the discipline, instruction, and general management of these schools, the same as of the other schools under their care, including also the length of sessions, the arrangement of school, courses of study, work, and duties, and all the interests of the schools. “9. The teachers of these schools will be expected to attend the meetings of the normal class the same as teachers of other public schools. They will give respect¬ ful attention to the suggestions and instructions of the superintendent, and are expected to exert themselves to carry out his views in the management and instruc¬ tion of their schools. “10. The holidays shall be such as are usually given in Catholic schools.” 1 1 Sixth. Annual Report of the Public Schools for the city of Savannah, Ga., and county of Chatham, for the year 1870-71. 1660 EDUCATION REPORT, 1894-95. Neiv Haven, Conn. — In New Haven, Conn., there are Catholic schools within the public-school system. By a vote of the board of education pupils detained from school on account of the Catholic holy days Feast of All Saints and Feast of Ascension, and the Jewish holy days New Year, Day of Atonement, Day of Tabernacle, Feast of Passover, and Feast of Weeks, are to be regarded as excusable for their absences, and are not required to make up lessons lost because of such absence. The committee on schools instruct teachers that children detained from school on account of the above-named holy days shall be reported as perfect in attendance during the year, if not absent or tardy at any other time ; that a credit of recitations shall be given to each child so absent equal to the average credit of each study during the week. Pupils may be admitted on each of the days named above before 10 o’clock a. m. without being marked as tardy ; provided they bring satisfactory notice from their parents that they have been detained by religious services. 1 New Decatur, Ala. — Absence for religious exercises is freely granted in a city of Alabama : “When the pupil is absent on account of church requirements * * * such absence shall not count against the pupil in perfect attendance; provided such pupil brings from the parent or guardian a written request to the teacher on the day pre¬ ceding such church service.”2 It is probable that almost any practice known in the schools of foreign countries can be found in limited use somewhere in the United States, notwithstanding the frequent statement regarding the impracticability of measures proposed for adoption. CATECHETICAL CLASSES. There are some religious bodies that gather the children at stated times for reli¬ gious instruction, preparatory to confirmation, without organizing schools for the purpose. For instance, the Evangelical Association reports 556 catechetical classes and 6,270 catechumens,3 but the association has no parochial schools. The classes reported are distributed approximately as follows : Evangelical Association. State. Catechet¬ ical classes. Catechu¬ mens. State. Catechet¬ ical classes. Catechu¬ mens. United States 556 6, 270 Iowa . 35 368 Mi nnesota 97 1, 184 New York . 13 606 North Dakota . > New Jersey . 4 50 South Dakota . > 27 220 Pennsylvania . 21 580 Nebraska . 34 333 Maryland . 10 112 Kansas . 30 462 Indiana . 17 274 Texas . 5 41 Michigan . . . 16 240 Oregon . 7 92 Illinois _ ... _ _ _ ... 54 • 738 California . 3 45 Wisconsin . 150 1,087 The Reformed Church in America (Dutch in origin) has a small number of paro¬ chial schools, as indicated by the returns of the Eleventh Census (1890), used in the table for parochial schools (page 1664). The church deems catechetical instruction highly important, but finds a decadence of such instruction in the English-speaking churches.4 1 Report, New Haven, 1894. 2 Third. Annual Report, Public Schools, New Decatur, Ala., 1892. 3Christian Family Almanac, Cleveland, Ohio, 1896. 4 Acts and proceedings of the Eighty-ninth Regular Session of the General Synod of the Reformed Church in America, J une, 1895. PAROCHIAL SCHOOLS. 1661 There are 346 churches reported by names of church and pastor that have cate¬ chetical classes, with 35,734 catechumens, distributed as follows : Reformed Church in America. State. Classes. Catechu¬ mens. United States . 346 35, 734 New York . 125 12, 654 New Jersey . 84 10, 886 Michigan . 50 5,293 Iowa . 32 2, 554 Illinois . 17 1,964 Wisconsin . 13 1,207 State. Classes. Catechu¬ mens. South Dakota . . 12 434 Nebraska . 3 287 Pennsylvania . 2 139 Minnesota . 3 126 Kansas . 2 92 Indiana . 2 58 Ohio . 1 40 A glance at the list will show the strength of the denominational catechetical classes geographically. It reaches over New York and Kansas as extreme eastern and western limits, with the greatest force in New York and New Jersey, but adding considerable figures to those otherwise reported as under formal religious instruc¬ tion in the central Northwest. In response to inquiry regarding parochial schools and catechetical instruction in the denomination, the stated clerk of the General Synod of the Reformed Church in the United States, writes : “During the triennial term embracing the statistics of 1893, 1894, and 1895, no less than 33,646 were received into communion with the church by the rite of confirma¬ tion. The increase above the previous term embracing the years 1890, 1891, 1892, was 1,254. “Those received by confirmation usually receive catechetical instruction once and twice a week for a period of five to six months, during the fall and winter season. In many of the congregations of the Reformed Church there are junior and senior classes. Those in the junior classes frequently attend instruction during two and three terms. Among many of our churches parochial schools are maintained, but none of the reports coming from the various synods give any data by which the number of pupils in attendance might be obtained.” The Evangelical Association has in late years become two denominations. One retains the old name and claims about 110,000 members, with catechetical classes as shown above. The second has taken the name of the United Evangelical Church and claims about 55,000 communicants. The discipline of the United Evangelical Church provides that wherever practicable the preachers in charge of congrega¬ tions are to organize catechetical classes. The authorized statistical blanks contain the items, “How many catechetical classes?” and “ How many catechumens?” The catechetical classes are strictly and solely for religious instruction in which the catechism of Biblical and doctrinal instruction is designed to be the text-book. Closely related as the two churches are by recent identity and long history, the United Evangelical Church reports no catechetical classes, which is thus explained by a prominent officer of the church : “ I suppose that the omission of catechetical classes from the statistics is occa¬ sioned by the fact that there are no classes to report, or that there are so few that the showing would be insignificant.” STATISTICS OF PAROCHIAL SCHOOLS. The Roman Catholics, the Evangelical Lutherans, the German Evangelical Synod of North America, the Protestant Episcopalians, and the Holland Christian Reformed Church in North America report in their yearbooks the number of pupils in their parochial schools. 1662 • EDUCATION REPORT, 1894-95. Homan Catholic. — The Roman Catholics report (Sadlier, New York; Hoffmans, Mil¬ waukee) 3,361 parishes with schools. Most dioceses give parochial pupils distinctly, hut certain dioceses, especially those in Texas, combine parochial pupils with those in academies. As most of the academies are reported individually, it is possible to separate the two classes of pupils to a considerable extent. The totals here given will he found to vary from the totals that included both academies and parochial pupils, for the cause j ust cited, but the present figures are believed to have a less error than would result from retaining academic pupils where reported in an item com¬ bined with parochial pupils. In round numbers, the parochial pupils approach 800,000. Evangelical Lutheran. — The Evangelical Lutherans report 3,079 parochial schools, 2,926 teachers, and a little more than 200,000 pupils. The number in Hauge’s Nor¬ wegian Synod was not reported. The Lutherans publish their returns by synods, which do not have geographical limits. The Lutheran churches in a given State, county, or city may belong to several synods. The column for Evangelical Lutheran pupils in the principal table is only a general approximation to the relation of num¬ bers in each State, distributed in the proportions indicated by returns of the Eleventh Census (1890). The largest proportion of error is likely to be made in the States of smallest numbers, where the establishment or discontinuance of a single school would have a great proportionate effect. The authoritative returns by synods given in the following table 1 can be scanned by anyone who feels competent to derive better State totals from them : Evangelical Lutheran parochial schools reported. Synod. Schools. Teachers. | Scholars. The United States . . . . . . . 3, 079 2, 926 204, 810 General Council. . . 439 j 574 24, 188 Ministerium of Pennsylvania . 16 20 911 Ministerium of New York . 61 79 3, 695 18, 747 (Swedish) Augustana Synod . 337 459 Canada, Synod . . . . . . 25 16 805 Synodical Conference . . . . . ..... _ _ _ .............. 1,722 905 97, 948 Missouri, Ohio, and other States . . . . . 1, 455 745 85, 730 United German Synod : Wisconsin . . . 171 139 8, 621 Minnesota. . . . . . . . . . . 54 12 1,918 1, 329 Michigan _ _ ........ _ .......... _ ......................... 36 6 English Synod of Missouri . . . 6 3 350 United Synod South : Synod of North Carolina . 150 General Synod : W artburg ( German) ........... ............... _ .......... _ _ 25 25 800 Independent synods _ _ .............................................. 893 1, 422 81, 724 Joint- Synod of Oliio, _ , T _ _ .. Tf _ _ _ 110 24 101 7 10, 821 778 Buffalo Svnod . . . . . . . . . . Hauge's Norwegian Synod . . . . . . 120 Tp.Yas Synod _ _ _ _ — - _ 9 244 Norwegian Synod ................. _ ....... _ _ _ ...... _ _ 183 21, 000 German Towa, . . . . . . . ... _ 528 329 9, 645 German Nebraska . . . . . 310 Danish Lutheran Church in America . 20 20 250 German Augsburg of Ohio and adjacent States . . . 11 11 332 Danish Lutheran Church A ssnciatien _ _ _ _ _ 37 19 1,993 800 Icelandic Synod _ _ _ _ _ _ Immanuel German . _ _ _ _ _ _ 4 4 Eiunish Suomi Synod . . . . . . 30 700 United Norwegian Church . . . . . 748 34, 851 1 The table is mainly from the Church Almanac, 1896, Lutheran Bookstore, Philadelphia ; for cer¬ tain synods, from Evangelical Lutheran Almanac, Joint Synod of Ohio and other States, 1896, Colum¬ bus, Ohio. Some synods did not fully report through either. PAROCHIAL SCHOOLS. 1663 German Evangelical. — The German Evangelical Synod of North America reports (''Evangelischer Ivalender, 1896, St. Louis, Mo.) 410 schools, 145 teachers, 385 pastors who conduct schools, and 17,911 pupils. These, like the Lutheran pupils, have been distributed for the State table by comparison with the Eleventh Census (1890), and are liable to the same error of distribution as the Lutheran figures, but they are not likely to mislead one who aims to get a clear outline of their principal locations. Protestant Episcopal. — The Protestant Episcopal Church (American Church Alma¬ nac and Yearbook, 1896) reports 336 teachers and 6,860 pupils with their geographical distribution. Holland Christian Reformed, — The Holland Christian Reformed Church in North America (Jaarboeckje ten dienste der Holl. Christelijke Gereformeerde Iverk in Noord Amerika, 1896) reports by name each congregation with a school, the teachers in charge, and the number of pupils. There are 17 schools and 2,229 pupils. Moravian. — The Moravians, as indicated near the beginning of this statement, have a very old parochial school at Bethlehem, Pa., now grown to cover all primary and secondary departments. The pupils are reported in the table of academic and secondary schools in the reports of the Bureau of Education. Bishop J. M. Levering, under date of July 21, 1896, says: “The school at Bethlehem is the only parochial school maintained by the Moravian Church in the United States except a boys’ school at Salem, N. C. * * * In making this statement I leave out of account a few little schools maintained during part of each winter in certain German country parishes in the West, the attendance at which all figures in the public school enrollment.” Mennonites. — A letter from Kansas dated August 31, 1896, says : “The Mennonites of Kansas have no schools that are intended to supplant the public schools. In every Mennonite congregation, however, there is one or more summer schools for children. In these schools German is the language taught. In these schools, too, religious training is made prominent. The German Mennonite teachers of Kansas have formed an association which makes it a point to secure statistics of all the German schools among the Mennonites of Kansas.” Reformed Church in America. — The board of education of the Reformed Church in America has a small fund which it uses for the aid of parochial schools, but it has no report from unaided schools. During the past year the board has aided 6 schools, of which 2 have become self-supporting. There are 4 of the 6 in New York, with about 128 scholars, and 2 in New Jersey, with about 150 scholars, as stated by the secretary of the board. Eor the German Presbyterians, the Reformed Church in America, of Dutch ante¬ cedents, the Reformed Church in the United States, of German antecedents, the Mennonites, the Reformed Episcopal, and the United German Evangelical, the latest full returns at hand are those of the Eleventh Census, which are here utilized. There are a few scattered parochial schools among other denominations, especially those having a German membership, but they are for the most part small and tem¬ porary in their character. 1664 EDUCATION REPORT, 1894-95. Tlie following table represents very closely the number of children in parochial schools in the United States: Pupils in parochial schools. States and Territories. Total reported. United States . 1, 028, 843 North Atlantic Division. South Atlantic Division. South Central Division . . North Central Division . . Western Division . North Atlantic Division: Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic Division : Delaware . Maryland . District of Columbia Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . . . South Central Division : Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Arkansas . Oklahoma . — Indian Territory . . , North Central Division : Ohio . . Indiana . . Illinois . Michigan . Wisconsin . . Minnesota . Iowa . . Missouri . North Dakota . South Dakota . . Nebraska . . Kansas . Western Division: Montana . Wyoming . Colorado . New Mexico . Arizona . Utah . Nevada . Idaho . Washington . Oregon . . California . 390, 499 36, 387 50, 766 523, 267 27, 924 6, 9, 4, 57, 10, 20, 139, 39, 101, 2, 18,’ 3, 2, 2, 1, 2, 1, 14, 2, 1, 1, 16, 10, 2, Roman Catholic. (a) 791, 548 365, 636 30, 928 44, 369 323, 698 26, 917 Evan¬ gelical Luth¬ eran. a 204, 810 18, 050 1,750 5, 000 179, 100 910 912 515 312 656 728 700 809 I 625 242 060 199 j 945 919 247 I 794 877 406 940 704 I 611 695 639 028 213 936 I 6,912 9,415 4,312 57, 430 10, 628 20, 000 128, 123 37, 446 91, 370 2, 060 16, 485 3, 845 2, 061 1, 791 505 697 1, 679 1, 805 14, 134 2, 635 1,410 1, 291 13, 908 8, 015 2, 236 76, 35, 111, 51, 87, 49, 31, 44, 4, 4, 14, 12, 940 614 272 026 884 759 676 202 182 750 761 116 025 820 136 250 554 100 329 151 136 940 63, 887 24, 016 70, 637 33, 445 46, 693 21, 671 18, 167 29, 446 1, 200 1,200 5, 980 7, 356 820 90 3, 468 1,840 250 534 100 150 100 700 10, 000 1,000 6, 000 1, 000 100 150 200 250 50 250 150 200 100 1, 700 1, 900 700 12, 000 10, 100 35, 000 16, 000 39, 000 27, 000 11, 500 10, 000 3, 500 3, 500 7, 500 4, 000 100 1,129 2, 000 140 20 200 100 450 German Evan¬ gelical Synod of North Amer¬ ica. 6 17, 911 1,800 ” 480 15, 631 1, 100 "’766 50 250 180 700 900 4, 800 720 1,300 850 1, 161 4, 650 50 300 200 Protest ant Epis¬ copal 6, 860 2, 517 3,296 824 177 309 313 1, 895 714 708 256 954 664 270 85 248 103 118 177 Holland Chris¬ tian Re¬ formed. 2, 229 250 i,979 250 27 251 1, 646 55 Re¬ formed Church in the United States. c 2, 190 484 26 1,629 51 148 30 306 All others. 3, 295 1,762 413 67 1,053 26 256 229 73 565 109 116 68 213 51 76 129 586 971 85 180 109 24 203 18 61 123 a See p. 1662. b See p. 1663. c Eleventh Census, 1890. PAROCHIAL SCHOOLS. 1665' The following are the denominations in the column “all others” of the preceding table, with the distribution of pupils : States. Total. German Presby¬ terian. a Mora¬ vian. b Mennon- ite. a Reformed Church in Amer¬ ica. a Reformed Episco¬ pal. a United German Evangel¬ ical Prot¬ estant. Total. . . 3, 295 1, 160 340 610 341 241 603 Massachusetts _ _ _ 76 76 H ew Y ork _ _ ... _ _ _ ... 129 79 50 Kew Jersey 586 333 253 Pennsylvania 971 98 209 61 603 North Carolina 85 85 Son th Carol in a _ _ 180 180 Georgia . 63 63 Florida . 85 85 Urmisia.na, _ _ 67 67 Tllinrvis _ _ _ 109 71 38 W isconsin _ _ .......... _ _ 24 24 Minnesota. - _ - _ - 46 46 Iowa _ _ _ .......... 203 168 35 Missouri . . . . 18 18 South Pakotai _ _ - 61 61 Nebraska . . . . 123 78 45 "Kansas _ - . 469 469 a Eleventh Census, 1890. b See p. 1663. A glance at the tables will show the general location of any group of paro¬ chial schools. Northern New England and, generally, the South have few parochial schools. The Roman Catholics have some parochial schools in nearly every State, are strong in southern New England, relatively strong in Maryland, Kentucky, and Louisiana, of the South, and California, of the West, and from Kansas eastward to the Atlantic Ocean. Lutherans' and other German and Scandinavian organizations are weak in New England and in the South, but are relatively strong in the States between New Eng¬ land and the Rocky Mountains. The Holland Christian Reformed Church has considerable local strength in south¬ western Michigan. In the country as a whole the parochial schools report an enrollment about 7 per cent as great as the public common schools; in the North Atlantic Division, about 11 per cent; in the North Central, just below 10 per cent; below 2 percent in either South Division; about 4 per cent in the Western Division. The Lutherans and kin¬ dred denominations have a multitude of small rural schools often in the vacations of public schools which the children also attend. The Catholics have many large schools of a permanent character in cities. It is not easy to determine how many of the children counted as parochial pupils are also returned in the enrollment for public schools. In the North Central Division, especially, there are many parochial schools that last but a few weeks in a year. A careful canvass was made of German Protestant parochial schools in Wisconsin in 1890 by Mr. Christ. Koerner. He endeavored to determine how many of the pupils were also enrolled in the public schools. The returns were in general terms, and could not be reduced to numerical accuracy. Some schools reported that all the pupils attended public schools, others that half or more did so, a few that none attended, aud a few that all attended before or after confirmation. The number of pupils distinctly reported as not attending public schools was very small. There are a few cities where schools still reported as parochial in the Catholic yearbooks are also reported as public schools. The situation at Savannah, Ga., has been herein explained. The conditions are similar at Augusta, giving in this State a duplication of at least 1,324 counted in both public schools and parochial schools. A kindred case occurs in New Haven, Conn., producing a duplication of some ED 95 - 53 1666 EDUCATION REPORT, 1894-95. 905. Public schools under Catholic control, enrolling small numbers, have existed •within recent years in several States, but the conditions arc often transient, con¬ stantly liable to change, so that a report of such union true in a given year has ceased to be true when investigated at a later date. It appears that a majority of the pupils in the German Protestant parochial schools arc at some time in tho year enrolled in public schools. There is a known dupli¬ cation of Catholic children as parochial pupils and public-school pupils at points named above (Savannah and Augusta, Ga., and New Haven, Conn.). It seems reason¬ able to suppose that about 500,000 are in parochial schools who are not enrolled during the year in public schools. There are about 350,000 enrolled in denominational schools of higher forms, but thoso in academies, colleges, and seminaries are generally reached in tho reports for private schools. PURPOSES OF PAROCHIAL SCHOOLS. There is a general accord among all denominations and sects as to the necessity of religions instruction, but there is not such general accord as to elementary religious instruction by each parish or church. Each of the great denominations has its board of education or some corresponding organization to impress the needs of its schools, especially secondary and higher, upon the people, but the specific attachment of an elementary school of an emphatically religious type to each congregation is a policy almost limited in practice to Roman Catholics and to Lutheran and other reformed groups derived from central and northern Europe, but theoretically valued by Episcopal, Presbyterian, and other bodies. Even the small denominations con¬ sider it urgent to maintain schools of their own wherever they can. Moravians. — The Moravians are of relatively small numbers, not much known by the nation at large, but they have a remarkable record for devotion and for earnest¬ ness regarding education. “The Moravian Church has always insisted upon special attention to the Christian education of the young, and therefore not only provides many religious services particularly for the children, but also regards its school work as second to no other branch of activity in its claim upon intelligent, prayerful interest, faithful conse¬ crated effort, and cheerful, adequate support.1 * “The Moravian parochial school of Bethlehem, Pa., owes its origin to tho principle that education, whether under church, state, or private control, should be conducted in subordination to religiou. Its management subscribes the proposition that Chris¬ tian education consists not so much in imparting knowledge as in drawing out the grace of God for the work of life. Church members recognize the fact that knowl¬ edge is power, but a power for good only when pursued in the fear of God.”'3 Friends. — The following utterance of Friends, with variations of detail, would be indorsed in almost any denomination : “We believe the duty to be incumbent upon Friends, as a religious body, to provide means for the liberal education of all their children, under circumstances favorable to the maintenance of our religious principles and testimonies. By our discipline, children whose parents aro members are themselves members by birthright. The discipline also recognizes the care and concern for them by propounding these two familiar queries: ‘Are Friends careful to educate their children in plainness of speech, deportment, and apparel; to guard them against reading pernicious books and from corrupt conversation ? 1 And ‘ Do they place their children for tuition under the care of suitable teachers in membership with us?; * * * Does not the implied obligation of parents to place their children at the kind of school indicated by the query demand of us to have such schools, as far as practicable, within the reach of all our members ? ” 3 1 Report of the Moravian Congregation of Bethlehem, Pa., 1895. -Catalogue, 1895. r Address of some members of the Society of Friends, Baltimore, Philadelphia, and ISTew York Yearly Meetings, 1861. PAROCHIAL SCHOOLS. 1667 Presbyterians . — The Presbyterians maintain many academies, colleges, and theolog¬ ical seminaries, and there are Presbyterians who desire parochial schools, but, as expressed in a pamphlet, Denominational Education, in 1854, in language still applicable, “the sentiment of the church is very far from being united in favor of those measures.” Protestant Episcopal. — The following is the utterance of a national Protestant Episcopal convention (1871) : “The first educator is the parent, the mother, the father, to whom this duty is assigned by divine appointment. * * * A Christian education must begin at home. * * * “Parochial schools are an important agency in the work of Christian education. And where they are practicable and can be rendered efficient, especially in those parts of the country where the common schools are deficient in number or in thor¬ oughness of training, they should be heartily sustained. But they can only in a very limited degree supply the place of the public schools of the country. * * * “The attitude which we should maintain toward the common schools of the coun¬ try has engaged the attention of your committee. We feel that we ought to give to those schools our cordial support. * * * “But while churchmen lend a firm support to the common schools from the dic¬ tates at once of patriotism and religion, they should unite their influence to secure in them as large a measure of religious instruction as may be expedient and attainable.” 1 2 The following Protestant Episcopal utterance comes close to a Catholic view as to distribution of public money : “ Protestants, according to their fundamental principle, are pledged to show the utmost liberty to all in the exercise of their religions tendencies, and we therefore conclude that the allowing any communion of Christians to educate their own chil¬ dren in their own schools, supported by an equitable proportion of their school tax, is no compromise of the boasted principle of American Protestantism. “Your committee think that ultimately this plan may be adopted, not in opposi¬ tion to, or in substitution for our free school system, but as supj)lemental to it, and so allaying irritation, securing religious education, and doing no violence to the freedom of conscience guaranteed by the Constitution. “ But such an arrangement is impracticable, and perhaps impossible, at this time. The convictions of the great majority are opposed, for the great majority have not yet learned to concede that minorities have rights even in matters of conscience.”'3 Boman Catholics. — The latest comprehensive authoritative s fcatement of the posi¬ tion of the Roman Catholic Church in the United States upon the subject of edu¬ cation makes no explicit reference to a division of funds, but deals almost entirely with the duty of the church or its members toward the schools. It is as follows : FOR THE SETTLING OF THE SCHOOL QUESTION AND THE GIVING OF RELIGIOUS EDUCATION. The Most Bev. Francis Satolli, Archbishop of Lepanto, Delegate of the Apostolic See to the United States of America, to the archbishops assembled in New York: I. All care must be taken to erect Catholic schools, to enlarge and improve those already established, and to make them equal to the public schools in teaching and in discipline. (Cone. Plen. Balt. Ill, ISTo. 197, p. 101.) II. When there is no Catholic school at all, or when the one that is available is little fitted for giving the children an education in keeping with their condition, then the public schools may-be attended with a safe conscience, the danger of per¬ version being rendered remote by opportune remedial and precautionary measures, 1 Committee on Education, General Convention, Protestant Episcopal, 1871. 2 Christian Education, a report to the Ninetieth Annual Convention of the Diocese of New Jersey* 1873. 1668 EDUCATION REPORT, 1894-95. a matter that is to he left to the conscience and judgment of the ordinaries. (Ibid., No. 198, p. 103.) III. We enact and command that no one shall he allowed to teach in a parochial school who has not proven his fitness for the position by previous examination. No priest shall have the right to employ any teacher, male or female, in his school without a certificate of ability or diploma from the diocesan board of examiners. (Ibid., No. 203, p. 108.) IV. Normal schools, as they are called, are to be established where they are want¬ ing and are evidently necessary. (Ibid., No. 205, p. 110.) V. We strictly forbid anyone, whether bishop or priest, — and this is the express prohibition of the Sovereign Pontiff through the Sacred Congregation, — either by act or by threat, to exclude from the sacraments as unworthy, parents [who choose to send their children to the public schools] . As regards the children themselves, this enactment applies with' still greater force. (Ibid., No. 198, p. 104; Conf., Tit. VI, Cap. I, II; Tit. VII.) VI. To the Catholic Church belongs the duty and the divine right of teaching al- nations to believe the truth of the Gospel, and to observe whatsoever Christ coml manded (Matth., xxviii, 19) ; in her likewise is vested the divine right of instructing the young in so far as theirs is the Kingdom of Heaven (Mark, x, 14) (Conf. Cone. Balt. PI. III., No. 194) ; that is to say, she holds for herself the right of teaching the truths of faith and the law of morals in order to bring up youth in the habits of a Christian life. Hence, absolutely and universally speaking, there is no repugnance in their learning the first elements and the higher branches of the arts and the natural sciences in public schools controlled by the state, whose office it is to provide, main¬ tain, and protect everything by which its citizens are formed to moral goodness, while they live peaceably together, with a sufficiency of temporal goods, under laws promulgated by civil authority. For the rest, the provisions of the council of Baltimore are yet in force, and, in a general way, will remain so; to wit: “Not only out of our paternal love do we exhort Catholic parents, but we command them, by all the authority we possess, to procure a truly Christian and Catholic education for the beloved offspring given them of God, born again in baptism unto Christ and destined for Heaven, to shield and secure them throughout childhood and youth from the dangers of a merely wordly education, and therefore to send them to parochial or other truly Catholic schools.'’ United with this duty are the rights of parents, which no civil law or authority can violate or weaken. VII. The Catholic Church in general, and especially the Holy See, far from con¬ demning or treating with indifference the public schools, desires rather that, by the joint action of civil and ecclesiastical authorities, there should be public schools in every State, according as the circumstances of the people require, for the cultiva¬ tion of the useful arts and natural sciences; but the Catholic Church shrinks from those features of public schools which are opposed to the truths of Christianity and to morality; and since, in the interest of society itself, these objectionable features are removable, therefore, not only the bishops, but the citizens at large should labor to remove them, in virtue of their own right and in the cause of morality. VIII. It is long since the Holy See, after consultation with the bishops of the United States of America, decreed that parish schools and other institutions under the direction of the bishops, each according to the conditions of its own diocese, were opportune and necessary for Catholic youth, from the fact that it was held for certain that the public schools bore within themselves a proximate danger to faith and morals for various reasons (Cone. PI. Balt. III., No. 194, seq. ; App., p. 279); viz, because in the public schools a purely secular education is given — inasmuch as it excludes all teaching of religion — because teachers are chosen indiscriminately from every sect, and no law prevents them from working the ruin of youth — so that they are at liberty to instill errors and the germs of vice in tender minds. Likewise, PAROCHIAL SCHOOLS. 1669 certain corruption seemed to impend from tlie fact that in these schools, or at least in many of them, children of both sexes are brought together for their lessons in the same room. Wherefore, if it he clear that in a given locality, owing to the wiser dispositions of public authorities, or the watchful prudence of school board, teachers, and parents, the above-named dangers to faith and morals disappear, then it is lawful for Catho¬ lic parents to send their children to these schools, to acquire the elements of letters and arts, provided the parents themselves do not neglect their most serious duty, and the pastors of souls put forth e-very effort to instruct the children and train them in all that pertains to Catholic worship and life. IX. It is left to the judgment and the wisdom of the ordinaries to decide whether, in a certain part of their respective dioceses, a parochial school can be built and kept up in a fitting condition, not inferior to the public schools, taking into consid¬ eration the temporal condition of the parents, while graver needs for procuring their spiritual welfare and the decent support of the Church are pressing. It will be well, therefore, as was the wont of our forefathers, and as was done in the early days of the Church, to establish weekly classes of catechism, which all the children of the parish should attend ; for the better success of this measure let the zeal of pastors in fulfilling their duty and the love of Catholic parents leave no effort unspared. (Cf. Cone. PL Balt. III., No. 198.) X. No reproach, either in public or in private, shall be cast upon Catholic parents who send their children to private schools or to academies where a better education is given under the direction of religious or of approved and Catholic persons. If they make sufficient provision for the religious training of their children, let them be free to secure in other ways that education which the position of their family requires. XI. It is greatly to be desired, and will be a most happy arrangement, if the bishop agree with the civil authorities or with the members of the school board, to conduct the school with mutual attention and due consideration for their respective rights. While there are teachers of any description for the secular branches, who are legally inhibited from offending Catholic religion and morality, let the right and duty of the Church obtain of teaching the children catechism, in order to remove danger to their faith and morals from any quarter whatsoever. It seems well to quote here the words of our Holy Father, Leo XIII (see the Pope’s letter to the archbishop of New York and to the bishops of the province) : “We further desire you to strive earnestly that the various local authorities, firmly convinced that nothing is more conducive to the welfare of the commonwealth than religion, should by wise legislation provide that the system of education which is maintained at the public expense, and to which, therefore, Catholics also contribute their share, be in no way prejudicial to their conscience or religion. For we are per¬ suaded that even your fellow-citizens who differ from us in belief, with their char¬ acteristic intelligence and prudence, will readily set aside all suspicions and all views unfavorable to the Catholic Church, and willingly acknowledge her merit, as the one that dispelled the darkness of paganism by the light of the Gospel and cre¬ ated a new society distinguished by the luster of Christian virtues and by the culti¬ vation of all that refines. We do not think that anyone there, after looking into these things clearly, will let Catholic parents be forced to erect and support schools which they can not use for the instruction of their children.” XII. As for those Catholic children that in great numbers are educated in the public schools, where now, not without danger, they receive no religious instruction at all, strenuous efforts should be made not to leave them without sufficient and seasonable instruction in Catholic faith and practice. We know by experience that not all our Catholic children are found in our Catholic schools. Statistics show that hundreds of thousands of Catholic children in the United States of America attend schools which are under the control of State boards, and in which, for that 1670 EDUCATION REPORT, 1894-95. reason, teachers of every denomination are engaged. Beyond all doubt the one thing necessary, i. e., religious and moral education according to Catholic princi¬ ples, is not to he treated either lightly or with delay, hut on the contrary with all earnestness and energy. The adoption of one of three plans is recommended, the choice to he made accord¬ ing to local circumstances in the different States and various personal relations. The first consists in an agreement between the bishop and the members of the school board, whereby they, in a spirit of fairness and good will, allow the Catholic children to be assembled during free time and taught the catechism; it would also be of the greatest advantage if this plan were not confined to the primary schools, but were extended likewise to the high schools and colleges, in the form of a free lecture. The second : To have a catechism class outside the public-school building, and also classes of higher Christian doctrine, where, at fixed times, the Catholic chil¬ dren would assemble with diligence and pleasure, induced thereto by the authority of their parents, the persuasion of their pastors, and the hope of praise and rewards. The third plan does not seem at first sight so suitable, but is bound up more inti¬ mately with the duty of both parents and pastors. Pastors should unceasingly urge upon parents that most important duty, imposed both by natural and by divine law, of bringing up their children in sound morality and Catholic faith. Besides, the instruction of children appertains to the very essence of the pastoral charge; let the pastor of souls say to them with the Apostle: “My little children, of whom I am in labor again until Christ be formed in you.” (Gal., iv., 19.) Let him have classes of children in the parish such as have been established in Rome and many other places, and even in churches in this country, with very happy results. Nor let him, with little prudence, show less love for the children that attend the public schools than for those that attend the parochial ; on the contrary, stronger marks of loving solicitude are to be shown them; the Sunday school and the hour for catechism should be devoted to them in a special manner. And to cultivate this field, let the pastor call to his aid other priests, religious, and even suitable members of the laity, in order that what is supremely necessary be wanting to no child. XIII. For the standing and growth of Catholic schools, it seems that care should be taken that the teachers prove themselves qualified, not only by previous examina¬ tion before the diocesan board and by certificate or diploma received from it, but also by having a teacher’s diploma from the school board of the State, awarded after successful examination. This is urged, first, so as not to appear regardless, without reason, of what public authority requires for teaching. Secondly, a better opinion of Catholic schools will be created. Thirdly, greater assurance will be given to parents that in Catholic schools there is no deficiency to render them inferior to public schools; that, on the contrary, everything is done to make Catholic schools equal to public schools, or even superior. Fourthly, and lastly, we think that this plan would prepare the way for the State to see, along with the recognized and tested fitness of the teachers, that the laws are observed in all matters pertaining to the arts and sciences, to method and pedagogics, and to whatever is ordinarily required to promote the stability and usefulness of the schools. XIY. It is necessary that what are called normal schools should reach such efficiency in preparing teachers of letters, arts, and sciences, that their graduates shall not fail to obtain the diploma of the State. For the sake of the Catholic cause, let there be among laymen a growing rivalry to take the diploma and doctorate, so that, pos¬ sessed of the knowledge and qualifications requisite for teaching, they may compete for and honorably obtain positions in the public gymnasia, lyceums, and scientific institutions. The knowledge of truth of every kind, straightforward justice united with charity, the effulgence and appreciation of the liberal arts — these are the bulwarks of the church. PAROCHIAL SCHOOLS. 1671 All the above was read and considered in the meeting of the archbishops, the difficulties answered, and the requisite alterations made, November 17, 1892, STANDARDS OF TEACHING. The people of the United States have sought models for teaching in Germany and Scandinavia. Lutheran and Evangelical Germans and Scandinavians, inter¬ ested in religious instruction, which we have dropped from public institutions, have established here a number of teachers’ seminaries, besides nearly 30 theological seminaries, and about 45 colleges. This indicates their purpose to maintain a high standard of teaching. The Roman Catholics have a great range of institutions from university to primary school, including teachers’ seminaries. There are several brotherhoods and sister¬ hoods devoted to teaching, best known of which is probably the Brothers of the Christian Schools, with a long established professional reputation. As indicated in the document just cited, those in control expect the teachers to be capable of passing the examinations required of teachers in the public schools, that no comparisons of scholarly and professional equipment may be to the disadvantage of schools estab¬ lished with the religious motive. CHAPTER XLI. EIGHTY YEARS OF THE PUBLIC SCHOOLS OF WASH¬ INGTON— 1805 TO 1885. 1 By J. Ormond Wilson, _ Formerly Superintendent of Public Schools, District of Columbia. The limits of a paper to be read before this society will allow me to present to you only an outline sketch of the origin and development of the public school system of this city, including some important references and statements that may be of use to the future historian. Asa matter of convenience, I have to some extent used the term “ Washington '7 as synonymous with “ District of Columbia/’ and in doing so have only anticipated the near future when they will become identical. Of the four independent systems of public schools originally established in the District of Columbia, that for the white schools of the city of Washington was the oldest and always the leading one ; the others starting later copied it as closely as circumstances permitted, and therefore had so many points of resemblance that for the purposes of this paper it has not been deemed necessary to trace each from its origin down to the time when all were merged in one common system. The first eighty years of the public schools may be divided into three distinctive periods, which I have designated by the characterizing terms “initial,” “transitional,” and “developmental.” SOURCES OF INFORMATION. 1. The original record of the proceedings of the board of trustees of public schools from 1805 to 1818, now in the Force Collection, Library of Congress. Through the courtesy of Librarian Spofford I had a copy of this record made and placed on file in the office of the superintendent of schools. 2. No official record of the proceedings of the board of trustees from 1819 to 1844 has been found. The files of the National Intelligencer, accessible in the Library of Congress, and the acts of the city council and of the Congress during that period^ are the chief sources of information. 3. The published annual reports of the board of trustees of public schools from 1845 to 1885. The series for each year is not complete. The reports from 1880 to 1884 were prepared with the usual care and labor, but the District authorities failed to provide for their publication. The twenty-second annual report for the school year 1865-66, prepared by Mr. William J. Rhees, is of special interest, contain¬ ing “A compendium of the laws and resolutions of the city council of Washing¬ ton relative to public schools from 1804 to 1867, chronologically arranged,” “List of trustees from 1845 to 1866,” and much other interesting historical material. The report for 1874-75 is also exceptionally valuable, as it was prepared with reference to the public school exhibit made at the Philadelphia Exposition of 1876, and contains brief histories of the public schools of the city of Washington, organized in 1805; the city of Georgetown, organized in 1810; the county, as the part of the District of Columbia outside of Washington and Georgetown waa designated, organized is 1 Read before the Columbia Historical Society of Washington, D. C.. May 4 1896. ED 95 - 53* 1673 1674 EDUCATION REPORT, 1894-95. i 1 1864; and tlie colored schools of Washington and Georgetown, organized in 1864 — the four independent systems of schools as originally established in the District of Columbia. These monographs were all written with intelligence and fidelity and as a labor of loA^e by persons well qualified for their respective tasks; the first two by Mr. Samuel Yorke At Lee, the third by the Rev. Claudius B. Smith, and the fourth by the Superintendent of colored schools, Mr. George F. T. Cook. 4. Special Report of the United States Commissioner of Education on the Condi¬ tion and Improvement of Public Schools in the District of Columbia, 1868. 5. The minutes of the board of trustees which have been published in recent years, to bo found sometimes in connection with the annual reports and sometimes as separate documents. 6. The acts of the city council, the District legislature, and the Congress, and the orders of the District Commissioners relating to the schools. 7. The files of the Evening Star and other city newspapers published from time to time. THE INITIAL PERIOD — 1805 TO 1845. Neither the framers of the Constitution nor the earlier Congresses contemplated the exercise of exclusive municipal legislation for the District of Columbia directly by the Congress, and hence as early as practicable after the removal of the seat of Government here the Congress ordained a municipal government for the city of Wash¬ ington, and in 1804 by an amendment to its charter iirovided “for the establishment and superintendence of schools.” On the 5th of December of the same year the city counci 1 passed an act 1 ‘ to establish and endow a permanent institution for the educa¬ tion of youth in the city of Washington,” which provided for a board of 13 trustees, 7 to be elected by the joint ballots of the two chambers of the council and 6 to be chosen by individuals contributing to the promotion of the schools as provided for in said act. For the support of the schools the act appropriated so much of the net proceeds of the taxes on slaves and dogs and licenses for carriages and hacks, ordi¬ naries and taverns, retailing wines and spirituous liquors, billiard tables, theatrical and other amusements, hawkers and peddlers, as the trustees might decide to be necessary for the education of the poor of the city, not to exceed the sum of $1,500 per annum. The act also provided for the appointment of a select committee of 3 councilmen, whose duty it should be to solicit or provide for soliciting, both at home and abroad, contributions in money or lots for the benefit of the schools. One of the largest contributions was that of $200, made by Thomas Jefferson. It may be stated at the outset that the colored children of the District of Colum¬ bia were not included among the beneficiaries of the public schools in any legislation, either by the Congress or the city council, prior to the abolition of slavery in 1862. The first board of trustees consisted of Thomas Jefferson, Thomas Monroe, Gabriel Duvall, Thomas Tingey, Joseph Brombey, John Tayloe, Robert Brent, William Brent, Samuel H. Smith, William Cranch, George Blagden, John Dempsie, and Nicholas King. They met in the Supreme Court room, United States Capitol, August 5, 1805, and were called to order by Robert Brent. Thomas Jefferson, then President of the United States, was elected president of the board, and accepted the office in a letter dated Monticello, August 14, 1805, but was prevented from ever discharging its duties by “others of paramount obligation.” At a little later date the Rev. William Matthews, better known as Father Mat¬ thews, became a member of the board, and was most zealous and active in the cause of public schools for many years. A very comprehensive report, setting forth in detail the plan of the entire educa¬ tional system from an academy to a university, was prepared by a select committee and adopted September 19, 1805. , " Mr. Jefferson’s early and liberal contribution in money and his accepting and hold- / ing the offices of trustee and president of the board of trustees of public schools so PUBLIC SCHOOLS OF WASHINGTON, D. C. 1675 long as he resided liere show his personal interest in their establishment, and theS. fact that he had several years earlier proposed a quite similar plan of education for \ the State of Virginia, and a few years later, in 1817, vigorously renewed his proposal, makes a strong probability that he himself was the chief author of the first plan of public education adopted for the city of Washington. In their plan the board of trustees said : “The academy shall consist of as many schools as circumstances may require, to be limited at present to two, one of which shall be situated east of the Capitol and within half a mile of it, and the other within half a mile of the President’s house, it being understood that these positions are considered by the board as tem¬ porary, and consequently subject at any future time to alteration. “In these schools poor children shall be taught reading, writing, grammar, arith¬ metic, and such branches of the mathematics as may qualify them for the professions they are intended to follow; and they shall receive such other instruction as is given topaypupils, as the boardmay from time to time direct; and pay pupils shall, besides, be instructed in geography and in the Latin language. The schools shall be open each day, Sundays excepted, eight hours in summer and six hours in winter, to be distributed throughout the day as shall bo fixed by the board, except during vacation, which shall not commence prior to the 1st of August nor continue after the 10th of September, and whose duration shall be fixed by the board.” A circular letter issued with the view of obtaining contributions for the erection of the college said : “ Ho who with the promise of success aspires to that eminence which shall qualify him for rendering service to his fellow men, must, in his early years, receive an edu¬ cation exempt from local prejudice and narrow views; and without derogating from the respect deservedly cherished for State institutions, it may be confidently affirmed that no place in the Union is so well fitted for this purpose as the city of Washing¬ ton. The reluctance naturally felt by a parent to send a son from his own to a remote State whose institutions, manners, and habits perhaps widely differ will in a great degree, if not altogether, bo inapplicable to a seminary not established in sub¬ servience to State views, and the professors in which will, as it is probable, be drawn from various States of the Union. “There is another consideration which can not fail to entitle such an institution to the decided preference of a large portion of citizens. The parent who sends his son to AVashington will find for him, in his Representative to Congress, a guardian and a friend who, during a large part of the year, will be his associate, will observe his progress in his studies, superintend his morals, and perceive the real condition and character of the seminary, and thus be able from time to time to satisfy parental inquiry and solicitude.” In this old record we catch a most refreshing glimpse of the typical Congressman at the dawn of this century. There were two prominent features of this school system as originally devised for the city of Washington: First. It was in some points of view very ambitious. There was to be a so-called academy, under which term was included what are now generally designated pri¬ mary, grammar, and high schools, or elementary and secondary schools, a college and a university, each with functions similar to those of like institutions at the pres¬ ent day, and a public city library. Only the most elementary part of the academy was established at first; the college and the university have come into existence with but little governmental aid, and the public library is still on the list of things prayed for. The children of the poor alone were to receive tuition free of expense even in the lowest grade of schools, and their period of attendance at times was limited to a term of two years. The price of tuition to other pupils was fixed at $5 a quarter. Second. The founders of this school system appear to have thought it neither right nor expedient directly to tax the general property of the municipality for the education l 1676 EDUCATION REPORT, 1894-95. of even poor children, and they made their scant appropriations for this object out of the revenues derived from taxes on specialties and licenses, most of which were in the nature of a specific tariff on social evils. They probably considered themselves warranted at least in applying the homeoparhic principle of similia similibus curantur, curing a social evil with a social evil. Between 1812 and 1828 fourteen joint resolutions authorizing and regulating lot- , teries for the benefit of the public schools were passed by the Congress. A portion | of the revenues derived from this source was invested in corporation or other safe * stocks and designated the “ school fund.” The interest on these stocks was for many years applied to the support of the schools. This school fund, created for the most elementary education of “ pauper pupils,” existed intact when in 1874 a government of the District by the Congress superseded all local autonomy, and when in 1878 that body began to make specific appropriations l^fov the schools without reference to the school fund. In 1880 it amounted to about $80,000. The Congress at that time was averse to making any direct appropriation for a much-needed high-school building, but when attention was called to the exist¬ ence of such a fund it was induced to authorize its application to this object by an act approved March 3, 1881; and so the first high-school building came into being. The public-school forefathers would probably be somewhat surprised if they should return to the city and behold their long-cherished fund for the education of “pauper children” transmuted into the concrete form of the imposing edifice now known as the Central High School Building, located on O street between Sixth and Seventh streets NW. There’s a divinity that shapes our ends, Rough hew them how we will. The board adopted an elaborate code of rules for the government of the academy, among which was the following: “Every scholar on entering the school shall take off his hat and bow to the preceptor.” Jt * Girls do not appear to have been in the minds of these rule makers, and, in fact, I the education of girls, especially of the humbler classes, was then considered of 7 small account. A westeni school and an eastern school were established, and the first teacher to commence work, January, 1806, was Richard White, principal teacher of the western school, whose salary was to he $500 per annum. It will be noticed that at even that early day the west end was taking the lead. Poor Richard White ! Prototype of many a successor! We find him, October 1, 1807, tendering his resignation, accom¬ panied by x prayer in vain for pecuniary assistance to enable him to remove himself and family from Washington. On October 27, 1806, the board authorized the erection of the first two school- / houses, to be located on lots owned by the United States, the use of which for this purpose had been granted by President Jefferson. These schoolhouses might have been modeled after Noah’s Ark, for wo are told that they were bruit of wood, 1 story high, 50 feet long, 20 feet wide, and cost together $1,589.41. , The western schoolhouse appears to have been located on lot 27, square 127, now occupied by the sumptuous residence of Mr. Anthony Pollock, No. 1700 I street NW. This lot, containing about 2,600 square feet, was purchased by the corporation from the United States Government — Sam Lane, commissioner of public buildings — in 1821 for $100; the money was applied to the building of an iron fence to inclose the park around the Capitol. The corporation, John P. Van Ness, mayor, sold the lot with the improvements, in 1832, for $309. In 1811 Mr. Robert Ould was sent out from England by Mr. Lancaster to take charge of a Lancasterian school established in Georgetown. He was the father of Robert Ould, esq., who, graduating from the Columbian College, became a promi¬ nent lawyer, United States attorney for the District of Columbia under President 1677 Buchanan; then, going South at the beginning of the civil war, the Confederate "assistant secretary of war and agent for the exchange of prisoners. The fame of this school reached the ears of the Washington school authorities, who in 1812 established a similar school in this city and, on the recommendation of Mr. Lan¬ caster, brought over from England Mr. Henry Ould, a brother of the Georgetown teacher, and placed him in charge of the Washington school. In 1813 Mr. Henry Ould made the first report of a Washington public school which we have any record. It read as follows : “ February 10, 1813. “ This day twelve months ago I had the pleasure of opening under your auspices the second genuine Lancasterian school in America. The system was set in opera¬ tion (as far as the nature of the room would admit) in this city on the 10th of February, 1812, in an inconvenient house opposite the general post-office; but not¬ withstanding the smallness of the schoolroom, there were 120 scholars entered on the list during the first three months. I was then under the necessity of delay¬ ing the admission of scholars, as the room would not accommodate more than 80 to 100 scholars. It now becomes my duty to lay before you an account of the improve¬ ment of the scholars placed under my direction in your institution, which I shall do in the following order : “ Of numbers.— One hundred and thirty scholars have been admitted into your instilMtion since the 10th of February, 1812 — viz, 82 males and 48 females — out of which number 2 have died and 37 left the school for various employments, after passing through several grades of the school, which therefore leaves 91 ou the list. u Progress in reading and spelling. — Fifty-five have learned to read in the Old and New Testaments, and are all able to spell words of three, four, and five syllables; 26 are now learning to read Dr. Watts’s hymns and spell words of two syllables; 10 are learning words of four and five letters. Of 59 out of the whole number admitted that did not know a single letter, 20 can now read the Bible and spell words of three, four, and five syllables; 29 read Dr. Waits’s hymns and spell words of two syllables; and 10, words of four and five letters. “Progress in writing. — Fifty-five scholars are able to write on paper, and many of this number can write a good German-text hand, who never attempted a single let¬ ter of the kind before they came to your institution. Twenty-six are writing words of two and three syllables on slates; 10, words from two to five letters on slates, All those scholars that have left the school could write a tolerable and many a capi¬ tal hand when they left the institution. “Progress in arithmetic. — Twenty-six scholars are in reduction, single and double rule of three direct, and practice ; 23 are rapidly progressing through the first four rules of arithmetic, both simple and compound.” This pioneer public school report was a concise, business-like statement of the work of the school, unincumbered by any modern psychological discussions. The law of apperception had not been discovered, the idea of culture epochs had not come, and the principles of correlation, coordination, concentration, and interest were away in the dim future. In 1815, on the recommendation of the trustees, the city council established two boards in place of the one previously existing; one for the first school district, com¬ prising the First and Second wards of the city, and the other for the second school district, comprising the Third and Fourth wards. This movement was apparently a step backward. On the 30th of July, 1821, the Lancasterian school took possession of the small brick building on the southeast corner of Fourteenth and G streets NW., formerly occupied as a stable for President Jefferson’s horses, the use of the building having been granted to the public schools. On that spot now stands the attractive floral establishment of John H. Small & Sons. The formal taking possession was a noted event. “At 10 o’clock a procession of girls and boys, between 130 and 140 in number, preceded by their teachers and followed 1678 EDUCATION REPORT, 1894-95. by the trustees, moved from the old and incommodious building on F street to that prepared for them opposite to the Foundry Chapel. An address was delivered by the president of the board, who congratulated the assembly on the improvements in the system of learning and on the immense benefits promised, ‘ particularly to the poorer classes of society.’ He hoped that this institution, supported as it was by the corporation and by the General Government, which had generously allowed the use of the building, would be the means of rescuing their fellow-creatures ‘from the doom of ignorance and obscurity.’” Mr. Joseph Lancaster, the founder of the system of schools bearing his name, was an enthusiastic but somewhat visionary schoolmaster, who adopted an inexpensive method of educating especially the masses of poor children. The curriculum of his schools included reading, writing, arithmetic, and the Bible. In his original school in London he enrolled 1,000 pupils to be taught by himself assisted by designated pupils, called monitors, the more competent assisting in managing and instructing the less competent. Ho had inscribed over his sclioolhouse door : “All that will may send their children and have them educated freely, and those that do not wish to have education for nothing may pay for it if they please.” One of his mottoes was: “Let every child have at all times something to do and a motive for doing it.” The motives which he incited were not altogether the highest, but more readily accessible in large numbers of liis pupils, who under the circumstances could not be moved by an appeal to more transcendental ones. Ho relied chiefly upon a lavish system of rewards. He said: “It is no unusual thing for me to deliver one or two hundred prizes at the same time; and at such times the countenances of the whole school exhibit a most pleasing scene of delight, as the boys who obtain prizes com¬ monly walk round the room in procession, holding the prizes in their hands, and preceded by a herald proclaiming the fact before them.” His punishments were “ devices for bringing the public opinion of the orderly por¬ tion of the school to bear upon the offendei^by means of ridicule.” He came to the United States in 1818 and visited other countries. His system had great popularity in its day, was adopted in most of the civilized countries of the world, and did much good. Some features of it apparently found their way at an early date into the public schools of this city, notably the making use of selected pupils to assist in teaching, who were designated in the Washington schools “ sub¬ assistants” instead of “monitors,” and the elaborate system of prizes, which were continued for many years, but were gradually eliminated as the condition of the schools improved and they could be dropped without detriment. In 1836 Mr. Joshua L. Henshaw was appointed teacher of the Western School, and at the end of his first year, in concluding his annual report, expresses his opinion of the character and value of the system on which the school is conducted, and his pleasure in doing so, as the result of his experience has been to satisfy his mind that it was admirably adapted for effecting the purposes intended; and he commends an economy that, at a yearly cost of $875, confers the benefit of education, in a single ^year, on 303 children. Mrs. Emma D. E. N. Southworth, an American novelist, who still survives and is a resident of this city, was a stepdaughter of Mr. Henshaw, and was for some years also a teacher in the public schools of Washington. I The two original schools, supplemented for several years by the Lancasterian ^school, and for a short period by two subsidized Presbyterian schools, ran an inter¬ mittent course, without any considerable growth or improvement. The public-school system was handicapped at the start by class distinctions introduced in the provi¬ sion for poor and pay pupils, by being established in slave territory, and by a lack of funds. Slavery and free schools can not flourish side by side, and for forty years the system struggled against a hostile environment without any substantial progress. The epithets in such phrases as “charity schools,” “poor children,” “pauper pupils” are found freely scattered through the early records, until at last the school 1679 PUBLIC SCHOOLS OF WASHINGTON, D. C. system Became so odious that it was of little value to auy class of children, and a more enlightened and liberal public sentiment successfully protested against its longer continuance on its original basis. TRANSITIONAL PERIOD — 1845 TO 1860. At the beginning of this period three men appeared upon the stage who had advanced ideas of a public school system — Mayor Seaton, the junior editor of the National Intelligencer; Councilman James F. Halliday, afterwards city collector of taxes, and School Trustee George J. Abbot, afterwards confidential secretary to Daniel Webster and United States consul at Sheffield, England. As early as 1840 Mayor Seaton in his annual message had called attention to the census of that year, which showed that the whole number of children in the city between the ages of 4 and 16, inclusive, was 5,390; number in the public schools, 213; number in private schools, 776; whole number in school, 989; number not attending any school, 4,401. He recommended the adoption of the New England plan, involving taxation of assessable property and universal eligibility, applicable, of course, only to white children. Councilman Halliday heartily supported Mayor Seaton’s more liberal policy, and in 1845, under his leadership, four school districts had been established, one board of trustees, consisting of three members from each district, had been substituted for the two boards previously existing, the fee for tuition of pay scholars had been reduced to the small sum of 50 cents a month and was shortly abolished entirely, and much larger appropriations were made, which enabled the board to establish several additional schools. The members of the new board of trustees were : First district, Robert Farnham, George J. Abbot, and John F. Hartley ; second district, Peter Force, Thomas Donoho, and John C. McKelden; third district, Noble Young, William M. Ellis, and Joseph P. Engle; fourth district, Thomas Blagden, Ignatius Mudd, and Aaron Miller. They framed a code of rules so excellent that many of them, with little or no material change, have been in force ever since, and are to be found in the code of to-day. Trustee Abbot, a graduate of Harvard College, thoroughly familiar with the New England public-school system, and then the principal of a private school of high repute ih this city, was the intelligent, active, and x>crsistent leader in the school board. Among the advocates of the reform who rendered substantial service by voice and pen were the Hon. John Quincy Adams, Mr. Justice Woodbury, the Hon. Caleb Cushing, the Hon. Charles Hudson, the Rev. Edward Everett Hale, and other prominent citizens and residents. There was some doubt as to the authority in the municipal charter to appropriate the revenue derived from taxes on assessable property for the support of public schools, but a tax of $1 on every free white male citizen was levied for this jrarpose. During the first forty years the appropriations for the schools had shown an annual average of only $1,511.92, while the annual average for the first four years succeed¬ ing the reorganization was $5,345.90. The board of trustees divided the schools into two grades, designated primary and district. In 1845 the principal teachers in charge of the four district male schools were: First district, Mr. Joshua L. Henshaw; second district, Dr. Tobias Watkins; third district, Mr. Hugh McCormick; fourth district, Mr. Henry Hardy. The first special teacher of vocal music, Prof. J. H. Hewitt, was appointed the same year. Mr. John E. Thompson succeeded Mr. Hardy as principal teacher of the fourth district male school in 1848, and there are hundreds of his pupils now living who hold his name in grateful remembrance and will testify to his zealous and thorough instruction. 1680 EDUCATION REPORT, 1894-95. Mr. Samuel Kelly, who was appointed to succeed Mr. Henshaw as tlie principal teacher of the first district male school in 1849, then occupying the Jefferson stable building, used to wind up his school and set it agoing like a clock, and then go out to call on his friends in the neighborhood and invite them to visit the school in his absence and see if it was not running all right. They would accept his invitation, go to the school, find every scholar sitting bolt upright at his desk with Ms eyes set on his book, and report to Master Kelly accordingly ; and woe to the boys had it been otherwise. Mr. Strong John Thomson, who commenced his service as a teacher in the public schools in 1852 and was promoted to be Mr. Kelly’s successor in 1854, is now actively and efficiently performing his duties as the principal of the Abbot School, the senior of the corps, and without a rival in the number of Washington boys who have acquired under his tuition a sound and thorough education in the elementary studies. Prof. Joseph H. Daniel was appointed teacher of vocal music in 1856, and I am happy to say has most acceptably filled that office down to the present time. The number of school children in this city whom he has gently and skillfully taught to sing during his long career would well-nigh equal the present population. In 1858 the charter of the city was amended so as to authorize the levying of a tax on all assessable property for the support of public schools, and it provided that the revenue derived therefrom should be expended for no other purpose. In the same year an act was passed by the city council which redefined the school districts, provided for the appointment of a board of trustees by the mayor, pre¬ scribed and enlarged their powers and duties, and generally outlined a more com¬ prehensive and liberal school system. This organic act placed the schools under the independent administration of the board of trustees within prescribed limits, and, under this law, as their legal charter, they developed the system into its present form and, as a body, intelligently, faithfully, and zealously performed their official duties, down to 1885, when, contrary to all American precedents, and unfortunately for the schools, the District Commissioners assumed for themselves all the powers and duties pertaining to the management of the schools, and reduced the legal func¬ tions of a school trustee to those of a subordinate whose sole business it is to execute the orders of his superior. The fifth section of this organic act contained the very proper and safe provision that no text-book should be changed unless by vote of two-thirds of the whole board of trustees, and it is still in force, althotigh of late apparently ignored and possibly forgotten. Notwithstanding the commendable progress I have indicated, there was ample room for greater improvement. An address published by the board of trustees in 1858 said “ there is not at present, either rented from individuals or owned by the city, a single schoolroom entirely suited for school purposes.” I During the years 1855-1860 the leading private and public school teachers and ; other citizens interested in education organized the Columbian Teachers’ Association, of which some of the leading members were Secretary Joseph Henry, of the Smith¬ sonian Institution; President Binney, of the Columbian College; Principals Zalmon Richards, of the Union Academy; Otis C. Wight, of the Rittenhouse Academy; Charles B. Young, of the Emerson Institute; John E. Thompson and Strong John Thomson, of the public schools, and Dr. S. L. Loomis. They met regularly, dis¬ cussed practical educational questions, brought here prominent educators from abroad to deliver public lectures, and did much to improve the schools of the city, private and public, and to inform and interest the public mind on educational sub¬ jects. Under their auspices a school census of the city was taken and published December 10, 1857, which gave the following results : Whole number of children in the city between the ages of 5 and 18, 10,697 ; num¬ ber in public schools, 2,400 — 22.4 per cent ; number in private schools, 3,228 — 30.1 per cent; number not in any school, 5,069 — 47.5. Gradually an inexpensive two-room building had been erected in each of the four 1681 PUBLIC SCHOOLS OF WASHINGTON, D. C. school districts by the corporation, additional rooms, notably in basements of churches, had been rented, the walls and ceilings of which were punctiliously white¬ washed just before the annual examination of the schools ; somewhat improved school furniture, appliances, and text-books had been introduced ; night schools had been organized which flourished for a time, and at the end of the school year, in the latter part of July, long processions of all the school children in each district, marshaled by their respective teachers and trustees, with the flag of their country and school banners emblazoned with appropriate devices and legends, were seen marching along the streets and avenues on their way to the Capitol Grounds at an earlier date, and at a later one to the hall of the Smithsonian Institution, there to receive, in the presence of a large concourse of gratified relatives and friends at the hand of his honor the mayor, the prizes — honorable mention, certificates, diplomas, books, silver and gold medals — awarded for merit in attendance,, punctuality, and scholarship. President Fillmore conferred these honors at the Capitol Grounds in 1850. During the latter part of this period and the first part of the following one each school — that is, the teacher and pupils in a single room, usually isolated — had its distinctive banner, legend, colors, character, reputation, and pride, which it was bound to defend and maintain against all rivals with a spirit worthy of a highland clan of Scotland in the first half of the seventeenth century. This stage of the school system had its peculiar merits and. attractions, and produced scholarship of the very highest order of excellence in certain lines, varying in different schools. The best teachers of that day who continued their work later sometimes looked back and sighed for a return of the golden age ; but the rapid increase in the number of schools made its continuance an impossibility had it been desirable. It became nec¬ essary to subordinate something of individual freedom to the general good. The following statement shows the growth of the school system during this period : 1845. 1860. W Viol ft nnmliftr of teachers . _ _ _ _ _ _ _ _ __ 4 54 4, 500 $30, 000 "Whole number of pupils . . 500 V alue of school property . $1, 500 The cloud of negro slavery still overshadowed the schools, and this small and poor municipality, with very little assistance from the National Government, struggling to make the city a fit home for the nation’s capital, found itself without the means to establish and support a public school system adequate to supply even the still quite limited demands of public sentiment. THE DEVELOPMENTAL PERIOD — 1860 TO 1885. Of the third period I can speak more from personal knowledge and may be allowed to say pars fui, having been first appointed a member of the board of trustees in 1861 and the superintendent of public schools in 1870. Early in this period the board of trustees was constituted as follows : Mayor Richard Wallach, president ex officio; first district, J. Ormond Wilson, Richard T. Morsell, Robert Ricketts; second district, William J. Rhees, Mitchell H. Miller, Charles H. Utermehle; third district, Otis C. Wight, Dr. Francis S. Walsh, Frederick D. Stuart; fourth district, James E. Holmead, Jonas B. Ellis, John T. Cassell. This board took as its motto : “ Schools for all ; good enough for the richest, cheap enough for the poorest.” Mayor Wallach was a most loyal and active supporter of the Union cause, and in his heart and administrative policy the advancement of the public schools of the capital city was second only to the preservation of the Union of the States. He regularly occupied the chair as the presiding officer at the meetings of the board of 1682 EDUCATION REPORT, 1894-95. trustees, was ever ready to give timely encouragement and counsel and to second tlie most advanced propositions, although, often not knowing how he was to get the necessary funds to carry out the measures brought forward. An application to the National Government for aid in establishing a public school system for the city of Washington was made as early as 1805, when the city authori¬ ties petitioned for a grant of some of the lots received by the Government from the original proprietors on the laying out of the city. In 1856, under the lead of Sena¬ tor Brown, of Mississippi, a bill passed the Senate to appropriate from the Treasury of the United States for the support of the public schools in this city, for a term of years, a sum of money equal to that raised by the corporation for the same purpose. In 1858 another similar bill passed the Senate. In 1874 a vigorous effort again was made to obtain aid for the schools from the National Government. It was based largely upon carefully prepared statistics show¬ ing: (1) What the National Government had done in the States and Territories from time to time in aid of education; (2) the large number of the “ wards of the nation” to be educated, who had been thrown into this city by the exigencies of the civil war; (3) that about one-third of the regular attendance in the white schools was made up of children of nontaxpaying parents, who were engaged in Government service and held their citizenship elsewhere, (4) and that the National Government was the owner of one-half of all the property in the District of Columbia. This appeal was unanimously and strongly indorsed by the department of superintend¬ ence of the National Educational Association, then holding its annual session in this city. None of these efforts availed to secure the passage of a bill for the benefit of the schools through both Houses of Congress. Liberal donations of city lots were made to Georgetown and Columbian colleges, but the only assistance ever received from the Congress by the public schools was the permission to occupy temporarily three or four vacant public lots or parts of public reservations, the gift in fee of the old Jefferson stable, the use of the old Union and Anacostia engine houses, and the site of the Force School, so long as they should be occupied for school jmrposes, the gift of an old frame building, a relic of the war, located on leased ground at the corner of Twenty-second and I streets NW., and on one or two occasions the advance of a sum from the United States Treasury to pay salaries of teachers in arrears, with a proviso for its repayment — a beggarly list of old clothes and small loans for short periods — until we come down to 1878, when the Congress assumed the payment of one-half of all the expenses of the District of Columbia, including those of the public schools. The District was then so heavily involved in debt that the public schools did not receive the full benefit of this national aid until after the close of the period of which I am writing. By an act of the Congress approved April 16, 1862, slavery in the District of Colum¬ bia was abolished, and by a proclamation of President Lincoln dated January 1, 1863, slavery throughout the rest of the United States received its deathblow. The greatest obstacle to a proper development of the public school system was at last removed, leaving only the financial inability of the municipality to delay its prog¬ ress; but this was greatly increased by the additional burdens imposed by the civil war. In 1860 a tax of 10 cents on every $100 of assessable property was levied specially for the support of schools, and in 1882 an additional tax of 5 cents on every $100 of assessable property was levied specially for the purchase of sites and the erection of schoolliouses. The grading and designation of the schools was changed from pri¬ mary and district to primary, secondary, intermediate, and grammar, a nomencla¬ ture better suited to the improved classification of pupils already effected. Each of these terms included a two years course of study. The trustees had at last discovered the reason for the schoolboy’s general want of respect for his desk and schoolroom — the desk and room were not respectable; and so they began to expel the desk and room instead of the boy. This change of policy proved very satisfactory. In the primary schools the little, loose, noisy, four-legged PUBLIC SCHOOLS OF WASHINGTON, D. C. 1683 chair without desk, and in the higher grades the old soft-pine double desk of rudest make and finish usually with a board seat supported on the back of the rear desk, carved with a jackknife after the most fantastic designs and decorated free-hand with ink, were replaced by the Boston cherry single desk, mounted on iron stand¬ ards of graceful pattern, and a comfortable chair sujjported by a single iron pedes¬ tal — all the product of the most skilled workmanship in wood and iron. The avail¬ able portions of the walls of the schoolroom were converted into blackboards, and more abundant globes, maps, charts, reference books, and other useful appliances followed in the train. The number of schools had been increased, the pupils had been better classified, better furniture and more appliances had been furnished, and the text-books, courses of study, and methods of teaching were in the line of progress ; but the schoolhouses and rooms, largely rented to the corporation because their owners could find no other tenants, were totally unfit habitations for the schools. They- were isolated, not in convenient locations, not of proper size or shape, generally without play¬ grounds, without cloakrooms, and the lighting, heating, ventilation, and all other sanitary arrangements were of the most primitive and defective character. The board of trustees resolved to first provide a schoolhouse in a central position in each of the four school districts, large enough to hold all the schools of higher grade, and then to distribute around it at convenient points smaller schoolhouses enough to accommodate all the primary scholars. As the citizens of East Washing¬ ton, then as now, were noted for an intelligent recognition of their interests and a vigorous assertion of their rights, it was believed that the surest and shortest route to the accomplishment of the whole plan must have its starting point in that section of the city, and although all sections were so needy that comparisons would have been odious, it was decided to locate the first schoolhouse of the series in the third district. By an act of the city council passed at the instance of the board of trustees and approved October 18, 1862, the mayor as chairman, 2 aldermen, 2 councilmen, and 4 school trustees were created a joint committee with full authority to purchase a site and erect thereon a school building, and the same act appropriated the schoolhouse fund, amounting to about $15,000 a year, to that purpose. The respective boards appointed their representatives authorized by the act, and the joint committee was constituted as follows: Mayor Kichard Wallach, chairman ex officio; Aldermen A. C. Richards and George H. Plant; Councilmen Charles H. Utermehle and William M. Ellis; School Trustees J. Ormond Wilson, Mitchell H. Mil¬ ler, Dr. Francis S. Walsh, and Jonas B. Ellis. This method of purchasing sites, providing plans, and building schoolhouses through the agency of a joint committee appointed specially for the purpose was pursued for several years, and under it the Wallach, Franklin, Jefferson, Seaton, and other schoolhouses were erected. ' A subcommittee wras designated to select a site, and after a protracted and thor¬ ough canvass they recommended a portion of square 901, fronting on Pennsylvania avenue, between Seventh and Eighth streets SE., belonging to Georgetown College. As the result of an interview with the college authorities, they reported to Mayor Wallach that the price of the whole square was $7,000, and that the corporation could buy such portion of it as might bo wanted for a schoolhouse at the same rate. He very promptly responded, “We will take the whole square,” and ordered the pur¬ chase to be concluded without delay. Thus, a large square, containing 107,834 square feet of ground, on which are now located the Wallach, the Towers, and the Eastern High School, with ample playgrounds, was bought for $7,000, being at the rate of about 6£ cents a square foot. The wisdom and foresight of Mayor Wallach in taking the whole square is. now readily apparent, but at that time the committee had altogether only about $15,000 at its disposal, and some of the members were unable to see how a modern school- house architecturally attractive, containing 10 schoolrooms, each with seats for from 1684 EDUCATION REPORT, 1894-95. 50 to 60 pupils, and a large liall in which all the pupils could he assembled for gen¬ eral purposes, could he paid for out of the balance of $8,000 left after paying for the site. The architects of the city were invited to submit plans for the building, and those prepared by Mr. Adolph Cluss, who had made an extensive study of the best school architecture in both this country and Europe, were accepted. Mr. Cluss subse¬ quently prepared the plans and superintended the construction of the Franklin, Sumner, Seaton, Curtis, and Cranch school buildings. In hygienic, pedagogic, and architectural arrangements, the Wallach was in advance of its time, and the promise of better things to come. In April, 1866, a commission of the Boston school board and city council with Superintendent Philbrick visited the principal cities of the country to inspect schools and schoolhouses, and on their return home reported that the “Wallach School was in external architecture the most attractive school visited, while the Franklin School (not then finished) in its size, plans, etc., promised to be unsurpassed in the country. S The Wallach School building, in the presence of a large assemblage of interested citizens, was dedicated on the Fourth of July, 1864, with formal ceremonies, the most notable part of which was the scholarly, eloquent, and inspiring address of the Hon. James W. Patterson, then a Representative in Congress from New Hampshire. In their annual report at the close of this school year the trustees said : “It may be of interest to those who are to come after us to find it here recorded, that in this city, burdened with extraordinary expenses, distracted by the convul¬ sions of a civil war, thronged with passing troops, in close proximity to great armies, at times within the sound of hostile cannon and almost in a state of siege, the pub¬ lic schools in the midst of all these adverse circumstances have not only steadily continued to dispense their benefits to the community, but have so advanced in use¬ fulness as to mark the three years just ended as the beginning of a new and proud era in their history.” The term school had heretofore been applied to the pupils in a single room, in charge of one teacher; and some schools deservedly had acquired a wide local repu¬ tation for their excellence; notably among the girls’ schools were the fourth district grammar school, taught for many years by Mrs. Margaret Milburn Amidon, whose name after her death was most appropriately given to one of the school buildings, and the first district grammar school, taught by Miss Annie E. Evans. The best schools here and there were most useful object lessons and were held up as standards to be reached by all. Occasionally a bright, accomplished teacher, who had received a professional education at some one of the best normal schools of the country, was appointed to a position in this city and brought new and better methods, which were gradually absorbed by other teachers and so came into general use. In the absence of a normal school and supervision other than that of the trus¬ tees, no one means was found so effective in improving the schools as that of having in operation for observation and study schools of high standard producing actual results. Such schools could be visited by other teachers, their results could not be gainsaid, and their methods in producing them could be studied, while pedagogical theories, however ably presented in books or lectures, left room for doubts, discus¬ sions, and delays. The advent of the'Wallach School ushered in a new era not only in school archi¬ tecture, but also in school discipline, and the coordination of the work of teachers in different grades. For the first time ten schools of several grades were brought together in xme building, the teachers of which were in daily intercourse and became better acquainted with each other’s work. Mr. William W. McCathran, a highly accomplished teacher and most estimable gentleman, was appointed the first principal of the school and worked out the new and vexatious problem assigned to him with admirable tact and patience. This change broadened the horizon of the PUBLIC SCHOOLS OF WASHINGTON, D. C. 1685 corps of teachers affected by the new organization ; their professional outlook in their isolated situation theretofore had been limited to the narrow section of the course of study assigned to the grade in which they taught. The other central district school buildings included in the plan stated above were the Franklin in the first district, finished in 1869, the Seaton in the second district, in 1871, and the Jefferson in the fourth district, in 1872. It was Mayor Wallach’s great ambition to signalize his administration by giving to the capital city the best public schoolhouse in America. In getting possession of the most central and eligible site for the Franklin School many obstacles were encountered. The property belonged to minor heirs whose guardian must give consent, an order from the court must be obtained, the sale must be made by auction, and the strenuous opposition of influential neighbors must be outflanked; but, nevertheless, the ground, containing 14,945^ square feet, was pur¬ chased by the corporation at the rate of $1.26 a square foot, and cost $20,474.01. The contracts for the building were given out by piecemeal, and with numerous delays, so that four years following the close of the civil war were consumed in its erection, and the currency had become so depreciated that in 1864 $1 in gold sold for $2.85 in currency, and the expense of building, under the circumstances, was more than twice as great as it would be to-day. The cost of the building was $187,229.71. It, however, richly repaid its cost in lifting the public school system to its proper place in the estimation of the public. The pernicious idea of charity schools for poor children, on which the system was founded, and which had hitherto clung to it with seemingly insuperable tenacity, disappeared at once and forever. Applications for admission to the Franklin School, including those from the wealthiest and most aristocratic classes, from the day of opening, were received far beyond its capacity; distance of residence was considered no obstacle to attendance, and the schools themselves so fortunate as to be located there were impelled to make an advance that they might maintain the reputation that the building had suddenly given them. The Franklin School, in its elevated and prominent location, grand proportions,'' and architectural characteristics, became at once one of the sights of the capital city. Gen. Francis A. Walker said that whenever he passed that noble American public schoolhouse he turned to look, and felt like lifting his hat in token of respect; and even to-day, more than a quarter of a century after its dedication, the intelligent guide, in making the rounds of the capital city to show to tourists its chief attrac¬ tions, as he drives along Franklin Park halts and points with pride to the Franklin School. The dedication of those earlier schoolhouses with formal ceremonies attracted wide attention. They were noted events in the history of the schools and contrib¬ uted to their progress. The houses were crowded with interested citizens who came to hear addresses by eminent men; at the Seaton, Gen. Francis A. Walker and Gen. William T. Sherman, and at the Jefferson, Governor Cook, Prof. Joseph Henry, Professor Tyndall, the English scientist, the Hon. John Eaton, United States Com¬ missioner of Education, and others. In time the advent of a new schoolhouse became so frequent and common an occurrence that formal dedications were aban¬ doned. In 1865 occurred a memorable incident in the history of the schools. The veteran armies of the Union, returning to their homes in the North, were to march past the Capitol on their route up Pennsylvania avenue to be reviewed from a stand in front of the Executive Mansion by the President of the United States, their commander in chief, the Secretary of War, the generals who had led them to victory, and other distinguished citizens. Every available spot along the entire route from which a glimpse of a procession, the like of which in interest and grandeur never had been witnessed before and may never be again in our country, was crowded with a most eager, grateful, and enthusiastic throng of citizens and visitors who had come from far and wide. 1686 EDUCATION REPORT, 1894-95. The public schools of the city were to participate in the ovation, and promptly at the hour named thousands were in the place assigned to them on the north portico of the Capitol and all down the grassy slope of the park in front extending to the line of march. In the early morning of that bright and lovely 23d day of May, there they stood, all expectancy, in their spring attire, decorated with rosettes of “ the red, white, and blue,” laden with bouquets of fragant flowers and floral wreaths, waving thousands of miniature flags, and bearing aloft a multitude of banners of their respective schools, while high over all was displayed the great standard of that young army, inscribed: “The public schools of Washington welcome the heroes of the Republic. Honor to the brave.” As the famous General Custer approached the boys stepped forward and presented to him a large wreath of the choicest flowers, which he most gallantly and grace¬ fully received and threw over his shoulder; when instantly his fiery charger, appar¬ ently frightened, stretched forward his neck ancj. seeming to take the bit of the bridle in his teeth, furiously dashed down the hill and round into the avenue out of sight, carrying his rider, sitting firmly in the saddle, but bent forward, with his long and profuse Saxon locks streaming back in the wind, while the school children looked on in amazement and deep concern; their anxiety was soon relieved, how¬ ever, by the welcome news that the horse did not get away from his rider, and then came the pleasant surmise that the ‘‘runaway” was only a ruse to compliment the school children with a little exhibition of his horsemanship. For six hours during the march, without sign of weariness, the boys and girls pre¬ sented their floral offerings, waved their flags, rent the air with cheers, and at inter¬ vals a grand chorus of 2,500 voices, under the lead of Director Daniel, sang The Star Spangled Banner, Battle Cry of Freedom, When Johnny Comes Marching Home, Victory at Last, and other patriotic songs and hymns, all of which were most grate¬ fully received and heartily acknowledged by officers and soldiers. From all sides the highest praises were showered upon that great chorus of school children ; and the sight of those grand armies with their bronzed faces, soiled uniforms, and tattered flags was to them an object lesson in patriotism never to be forgotten. In this connection I am reminded that during the period of which I am writing the singing of the school children was so highly appreciated by the public that concerts with programmes made up for the most part of selections from their course of study in music so as not to interfere with their regular school work were given always to crowded houses. The proceeds of these concerts in the days of limited school appro¬ priations were indispensable in supplying many things not otherwise provided for. All the pianos and other musical instruments, most of the important reference books, all the expenses incident to the various school exhibits made from time to time at home and abroad, and other things greatly needed were paid for in this way. A safe estimate of the total amount received from concerts and applied to the purposes mentioned would be at least $50,000. In 1871, when the American and British Joint High Commission to arbitrate the Alabama Claims and other questions in dispute between the two countries met in this city, Sir Stafford Henry JSTorthcote took up his residence near by the Franklin School, which he passed daily, and as he was about to leave the city, in June, he addressed a note to the superintendent, saying he had so highly enjoyed the singing of the children in that school, as their sweet young voices had reached him through the open windows, that ho desired to visit the school, hear them sing again before his departure, and personally thank them for the greatest pleasure he had experi¬ enced during his stay in Washington, and accordingly he spent a morning in visiting those schools. As the main source of supply of teachers was the young graduates of the public schools without any special training or even a high-school education, the most diffi¬ cult problem of all to be solved was how to provide a corps of teachers not only PUBLIC SCHOOLS OF WASHINGTON, D. C. 1687 competent to do the work as it then was done, but also to keep step -with the progress marked out for the future. As I have said, the only supervision provided up to this time was that of the hoard of trustees, and although in its membership there were always to be found men of liberal education and usually some with more or less experience in teach¬ ing, yet as their services to the schools were gratuitous they could not afford to allow them to interfere seriously with their regular business. Various means were employed to supply, as far as practicable then, the inadequacy of professional supervision and leadership. An institute, embracing the whole corps of teachers, was organized in 1863, under the conduct of Mr. Zalmon Rickards, which held its meetings every Saturday for several months of the year and was well attended. Classes of school pupils were frequentlypresent ; the programme included both the theory and practice of teaching, and all the branches of study taught in the schools received attention. Lectures or talks were given by the conductor, trus¬ tees, and eminent educators, such as Prof. Joseph Henry, Plenry Barnard, the editor of the American Journal of Education and afterwards United States Commissioner of Education, Mr. B. G. Northrop, agent of the Massachusetts State board of educa¬ tion, and the Hon. George S. Boutwell, then a member of Congress, but previously the secretary of the Massachusetts State board of education. Great educators and teachers who represented the soundest educational psychol¬ ogy and pedagogy were brought here time and again for service in the line of teaching, to which they had specially devoted their lives. In mathematics, Professor Davies, of tho Military Academy at West Point; in reading, Prof. Mark Bailey, of Yale College; in vocal music, Prof. L. W. Mason, a supervisor of vocal music in the Boston public schools and the author of a series of music charts and text-books still more widely used than any other in the public schools of this country; in geography, Professor Apgar, of the State normal school of New Jersey; in penmanship, Profes¬ sor Spencer, well known in connection with the excellent system of penmanship bearing his name; in drawing, Prof. Walter Smith, of whom I shall have more to say. All these men were not merely great teachers of their specialties, but more, great educators in a broader sense, and they gave an impulse to the schools that had not expended its force at the close of the period of which I am writing. Their lessons were practical, accompanied by illustrations, and full of instruction and encouragement. They not only taught the teachers specifically how to do tlieir work more intelligently and thus save time for new work, how to do new work, and, what is better, inspired them with the zeal and self-confidence essential to success, but they also enriched them with a knowledge and understanding of those funda¬ mental j)rinciples of all pedagogy which would enable them to devise good methods of their own. These men rendered most valuable services in giving a solid character to the system as it was developed. “As is the teacher so is the school ” is an old and true adage, and the schools will advance only as does the corps of teachers. At first the course of study in the ele¬ mentary schools included but little more than reading, writing, and arithmetic, and as each now study knocked at the door for admission an early objection to be met was the fact that the teachers were not qualified to give instruction in the proposed new subject; and many times, as notably in the case of vocal music and drawing, it was quite confidently believed even by the teachers themselves that some subjects never could be taught by other than special teachers. That meant an additional expense which was often an insuperable obstacle. In developing a public school system, therefore, the most important work of all is that of inspiring the teachers with a love of their work and an earnest desire to improve and multiply their quali¬ fications and then furnishing them with the best facilities for so doing. In 1869 the city council provided for a superintendent of public schools and thus supplied a most important factor in the further development of the system. Soon after the passage of the act, Mr. Zalmon Richards, heretofore spoken of, was appointed 1688 EDUCATION REPORT, 1894-95. the first superintendent. An office of this hind is never a sinecure. Its occupant does not embark for a pleasure voyage on a summer sea. Many times he must be chart, compass, captain, pilot, and man of all work, and will find himself in stormy weather sailing between Scylla and Charybdis. He must not go too fast or too slow, too far to the right or too far to the left, lest he may fail to gain and hold the confi¬ dence and loyalty of the corps of teachers whom he is to lead or the general approba¬ tion and support of the school board and the public, all of which are essential to his highest success. The highest prize awarded in the public schools is a scholarship in the Columbian College. It was first given in 1855 by the medical department of that institution, largely through the instrumentality of its dean, Dr. Thomas Miller. This was fol¬ lowed by an interval of three years, when Mr. George Riggs gave a scholarship in 1859, and Dr. William Gun ton gave one in 1860. The college itself then gave one annually for eight successive years. The authorities of the college not feeling able to continue their annual gifts longer, in 1869 President George W. Samson and the writer called upon the Hon. Amos Kendall, then residing at what is now No. 708 Eleventh street NW., and at a ripe old age in person administering upon that portion of his estate intended for benevolences. We represented to him the good which had already been done by these scholarships, both to their recipients and to the schools in general, and the desirability of a foundation that would make them regular and perpetual. As a result of this interview, shortly after he tendered to the board of trustees of the Columbian College $6,000, the amount that had been suggested to him as suffi¬ cient to found a perpetual annual scholarship, upon condition “that the trustees of the public schools in the city of Washington, in the District of Columbia, and their S'u ;essors, by whatever names they may be called, shall have the perpetual privilege of electing from said schools one pupil annually to fill said scholarship, and the oils so selected shall each be entitled to instruction in said college for the term of , years, free of charge for tuition, use of library and apparatus, and for any other p i vileges allowed to paying students of the same grade.” The gift was accepted both the college and the school authorities, and it was declared that thereafter the first prize in the public schools annually should be the “Kendall scholarship.” The award of this scholarship in the Columbian College has been an event of pub¬ lic interest and notice annually since that date, and this beneficent gift to the schools has an unlimited future of usefulness which each year will recall with honor the name of its dcnor. A glance at this scholarship roll, already quite long, sustains its claim to the highest honor conferred by the public schools. One finds there such names as Fabian Frank¬ lin, 1864, a distinguished mathematician and late Professor in Johns Hopkins Univer¬ sity ; Theodore W. Noyes, 1870, now assistant editor of the Evening Star of this city; Howard L. Hodgkins, 1878, now a professor in the Columbian University, and many others widely and favorably known in their respective callings. In 1870 Mr. Matthew G. Emery was elected mayor of the city, and among his appointments was that of the writer to the office of superintendent of schools. Although Mayor Emery’s administration was abruptly cut short at the end of the first year of his term of office by a change of the form of government of the District of Columbia, he made manifest his deep interest in the public schools by giving to themethe Se'aton and commencing the Jefferson and the Cranch buildings. By an act of Congress, approved February 21, 1871, a Territorial government for the District of Columbia was established to supersede the several local municipal governments theretofore existing and to go into effect on the 1st day of the follow¬ ing June. It provided for a governor and a legislative assembly composed of an upper and a lower house. The colored schools of Washington as originally established by the Congress in their management were entirely independent of the local municipal governments, PUBLIC SCHOOLS OP WASHINGTON, D. C. 1689 and no change was made in this respect by the act creating the new form of government. The legislative assembly of the new District government by acts approved August 21 and 23, 1871, created the offices of superintendent of the Georgetown schools and superintendent of the county schools. The governor reappointed the superintendent of the Washington schools and extended his jurisdiction to the Georgetown schools. He appointed Mr. Benjamin P. Davis superintendent of the county schools, who revised the course of study, improved the method of examining and certificating teachers, was instrumental in securing three larger and more commodious new schoolhouses, and generally dis¬ charged the duties of his office with intelligence and efficiency, but he retired at the end of a year, and the superintendence of these schools was then assigned to the superintendent of the Washington and Georgetown schools ; and thus were the first steps taken toward a consolidation of the four school systems. The legislative assembly also increased the tax levied for the support of schools, at one time in Washington to 60 cents on each $100 of the assessment, in Georgetown to 40 cents, and in the county to 50 cents. The first governor of the District of Columbia, the Hon. Henry D. Cooke, had a high appreciation of the importance of education and an earnest desire to further the progress of the public schools, whose general interests were committed to his executive care, but the condition of the district treasury, as usual, prevented the full realization of the most liberal intentions. He, however, erected the Curtis School building in Georgetown, under circumstances that would have been a bar to any attempt on the part of most men. He commenced without any funds whatever in his treasury available for building schoolhouses, and borrowed the money from the trustees of two hitherto unapplied funds, which had been given to Georgetown some years before ; one by Mr. Edward Magruder Linthicum, who had left a legacy of $50,000 to found a school- for “ indigent white boys and youths/’ and the other by Mr. George Peabody, who had given $15,000 to found a public library. Agreements were made under which these funds were borrowed for the purpose of erecting a large central schoolho.use for Georgetown, in which two suitable rooms were to be provided and set apart for the use of the trustees of said funds; one for a library to which the public schools were to have free access, the room to be fitted up, the books furnished, and the library managed by the Peabody trustees ; and the other for a night school of a practical and industrial character, the room to be fitted up with laboratories, apparatus, and other appliances, and the school to be managed by the Linthicum trustees. Both of these institutions were to work in direct lines of projected im¬ provements in the public schools, and so these funds became of twofold use in their time. The Curtis building was erected, and the two institutions occupied the rooms assigned to them and did a most important educational work that otherwise would have been postponed for several years. Eventually these loans were repaid, and the Linthicum trustees withdrew from the Curtis building and provided elsewhere a flourishing independent establishment for their institution; but the Peabody Library still continues its connection with the public schools, and is now especially valuable to the Western High School. By an act of Congress, approved March 3, 1873, the governmental control of the colored schools of Washington and Georgetown was transferred from the United States Department of the Interior to the government of the District of Columbia, and it was made the duty of the governor to appoint a board of trustees, a secretary, a treasurer, and a superintendent for the practical management of these schools. They had been provided with a superintendent from the start, and Governor Cooke, in the performance of the duties imposed upon him by the act referred to, reappointed the incumbent of the office, Mr. George F. T. Cook. Thus another step was taken in the direction of consolidation. By an act of the legislative assembly, approved June 23, 1873, the board of trustees 1690 EDUCATION REPORT, 1894-95. of public schools of the city of Washington was authorized to establish a normal school for the professional training of teachers. A school of this kind would not only gradually supply the elementary schools with teachers specially educated and trained in both the theory and practico of their profession, but its work could always be made a practical illustration of the most advanced and best educational thought. The school would send its graduates into the corps of teachers, and be visited, observed, and consulted with profit by other teachers, especially those employed in the lower grades, A good city normal school is a central fountain in which all that is best in education may find place and be made to flow out to every part of the system; and for this reason it was given precedence of a high school. A large majority of the teachers in the public schools were necessarily women, and hitherto the chief source of supply had been the bright, young graduates from the grammar schools, without any special professional training or experience. The qualifications that ought to have been possessed before assuming the duties of a teacher had to be acquired afterwards, if at all, and at the expense of the pupiis committed to her charge, during a longer or shorter period, according to the natural aptness of the young grammar-school graduate. Sometimes for sweet charity’s sake there was a long probationary period, one, two, or more years, ending at last in failure. And yet it required careful and protracted effort to get legislative authority for a normal school. The bill was drawn so as to appear to conservative legislators as harmless as possible. It provided only for “the special education of advanced pupils who were to become teachers in the public schools of this city.;” it was to be located in the Franklin School building, so that no expense for renting or erecting a build¬ ing on its own account should be incurred; it authorized the appointment of only one teacher, the principal, at a very fair salary, $1,500 per annum, with a proviso “that no further expense should bo incurred by this act»than is now required for teachers in the public schools for the year ending June 30, 1874;” which, being inter¬ preted, meant that the first class of pupils in the normal school, during the one year in which they were to get their professional training, must do enough teaching in the other schools to pay the expenses of their professional course. On this limited legal basis was the normal school commenced, built up, and rests to-day, The school was very fortunate in its first principal, Miss Lucilla E. Smith, who, with superior natural aptitudes for her profession, was a graduate of one of the best normal schools of the country, subsequently a member of its faculty, and then a most successful teacher in several grades of city schools. Under her charge it soon won appreciation and favor, and its graduates well sustained all that had been claimed for the school. Great public interest was manifested in its annual com¬ mencements, and the large auditoriums used for those occasions were always crowded to overflowing, and often hundreds could not gain admission. At the com¬ mencement in 1875, Professor Henry delivered a short address, full of the soundest educational philosophy, in which he said : “Another principle of human nature, very- important in the art of the teacher, is that the several faculties of the human mind are not simultaneously developed, aud the true system of education is that which meets these faculties in the order of their development. The earliest developed faculties fire those of imitation ; aud in regard to education, we may divide them into two classes — the doing faculties, and the think¬ ing faculties. By the doing faculties, I mean those mechanical habits which are essen¬ tial to the acquisition of knowledge, and are pure arts, such as the art of reading, that of performing arithmetical operations with rapidity and correctness, that of expressing thoughts in legible characters and in words of grammatical arrangement. These arts can only be acquired by laborious drilling on the part of the teacher, and labor on the part of the pupil. They require little instruction but repetition, until they are performed with ease and almost pleasure. To neglect to impart these 1691 PUBLIC SCHOOLS OF WASHINGTON, D. C. habits is to do a great injury to the child; nothing should bo substituted for them, though instruction iu other branches which require more art and less thought may be mingled as recreations with them.” The paramount importance of a thorough knowledge of reading, writing, and arithmetic, aud of laborious drill and repetition in teaching them to young pupils in common schools, is forcibly stated in the part of his address quoted. No amount of ^ologies” and “osophies” can compensate for the want of thoroughness here, any more than additional branches can compensate for unsoundess in the trunk of a tree. The graduating class of 1881 received their diplomas from President Garfield just a few days before his assassination, and the class of 1883 received theirs from Presi¬ dent Arthur, who said that he himself commenced work in life as the teacher of a little country common school in Vermont, on a salary of $14 per month and ct board around.” Industrial and manual training was included in the general plan for developing and improving the system of public schools, and this year, 1873, a beginning was made. As a knowledge of drawing underlies all other industrial and technical edu¬ cation and all manual training, it must be made the basis of the industrial education projected for the schools. i The first step taken was the appointment of Mrs. Susan E. Fuller as director of drawing, who was specially qualified for such a position, and has successfully filled the office since that date. The next step was to adopt a system of industrial drawing that would lead to practical results. A worthless so-called system of drawing had been introduced in 1868, but the only parties who had received any benefit from it were the author and publisher of the books used by the pupils. It so hapx>ened that in 1870 the city of Boston and the State of Massachusetts had become so impressed with the necessity of improving the designs and workmanship of their manufactures that in order to hold their own against foreign competition they had brought over from England Prof. Walter Smith, an art master, trained in the famous South Kensington Art School, and for some time himself the hehcb of a leading art school in England, to inaugurate a comprehensive system of teaching industrial drawing in the public schools of that city and State. His system was con¬ structed upon the theory that all intelligent schoohteachers could qualify themselves for teaching drawing as well as any other branch of the curriculum, and in order to introduce this subject into the public schools it was only necessary to employ a gen¬ eral director competent to lay oat a course of study suited to the circumstances, to instruct the regular teachers so far as might be needed, and to supervise their work in the schools. He soon designed a series of text-books and manuals embodying his system, and they were at once adopted for use iu the public schools of this city. Prof. Walter Smith was one of the few men whoso rare genius creates new epochs in their sphere of activity. The great forward movement in industrial and tech¬ nical art education in this country during the past quarter century, received its right direction and greatest impulse from him, and the beneficent results of his labors are now to be seen throughout the length and breadth of the land. He assisted by his counsel in introducing into the schools of Washington the system that has produced the most satisfactory results here, and twice visited the city person¬ ally for this purpose. His numerous lectures here and elsewhere were masterpieces in their line. No teacher has ever appeared in this country to whom a more honest and larger debt of gratitude is due; and yet his fate, like many another, was a sad one. He became a naturalized citizen and hoped to end his days in his adopted country; but at the end of twelve years incompatibility of temper and mercantile greed stopped his great work here, and in bitter disappointment and poverty sent him back to England, where he was most heartily welcomed and immediately placed at the head of a prominent art school. Shortly after, when not yet past the merid¬ ian of a most useful and promising life, he died of a broken heart. On his tomb 1692 EDUCATION REPORT, 1894-95. might well he inscribed, as a legend, the lines which Virgil posted over the palace gate of Augustus : . Sic vos non vobis nidificatis aves ; Sic vos non vobis vellera fertis oves ; Sic vos non vobis mellificatis apes ; Sic vos non vobis fertis aratra boves. Very few if any of the teachers were then qualified to give the required instruc¬ tions in drawing. They however undertook the task of preparing themselves for their new duty with the most commendable good will and earnestness. A regular course of study for teachers, extending through several years, was mapped out by Mrs. Fuller, and the whole corps of teachers cheerfully became students under her instruction every Saturday morning during a considerable portion of each year. As they jjrogressed, examinations were held and graduated certificates were given, until they were all duly qualified for their new work. Meanwhile the normal school included this subject in its curriculum and sent forth all its graduates admirably equipped to teach drawing. It required some time to bring public opinion to a correct appreciation of the nature and value of the new study; to make it understood that its main object was not to make artists, but artisans. For this purpose an annual exhibition of drawing was held to which the public were invited, and as a part of the exercises addresses were delivered by men familiar with the general educational value of the new study as well as its practical relation to all industries. At the annual exhibition in 1877 Professor Henry made one of his felicitous and philosophical addresses. He was at the time physically so weak with his last illness as to require assistance in ascending the stairs to the hall of the Franklin building, and this effort was the last attesta¬ tion of his deep interest in the public schools. On these occasions only the actual results of the training received in the schools were allowed to be put on exhibition. The more artistic and to many eyes attrac¬ tive work of extraordinary genius, and of those who had been trained by specialists outside of the schools, though offered in abundance at first, was rejected as not fairly representing the teaching of the schools. Other work of the schools was also represented at these annual exhibitions; pen¬ manship, map drawing and molding, compositions, examination papers, and a variety of subjects including manual training in its beginnings. No money had yet been appropriated specifically for instruction or materials in teaching the last named subject, but tentative experiments were being made as best they could be without money. There were two schools in the county, a white one at Benning and a colored one at Hillsdale, where excellent teaching in sewing' and cooking was done ; in the higher grades of the elementary schools and in the high school most creditable work was done in the way of making the apparatus to practically illustrate the principles of physics and other natural sciences taught in the schools. At the two public schools located at the Industrial Home above Georgetown, horticulture, floriculture, wood¬ work, sewing, cooking, and shoemaking were successfully taught. A room in the Franklin building was set apart at each annual exhibition for the products of this manual training, which attracted more and more attention. There one could see the practical results of manual training in all the lines indicated above. The teaching of shoemaking was notably successful for a time, and all the materials, tools, parts of the work as it progressed, the finished shoe, and the mended shoe, were fully represented in the exhibit. The selection of a teacher of shoemaking was a very fortunate one. The teacher was an intelligent, apt, and enthusiastic young man, who very early in life had thor¬ oughly learned both the theory and the practice of his art, and afterwards had stud¬ ied theology. While employed in teaching shoemaking he wrote in poetry a treatise on the art of shoemaking and published an illustrated edition of his work. The treatise and illustrations were highly commendable, but the didactic part gained PUBLIC SCHOOLS OF WASHINGTON, D. C. 1693 nothing hy the poetic form in which it was embodied. The fault may possibly have been in the subject. He left the school, and I know not whether shoemaking, theol¬ ogy, or the Muse has since claimed him as her own. I am confident, however, that the world has lost nothing by it, if the good shoemaker has stuck to his last. As a further step iu the introduction of industrial education into the schools, upon my recommendation, a standing committee of the board of trustees was given special charge of this subject, and it was made their duty to make a full examination into the subject and to report from time to time measures for its judicious and practical extension. In 1873, also, the first exhibit of the public schools at an international exposition was made at Vienna. It included a model of the Franklin School building made on an exact scale, and in sections of a story each, so that they could be taken apart and studied in detail. It cost $1,000, and was a center of attraction in the educa¬ tional department of that exposition. In 1876 another exhibit of the schools was made at Philadelphia, in 1878 another at Paris, and in 1884 another at New Orleans. On each of these occasions the schools received the highest award of medals and diplomas made in the educational department of the expositions. The exhibit at Paris was unique in its arrangement, and Dr. Philbrick, the super¬ intendent in charge of the educational part of the United States section, gave it the post of honor in his court. It was made up of thousands of specimens of all kinds of scholars’ work, from the lowest primary to the normal school, neatly bound in volumes, a complete set of text and reference books used in the schools, a set of the annual reports of the public schools, copies of all record books and blank forms used, a chart giving all the educational institutions of the city of Washington with full statistics of the same, a map of Washington showing the location of all its school- houses, large photographs and plans of the more important ones, and a model of the Henry School building. A very large Danner’s revolving bookcase, some 6 feet or more square at the top, was made by the manufacturer expressly for this purpose and presented to the school authorities. Just below the top of the case drawers were placed to hold the charts, maps, large photographs, etc., and were so arranged that they could be drawn entirely out and made to rest at an angle convenient for handling and inspecting their contents. On the shelves below were arranged in a classified order the bound volumes of the exhibit. The case was surmounted by a very fine model of the Henry School building, made on an exact scale and in sections of a story each. The whole was accompanied by a full printed catalogue arranged in the order in which the articles were to be found, and giving all necessary expla¬ nations. At the request of the French Government the exhibit was left in Paris to be placed in the pedagogical museum in the Palais Bourbon. By an act of Congress approved June 20, 1874, the Territorial form of government of the District of Columbia was abolished, and a government by three Commissioners was set up in its place, the Congress reserving to itself the legislative functions of government. The Hon. William Dennison, of Ohio, the president of the first Board of Commis¬ sioners, was fully alive to the importance of the public schools among the many inter¬ ests committed to his charge. He was in office at a time when the comprehensive system of improvements projected, carried out, and under way by the heroic treat¬ ment of Governor Shepherd left him a narrow financial margin for building up a school system, yet it is due to him to say that he gave the schools the full benefit of all that the law allowed, and always used his somewhat indefinite prerogatives and his influence to the fullest extent in their behalf. The public schools at no time have had a more sincere and intelligent friend in the executive chair, and most worth¬ ily has his name been given to one of the prominent schoolhouses of the city. Soon aiter he came into office, by orders of the Commissioners dated August 8 and Septem¬ ber 9, 1874, the four boards of trustees of public schools were consolidated into one, consisting of 19 members, thus taking another step necessary to a union in one system. 1694 EDUCATION REPORT, 1894-95. In appointing the new hoard of trustees Commissioner Dennison, who had special charge of the schools, had taken care to appoint some men who had large and suc¬ cessful experience iu teaching, conducting, and organizing schools here and else¬ where, and also to select the members so that they should fairly represent all the local and separate interests then existing. The following is the list of members : Col. George W. Dyer, A. Hart, Dr. R. B. Detrick, William R. Woodward, Gen. Charles E. Hovey, Edmund F. French, Elward Champlin, Benjamin F. Lloyd, W. W. Curtis, F. W. Moffat, John H. Brooks, Henry Johnson, William Perry Ryder, J. H. Ferguson, John Sullivan Brown, Rev. Claudius B. Smith, Solomon G. Brown, Philip L. Brooke, and Benjamin F. Packard. In distributing the membership of the board the Commissioner recognized the school districts as they then existed and left any rearrangement that might be deemed desirable and all other details of the management of the schools as one system to the discretion of the new board of trustees. The task set before them was no light one. The schedules of salaries, the organization of the schools, the rules, the courses of study, the text-books used, and the state of advancement in the several systems varied more or less at that time; and there were the usual local preferences and jealousies to be subordinated and interests to be subserved. Com¬ missioner Dennison, as governor of Ohio and otherwise, had had much to do with the excellent common schools of his own State, and his knowledge and experience made his counsel and influence valuable. This board of trustees commenced by administering each of the former systems on its own basis, but gradually brought them all under a common educational regime with uniform courses of study and one code of rules. The rules which were then framed for a thorough and impartial examination of candidates for teachers’ posi¬ tions and promotions and granting graded certificates of qualifications were so excel¬ lent that they have been in force ever since without any material amendment. As practically the schools now had yearly courses of study, the board abolished the nomenclature of primary, secondary, intermediate, and grammar grades, divided the schools into eight distinct grades, making the average work of a year consti¬ tute the course for each grade, and beginning with the lowest class designated it the first grade, and so on to the highest or eighth grade, with special provision for pupils to continue in the eighth grade two years, if this was found necessary in order to thoroughly complete the elementary course of study, which would give to a majority of pupils all the scholastic education needed for good citizenship and useful lives. The white and the colored schools were separate, but were managed by a common board composed of a white and colored membership and had a common course of study and in all respects the same facilities. The unification of the school system had thus step by step reached its utmost practicable limit. The schools increased so rapidly that the need of more professional supervision than could be given by the two superintendents was recognized, and in 1873 the first step toward supplying this want was taken by assigning an assistant teacher to a boys’ eighth grade school in each district so that the principal might have some time for supervision of the other schools of his district. A little later the amount of time to be given to supervision by the j)rincipals was increased, although still teaching in and held reponsiblo for their respective eighth-grade schools. Finally, in 1880, they were relieved of all teaching and responsibility in any special school, and became a corps of assistant superintendents, or supervising principals, as they were designated. The colored schools of Washington and Georgetown, which had retained their separate super intendency under the consolidated arrangement of the schools, fell into line in the matter of additional supervision. The old Territorial name of school district was done away with to avoid the con¬ fusion arising from the use of the same term as applied to all the territory of the 3 I PUBLIC SCHOOLS OF WASHINGTON, D. C. 1695 seat of Government, and the schools of the District of Columbia were divided into eight groups, designated divisions, and a supervising principal was assigned to take charge of each division. The following is the list of names of the first corps of supervising principals : Henry N. Copp, Nathaniel P. Gage, Alexander T. Stuart, John E. Thompson, Ber- *nard T. Janney, Joseph E. Keene, Henry P. Montgomery, and Winfield Scott Mont¬ gomery; all biit tivo of these, Mr. Copp and Mr. Thompson, are now in the service. ^■By an act of the city council approved as far back as November 1, 1858, the estab¬ lishment of a high school was ordered to go into effect September 1, 1861, or as soon thereafter as the corporation should provide accommodation for the same. That accommodation was never provided by the corporation, and, consequently, as the schools increased and were improved, one after another high-school study was added to the grammar-school curriculum until it became overcrowded and burdensome. Meanwhile public sentiment had veered around and was quite strong against spend¬ ing public moneys on high-school education, for the present at any rate. On the other hand the advent of the normal school had emphasized the necessity of furnish¬ ing candidates of higher qualifications for that school, whose course of study, limited to one year, was designed to bo entirely professional; in fact there was no time for academic studies. In 1876, therefore, all the pupils in the girls’ eighth-grade schools sufficiently advanced to take up liigh-school studies were placed under a competent teacher in one school, designated as advanced grammar school, with a one year’s course of study. This first modest step toward a high school fortunately alarmed no one, and at the end of the year the experiment had been so successful that there was a general and urgent demand for a similar school for the boys ; it was accordingly established in 1877. In 1879 the course of study in both schools was lengthened to two years; in 1880 they had become so popular that it was safe to name them high schools; and this was formally done. As I have already stated the Congress had proAuded for a high-school building in 1881, and it was ready for occupancy in 1882. It was located on a portion of the western half of the square bounded by O, P, Sixth, and Seventh, streets NW., which had been purchased at an earlier date by the corporation as a site for a market, but the Congress having been convinced that the city needed schools more than markets, appropriated it to the use of the former. The Henry and Polk schools also are located on the same half square. The fact that the corporation already owned ground that could be utilized for a site greatly facilitated the passage of the appropriation for a building. A like Circum¬ stance favored the appropriation for the Jefferson School at an earlier date. A part of the site already belonged to the corporation, having likewise been purchased a few years before for a market. In 1882 the two high schools were united and installed in their new building, with three courses of study, business, English, and classical, the latter lengthened to three years. As the cost of education in a high school is more than twice as great per pupil as it is in elementary schools, it was deemed best to have a high standard of qualifications for entering the high school and a shorter course of study after admission, rather than a low standard for entering followed by a long and more expensive high-school course. This arrangement was based upon the theory advanced by Professor Henry, quoted above, that the simple but most important arts of reading, writing, spelling, and arithmetic should be thoroughly taught in the lower grades of the schools and not be postponed to the high-school course, where, to say nothing of other disadvan¬ tages, the expense of acquiring these arts would be doubled. Having a high standard for admission, the high school, with its three years course, had no difficulty whatever in preparing its pupils to enter any college in the country. The school was thoroughly equipped with physical, chemical, and other laboratories and all necessary appliances, and, as the nucleus of a reference and general library, 1696 EDUCATION REPORT, 1894-95. more than 5,000 valuable books of the old Washington Library Association, which had suspended operations a few years before, were turned over to the high school. / Mr. Edward A. Paul, an excellent organizer and executive officer, was appointed the first principal of the new high school, and he had to assist him a faculty of the brightest young men and women that could be found in the country. They were all full college graduates, and some of them had pursued post-graduate studies and taken the degree of doctor of philosophy. They were selected with reference to teaching special subjects, but at the same time were all-round teachers, as it was important they should be at that early stage of the school, when there was no money available for the employment of exclusive specialists. There was Mr. F. R. Lane, the present efficient and accomplished principal of the high school, who organized the course in English literature ; Mr. George R. Israel, who organized the course in chemistry and the military training which has become so prominent and popular a feature of the school; Mr. Frank Angell, who organized the athletics, football, base¬ ball, Indian clubs, etc. ; Mr. C. Herschel Koyl, who organized the course in physics and the manual training; Mr. Elgin R. L. Gould, who organized the course in history and economics ; Mr. Edward L. Burgess, who organized the courses in Greek and botany; Mr. William Bernhardt, who organized the course in German, and Mr. Camille Fon¬ taine, who organized the course in French; and the eminent success which the high school at once achieved in all these and other lines of its undertakings was due to the intelligence, enthusiasm, and energy of its corps of bright young teachers. But few of these first teachers are now in the school ; some have died and others are filling high positions elsewhere. Mr. Angell is a professor in Leland Stanford Junior University, California; Mr. Gould, a lecturer in Johns Hopkins University, Maryland, and a well-known writer on economics ; and Mr. Burgess, a professor in the New York Normal College. / The colored schools of Washington and Georgetown, while an independent organ¬ ization, had established a high school at an early date, and a normal school for them followed close in the wake of that for the white schools. The schools were growing so rapidly and making constant demands for new school- houses at a heavy expense that in the winter of 1883 the writer devoted much time to the study of plans of schoolhouses, both in this country and abroad, with the view of combining the best pedagogical and hygienic arrangements in a safe, plain, sub¬ stantial schoolhouse at the least possible expense consistent with those essential requirements. The best authorities on shape and size of schoolrooms, arrangement of cloakrooms, space required for pupils, size and location of windows, ease and safety of stairways, location and size of ventilating shafts, placing of registers for heat and ventilation, location and construction of closets, and, in short, all the details of a good schoolhouse, were carefully studied. After each detail had been decided upon and represented by floor plans, statements, figures, etc., this material was placed in the hands of an architect in this city, Mr. John B. Brady, now inspector of buildings, to be put in architectural form, with instructions that no architecture was to be indulged in that would in the least increase the expense of construction. There were two designs, one for a schoolhouse three stories high with 12 schoolrooms, and one two stories high with 8 schoolrooms. He very kindly undertook the work without any assurance of compensation for his services, and devoted a great deal of time and labor to tentative efforts before reaching results entirely satisfactory to us both. It happened, fortunately, soon after, that he was appointed to a position, requiring a competent architect, in the office of the inspector of buildings, upon whom was devolved the duty of preparing the plans of new schoolhouses. These plans already prepared by him and approved by the school board were at once adopted by the Commission¬ ers and the two buildings were shortly after erected — the Analostan with 12 rooms and the Amidon with 8 rooms. The Analostan, in the vicinity of the island bearing PUBLIC SCHOOLS OF WASHINGTON, D. C. 1697 that name, was so named after unusual consultation with citizens especially qualified . to give advice in such a matter. The name was euphonious and derived from a race who were supposed to have held their great councils near by for generations before j tho white man came here. For some unaccountable reason the Commissioners sub- / sequently changed tho name to Grant. Opportunities in abundance to honor the / great Union general in this way are afforded in the several new schoolhouses built each year, and it is to be hoped that the original name of this building will yet be restored. When the large school building on Capitol Hill fronting Stanton Park was erected it was named L’Enfant School, and the name was carved on the bluestone panel, corresponding with the other stono trimmings, especially designed for this purpose. The citizens of that section of the city, as soon as the name appeared, vigorously pro¬ tested against it, on the ground that it would always bo mispronounced, and called '•'The Infant School.” In deference to their wishes a change was made, and so a gray marble slab, inscribed "Peabody School,” was placed over the original name. In a distant future some explorer may lift that marble slab and find buried beneath it the honors intended to be paid to Charle Pierre L’Enfant, the great engineer, who in planning this city left that reservation, Avhicli has now become a most beautiful park for the benefit of tho hundreds of children attending the Peabody School. Tho plan of the Analostan, the 12-room building, was in some respects the better one, but it was proportionately more expensive. An open court from tho center of the building to the rear gave great advantages in keeping the central corridors sup¬ plied with pure air. Tho difficulties and expense of keeping an assembly room at all times supplied with pure air without the aid of window ventilation has been abun¬ dantly demonstrated in the two Halls of Congress, and everyone familiar with school¬ room ventilation fully understands this. In these two buildings, in order to have the assistance of window ventilation without harmful drafts upon the children, the upper part, about one-fourth of each window, was hinged at the bottom on a tran¬ som so that it could be opened from the top inward at any required angle by means of a fixture easily accessible, and thus any amount of fresh air desired could be admit¬ ted at the top of the room in a way that avoided all injurious drafts on the pupils. This arrangement gave the highest satisfaction to the schools, but the fixtures some¬ times got out of order and became troublesome to the inspector of buildings, who had charge of such matters, and so, I regret to say, ho ordered them to be taken off and the transoms to be permanently closed. In my judgment the fixtures should be restored, or some better means be found for making the intended use of these tran¬ som windows. A second building on the plan of the Analostan was erected, but the two-story plan has been the most popular for the time being, and all the buildings for elementary schools since constructed in the city have taken the Amidon as a type. The Amidon cost only about $20,000, and some incidental conveniences and architectural embellishments have been added to its successors from time to time as larger amounts of money have been available for construction. In 1884 a voluntary effort was made to obtain a small library of reference and suitable reading books for each school of the higher grades. Tho books were to be obtained by loan, gift, and purchase, so far as funds were contributed for this pur¬ pose. In three months 212 schools had each succeeded in getting a very useful library of its own, making an aggregate of 10, 176 volumes. Tho schools became deeply interested in establishing and managing their little libraries, as well as in reading and consulting the books obtained through their own efforts. The development of the school system during this period in respect to courses of study, methods of teaching, and improvements in supervision and discipline, does not admit of presentation in tabular form and must be gathered from what has been ED 95- - 54 1698 EDUCATION REPORT, 1894-95. said already, but the material growth of the schools is shown in the following statement : 1860. 1885. W hole number of teachers . - . . . . . . 54 565 "Whole Dumber of pupils . . . . . 4, 500 $30, 000 31,362 $1,500, 000 "Value of school uroperty . . . . . . . . I have aimed to sketch only a correct outline of the origin and growth of the school system of this city for eighty years, commencing with two little schools in rented rooms, free only to poor children, progressing at first u with wandering steps and slow,” and at last reaching the high American ideal of the public education required to make citizens useful and intelligent enough to maintain our form of gov¬ ernment. A subbase of kindergartens for children between the ages of 4 and 6 years, especially for those who unfortunately have little or none of the parental care and training that belongs to a well-ordered home, was the only part of the plan not carried out as designed, and that is still in abeyance. This sketch would not be complete without some note of the most valuable services rendered to the schools from 1870 to 1885 by the Hon. John Eaton, then the United States Commissioner of Education. His personal interest could hardly have been deeper and more practically effective had the schools by law been placed under his official charge. In conclusion, if you ask what was the most important factor of all in this work, I answer, unhesitatingly, the corps of teachers; intelligent, progressive, faithful to duty, and loyal to their leaders as ever were the famous 11 six hundred.” CHAPTER XLH. EAELY EDUCATIONAL LIFE IN MIDDLE GEORGIA,1 EARLY SOCIETY CONDITIONS. Tlic influences upon tlie "being of mankind— intellectual, physical, and social — that are exerted by geographical, political, and other accidents are interesting to study. It seemed curious how unlike were the Greeks of Attica to those of Laconia, and how unlike were both these to the ‘Boeotians, all dwelling not remotely apart. Not less unlike were the settlers of the middle to those of the southeastern regions of the State of Georgia. The latter consisted of English, Salzburgers, Yaudois, Pied¬ montese, Portuguese-Hebrews, and considerable numbers from the Hebrides Islands. Among the communities neighboring to Savannah, the mother city, particularly in the county of Liberty, which was settled by the most cultivated among the immigrants, a few reasonably good schools were commenced under the lead of educated masters. Very different from these were the earliest settlers of the region now being con¬ sidered. Before the war of independence considerable numbers had migrated to this region, beginning their settlements on Broad River, in the southeastern portion of what is now Elbert County, and extending southward between the Savannah River on the east and the Oconee on the west, through (now) Hancock, where the primary geological formation in the State ends. It had a salubrious climate, and a deep-red, exceedingly fertile soil. Undulating with small bills, extensive table¬ lands, and narrow valleys, well watered with rapid creeks and rivulets, despite its nearness to the Indians it became as choice an abode as any in the whole South. A region thus early occupied on the border of savage existence must have been unusually attractive. Not unfrequently a forage was made upon the two counties most exposed — Greene and Hancock. These and other dangers were such as only an adventurous, even ratber audacious, people had hardihood to encounter. Those settlers had come, many from North Carolina, but mostly from Virginia. Some were from Maryland, and a few from the Middle States and New England. Among them were almost none very prominent in property holding or mental cul¬ ture. At the breaking out of the rebellion a few here and there sided with Great Britain, but most of these, called Tories, a name still odious, found it not safe to remain in a community wherein open manifestation of their sentiments was not sel¬ dom followed by an improvised hangman’s rope and gallows in the open day or a rifle shot through the window under cover of night. Several individuals became noted for specially daring important services during the campaigns in the State, for which they were richly rewarded afterwards. When the war was over great numbers of new settlers came in, many with consid¬ erable and a few with extraordinary gifts of understanding. Then began an aston¬ ishingly rapid development of the State’s abundant resources. Probably at no period since has that region, less than 100 miles square in extent, had a larger number of men of distinguished ability. It is noteworthy that during a very brief period came the Crawfords, Gilmers, Cobbs, Lumpkins, Campbell’s, Doolys, Waltons, Wat¬ kins, Nisbets, Lamars, who soon became illustrious in Federal and State politics, and the Mercers, Marshalls, Andrews, and Pierces in the pulpit. Evolutions in social living were such as must always spring from admixture of classes in such conditions. None were very rich, and none very poor. Fortunately for the peculiar social development so beneficial to the whole State, there were no cities nor large towns, as in the adjoining State of South Carolina. Augusta (itself more convenient of approach to Carolinians than to the inhabitants of this region), on the Savannah River, with its population of four or five thousand, could be reached only after a journey of three or four days over roads the reddest, worse worked, and in winter the muddiest and toughest perhaps in the whole country, South or North. 1 By Bicliard Malcolm J olmston 1699 1700 EDUCATION REPORT, 1894-95. Among those dwelling nearest the western "boundary, not one in ten ever saw this town, and interesting were the ideas among simplest country youth of its vastness and importance. Lads whose parents came from Old Virginia were free to admit that Richmond was a greater, but not another, and this was one item of their rivalries with North Carolinians who could tell of nothing to compare with the city on the James. As in every new community, particularly when thus exposed to dangers from with¬ out, patrician rule obtained without question from lower ranks. Instinctive with all was conviction that in a society without ascertained principles of government, the ablest, most thoughtful, and prudent must bo leaders. Inferior persons, with few exceptions, not only did not aspire to important offices, but they suppressed aspirations among those of their likes who were tempted to indulge them. Candi¬ dates for Congress, even thoso for the general assembly of the State, were not nomi¬ nated by conventions. Leading citizens counseled and decided amoug themselves whom to put forth, and the multitude acquiesced in the selection; not that parties did not exist and contend with each other, often in acrimonious strife, as in after times. From the beginning opinions were variant upon questions regarding what were then named State sovereignties and States’ rights, as opposed to encroach¬ ments of the Federal Government, and the lower classes, in full confidence in their leaders, held themselves bound not only to vote but, if necessary, to fight for them on election days. Superadded to variances in political sentiments were rivalries more or less avowed between Virginians and North Carolinians ; but those, after lapse of not long time, and mainly through frequent timely intermarriages, subsided. Certain it is that, in the legislature of Georgia from the year 1780 to 1830, the average of talent was notably above what it was afterwards when changed conditions seemed to make the best leadership less exigent. ADMIXTURE OF CLASSES. In such circumstances coalescence of the two classes of settlers was indispensable to individual and civil security. Man can not live alone. Even Timon of Athens must occasionally go away from home in order to find an audience to make known the contempt he claimed to feel for mankind. Whatever the degrees of an individu¬ al’s understanding and culture, if he can not find his equals to associate withal, he will be drawn to his neighbors, however far his inferiors in these gifts. And so from the beginning the two ranks of this rural region coalesced, a fact which, more than any other, contributed to make the State what it became by the period of 1861. In a community so constituted, whatever was marked in individualities must be brought forth in neighborhood intercourse that was un trammeled except by unwritten laws instinctive in all minds. No man ever felt his freedom more heartily than the rustic of middle Georgia a century ago. His cultivated neighbor, away from convenient proximity to his own peers, sought his society, made him his friend, often his confi¬ dant and adviser. He learned his speech, and in time loved to speak it. Each im¬ parted and received. Associations of this sort are regulated by influences which it is not well to resist. Among these influences negro slavery exerted its own peculiar. The humblest white man could have no apprehension of falling upon any lower scale, therefore his ambitions, whatever they might be, were unfettered. It was during that early period of fifty years that were developed those numerous striking indi¬ vidualities which afterwards became themes for the character sketching done in that region more than in any other of like extent in the whole South. A section so fecund in elements contributing to prosperous, happy existence, was populated with much rapidity. Seventy years ago the voting population of some of those counties was far above what it is now, counting only the whites. Quick, reckless felling of forests, rushing, appallingly unskillful cultivation of rolling lands led to tlicir speedy exhaustion. Those of the inhabitants most eager for the accumulation of riches, and most adventurous of spirit, disposing of their homesteads for small prices to those content to remain, followed not far behind the Indian, whom they drove farther and farther west. To one who remembers the conditions and accidents of that former society, it is pleasant to recall the neighborliness, the oft warm affectionateness which, except among mean people (and these are in every community), generally obtained. Men of both ranks, none of whom were very rich, and none abjectly poor, intermingled with little reserve. Not seldom they sat at one another’s boards, watched at one another’s suffering bedsides, helped to bury one another’s dead, when tears and strengthening words were alike grateful and consolatory. SOCIETY AMONG WOMEN. It was interesting to remark the relations between women in the two classes. The gentlewoman recognized the approach she might make when in company with the wives and daughters of her husband’s humble neighbors, albeit his intimate friends EARLY EDUCATION- IN GEORGIA. 1701 and advisers; and in general these wives and daughters, with instinctive feminine delicacy, understood the hounds to which they might easily advance, hut not seek to overpass. Pleased at the hearty recognition of their husbands and fathers hy lead¬ ing citizens, they knew as well as any that the society of men among themselves was one thing and that of women among themselves was another. Thus the upper women guarded with prudence, yet with kindliness, the gates which their husbands, brothers, and sons, in their exuberance of generosity might sometimes leave too widely open; and the lower recognized and were content with these differing con¬ ditions. These two influences, the ardent, impulsive of men, and the conservative of women, made society such as it was, securest and happiest for all. These same women were always first to note among inferiors promise of fitness for higher social position, and, unlike some parvenus and nouveaux riches, were not afraid to admit and encourage it; and thus followed those frequent intermarriages from which have sprung a large majority of the leading minds in tho State. As for the dialect, men of all degrees, except in the large towns, were addicted to it with fondness and habitually spoke it, except when in serious public discussion. EARLY EDUCATIONAL CONDITIONS. It is probable that not one of these settlers had received education beyond what could be gotten at the country and village schools in the States from which they had emigrated. They were less informed in text-books and other reading than were their parents before the war of independence. These parents of the upper class — at least many of them — had been to universities in the mother country, the colleges of Wil¬ liam and Mary and of New Jersey and New England; but their sons, grown up in time of revolution and war, and that of recovery from the losses incurred by them, must be content with what amount was to be had in neighborhood schools. Dif¬ ferences in book knowledge, therefore, among those Georgians were less marked than those in any other particular, and these depended on the habit of vigorous, thoughtful minds, of endeavoring to supplement trifling school acquirements with study of the few standard books within their reach. It was notable what some of these accom¬ plished in law, politics, and the pulpit. Many have not been surpassed, some not equaled by their successors. William Harris Crawford, whose family removed when he was a lad from Amherst, Va., is well known for his career in politics. He was minister to France, and would have succeeded Monroe in the Presidency but for the fact that, just as his nomination was agreed upon, ho was stricken with paralysis. Upon John Forsyth President Jackson relied with entire and justified confidence in defending his administration against the assaults of Webster, Clay, and Calhoun. John Dooly, despite his eccentricities, was never surpassed, at least in mental ability, by any judge, although his court, as others in the State at that period, was only of nisi prius. Robert Watkins, so tradition has it, besides being a great lawyer, was a nigh resistless orator. In the case of Col. Benjamin Talliaferro, there is this inter¬ esting to say about his efficient administration as judge of the northern circuit in the early part of this century. Several leading lawyers of tho circuit had* been con¬ cerned in the famous Yazoo speculations*. The people, who were intensely hostile to a measure believed to bo an outrage upon their rights, became prejudiced against tho legal profession generally. Crawford, who, with James Jackson,1 of Savannah, had been mainly instrumental in the repeal of the Yazoo act, not able to name a lawyer for the bench with whom the people would be content, resorted to Talliaferro, who was a planter, and after considerable difficulty in overcoming his scruples, at length succeeded in obtaining his consent. It was said that he became in time an excellent judge. He imparted his name to tho county formed in 1825 from the older counties of Wilkes, Greene, Oglethorpe, Hancock, and Warren. If school keeping in rural districts during colonial and Revolutionary periods was conducted within narrow circumstances, it must bo more so in new remote settle¬ ments. If there had been entirely competent teachers, boys, even girls, could not be spared from domestic work long enough to give — and that in intervals— more than two or three years’ attendance at school, for gentlewomen and their daughters, like tho rest, cut and sewed upon garments made of flax, wool, and cotton, produced, spun, and woven at home, while their husbands and sons felled the woods, tended the fields, and harvested the crops. In the most genteel families, along with proper morals, children learned good manners and were encouraged to read in the few choice books brought with them from tho old homes. Some could recite from ancient English and Scotch ballads learned by their parents in peaceful and less exigent conditions. But education in schoolbooks was made, using a homely phrase, to 1 This man resigned liis seat in the United States Senate, and had himself elected to the general assembly of Georgia for this purpose. It was said that the argument that prevailed with Talliaferro was Crawford’s suggestion to listen carefully to lawyers’ arguments, then decide according to his own judgment, and give no reason for his decision. This was before the period of a supreme court for correction of errors in nisi prius courts. 1702 EDUCATION REPORT, 1894-95. “shift for itself.” The ways in which this was done, if described with much cir¬ cumstantiality, would make a long and somewhat unique record in the annals of Georgia’s foretime. SCHOOLMASTERS. To an aged middle Georgian the old-field schoolmaster of his childhood, as he now- recalls him, seems to have been somewhat of a myth, or at least a relic of a long- past decedent race, never existing except in a few individuals unlike any others of human mold, appearing during periods in rural communities, bringing in a red- spotted bandanna handkerchief his household goods, and in his tall, whitish-furred, long-experienced hat a sheet of foolscap, on which was set down what he called his “school articles.” A rather reticent man was he to begin with, generally serious, sometimes even sad looking, as if he had been a seeker of things occult and was not content with the results of his quest. Within some months, seldom completing the year, with the same bandanna and hat, noiseless as ho had come, he went his way. Generally he was unmarried, or, what was not so very far different, followed by a wife unique looking as himself, if possible some nearer a blank, who had never had the heart to increase the family any further. After his departure came on another, who might be larger and might be smaller, who might be fairer and might be browner, who might be more pronounced in manner and speech and might be less, but who had the distinctive marks that were worn by no other people under the sun. Nov/ the idea that a native-born citizen competent to instruct children would have been content to undertake such a work was not entertained. Somehow, keeping a school was regarded as at the bottom on the list of vocations, fit only for those who were not qualified for any other; who, if thus qualified, would never think of thus degrading themselves, and who, in view of the poverty of repute attending this last' resort for the exercise of manly endeavor, deemed it well to go away from the places that knew them, and set up among strangers. As soon as he became well known, it seemed expedient for him, like Joe of “ Tom All-Alones” in Dickens’s Bleak House, to “move on.” Recalling his uncongeniality with the rest of man¬ kind, the writer is reminded somehow of a scene from the Pickwick Papers occurring on the journey from Whitechapel to Ipswich. Mr. Pickwick, Mr. Peter Magnus, Mr. Tony Weller, and his son Sam were together on the old man’s coach. Mr. Pick¬ wick had just announced his intention to make note of some highly interesting remarks of Sam and his father touching the intimate connection of poverty with oysters and pickled salmon. “By this time they had reached the turnpike at Mile End; a profound silence prevailed until they had gotten two or three miles farther on, when Mr. Weller, senior, turning suddenly to Mr. Pickwick, said: “ ‘ Wery queer life is a pike keeper, sir.’ “‘ A what?’ said Mr. Pickwick. “ ‘ A pike keeper.’ “‘What do you mean by a pike keeper?’ said Mr. Peter Magnus, “‘The old’un means a turnpike keeper, gen’men,’ observed Sam, in explanation. “ ‘Oh,’ said Mr. Pickwick, ‘ I see; yes; very curious, very uncomfortable.’ “ ‘ They’re all of ’em, men as have met with some disappointment in life,’ said Mr. Weller, senior. “ ‘Aye ! aye ! ’ said Mr. Pickwick. “‘Yes; consequence of which they retires from the world and shuts themselves up on pikes, partly with the view of bein’ solitary and partly to revenge themselves on mankind by takin’ tolls.’ “ ‘ Dear me ! I never knew that before.’ “ ‘Fact, sir,’ said Mr. Weller; ‘if they was genTmen you’d call ’em misanthropes, but as it is they only takes to pike keepin’.’ ” If Mr. Weller had known the old-field schoolmaster, his reflections probably would have been on a line with the foregoing. His very name was strange; not exactly foreign, but rather outlandish, suggesting that if the place where he was born could be ascertained it would prove to be far away. Everybody recognized the necessity of children receiving at least rudimentary instruction. In some sections, as will appear from this extract from White’s His¬ torical Collections (p. 591), demands on that score were far from being very exacting. “There was no school in the Goosepond neighborhood on Broad River from its first settlement, in 1784, until 1796. The first teacher was a deserter from the British navy whose only qualification was that he could write. He whipped according to navy practice. On cold mornings, when fire could not be conveniently had, he made the children join hands and run round and round, while he hastened their speed by the free application of the switch.” 1 1 Teachers in elementary schools in ancient Athens seemed to have been not only poorly paid, but to have been liable to contemptuous, even violent, treatment. In Plutarch’s Lives the following about Alcibiades occurs : “ When he was past his childhood he went once to a grammar school and asked the master for one of Homer’s books; and he making answer that he had nothing of Homer’s, Alcibiades gave him a blow EARLY EDUCATION IN GEORGIA. 1703 This rudimentary instruction, as has been seen, was not practicable at home. The parents of few had means sufficient to board them at the better class of schools in the large towns. Some, indeed, did make the strain to send their daughters, when arrived* at 15 or 16 years, to such schools in Augusta, Charleston, Salem in North Carolina, and even as far as Mrs, Willard’s Seminary at Troy in the State of New York; but the majority acquired only what was to be gotten in the old held. It was of a part with the constitution of that rural society, in the case of boys particularly, that they should bo in frequent contact with their fellows in age for other purposes besides educational. By the hearty coalescence of men of all degrees in the community, the son of a man of property was taught to regard himself by birth alone not above any honorable poor man’s son. Therefore, in the lack of a teacher native born, when the stranger made application, after “sizing him up” to the very moderate demands made upon him and not hnding where they could do any better, citizens of all ranks signed his articles that in all conscience ought, in a matter of business, to have been satisfactory and let him make his start. SCHOOLHOUSES. A place was selected on the edge of a wood and a field turned out to fallow, suffi¬ ciently central, hard by a spring of purest fresh water, a loghouse was put up, say 30 by 25 feet, with one door and a couple of windows and shelves, with benches along the unceiled walls, and the session began. Most families breakfasted about sunrise, and a brisk walk of three-quarters of an hour brought even remotest dwellers to the early opening. The one who happened to reach the schoolhouse first on winter morn¬ ings kindled a fire. This was before the date of lucifer matches.1 In winter half- burned logs were so disposed beneath ashes on the huge fireplaces as to preserve fire through the night, which was quickly rekindled by the aid of pine knots always on hand. To provide against failure, the master and some of the larger boys carried a small piece of rotten wood — punk — obtained from a decayed oak, which, being held under a flintstone and struck with a steel blade of a pocket knife, produced sparks, igniting the wood. There was seldom any suffering from cold. At noon a recess of two hours was allowed for dinner and sports. On days when the sun shone, the hour was made known by its reaching a mark on the floor by the door or one of the window-sills. In cloudy weather it was guessed at. The idea of a schoolmaster owning a watch did not enter anybody’s mind. When the day was done, dismissal was out and out. There were no keepings-in at noon or evening tide. Each day had its own history and no more; whatever was done was done for all henceforth — recitings, good or bad, punishments big or little, became things of the past, though their likes were sure to be enacted on every day thereafter. The meaning is that nothing was put off, no more than a breakfast, for the morrow. The master went silently to the house where he boarded, and the pupils, boys and girls, whipped and un whipped, turning their backs upon everything, journeyed leisurely along, boys anon rallying one another on the day’s misadventures, personal and vicarious, and the girls behind laughing at them, occasionally lingering to gather and weave into nosegays wild flowers, that in all seasons, except the depth of winter, bordered their way along roads and lanes. with his fist and went away. Another schoolmaster, telling him that he had Homer corrected hy him¬ self; “How?” said Alcibiades, “ and do yon employ your time in teaching children to read ? You, who are able to amend Homer, may well undertake to instruct men.” Lucian laughed much at the beggarly straits in the lower regions of had kings, and satraps, and hucksters of dead fish, and rudimentary schoolmasters. (Charicles, by Her. Frederick Metcalfe, M. A., p. 229.) 'It, seems curious to look back to times so far agone and recall the shifts to which people sometimes resorted and the inconvenience to which they were subjected through lack of foresight in this behalf. On plantations where there were negroes they had such matter in charge, for the race loves the fire and dreads being ever without it; but improvident poor whites the morning sometimes found without even a piece of punk to supplement their lack of foresight touching this essential item of materials for getting breakfast, and one of the household must travel often a mile and more to obtain it from a neigh¬ bor. Besides the inconvenience to one fallen into this predicament, he had to endure some ridicule for his negligence when met on the road swinging the brand. This custom gave rise to a saying which to some extent obtains in the State to this day and with many who know not its origin. When one, after a call at a neighbor’s and after a stay regarded too brief by the host, rose to go, the latter might say, “Why, it looks like you came for a chunk of fire.” The introduction of lucifer matches created much sensation, leading some simple rural minds to speculate as to whether there was any limit to the mind of man. The first of the kind were square blocks of wood, two-thirds of which had been cut with a small saw in both directions across the end surface and slightly covered with sulphur. When one was wanted it was carefully detached with the finger nail. A stick of these, containing about a couple of dozen, lasted quite a time, never being used except when necessary by the going out of fire on the premises. Compared with present prices, the first was enormous. Some old persons yet living are, from long habit, extremely economical in the use of them, sometimes slightlv burning their fingers in trying to make one render as much service as possible. 1704 EDUCATION REPORT, 1894-95. IN THE SCHOOLROOM. The fashion of studying aloud in schools, now so curious to recall, did not produce the confusion which those not accustomed to it would suppose. Besides the natural desire to avoid punishment, rivalries were often very active, particularly among girls, and during the time devoted wholly to study, there were few who did not make reasonable effort to prepare for recitation. Spellers, readers, geographers, gramma¬ rians, getters-by-heart., all except cipherers, each in his or her own tongue and tone, raised to height sufficient to be clearly distinguished from others by individual ears, filled the room and several square rods of circumambient space outside. In this while the master, deaf to the various multitudinous sounds, sat in his chair, some¬ times watching for a silent tongue, at others, with lack-luster eyes gazing through the door into the world beyond, perhaps musing when and where, if ever in this life, this toiling, fighting, migratory, isolated, and about friendless career would find respite. Pupils stood while reciting. In spelling and reading, except with beginners, the classes were few, seldom more than two or three in a study, arranged according to age and degree of advancement, boys and girls mingling together. Dread of the ridicule attached to the foot of the class prompted nearly everyone to strive to avoid it. Many a blush painted the cheek and many a tear dimmed the eye of a girl while descending to this position of dishonor. The effect was benign. Good spelling, par¬ ticularly among the girls, was the rule in nearly every school. Seldom did any among half a dozen in the lead make changes of place. These were mainly below, increasing in frequency toward the end. The head was lost generally by accident or momentary negligence of keeping on the alert, and it required like default to make another change in that quarter. In reading, excellence was on a scale very far lower. It was taught after a fashion solemn and formal, sometimes ludicrously so. With the master the sentiment seemed that after one rose from spelling to reading one must be taught to feel that what was printed in books had acquired beyond spoken words dignity to which readers must pay worshipful respect, pronouncing in measured, solemn flow. Many an older man in after years would rehearse in lengthened, sepulchral monotone his school rendering of those deeply affecting fables in Webster’s Elementary Spelling Book, “ The partial judge, ” the ‘‘Boy that stole apples,” “The country maid and her milk pail,” with illustrations taught to be the last, highest, and forever hereafter unsurpassable pin¬ nacle of pictorial art. Indeed, regarding the last-mentioned story particularly, the artist ought to have done his best in representing a scene the preface to the recital of which is replete with such solemn admonition. How awfully, mysteriously sefvero the following words of warning sounded in the ears of children who had never made acquaintance with the meaning of one single big word : “ When men suffer their imaginations to mislead them with the prospect of distant and uncertain improvements of their condition, they frequently sustain real losses by their inattention to those affairs in which they are presently concerned.” Perhaps the solemn measured mode of reading then taught, together with the sort of school readers, gave rise to the idea among small children and even some uneducated grown persons, that all printed matter must necessarily be serious. The stately maxims of Webster’s Spelling Book, although wholly unintelligible, yet, and for that reason, were believed to have in their profoundest depth words of vast meaning. The two reading books were Popular Lessons and Murray’s English Reader. Than the former none could be better. It rvas made up of extracts from Mrs. Barbauld, Miss Edgeworth, and others. One chapter in particular had great fame among rural school children. It was “The story of little Jack.” The hero, after the death of his mother when he was an infant, was nourished by the milk of a she-goat. For the good beast he grew to have fondest attachment. Her maltreatment on one occasion by a rash unfeeling youth provoked her youngling to such a pitch of filial indigna¬ tion, that, although not at all passionate by nature and too little to make much head¬ way in fight, he uttered some such words as the following: “She has been like a mother to me, and I will not hear her abused as long as breath is in my body.” Then straightway he rushed to her defense. Than these words none uttered in the heroic age, than this act of courage none performed in that same, whether slaughter of lion, bull, serpent, or other ravaging beast, whether taking mighty cities or leading conquering armies, were regarded more pathetic, more glorious, more sublime. One day the late Linton Stephens, who as a lawyer was superior to his brother Alexander, becoming one of the judges upon the supreme bench of the State, received a copy of this old book, sent by a friend who had lately purchased it among a lot of others of the sort at an administrator’s sale. Message came along with it that the purchaser, although much inclined thereto, had not read the story of Little Jack, fearing that its perusal at that late day might subtract from the fondness with which, since the time of childhood, the two together had been wont to recall it. At the next meeting of these friends Judge Stephens said; i- EARLY EDUCATION IN GEORGIA. 1705 “You need not "be afraid you won’t cry in reading Little Jack. I read it aloud the other day to the children. They cried as if their little hearts would break, and I shed about as many tears as they did.” Remembered well are also some of Mrs. Barbauld’s Hymns in Prose, whose teach¬ ings of duty, devoid of threatening, replete with tenderest persuasion, were a pleas¬ ing set-off to the hard, senseless despotism all around. Helped by the teachings of this precious little volume, school children could sometimes lift up their minds and get much of the blessing that comes from the contemplation of better things. Older pupils used Murray’s English Reader. Its title was extremely promising, running thus : “Murray’s English Reader, or pieces in prose and poetry, selected from the best writers, designed to assist young persons to read with propriety and effect; to improve their language and sentiments, and to inculcate some of tho most important principles of piety and virtue, with a few preliminary observations on tho principles of good reading, improved by the addition of a concordant and synonymizing vocab¬ ulary, consisting of about fifteen hundred of tho most important words contained in this work. The words are arranged in columns and placed in columns over the sec¬ tions, respectively, from which they are selected, and are divided, defined, and pro¬ nounced according to the principles of John Walker. The words in the vocabulary and their correspondent words in the sections are numbered with figures of reference. Walker’s pronouncing key, which governs this vocabulary, is prefixed to this work.” To all which is appended the following from Dr. Johnson : “Words can have no definitive idea attached to them when by themselves. It is the situation and tract in a sentence which determine their precise meaning.” In one of the prefaces to the improved edition, the author’s disclaimer of any other than generous, most unselfish purposes in offering his work to the pupils is interesting in this generation, when few in the profession, if any, are so easily made content with such reward as he allows himself to hope for. The concluding para¬ graph reads thus : “To improve the young mind and afford some assistance to tutors in the arduous and important work of education were the motives which led to tho production. If the author should be so successful as to accomplish these ends, even in a small degree, he will think that his time and pains have been well employed and will deem himself amply rewarded.” This work enlarged upon the solemnly monitory readings that were interjected into the Spelling Book. The very first one of “Select sentences and paragraphs” seemed to intimate that these same virtues, however neglected by adults, were especially obligatory upon the young: “Diligence, industry, and proper improve¬ ment of time are material duties of tho young.”. Yet a little afterwards they are encouraged by another containing the promise, “Virtuous youth gradually brings forward accomplished and flourishing manhood.” Notwithstanding too much preponderance of the serious and the monitory, many of the selections are of great excellence, being taken from such writers as Johnson, Addison, Blair, Thomson, Co wper, Merrick, and others. But to a schoolboy, healthy, at home happy, with no special aspirations or apprehensions about his own future, many of the titles could not be notably attractive. Witness the following : “The trials of virtue;” “The vanity of wealth;” “Reflections on a future state from a view of winter;” “Change of external condition often adverse to virtue;” “On the importance of order in the distribution of our time;” “The misfortune of men chargeable to themselves;” “On the immortality of the soul;” “The good man’s comfort in affliction,” and many other such subjects. A book with such selections could not be expected to be read except in class, as was the case with Popular Lessons. When boys and girls became old enough to take serious interest in the meaning of what they read, they went to the few romances to be found here and there in the neighborhood, such as Children of tho Abbey, Mysteries of Udolpho, Thaddeus of Warsaw, and Scottish Chiefs. It was always pleasant to feel and afterwards to remember the impressions made upon young simple minds by these books, then more than half believed to contain veritable chronicles of bravest men and loveliest women. They served purposes most benign. They largely contributed to tho production of pure and generous aspirations, to the devel¬ opment of good manhood and good womanhood, each sex endeavoring and hoping, if not to equal, at least to approximate exalted ideals as near as was possible in existing limitations. In after years elderly ladies who had long ceased to read novels of any sort, when hearing young people praise later works of the kind, would never be made believe that they could be compared favorably with those which in their own young day drew so many tears from their eyes, and prompted so fondly to duty. These benign influences did not cease with experience of labor and cares and vicissitudes; they assisted throughout life in imparting strength steadfast in continuance at their work, and to fortitude in the enduring of misfortune. ED 95 - 54* 1706 EDUCATION REPOET, 1894-95. A-BISSEL-FA. Curious and interesting are some of the researches made by philologists into the earliest languages of several people, among them those relating to the names of the letters of the alphabet. Prof. E. S. Sheldon, of Harvard University, has written a very interesting monograph on the letter a. In it is some information on the subject gotten from Dr. Garland, late president of Vanderbilt University, through Prof. Charles Forster Smith, now professor of Greek in the University of Wisconsin. It was thus : “When I was a boy at a country school in Nelson County, Va., about 1820, we used the word a-bis-sil-fa with accents on the second and last syllables, and were taught that it came from abbreviating the sentence ‘A by itself A.’ I also heard, but rarely, the vowel e used in a similar way.” This practice, including the other three vowels, obtained in middle Georgia, in the early part of the present century, but they were pronounced A-bissel-fa, e-bissel-fe, etc. The system of teaching geography was as empty as possible of results beyond assisting the memory. The book used was Woodbridge’s Universal Geography. The master was satisfied with answers in the words of the book which he held in his hands. No pupil ever undertook to draw a map, or imagined that such a thing was possible except to the printer of the book. Indeed such a thing as a blackboard may have been heard of, but never seen by any. Knowledge of a globe was as far away. Children learned that there were two continents, several oceans, quite a number of gulfs, rivers, and bays, a yet larger number of cities and towns some¬ where, and were able, during a brief season, to be forgotten as soon as it was passed, to bound each of the States of the Union, and that was about all. The chief among studies was arithmetic, generally called by the master and pupils “’rethmetic,” and its students “cipherers.” A cipherer, if advanced beyond rudiments, had the respect of all, master, as well as pupils. He was allowed to go out of the house when it seemed necessary to carry his ears out of the reach of voices sounding topics of low degree. The master was bound to be familiar with every problem, disgraced, as he knew he must be, if found unable to pull any boy through the most abstruse. The “ great, the eventful day” with a boy was when he could say without a hitch the multiplication table. If the blows and imprecations gotten while tackling this sphinx in earliest school times could be known, they could not be counted by one man in a life of three-score and ten. But after victory came and he was called a cipherer, it was a triumph as sweet as that felt by the most eager office seeker to whom, after long waiting and sighing, and plying his wiles and finger¬ ing his wires, the place sought opeps to receive him. The text-books used were, by most, The Federal Calculator, by others, one whose title ran thus: “A new and complete system of arithmetic, composed for the use of the citizens of the United States, by Wilder Pike, A. M., A. A. S.” It was always rather imposing when a big boy came in from his outdoor elaborations of great problems, sometimes with a smile on his face, oftener with mild solemnity, each indicating victory, and held up to the master his slate covered with details of the hard battle ho had been fighting. The respect expressed in the faces of little children and the envy noted on those of some as big as he was he felt to be no greater reward than he deserved for such warfare as he had fought to the destroying of his enemies. There was one sum (as they called them) in particular which, as it had a trifle of humor, and produced a result not only wonderful but incredible also, always attracted attention. Sixty years afterwards old men could recite the story of it word for word. “An ignorant fop wanting to purchase an elegant house, a facetious gentleman told him that he had one which he would sell him on these moderate terms, viz, that he should give him a cent for the first door, 2 cents tor the second, 4 cents for the third, and so on, doubling at every door, which were 36 in all. 1 It is a bargain/ cried the simpleton, 1 and here is a guinea to bind it.* Pray what did the house cost him ? ” Blackboards being none, results after achieved Tcere announced aloud, when the finder looked around with triumph subdued by compas¬ sion at the awe and incredibility visible upon the faces of the young beings, as in sonorous, measured tones, he declaimed, “Six hundred and thirty-seven millions, one hundred and ninety-four thousand, seven hundred and sixty-seven dollars, and thirty -five cents!” Some grown-up men, calling back to mind whippings they had received times gone by while vainly pondering this vast problem, used resolutely to declare their belief that such a trade never did happen, and never could have happened; for that no fool, however big, was big enough to ask for one single, lone house by itself more money than every house in the State of Georgia, and the land belonging to it flung in, would fetch, if put up on the block; and that they hadn’t a doubt it was put down in a book, like a many another, mostly to make some sort of excuse for beating boys’ backs for not being quicker to find out what figures can EARLY EDUCATION IN GEORGIA. 1707 be made to mount up to when you fix tbem in a certain way and keep piling them up on top of one another. The average schoolmaster had a reasonably good head for arithmetic, and by long practice became familiar with all the problems of the Federal Calculator. What he dreaded in this study was a sending to him by one of his patrons, or another citizen, of a problem not contained in the book. An occasion of this soft was long remem¬ bered. His failure to render satisfactory solution, and the mortification incurred from it, was avenged, after waiting for a convenient opportunity, by whipping the boy by whom the problem was carried for a dereliction so trifling that all knew the motive for the infliction. But Murray’s English Grammar was his favorite. He thought he knew all about it and a great deal more; he knew also that people not well schooled in it themselves weTO not very much concerned as to whether he did or not. As with geography, so here, the open book in his hand was an advantage used for all it was worth. Pars¬ ing was employed only on simplest sentences, over which ado was made often to most laughable degrees. English grammar was his pride, in which most of his harmless little productions were displayed. Upon the sweatband of his hat were inscribed grammar rules and maxims from Webster’s Spelling Book, which when away from the schoolroom he fondly quoted in season and out. If a stranger, on meeting one for the first time, hesitated where to locate him, doubt instantly vanished when he took off his hat and opened his mouth. Occasionally one of our masters when rather young essayed poetry, which, in the lack of magazine, he exhibited or let lie about for inspection. A lawyer, friend of the writer, once told him of having stopped for the night at a country house while on his way to attend court in the county adjoining. The neighborhood schoolmaster was a temporary boarder there, it being the custom among the patrons to give board¬ ing and lodging by turns. Noting from his speech and the peculiar wearing of his hair that he had uncommon ambition, the lawyer was not surprised to find on a table in the room where he slept, which the poet had vacated for his accommodation, freshly written in copy-book hand, these verses : We part, we part; but oh, I hope W e’ll meet again before we lope Into the dark and silent grave Where there is nothing else to crave. Next morning his evident gratification, when made aware that the effusion had been noticed, drew from this guest, a wag and a wit, some words of commendation which he had not the heart to withhold. “Fact was,” he pleaded, “I owed him something for the inconvenience to whi^h he had been subjected on my account, and his manifest pleasure from the lie I uttered made me feel that it was venial. Besides, though that is saying a good deal, I have seen some that was as bad.” 1 His essays of lofty phrase, of course, were not criticised when put forth before his pupils ; but experience had taught that he must use some guard when addressing himself to others, cultured or not. Indeed, the latter often were his most critical auditors. The former only smiled inwardly, while the latter, when detecting the flaw, sometimes indulged a broad grin, and, if of waggish turn, humbly asked that he “explain himself,” if he pleased, or that he would “call that word over again and call it slow and distinct.” It was, therefore, that such a man led a sort of double existence ; bold, commanding in the school, and hesitating, often to timidity, elsewhere. Yet this skittishness could not altogether hinder his continuance among 1 The rustic schoolmaster of olden times seemed, like him of the new, to have been of a type differ¬ ent from the rest of mankind. One was made immortal in Goldsmith’s Deserted Village. This, as has always been understood, was Thomas Byrne, a veteran soldier, who had served many years in the Spanish wars. He was called by the name of Quartermaster Thomas Byrne. At Goldsmith’s first school, kept by Mistress Elizabeth Delap at the village of Lissoy, whither the family had removed during his infancy, he was considered a dunce. What his dormant understanding needed, perhaps, was a stronger arm for wielding the rod, and so afterwards he was sent to this learned quartermaster, who was noted mostly for his love of lengthened, sonorous words. ^ “Well had the boding tremblers learned to trace The day’s disasters in his morning face; Eull well they laughed, with counterfeited glee, At all his jokes, for many a joke had he; Eull well the busy whisper, circling round, Gonveyed the dismal tidings when he frowned; ITet he was kind, or, if severe in aught, The love he bore to learning was in fault. The village all declared how much he knew; ’Twas certain he could write and cipher, too. Hands he could measure, terms and tides presage ; And e’en the story ran that he could gauge. In arguing, too, the parson owned his skill, For e’en though vanquished he could argue still.” 1708 EDUCATION REPORT, 1894-95. outsiders of tlie work within his own small circle, the only thing he knew anything about, namely, to teach, or try to teach, or look and talk as if he would very much like to teach everybody with whom he came in contact.1 As to his fitness for imparting salutary counsel during periods of political campaigns, the following sketching serves to found an estimate : In a community bordering upon the Oconee used to be a schoolmaster whose fame for several years survived his emigration for the sake of some special points of dis¬ cipline that were rather interesting. He was an Irishman, rather a better scholar than native professors of the art of pedagogy, and although, like most of his neigh¬ bors, fond of good whisky, addicted to praying, when in public, in unambiguous pronouncement of what he desired from these petitions to Almighty power. He was as ardent a partisan in the politics of his temporarily adopted country as ho had been and continued to be in those of his native country. In his time questions as to the relative powers of Federal and State governments were no less animating than they have ever been at any period since. The exponents of the two parties in the State were George M. Troup and Gen. John Clark, the latter of a family distinguished for services rendered in the war of independence, a favorite friend of Andrew Jackson, and ardent even to audacity in support of Federal claims. Troup, less impassioned and much more cultured, led the cause of States’ rights and State sovereignty. Each in turn became governor of the State. The county in which this Irishman’s school was situate was largely for Troup. The master eagerly attached himself to it, perhaps not less because of such preponderance than of its supposed likeness to that of Irish independence. As vigorous and as cheerful a whipper as ever reigned in a school- house, yet the heartiness of his nature, joined with his passionate devotion to the Troup party, together with some peculiar manifestations of that devotion, made him much of a favorite. He felt in his soul that every means plainly or remotely possi¬ ble for the overthrow of adversaries should be resorted to, from beseeching cries for Divine assistance down to the extending of all sorts of support to party leaders, as well in their personal as their public endeavors and aspirations. Called upon one Sunday to pray before a large congregation at the country meetinghouse, among other interesting things in his loud, passionate petition was that the good Lord would save His chosen people, not only from the world, the flesh, and the devil, but especially from the Clark party. ^ At the county seat was then a race course to which, during one week in the spring and another in the fall of the year, breeders of fine stock, not only in that county but in many others, resorted habitually. Active among these was the leader of the, Troup party, a man who, although only a planter and without liberal education, had uncommon ability and several times was made speaker of the house in the gen¬ eral assembly. The schoolmaster was deeply interested in some races that were to come off on a certain Saturday, particularly in the ventures of his political chief. So, one Friday afternoon, before dismissing the school, in which were a number of well-grown boys, he decided that it was a fit occasion to make some timely admonitions and suggestions touching the exciting scenes of the morrow. His harangue was about as follows : “Byes, I suppose ye know that the races is to be in town to-morrow. Now, I advise that ye don’t go to town at all, at all, and so keep yeselves out o’ temptation. But if your parents let ye go, keep away from the race track. That’s no place for byes. *Yit if ye will go to the races, don’t ye bet. Bettin’ is a bad thing for grown people, say nothin’ for byes. But yit, byes, if ye will go to town, and ye will go to the races, and ye will bet, be sure to put your money on Abercrombie’s mare.” 1 This habitude of schoolmasters was not peculiar to our set. Charles Lamb, speaking of his embarrassment in the presence of one of this class who was his only companion in the coach while on one of his jaunts between Bishopsgate and Shackelwell, and who propounded questions upon several subjects that Lamb knew nothing about, said : “ Why are wo not at ease in the presence of a schoolmaster? because we are conscious that he is not quite at his ease in ours. He is ashamed and out of place in the society of his equals. He comes liko Gulliver from his little people, and he can not lit the stature of his understanding to yours; he can not meet you on the square. Ho wants a point given him like an indifferent whist player. He is so used to teaching that he wants to be teaching you. One of these professors, upon my complaining that these little sketches of mine were anything but methodical, and that I was unablo to make them otherwise, kindly offered to instruct me in the method by which young gentlemen, in his seminary were taught to compose English themes. The jest of a schoolmaster is coarse or thin. They do not tell out of school. He is under the restraint of a formal or didactic hypocrisy in company, as a cler¬ gyman is under a moral one. He can not more let his intellect loose in society than the other can his inclinations. He is forlorn among his servants ; his juniors can not be his friends.” This account of themeeting is prefaced by this confession, which does not seem entirely inopportune: “The fact is, a man may do very well with a very little knowledge and scarce be found out in mixed company; everybody is so much more ready to produce his own than to call for a display of your acquisitions. But in a t6te-&-tete there is no shuffling. The truth will out. There is nothing which I dread so much as the being left alone for a quarter of an hour with a sensible, well-informed man who does not know me.” EARLY EDUCATION IN GEORGIA. 1709 MEMORIZING. One practice in tliese schools was so useful that to this writer it seems a misfor¬ tune that it did not obtain in academies afterwards established and that it was ever dropped from those of any grade. This was “getting by heart” and reciting a number of printed lines every day with, more often without, reference to their mean¬ ing. Omission of this exercise is the more strange since persons familiar with the history of the Greeks and Romans know that among them it was regarded of first importance in the education of boys. The poet Horace, in his ode Ad Augustum, tells how he was beaten when a little child by his master Orbilius Pupillus for unsatisfactory rehearsal of a crude translation of the Odyssey by Livius Andronicus. It appears afterwards that he was required to do the same with the Iliad. In his epistle Ad Florum are these lines : Romse nutriri mihi contigit atque doceri Iratus Graiis quantum nocuisset Achilles. Adjecere bonao paulo plus artis Athense Scilicet ut possem curvo dinoscere rectum Atque inter silvas Academi quaerere verum, which are thus translated by Sir Theodore Martin, K. C. B. : I was brought up at Rome, and there was taught What ills to Greece Achilles’ anger brought. Then Athens bettered that dear love of song; She taught me to distinguish between right and wrong, And in the groves of Academe to sound The way of truth, if so she may he found. The author of Gallus, referring to the schools of the grammarians and rhetori¬ cians, to which boys after learning the rudiments were sent, says: “Dictation exercises were also frequently learnt by heart. Cicero (Ad Qu. Fr. iii, 1, 4) says, Meam (orationem) in ilium pueri omnes tanquam dictata perdiscant. As with us the Ten Commandments are learnt by heart tho Leges duodecim Tabularum were by the Roman boys.” But afterwards Cicero complained that the habit at schools had begun to have less attention than when he was a boy. Discebamus enim pueri duodecim, ut carmen necessarium, quas jam nemo discit. Quintilian, in “ Institutes of oratory,” discourses at much length upon the impor¬ tance, to an orator, particularly of the cultivation of the memory, which as an art was first taught by Simonides. Some curious things are said to have been in this tuition, one of which was that tho memory is assisted through localities impressed on the mind. The following are some of the suggestions as to application. After suggestion of taking certain places, for example, in which things that are to be spe¬ cially remembered occurred, ho proceeds: “They then distinguish what they have written or treasured in their mind by some symbol by which they may be reminded of it, a symbol which may either have reference to the subject in general, as navigation or warfare, or to some particular word;1 2 for if they forget they may, by hint from a single word, find their recollec¬ tion revived. It may be a symbol, however, of navigation, as an anchor, or of war, as some particular weapon. These symbols they then dispose in the following man¬ ner: They place, as it were, their first thought under its symbol, in the vestibule, and the second in the hall, and then proceed round tho courts, locating thoughts in duo order, not only in chambers and porticoes, but on statues and other like objects. This being done, when the memory is to bo tried, they begin to pass in review all these places from the commencement, demanding from each what they have confided to it, according as they are reminded by the symbols; and thus, however numerous be the particulars which they have to remember, they can, as they are connected, each to each like a company of dancers hand to hand, make no mistake in joining the following to the preceding, if they only take due trouble to fix the whole in their minds.” 1In this the older Romans followed the example of the Greets, who regarded such exercises indis¬ pensable to the education of oven young children. The author of Charicles writes upon the subject thus: “When the children could read, and understand what they read, the words of the poets were put in requisition, to exercise their minds and awaken their hearts to great and noble deeds. Plato (Leg. VII, p. 810) approves of this, and also recommends committing whole poems or select passages to memory, and this method of instruction seems to have been universal (see Strabo, 1, 2, 3): Aeyovcrc TrpwTTjv rrjv TTOLriTtKriv * * * Kal tovs TralSacr ai Toiv '’EWrjvuiv :roAeis TrptoTLcrTa Sla ttjs TTOiijTi/trj? 7rai8evov(rc." The following from ’S.vp.troaLov of Xenophon gives a remarkable instance of the results of these exer¬ cises. Niceratus says of himself: O' Trarrjp €nLfie\ov/j.evog 07 rco? avrjp ayaObs yeyoi/mr/p ^vay/calumping, as it was called to distinguish from rolling. When the sport began, a successful hit at this middle man won that game, the score of which was always an odd number, seldom below 5 or over 11. There were quite a number of rules to be observed. Three out of the 5 marbles struck from the ring, with every subsequent contingency avoided, won the count. Yet, in this while, if his taw was struck by his adversary’s, he was said to be killed. If only two were playing, that ended the contest. If more, the dead man’s winnings were taken by the slayer. Then he must avoid letting his taw stop in the ring unless it did so after striking out the last. If so, he was made “fat,” which was equivalent to being dead, perishing without violence. There was little comfort, however, in this mode of death, for, besides the jeers of adversaries, were self-reproaches for carelessness and complainings against ill luck. If th« taw was stopped on the ring itself it was ring bound and became subjected to a shot apiece ! from adversaries. U After a majority of those in the ring was gotten the others kept themselves as near as possible to the ring so that the holder was forced to shoot at a distance at the [others or at his adversaries, and with force enough to keep out of the way of tho lat¬ ter. When the holder had gotten the fourth man, and probability of getting the last became urgent, his adversary in the last resort might call him to track. This ! was done by placing the last marble at a fit place on the ring, and his taw behind and adjoining. Then at a distance of 3 feet the other, holding his hand on the ground, took a shot at him. If he missed, noting the position, the other struck tho marble in the ring on tho top, with such force, and no more, as Avould pass it out of the ring, and thus, as it were, rode on toward his adversary, at whom he could shoot once. If he missed he was vanquished and that count ended. The word most often spoken during a game of marbles was “vence,” intended as a premonition to a player against a suspected movement which, without such remonstrance, he had the right to make, as to change his position without diminution of distance from the point he was aiming at. This was called “roundance; lose no groundance.” Or a player might “lay up,” as it was called, placing his taw near the ring. The monitory word spoken in time hindered. Then if a marble met an unexpected obstruction it was liable to be kicked on the way it was going. “Vence” or “kicks” would decide according to quickness in the call. This game was practiced much, even by grown men before village and country stores. Some had such fondness for it as to acquire a facility so near perfection that many refused to play against them except upon being given some advantage that might lessen the disparity. Occasionally girls undertook it, but their crudeness (shooting with thumb and forefinger only) provoked laughter, to which they not often exposed themselves. In all these exercises was never a piece tending to meanness or serious immorality. The nearest approach was in the game called “sweepstakes,” in which players, placing an equal number of marbles in the ring, by common understanding kept each for himself all that he knocked out. It certainly was not as innocent as the others, particularly with very young lads and. with uncommonly poor boys with whom it was far less easy and less convenient than now to obtain such playthings as had to be purchased from the stores in town. It tended to acrimonious dis- putings and unfair playings for prizes of universal desire. For this reason most children were forbidden by their parents to practice it. Leapfrog. — This game, familiar to all rural people, has been played, it is probable, all over the world from the beginning. This writer lately found a brief account of it in a work, elaborately gotten up in a small edition de luxe by Stewart Gulin, entitled Korean Games, with Notes on the CorrespondingiGames of China and Japan. The account runs thus: “This game” (toui-ye-nem-ki, meaning jumping over), “is played by several per¬ sons, one of whom leans over, putting his hands on the ground, and the others who stand behind him vault over his back by putting their hands upon his shoulders. “Leapfrog is a very common game in Japan, under the name of ‘tobi-koshi/ jumping over.” This description needed the illustration by a Japanese artist to be made to compare at all with the genuine game of the South. Satisfactorily convenient is the attitude 1724 EDUCATION REPORT, 1894-95. of the boy resting on his all fours, and decent the leisure of him 'who is taking his time in the leap over. True, the leaper seems inclined to straighten his legs and rest awhile as he is about to pass over the recumbent’s neck, but the latter’s patient fat jaws show moderate willingness to wait till the trip is made. In old times in Georgia the game, during the brief space through which it lasted, was quite spirited. It was generally played while on the way to or from school or other place of meeting. Large boys did not care to include those of small size, although, yielding to their eager petitions, sometimes they let them in, and sported with their vain essays at impossible leaps. Passing over them without more than touching shoulders with the tips of their fingers, they put themselves prostrate before their approaches, or rose when they were over their necks and rushing along tumbled them over the next one ahead. In this sport with boys of like size, the one stooping slightly bowed his head, and the following, resting hands heavily upon his shoulders, passed over. A score or more of boys of good size, through half a dozen rounds or more made with rapidity and activity, was an interesting sight. Clapping hands. — In the same book, account is given of a game in China named “p’ah cheung,” which is even less simple than in our region. Two children, sitting face to face, clap first their knees, then their hands, then the right hand of each other, then their own hands and knees and their own hands, then the left hand of each other, and after repeated similar performances upon themselves all four hands are clapped. The process is repeated with continually increasing spirit until one makes a miss and is laughed at for his defeat. While the clapifing was going on in our region these verses were rehearsed in time with the consecutive operations : Peach pie hot, Peach pie cold, Peach pie in the pot, Nine days old. The last clapping of one’s own hands and knees was doubled, so as not to “get ahead of the music.” Tag. — This simple game is found also among the Koreans, Japanese, and Chinese, though on a scale more simple than in the United States. From its name, syoun-ra- tjap-ki, kindly interpreted by the author of Korean Games, etc., to mean “watch¬ man catching,” the syoun-ra (Chinese, ts-sun-lo), who is watchman, chases the others, endeavoring to catch them. The one who is caught becomes the syoun-ra. When a boy sits down and says “taik kok” he may not be caught. The one who is to be syoun-ra at first is decided by drawing straws. In the South there was mutuality between two or more, no one being assigned to a peculiar part. The contest was to get the last “tag,” then turn and flee while the other pursued. Each had his own base to which he might repair, either when too hotly pursued or for getting a breathing spell. If while far from liis base he found himself likely to be caught before reaching it, he miglE turn upon his pursuer and crossing his middle finger over his forefinger hold them thus in view. If time were sufficient for the action, he was free. In studying these games of children among the Koreans one is impressed by the fact that in those in which one participant is placed in undesirable or embarrassing positions, or in one in which he is at comparative disadvantage, his gender for the time-being is ignored, and he instead of “he” is called “it.” This is the case in tag, and particularly so in games when one has to submit to have his eyes bandaged, as in “blindfold” and “hide and seek.” Yet in Japan the one styled “it” among the Koreans becomes Oni, “Devil,” and the play Oni Gokko, “Devil Catching,” There, also, the players have bases to which they may run for refuge. This ignoring of sex may be accounted for thus. Curious as it is, with simple people in the rural districts of middle Georgia, most probably in such communities every¬ where, one who is afflicted with a serious infirmity, mental or physical, especially if born so, is called “It,” whatever be the sex. Somehow, one born blind, or a deaf- mute, or an idiot, is regarded by humble folk as outside the circle of normal exist¬ ence, and being doomed to perpetual absence of ordinary individuality, regarded as indistinguishable by sex. The custom has for its foundation the compassion we feel in contemplating a case of ever-during defenseless isolation from mankind. For such solitary lives we are easily led to indulge some affection outside of what may spring from kinship. The same feeling prompts to giving endearing sexless names to those whom we love most tenderly, as “Darling,” which is abbreviated from “Dear little thing.” Country people call a babe “it”; even mothers so address their own sucklings, and the name is often repeated beyond infancy while extend¬ ing comforting words in cases of suffering, either in body or in heart. The help¬ lessness, the unconsciousness of sex, the absence of any responsibility, the entire innocence of infancy, all serve to keep out of mind consideration of sex, and the babe is regarded as if it had it not. This is doubtless the reason why the Greeks, whose language was the richest of all, had two words for “child,” one of doubtful, EARLY EDUCATION IN GEORGIA. 1725 the other of neuter gender; thus itaii is “a child ”; it may he a hoy and it may he a girl, hut rfaidwv, which is neuter, signifies “a little child.” How “it” in tag among Korean children should he transformed hy Japanese into “devil” is a question too subtle for this writer to investigate with the hope of getting to a satisfactory solution. Mumble peg. — This game was sometimes resorted to hy two hoys when become rather surfeited hy marbles and other like games. Its enjoyment to the victor grew out of witnessing the discomfiture of the vanquished at the nature of the penalty to he paid. It consisted in a trial of skill in throwing an open pocketknife into the air through various evolutions and making it fall with point of the blade foremost and stick in the ground. When it was finished, the victor, placing the sharpened end of a short peg on the ground, drove it down as far as possible hy holding in his hand the blade of the knife and hammering with the handle, giving the number of strokes (usually three) agreed upon. Then the other with his teeth drew out the peg. An adroit holder of the hammer could force the peg sometimes to a depth beyond its head, in which case the other was driven to clear away with his teeth the surrounding earth before he could get a bite sufficiently firm to extract. Occasionally, hut seldom, a couple of little girls might he detected at this game while supposing that they could keep themselves unseen. Sliinney. — This game in the States farther north is called “ hockey,” sometimes “handy.” It was never known in Georgia hy other name than “sliinney.” Two parties, providing themselves each individually with a stick, ono of whose ends was crooked, contended across a long space, at each end of which was a narrow opening, to drive a hall of usually two or three inches thickness through these openings. It often became intensely exciting, sometimes an ardent player getting a knock on the lower part of the leg, a contingency which doubtless imparted to the sport its name. Contending parties by the rules were not allowed to place themselves otherwise than face to face in their attitudes to each other. Sometimes it might happen to ho of advantage to reverse one’s stroke in order to get the ball in position to he worked with more ease upon the desired directions, and the temptation was to get upon the opposite side and strike with the enemy’s. But the cry of “Shinneyon your own side” stopped such movement, or, if it succeeded, the result was declared to he won foully. In such cases, therefore, that sort of work was done hy shifting the stick to the left hand. The sport was so violent and often productive of physical hurt that it was discour¬ aged, sometimes forbidden hy parents. In throwing for the start each party preferred to lose. The party winning had to cast the hall, and so give to his opponent the first stroke. Of this casting there were two sorts. The leader holding the hall asked of the other how he would have it, “high buck, or low doe.” If he answered the latter, it was dropped upon the ground; if the former, it was cast up. Occasionally it happened that in the latter throw a skillful player, carrying a stout stick, struck with such aim and vigor as to propel the hall to the goal. LapjacTcei. — In this play, hy some called “rap jacket,” two hoys, providing them¬ selves with a switch apiece, agreed to lay on each the other until one cried “ enough” and ceased to strike. They began with gently tapping the shoulders. By and by, when lookers-on jeered at their child’s playing and want of pluck, or ono made a cut that gave a sting, from which the shrinking sufferer was laughed at hy the same lookers-on, he returned it with interest. Then it was interesting to see the amount of utterly useless endurance a hoy could exhibit rather than acknowledge himself overcome. Too often the sport ended in closing for a fight, from which they had to he separated hy friends. In one of the counties of this region resided a man, two of whose sons, 10 and 11 years of age, of about the same size, brave, ardent, generous, rather combative lads, although devotedly fond of each .other, occasionally fell into disputings which were apt to end in fights, in which sometimes one and sometimes the other got the best of it. Afterwards they soon became reconciled and went about coupled as before. Ono day the father, while seated in his piazza, saw them engaged in a fight in the front grove. Sending a man servant with orders to separate and bring the combatants to him, he added to those to cut two keen, wiry, hickory switches of not too small length and thickness. When all were at hand lie playfully remarked that after such a hard- fought battle, in which neither had shown the white feather and it had to become a drawn battle, he thought it only fair, just, and right that the warriors should be allowed to indulge in a nice, good play, and then make a lasting peace. “Here, now,” he said, “is a hickory apiece; fall to lap jacketing and let me see who’ll outlast.” They fell in at the word, and from time to time got stimulating words from their father, such as, “You, Jeff, can’t you give back as good as he sent in that last lick?” “ You Bol, you going to let him lay off corn rows on you that way and not leave a piece of your hide as big as a seven pence?” 1726 EDUCATION REPORT, 1894-95. When the sport had proceeded as far as he deemed to he about enough, he hade them stop, and taking chairs at the opposite sides of the room face each other. After a few moments they were brought together, made to hug and kiss, and declare that they loved each other better than anybody in the world except their parents. “Now go to your ma,” he said in dismissal, “maybe she’ll think up something to do for your backs.” The mother with tearful eyes salved their striped shoulders and gave tenderest admonitions. The affair effected what was intended. Indeed they needed no special reconcilia¬ tion, as there was never prolonged hostility between them. Henceforth their frater¬ nal affection went on without interruption. DRESS. Dress of school children was almost wholly of home produce and make. Even daughters of people of the better sort, if occasionally they wore gowns of calico or gingham, usually went to school in those of domestic fabric so manufactured and made as to be hardly, if at all, less sightly. The arts of spinning, weaving, and dye¬ ing were carried to a high degree of culture. People of humble means did this sort themselves, but those above them, while all the spinning, reeling, and warping were done at home, had most of their weaving and dyeing done by professionals, some of whose work, yet preserved in old family chests, are surprisingly handsome. These professionals, styled weavers, were usually women, who, failing to marry while in their teens, devoted themselves to these arts and indulged high pride in the number and urgency of demands made upon them throughout a large circle of acquaintances to repair to their houses for jobs that impatiently awaited them. For these ladies lived not at home, except during brief intervals while working for themseh'es and other members of their own families; but in all seasons, spring, summer, fall, win¬ ter, sojourned at the houses of one and another of their neighbors. At the end of their promised days they went on to other engagements. At these houses they were as welcome and as well treated as the governor’s wife would have been. Generally they had given up all thoughts 01 marriage ; but having survrved the pain of what¬ ever disappointment may have befallen them, seemed to bo about the most contented persons in the community, and carried about with them as large a supply of romantic sentiments as the girls — the youngest, prettiest, and most dreamful. Of all readers of lovers’ tales they were the most constant, and most familiar with their pathetic, loArelorn histories. Many scenes they could rehearse word for word, shedding as many tears a3 they felt like and taking as many liberties as they pleased with long, soul-stirring, heart-rending words. As gossips they were not to be outdone, either in tongues at their command, in the amount and variety of interesting news, or the kindly sympathy with which in general they served it out. Friends of nearly everj- bocly, they loved nearly everybody; becoming acquainted with everybody’s affairs, everybody was entertained by their narrations and kind-hearted commentations. Preliminaries to entry into the outhouse where the loom was kept were precise and elaborate — selections of purest, best thread from hanks, mixings of indigo, wal¬ nut, madder, and other dyestuffs, superintending dyeing pots, examinations of looms, sleighs, shuttles, spindles, and reed spools, and readjusting of every blessed thing to absolute satisfaction. When the long warp was carefully wrapped around the beam, the sleighs and treadles properly adjusted, the conscious weaver mounted upon the stool as proudly as Queen Elizabeth bestrode her war steed on Tewksbury Plain. Many of the stripes woven by these experts were notably handsome and held their brightness through long periods of laundering. In gowns made by these, girls attended school; underwear of material, raised at home, were, when well laundered, as nice as that woven in Northern looms. Boys’ wear was of stouter materials, those for winter entirely of wool. The summer wear received a bright- yellow color from a dye made from copperas; the -winter as tine a brown from the bark of the walnut or woA^en with mixed threads of Avhite and dark wool. Little girls wore short frocks, with pantalets. Boys wore jackets and trousers reaching to the feet. The present fashion of short trousers and stockings was not then known. Shoes in almost all instances, except those for Sunday’s use, Averemade by the neigh¬ boring cobbler of leather tanned at the Adllage tanyard from hides of beasts slain on the several plantations; but during six months, from April to November, all boys, Avithout exception, went barefooted. A boy was eager to doff his shoes in the spring and reluctant to resume them in the fall. This feeling preATailed notwithstanding the “stumped toes,” toe itchings, and stone bruises to which they were constantly liable and from which they frequently suffered. One element in their hostility to their use when not needed for protection against inclement weather was that their shoes were made, each pair, on the same last. This was done for the sake of economy, as daily changing from right to left and from left to right secured longer duration and postponed the pleasure derived from possession of a new pair. It was a EARLY EDUCATION IN GEORGIA. 1727 proud day for a boy when for tlie first time lie was allowed to be measured for a pair of rights and lefts. His twins, in no wise distinguishable, could be tolerated at home and school, but on Sunday meeting days came the pinch which brought shame and the sense of unworthy treatment that it was funny to grown people to witness. Seldom a sock was worn that was not knit at home from cotton or wool. The same was the case with most of the stockings. The better sort of women on dress occa¬ sions ay ore those of finest material, not seldom of silk. In the matter of head covering, girls wore what afterwards were called sunbon- nets, a thick pasteboard arched over the head and extending far in front, covered with calico, which behind hung 8 or 10 inches in folds doAvn the shoulders. Boys’ hats, Avhen there was no hatter in the neighborhood, were of woolen stuff and pur¬ chased from the store. When there was a hatter near by they were manufactured by him from the fur of rabbits. Yet another sort of work done by these women might be called artistic. This was carpeting and counterpanes both for winter and summer. In the work of weaving such as these several shuttles and several treadles Avere required. From the kind of figures inwrought names of various sound and import were given; but they were all of historic fame, as Jackson’s Victory at New Orleans, Cornwallis’s Surrender, Bonaparte a-Crossing of the Rhine, etc. Laid away in chests in some houses may yet be seen counterpanes woAren sixty and seArenty-fhre years ago that Avould grace the finest bedsteads of the most opulent. SCHOOL BUTTER. No satisfactory account that this writer has heard has ever been given of the origin of this notable phrase in country schools. Its utterance by a passer-by in tones loud enough to be heard was regarded as the grossest insult that could bo per¬ petrated. The utterer, on making the cry, immediately fled amain, and every boy rushed from the house in pursuit of him. If overtaken, he was either dncked in the spring branch, or, his hands and feet being seized by four of the stoutest boys, ho was bumped against a tree until the insult was avenged. Seldom a traveler on foot dared to take the risk. Even a horseman was sometimes overtaken after a chase of several miles by two or more who came to school on horseback mainly for the purpose. Some persons have speculated upon the phrase having originated from that of “ I am your school’s better.” Whatever its origin, it was the universal custom in old- field schools to regard it an insult, and attempt was made, with the master’s full assent, to punish it.1 EXHIBITIONS. WheneArer a master remained until the end of the spring term, it closed with an examination of the pupils on the last day and A\That was called an “ exhibition ” at night. A rude platform was built in front of the door, and an arbor covered with branches of trees extended far out. Many hundreds attended the examination and many more the exhibition. To the latter people came from all distances up to 10 and 15 miles, often to the number of two and three thousand, and it was curious to see the interest taken in these exercises by persons by whom these were the only histrionic performances ever witnessed. A farce, say Box and Cox, and one or tAVO others of like character, were brought out in a style that certainly was unique in the history of the stage. Women’s parts, as in the old English drama, were taken by boys. The idea seemed to be that dresses, talk, and movements should be as unnatural, as eccentric, and as extravagant as possible. It was high fun to those of the audience not in the secret of the various disguises to guess at the names of the players, arrayed as they were beyond all recognition. The females especially, with their rude, gosling voices and unfeminine deportment, often raised roars of laughter that in the still summer night could be heard more than half a mile away. At last, 1 An amusing instance of boys administering to an outsider of tlie discipline of the school is men¬ tioned in the History of the Hod, as told hy Alexander Pope on Curll, the printer, who, before that timo, had printed surreptitiously some of the poet’s letters : “Pope mentions in one of his letters that Mr. Edmund Curll was exercised in a blanket and whipped at 'Westminster School by the boys. _In 1716 Robert Smith, prebendary of Westminster School, died. At his funeral a Latin oration was pronounced o\Ter the body by Mr. John Barber, then captain of the King’s scholars, Westminster. Curll by some means obtained and printed a copy of the oration with¬ out the author’s consent, and the boys determined to take vengeance. Under pretense of giving him a correct copy, they decoyed him into the dean’s yard, and what followed is stated in the St. James Post: ‘Being on Thursday last fortunately nabbed within the limits of the dean’s yard by the King’s scholars, there he met with a college salutation, for he Avas first presented with the ceremony of the blanket, in which, when the skeleton was well shook, he was carried in triumph to the school, and after recording a grammatical construction for his false concords he was reconducted to the dean’s yard, and, on his knees asking pardon of the aforesaid Mr. Barber for his offense, he was kicked out of the yard and left to the huzzas of the rabble.’ ” (Hist, of the Rod, p. 432.) 1728 EDUCATION REPORT, 1894-95, the principal item of humor was the evident absence of all genuine art. The good common sense of most of the unlettered audience did not fail to detect the flaw so patent. No occasion in that rural region brought more hearty enjoyment to the vast crowds assembled to honor it. HOLIDAYS. Holidays, not frequent in the beginning, became less so with lapse of time. In the early settlement of the country the religious sentiment, as always the case in periods after a long war, except among women, was not high. Religious meeting¬ houses were few, and such as Avere had not many professing male members. Leading families, for the most part, particularly those from Virginia, had been members of the Episcopal Church, but these, for lack of bishop and clergymen, gradually fell away. Besides, this organization, being of British origin, suffered prejudice for that reason. Dancing and playing cards were not regarded immoral, and at evening parties of pleasure the former was freely practiced. These were frequent, because the settlers, despite their intense energy, were fully sensible of the value and impor¬ tance of leisure and reunions. Presbyterians were almost none; but Baptist and Methodist clergymen in time appeared, many of whom, although not liberally educated, were of much ability, and labored with zeal and success in the cause of Christian revival. For a considerable time respite, both for school children and negroes, was had on occasions of most noted church festivals. But now, out of the joint hostility, feasts, as Easter, Whitsuntide, Ascension, Epiphany, began to be omitted, and after some years were dropped from the mind as they had ceased to be mentioned by the tongue, and, except by a few, their recurrence became unnoticed. Yet boys were unanimous against curtailment of what long prescription seemed to them ought to ha\Te rendered immolate. Indulgence, gradually fallen into disuse outside, a master granted or not according to his notions of the Avill of parents in that behalf. He was suspected of having no special aversion to it, but it was impor¬ tant to the security of his position to appear otherwise, profess reluctance, but at the same time intimate that he would be guided by circumstances. A few who, like Peggoty’s husband, were “ \Tery near,” grudged a day off from a service for which they were paying a whole dollar a month, but the majority were indifferent, and so the schoolmaster gave it sometimes, and sometimes did not. Another ground for hesitation, with a leaning to the side of mercy, Avas revol\ring in his mind the degree of eagerness on the part of his boy scholars in any special case, and their strength and resolution to have it gratified, for there was one last resort for the braAre and the desperate of which he well knew that, however resolute in spirit and able of body, it behooved to beware. Some account of this ought not be omitted from these sketches. TURN-OUTS. It would not be easy to find the original of what in our day was admitted to be fully excusable in school boys in pressing emergencies, to fall back upon an inaliena¬ ble reserved right of revolution, which, although brief, was decisive. People, old people, even “near” people, did not gainsay exercise of this right, provided it was availed of according to established usages and Avithin set limitations. If the sentiment for a holiday was unanimous, or sufficiently approximate to unanimity to discourage anything like toryism on the part of the minority, the insurgents, by appointment meeting at the schoolhouse earlier than usual in the morning, barred the building against the master’s entrance. While no violence to his person was allowed, yet neither was he expected to be too damaging in his siege of property belonging to other people who might not feel like putting in expensive repairs. Forcing a door lock or a windoAV hook would be tolerated, but not breaking of things generally. Nor was unreasonably long time allowed the besieger to be wasted in endeavor. If he could overcome obstruction and effect entrance, the insurrection dissoWed instantly and all Avent to the day’s work with no other feeling than disappointment at failure to com¬ pass an end entirely legitimate. In case he could not, holiday was granted with cheerful acquiescence. The most acceptable, indeed the most common, way of cele¬ brating the occasion was with a treat by the master. A messenger was dispatched to the nearest place where could be gotten a jug of honest whisky, which the master and the large boys discussed. Afterwards ail went their seAreral Avays satisfied, the chief sometimes to exuberance with the last result of the day’s doings. If after sev¬ eral vain attempts at entrance he persisted in refusing to yield to terms, there remained a further ordeal to which, as it was not pleasant to pass through, he not often forced his subjects to resort. An instance of this kind the writer of this paper recalls with distinctness, although it is long, long ago. It was on what proved to be the last day in the term of one who was singularly constructed, even for one of his class. Of rather less than medium height, square set from the summit of his rather flat head to his wide feet with little or no instep, EARLY EDUCATION IN GEORGIA. 1729 lie often dispensed with hotli rod and ferule, substituting his right hand, whose fingers from his birth were clubbed. He was a rather kind-bearted person, who whipped heartily, but never angrily or cruelly. He whipped because there was no other known mode of punishment for delinquence. He knew that it was expected of him, but he did so without malevolence, being to the very young always particu¬ larly kind. Often, instead of troubling himself to reach for the rod or ferule, put- tin^’the culprit in an attitude fit for its reception, with his clubbed hand he gave him a cun under the burr of the ear with a vigor not unreasonably proportioned, yet some¬ times lifting him to a height for which he had no sort of ambition. The incident alluded to occurred in the early fall of the year and only a fortnight or so before his term (being about as much as people cared to have) was to expire, and he was to travel to another community to take the place of one who had been notified that it would content his employers if he would move farther on. Of late he was rather suspected of diminished interest in persons and scenes from whose presence he was about to depart and among whom his face was to be seen no more. One day he was asked respectfully, even humbly, for a holiday, and he gave refusal decidedly andneedlessly flat. The school in the item of boys was far undergrown, with the exception of one, tall and athletic, who was more than a match for the master. He was about to leave, having gotten about all that was to be had from that fountain of instruction, but he yielded to the others7 entreaties to remain and see that his fellows had fair play in the coming struggle. On the morning set the master was barred out effectually, yet he avowed over and over again that he would stay there the whole blessed day without yielding. After a brief conference the door was thrown wide open, he was seized, pulled to the floor, and covered over and over; persistent still, ho was lifted, laid on a bench, and carried, the same as if he were a dead man, to the spring branch, in which was a hole of some depth made by damming the stream for the purpose of bathing. Continuing obdurate, four of the stoutest, grasping his feet and hands, let him slowly into the water. Just as his nostrils were about to be sub¬ merged for an entire dip he gave his word and was lifted out. No sooner had he got footing on the bank than he shouted “Books!” and rushed up the hill. At that our big boy sprang forward in pursuit. Overtaking him and seizing his arm, he said : “ Such as that won’t do, Mr. Yallerlee; it won’t begin to do. The boys have got your word and you’ve got it to keep. Now, there ain’t neither long nor short in the business.” This was enough — just what, as was believed, he desired for precipitating the end. Announcing that the school was dismissed for good, he went his way, and his face was never seen afterwards. Being rather cold and extremely wet, he halted at the nearest neighbor’s, wTiere, after wetting himself within as he was without from the sideboard decanter, he was helped to reach the house where he then boarded. In time we heard of him some 20 miles south, on the edge of the region of pine and blackjack, where he had started on another enactment of his brief little drama. Where it ended at last neither annals nor tradition handed down. Another “ turn-out” of some interest was described to the writer by the late Alexan¬ der H. Stephens, vice-president of tho Confederate States. During the years 1863 and 1864 he spent much of his time at his home in Crawfordville. Disagreeing with the administration on several matters regarded by him of vital importance, and averse to putting embarrassment upon it by his presence, he remained withdrawn from Richmond whenever it was not urgently necessary to his official duties to be there. In these whiles, in order to divert his mind as much as possible from gloomy appre¬ hensions regarding the cause for which the South was making its last struggles and which he believed to foresee would end in disaster, he superintended the work upon his plantation, and when resting from that and from entertainment of the numerous visitors who came from all parts to visit and take counsel with him he amused himself with readings of various sorts on other themes than politics. In the latter part of 1862 a correspondence (outside of what had long been and was yet continued) grew up between him and this writer that was conducted over assumed names. He took that of “Peter Finkle,” a supposed constant attendant, alluding to his patron as “Bos,” and this writer that of “Giles,” similarly related to a person whom he styled “The Colonel.” Besides many tnemes — political, literary, and other — in this correspondence, were habits and customs during the time of his child¬ hood and incidents in his own life of which this friend was intending to write a biog¬ raphy. Among these letters, some of which were of much length, is one that was printed in Johnston & Browne’s Life of Alexander H. Stephens, from which extracts are taken for use in this paper. In the year 1818, when 6 years old, he went to a school kept by an elderly gentle¬ man not far from his father’s house. Being uncommonly small and frail of health, he was carried almost daily forth and back upon the shoulders of a stout, kind young man named Bryant, the way from whose homo passed by his own. The first is from a letter written about the close of the year 1862. The extract is as follows : “ Bos went to school about three months in 1818 to a Mr. Nathaniel Day. He was ED 95 - 55 1730 EDUCATION REPORT, 1894-95. what was called a good English teacher in his day and section of country. His greatest failure was his fondness for a dram. He was not by any means a drunkard, bub the temptation to indulge in drinking was great, and he often got ‘ disguised/ as it was termed. Bos learned to spell in two syllables at ‘baker/ in Webster’s old sxmlling book; and, by the by, he says that this is the best spelling book for children and beginners that was ever published in the English language. All the pretended improvements upon it are deteriorations. One incident happened in this school where he was going then that made a deep impression on his mind. It was the ‘ turning out ’ of the teacher, as it was called. The boys wanted a holiday at Whit¬ suntide, and as Mr. Day had told them that he would not give it they entered into a regular conspiracy to go through the forms cf turning him out. They — that is, the big boys — were to meet on Monday morning and bar up the schoolhouse door and not let the teacher in, and compel him to make terms. But a little incident inter¬ fered with this arrangement and brought events to an earlier denouement than they expected. “Henry Perkins, one of the biggest and stoutest boys in school and the ringleader in the plan, on Friday before did something that caused Mr. D. to scold him. Per¬ kins seemed to act insolently in return. D. called him up, switch in hand, and the appearance of being ready to administer it. Indeed, all the school thought that he was about to get a whipping, and this produced no small sensation in that little assembly, for he was full grown. He had not been whipped since the school com¬ menced; he had great abilities; he was a ‘cipherer/ and all cipherers in those days had the privilege of going out and staying out when they pleased, and other liber¬ ties. The idea of a cipherer being whipped did not enter into the minds of any. So you may imagine expectation was on tiptoe when Perkins walked sullenly up. But what was the consternation when, instead of standing out to receive his whip¬ ping, ho walked straight to the man with the rod, whose authority was never before known to be questioned, and seized the switch with one hand and D’s collar with the other! A short scuffle ensued. D. was thrown upon the floor (a dirt floor it was). All the other boys who were in the conspiracy, upon a signal from Perkins, joined. Many of the little children screamed, thinking their teacher was about to be killed. Bos says he looked on with interest, but without fear or apprehension. He had no idea that the boys intended to hurt the master, although he knew nothing of the object of the revolt. He heard their proposing of terms. It was finally agreed that if they would let him up he would dismiss the school until the following morning and send one of them to Little’s store, where this town1 is now situated, for a gallon of spirits to treat with. They let him up. One boy was sent for the liquor. Ben Bryant, who did not stay for the frolic, took charge of his little crowd and left for home before the return of the messenger. It was about 11 a. m. Bos and his company ate their dinner out of their baskets oh the way home. When they went back Wednesday, they heard how the whole matter ended. Most of the big boys stayed until the liquor came; then they and the old man Day heartily enjoyed his treat. They all broke up in good spirits and in good humor. The master, they said, did get a ‘little in for it.’ He took home the jug and what was left in it after the carousal.” The other extract is from a very long letter giving incidents in the life of his father, for whom, although of very limited education, he had reverence great as affection. The things recorded in the following are in considerable contrast with those common in old field schools : “He commenced life as a school-teacher when he was a little more than 14 years old, and taught several years before he was married, but never, as I have often heard him say, liked that occupation. Ho taught, as I remember, more in compliance with the urgent entreaties of his neighbors than in obedience to his own inclination. “My father’s habits as a teacher and his manner of teaching I well recollect. He never scolded, never reprimanded a scholar in a loud voice, never thumped the head, pulled the ears, or used a ferule, as I have often seen other teachers do. He took great pleasure in the act of teaching, and was unwearied in explaining every thing to his scholars, the youngest as well as the oldest. He had no classes, except in spelling and reading, in which exercises he insisted on a clear, full enunciation. He was himself one of the best readers I have ever heard, and he was very partic¬ ular in making his scholars attend to the pauses and deliver the passages with the proper emphasis and intonation, and to instruct them in this he would take the book and show the school how it ought to be read. In this way even the dullest scholar understood what was required of him and what good reading was. His cipherers, as those used to be called who studied arithmetic, and such as were in higher branches, such as surveying, etc., were allowed to study outside the school- house. “ His scholars generally were much attached to him. Ho was on easy and familiar 1 Craw for dville. EARLY EDUCATION IN GEORGIA. 1731 terms with them without losing their respect; and the smallest hoys would approach him with confidence, hut never with familiarity. He had one custom I never saw or heard of in any other school. About once a month, on a Friday evening, after the spelling classes had got through their tasks, he had an exercise on ceremony, which the scholars called ‘ learning manners/ though what he called it — if I ever heard him call it anything — I can not remember. The exercise consisted ingoing through the usual form of salutation on meeting an acquaintance, and introducing persons to each other, with other variations occasionally introduced. These forms were taught during the week, and the pupils’ proficiency was tested on the occasions I am speaking of. At the appointed hour on the Friday evening at a given signal hooks were laid aside and a recess of a few minutes given. Then all would reassemble and take seats in rows on opposite benches, the boys on one side and the girls — for ho taught both sexes — on the other. The boy at the head of the row would rise and walk toward the center of the room, and the girl at the head of her row would rise and proceed toward the same spot. As they approached the boy would bow and the girl drop a curtsy — the established female salutation of those days — and they would then pass on. At other times they were taught to stop and exchange verbal salutations and the usual formulas of polite inquiry, after which they retired and were followed by the next pair. His leading object was to teach ease and becoming confidence of manner and gracefulness of movement and gesture. He was very particular about a bow, and when a boy was awkward in it he would go through the motion himself and show how it ought to be done. These exercises were varied by meetings in an imaginary parlor, the entrance, introduction, and reception of visitors, with practice in ‘ commonplace chat/ to use his own phrase, suited to the sup¬ posed occasion. Then came the ceremony of introductions. The parties in this case would walk from opposite sides of the room in pairs, and upon meeting, after the salutations of the two agreed upon, would commence making known to each other the friends accompanying them, the boy saying, ‘Allow me, Miss Mary, to present to you my friend Mr. Smith. Mr. Smith, Miss Jones.’ Whereupon, after Miss Mary had spoken to Mr. Smith, she would in turn introduce her friends. “These exercises, trivial as the description may seem, were of great use to raw country boys and girls, removing their awkwardness and consequent shyness and the painful sense of being at a disadvantage or the dread of appearing ridiculous ; and I have no doubt many or all of them, in after life, had frequent occasion to be grate¬ ful for my father’s lessons in ‘manners.’ They were delighted in by the scholars, especially the large boys and girls, and in the old field schools some of these were nearly or quite grown. Frequently, when tlie weather was fine, parents and neigh¬ bors would come to the schoolhouse on these Friday evenings to witness the cere¬ monies. When such visits were expected, the girls would dress a little smarter than usual, and the boys would fix themselves up at the spring, washing, combing, and giving an ornamental adjustment, popularly called a ‘roach/ to their hair; and the conversation, of surpassing politeness and elegance, was extremely amusing. “ My father was very fond of dramatic exercises in school, and wTiile, as I said before, he was never much given to mirth, meaning by that excessive laughter or joke telling, yet he was very fond of the humorous in dramatic form. He seldom had public examinations, but almost always had what he called an ‘exhibition’ some time during the year. At these exhibitions speeches were delivered by the boys, pieces of poetry or prose recited, and dialogues or dramatic scenes acted. The speeches of the small boys ho wrote himself. They were short, and usually took a humorous turn. The larger boys recited pieces of his selection, among which there was sure to be Pope’s Universal Prayer, which was a great favorite with him. My brother Aaron had this assigned to him on ono occasion, when a short piece of poetry, called The Cuckoo— I forget the author — fell to my lot. I also recited a piece on Charity, by Blair, and took parts in several plays. “These exhibitions were numerously attended — surprisingly so under the circum¬ stances. At one I think there were at least 3,000 persons, and the crowd was like that of a camp meeting, the spectators having assembled from a circuit of many miles. Indeed, the exhibition was a great gala day, not only for the school, but for all the surrounding country. A stage was constructed at the end of the schoolhouse, and dressing rooms, as I may call them, partitioned off by curtains. The greenroom was in the schoolroom, and was entered through a window behind the curtain. The scenes for action were selected with a good deal of taste. None were chosen from tragedy proper, or from farce, but chosen with an eye to improve manners and morals. Some of the dialogues of this kind he wrote himself. He devoted great care to the rehearsals, showing each performer how his part should be recited and' acted. His versatility of talent in this line was surprising, and the scholars used to enjoy the rehearsals quite as heartily as the spectators did the performance. In this, as in everything else, he carried out his principle that whatever w^s to be done ought to be well done. Halfway modes of doing things, makeshifts, and failures were an abomination in his sight.” 1732 EDUCATION REPORT, 1894-95. “ His scholars had a strong attachment for him, and those who had once been his pupils seemed to feel as deep regard and respect for him as for their own parents. This feeling, I have found, adhered to them through life. Whenever in my travels I have fallen in with any of my father’s old scholars their hearts seemed to warm into a glow toward me. He talked to them, counseled them, instilled into them principles of sobriety, morality, industry, energy, and honor. Cheating, lying, and everything mean or dishonest ho held up to scorn and abhorrence. He was, so far as I know, the only old-field teacher of those days on whom the boys never played the prank of ‘ turning out.J They had probably too much respect and regard for him.” THE PASSING. I The period during which these primitive schoolmasters had sway has been referred to always with peculiar interest, not only with those to whom it has come down by tradition, but especially among those who had experience of their doings of many kinds. There was something pathetic in the silence with which they disappeared. i Precisely whence they came in the beginning was not generally known, because sel¬ dom inquired about. The same with their going, in which was some shade of mel¬ ancholy as men thought of the slender chances before such wanderers of betterment in their conditions. Instances were almost none when their punishments, slight or rigorous, were remembered with resentment, and nobody, parent or pupil, but wished to them as much prosperity as might come within their reach, hardly hoping that it could be otherwise than extremely moderate. They seemed to illustrate Darwin’s maxim of the survival of the fittest, and, like the weakest in lower animal exist- ! ences, gradually subsided into extinction or undiscoverable and never-investigated retirement. Yet a friend of this writer happened only a few years back to meet with one who reminded him, he said, of the old harper gazing wishful Where Newark’s stately tower Looked out from Yarrow’s birchen bower, once famous for deeds of the house of Buccleugh. Likeness was not. Reminder came from contrast, than which none could bo more pronounced than that between the one who was the last to sing of Border Chivalry and him who yet obscurely lin¬ gered behind the passing of actions perhaps of all in the past as remote as any from the heroic. The gentleman referred to had occasion to visit a well-nigh deserted 1 village situate in the pine woods some miles distant from a railroad station, whence he was conveyed to the place of his destination. Some days afterwards, when he was ready to depart, he found that the only available means of conveyance to be had was a buggy and horse belonging to a man who occupied a small house behind a dense little grove of black-jack quite a distance from the one street, that, perhaps owing to its obscure retirement, had partially survived the general decay. Repair¬ ing thither, a small, elderly, white-haired man came to the door, followed by a tall, elderly, very slim, white-haired woman. Both were surprised and seemed rather j apprehensive. The woman spoke never a word. Her husband (there were no chil¬ dren nor servant), in answer to inquiry, said in low, timid tones that he could grant i the accommodation asked. It appeared that they maintained themselves with what they could produce on their very thin bit of ground and with their one nag carrying | and fetching between the village and the railroad. The nag, like her owners, was small, elderly, slim, and white. The same might be said of the buggy and harness, portions of which had been repaired with cotton bands, ropes, and strings, all kept in their complexion by the white sand. It was a hot July day. The three travelers began the toiling along through deep sands whose silence was only a trifle below that of the air above. The coachman gave to his beast several low, indecisive clucks, intimating that if she was, the rest were prepared to move. After some hesitation she proceeded. When the village was cleared and they had advanced a hundred yards or so farther, the traveler sug¬ gested that it might be well to take a somewhat better step. Answer was that the mare by nature was extremely wild, so much so that on more than one occasion in former time she had run away to the much damage of the vehicle and endangerment of its occupants. Although chances of repeating such reckless escapade seemed . j remote, yet as further interference evidently would bo useless it was not attempted. As they <}rept along the lines of cultivated fields and others worn out and left fence¬ less the traveler’s umbrella afforded some shelter from the sun, whose blazing heat seemed more intensely oppressive from the intense silence. For quite a time not a word could bo gotten out of the old gentleman except low, evasive answers in mon¬ osyllables to such questioning as occurred to the passenger to put in order to obtain somewhat of relief, if only delusive, from the ennui of the dense solitude. He appeared not to know or had forgotten whatever ho had known outside of himself, even about the former dwellers in the village behind, where ho had been living for EARLY EDUCATION IN GEORGIA. 1733 several years, and of himself he was evidently averse to speaking. Desire to open this oyster (a comparison admitted hy the reporter of this sketch to he remote both in season and place) was rather ludicrously sharpened hy the man’s persistent reti¬ cence as without ever turning his eyes lie looked at the wild, dangerous little creature below. At last, when they were about three-quarters of their two hours’ travel, after several questions directly but not disrespectfully put, and the passen¬ ger’s saying that himself had once kept a school, admission was drawn out that in a region and a period indefinite, but very remote, he was an old fielder. Then it was interesting how, with a brother in trade, he replied to interrogations about how he used to catch schoolboys in their pranks and flog them afterwards. He seemed to be oblivious of the names of test-books and was guardedly noncommittal touching his method of teaching, answering mainly yes or no to leading questions. The following is about a specimen of the dialogue between them. T indicates the passenger and D the coachman : T. “In teaching grammar, can you remember which were your favorite parts of speech? Or did you have any special preference, say as among nouns and pronouns, or as between adjectives, verbs, and adverbs?” D. “No sir, not as I remember of; I made my scholars get ’em all.” T. “Of course, that was your plain duty. I didn’t know but some of those things might have been more troublesome than others. For instance: Demonstrative and distributive adjective pronouns. I well remember what a bother they were to me, and indeed to many others that were very sensible persons, and that not only when, at school, but when grown to be men, even schoolmasters.” D. “I s’pose so. Some o’ them might been ruther troublesome occasional, but they knewed they had ’em to putt through, and they putt ’em through.” T. “I think articles were nice little things, nicer even than conjunctions and even prepositions. Don’t you ? ” D. “I don’t know if they weren’t, some.” T. “Had you any special preference or dislikes among arithmetic rules?” D. “Not as I remember of now.” T. “I suppose, in your day they were about the same as now; Interest, simple and compound, discount, fractions of all sorts.” D. “Jest about, I suppose.” T. “Can you recall to your mind how they turned an improper fraction into a mixed number, and how they got it back to its original position and condition?” D. “Well, you see it’s been so long that — but one thing I can tell you. Them boys — and them girls too — they knewed one thing from the off-start, ef no more, when I told ’em to do anything and that accordin’ to the rule, they weren’t no two ways about it, and so they done it.” Shortly afterwards the station was reached, and the aged veterans, after a bite of biscuit and a handful of oats, turned back to their humble home. This period in the pedagogy of that region passed not without leaving some salu¬ tary results. Any system, however crude, is better than no system. On the confines of existences so far different from each other, it was as indispensable as elsewhere to get some instruction, at least in elementary education. This was all that at first was sought. Neglect of it had been too long already amid the hardships of one long war and threatenings of another. To read, write, become familiar with elementary rules in numbers, and get some acquaintance with forms of polite speech, these must be gotten after a fashion of some sort from the only persons who came forward to undertake the task of imparting. Weaklings as these generally were, need of sub¬ sistence which they were incompetent to obtain out of other vocations, continuance of endeavors to enhance their fitness for this their only, with pressure from outside, begot in time a familiarity with its duties which, if not satisfactory, was tolerable. The very crudeness habitually breaking out in those old schoolhouses contrasted with those in which good sense, manners, and tastes were hereditary, served as a foil to make the latter more clearly recognized and more easily practiced. Super- added to this the habit of entire obedience to authority of however trifling dignity, but taught to be of equal force with that by which it was delegated, tended strongly to the development of generous manhood, of neighborly kindliness, of lifelong friend¬ ships, of good citizenship. In a community situate far from cultured circles, activ¬ ities sometimes too ardent, even degrees of lawlessness, must exist. Among the systems tending to repress them among the young, old-field schools, despite their eccentrici¬ ties, made their own contribution, and it was respectable. Then their glaring imper¬ fections intensified the sense of need of better, and expedited their introduction. CHAPTER XLIIL THE COTTON STATES AND INTEEN ATIONAL EXPOSITION, HELD IN ATLANTA, GA., SEPTEMBER 18 TO DECEMBER 31, X895.1 Bureau of Education, Washington , D. C., February 1, 1896. Sir: A marked difference between the Cotton States and International Exposition and the Centennial and the World’s Fair may be found in the fact that the last two were held to commemorate great historical events, while the first was strictly com¬ mercial in its conception and aims. Its origin was due to the then unsatisfactory business situation in the South, and it represented an effort to restore the trade of Atlanta to its normal activity. To attract visitors, to increase the amount of money in circulation, to advertise the city, and to extend the market for its wares — these were the means by which it was expected that the efforts in behalf of the Exposi¬ tion would redound to the commercial benefit of Atlanta. As originally projected an international affair was not contemplated, but the idea, once started, grew. It was observed that it might be possible not only to add to the trade in the Southern States of the Union, but that the countries still farther south might be brought into such relations with Atlanta merchants as to open profit¬ able intercourse between them by which Atlanta, though far from the seaboard, might even attain international importance. Government aid was early sought and an appropriation was secured of $200,000 for an exhibit of the resources and functions of the United States Government. Commissioners were sent to the countries of South America and of Central America to arouse interest in the objects of the Exposition, to obtain exhibits, and to secure the cooperation of those Governments. Agents were employed to solicit exhibits from Europe also. Judged by the visible results, these efforts to give the Exposition an international character and significance were comparative failures. Venezuela, Mexico, Argentina, and Costa Rica were represented by commissioners bearing governmental appoint¬ ments, but their exhibits were meager and unpretentious, since the amount of money at their disposal was insignificant. It is not probable that any one of them had as much as $10,000 for all purposes. None of the European nations were officially represented. The foreign section of the Manufactures and Liberal Arts Building was composed of a number of booths, apparently for no other purpose than the immediate sale of wares. This paucity of foreign recognition of the Exposition was due, of course, to its provincial and purely commercial character and to the fact that our own Govern¬ ment had no further connection with it than the preparation and display of its own exhibit. Under the circumstances it is only surprising that the managers of the enterprise succeeded in giving it as much of an international character as they did. grounds and buildings. The site for the Exposition was well chosen. It was about 2 miles from the center of the city and had been previously used for a number of fairs of local character. That, however, was of little significance when the more pretentious Exposition was arranged, for the entire face of the earth was altered by new grades, terraces, and artificial lakes, so that the old Piedmont grounds were absolutely unrecognizable in the new grounds as prepared for the Exposition. Only two of the old buildings were retained. The Main Building was remodeled and became the Transportation Building, while the grand stand overlooking the old race track was transformed into a very acceptable “ Auditorium ” for the various conventions and congresses held in connection with the Exposition. Report of James C. Boykin, agent of the Bureau of Education. 1735 1736 EDUCATION REPORT. 1894-95. The principal "buildings were devoted, respectively, to agriculture, forestry and mining, machinery, Georgia manufactures, the negro, transportation, electricity, woman, liberal arts, the United States Government, fine arts, the auditorium, and the administrative offices. Nearly all of them were substantial appearing frame structures, uniformly gray in color, with white trimmings, and shingle roofs stained with an unobtrusive green. The most conspicuous exceptions to this rule among the Exposition buildings proper were the Forestry Building, which was constructed of unhewn logs, the Woman’s Building, and the Fine Arts Building, which were plastered with material similar to that used so freely at the Columbian Exposition. Several States, including Georgia, Pennsylvania, New York, Alabama, Illinois, and Massachusetts, erected buildings on the grounds at State expense. The Georgia and Alabama buildings were filled with exhibits setting forth State resources/ mainly agricultural in the former case and mineral in the latter. The Massachusetts Building contained exhib¬ its of schools, of the State board of health, and of some State institutions. The other State buildings were merely meeting places for their citizens and contained no exhibits. The building called the California Building was a private enterprise. The general arrangement of the buildings was around an elliptical plaza a half mile in circumference, on one side of which were two small artificial lakes. The grounds were tastefully laid out and ornamented with shrubs, fountains, and sheet- metal statuary. A decided novelty was introduced by mounting some of the metal figures upon tall Corinthian and Ionic columns. The walks were of crushed limestone and in general color harmonized well with the color of the buildings, but the stone was crushed just fine enough to present innumerable sharp points and edges to the feet of pedestrians, and it was not laid sufficiently thick to prevent the heavy Georgia mud from oozing through when the winter rains fell. So the walks were not altogether sources of pride to the manage¬ ment. The general appearance of the grounds and buildings was decidedly pleasing, and during the night illuminations, which were frequent during the first few weeks, the scene from any one of several favorable locations was one of extraordinary beauty. u TIIE MIDWAY.” The ethnological appendage to the World’s Fair on the Midway Plaisance has had its imitators at every fair that has followed; but at Chicago one of the main objects was instruction of an intensely practical and valuable kind. Amusement and profit were secondary considerations. The experiment was successful there, for the Mid¬ way was very popular and profitable, both to the Fair and to the managers of the various 11 villages.” But at the later fairs, including that in Atlanta, the orig¬ inal object of bringing together representatives of widely scattered races for educa¬ tional purposes seems to have disappeared, and instead there have been presented numerous shows, many of them of rather a low order, for no other purpose than sordid gain. THE EXHIBITS. Agricultural Building. — The most conspicuous of the exhibits in the Agricultural Building was the Arkansas State exhibit, which filled the entire building with the perfume of apples. There were also miscellaneous exhibits from South Carolina and Louisiana, two extensive railroad exhibits, several from beer and whisky making concerns, and a great variety of minor exhibits of food products, etc. The Forestry and Mining Building was under the charge of two officials of the United States Government, Dr. David T. Bay, of tlio Geological Survey, and Dr. B. E. Fernow, of the Agricultural Department, who were acting as officers of the Exposi¬ tion as well as employees of the Government. The building was filled principally with the class of exhibits indicated by its name. An exception was the Venezuelan exhibit, which consisted largely of wools, skins, etc. An effort was evidently made to set forth with a great deal of particularity the resources of the South in the way of forests and mines, for the most striking features of the display were the Southern woods, the illustrations of the turpentine industry, “ statistical columns” represent¬ ing graphically the extent of the production of Southern mines, and a fine collection of Southern gems. In the Machinery Building the most extensive exhibits were those of cotton manu¬ facturing machinery and pumping engines; and the fact that cards indicating that these had been sold appeared early may be taken as an evidence of enterprise in Southern manufacturers, for the mere fact that these machines were exhibited in such a place proves them to be of late design, even if not necessarily of the best. In this connection it may be well to mention as a matter of especial economic interest that there were also exhibited on the grounds a machine for picking cotton, and a new cotton press, which, if they come into general use, will greatly change the methods of handling cotton. THE ATLANTA EXPOSITION. 1737 Cotton can not be cut and the fiber separated from the stalk as wheat is thrashed,. for all the cotton on a stalk does not ripen simultaneously. The same plant may- have upon it at the same timo “ squares,” blooms, unopened bolls, and ripe cotton; ready for picking. The last should be picked as soon as practicable to prevent it- from being damaged by rain and dirt and from falling to the ground and being lost ; but the rest of the plant must not be injured, and the remaining bolls must be allowed to come to maturity iu order to realize the full value of the crop. Several- pickings are therefore necessary. Heretofore nothing but the human hand has been able to do this, and cotton picking has been necessarily slow, laborious, and expen¬ sive. It usually costs a half cent a pound and sometimes as much as three-quarters’ of a cent. And the cotton as it is picked is worth not over 3 cents, for there are- about 24 pounds of seed to every pound of fiber, and the latter brings only about 7£- cents; the seed is of but little cash value to the farmer, even in this day of cotton¬ seed oil mills. Several attempts have been made to devise a machine to do the work of picking,, but heretofore noue of them has had even reasonable success. The new machine- exhibited in Atlanta is an ingenious and intricate piece of mechanism and a descrip¬ tion of its details would be out of place here. But it did pick cotton and it did not appear to damage the blooms or to knock off the unopened bolls. Its operation wa& far from being a complete success, but it demonstrated that the thing could be done, and if finally successful it will result in important economic changes in the cotton belt, and play its part m the upbuilding of towns by lessening the number of labor¬ ers required in farm work. Accordiugtothe present method each picker carries a bag slung over his shoulders- and puts into it the cotton as he picks it. At the end of the row, or when the bag- becomes uncomfortably heavy, he empties it into a large “split” basket, which in turn is hauled to a shed or barn to await the convenience of the farmer. When picked the fiber is full of seed, to which it is attached. This seed cotton must be hauled to a gin — which is usually conducted after the manner of the old-time grist¬ mills — and there the seed is separated from the lint or fiber by a series of fine saws. The lint emerges from the condenser attached to the gin in a broad, fleecy roll. This; condenser, by the way, is a modern improvement, for within a comparatively few years the lint was thrown from the gin like a snowstorm into a “lint room,” against an opening in the wall of which the gin was placed. At the same time the “ feed¬ ing” of the seed cotton into the gin was done by hand and was exceedingly dangerous because of the probability of the feeder’s hand getting caught in the saws. The- automatic feeder and the condenser came into use about the same time. After coming from the condenser, according to present methods, the cotton is taken by hand to a press, usually operated now by steam but formerly by horse power, by which it is formed into a bale containing from 400 to 550 x>ounds, the average being somewhat less than 500 pounds. The bale is x>artly covered with jute bagging and is held in shape by iron ties or straps. If the bale is to be shipped North or to Europe it is usually compressed to about half its former size by means of powerful hydraulic compresses at some central point. This is done to facilitate shaping and to reduce the danger of fire, for in the loosely packed bale a spark may smolder for days, burn the bale to a shell, and be communicated to surrounding bales before it is dis¬ covered. Before reaching its final destination, where it is made into cloth, the bale of cotton passes through the hands of never less than three parties, namely, those of the local merchant, the warehouseman and cotton factor, and the final purchaser. Every one of these takes a sample from the bale in order to judge of its quality and determine the price to bo paid. To get a fair sample a generous handful is taken, and to guard against fraud in packing, the sample is taken from as near the center of the bale as possible. To do this the bagging is cut, and the loss to the bale i s no t only what is taken for the sample, but also that damaged as the result of the exposure of fresh surface to the dust and mud encountered on its travels. The bagging only partially covers the bale at best and the damage from this source is considerable. The loss to the producer from the system of sampling alone may be judged by the fact that cotton factors consider the samples as perquisites of the business and the receix>ts from their sale usually amount to enough to pay all expense for clerk hire. The new system of baling, exhibited at Atlanta, is intended to obviate all these difficulties. The cotton as it comes from the condenser is automatically carried to a new type of press where it is rolled under heavy pressure into the form of a cylindrical bale of great density. It is then completely covered with heavy cotton canvas. Samples are taken out during the baling process and accompany the bale with the guaranty of the ginner of its correctness. The density of the new bale is greater than that of even a compressed bale, and it is claimed that it is practically impossi¬ ble for it to burn, since all the air is pressed out in the baling. There are three, and probably more, varieties of presses on the new rolling prin¬ ciple, there being differences in the size and weight of the bale produced. But all ED 95 - 55* 1738 EDUCATION REPORT, 1894-95. of them press the cotton as it comes from the condenser, avoid the necessity of com¬ pressing, save the loss from wasteful sampling, lessen the danger of lire, and make a hale that can he handled and shipped more conveniently and economically than the old style, and he used more expeditiously hy the manufacturer. This digression for the description of the two new machines, the cotton picker and cylindrical press, is justified because they seem to he the most important of all the inventions brought into public notice hy the Exposition and the most likely to have far-reaching effects. The Georgia Manufacturers’ Building was erected by the manufacturers of the State and was filled with Georgia goods. The impression made upon the thoughtful observer hy this building and its contents was more profound than that made hy any other building on the ground, for here were found the most striking evidences of “the new South.” Georgia is not only manufacturing cotton goods, hut she is making, and making extensively and profitably, furniture, coffins, pianos, bicycles, woodenware, plows, machinery, pumps, shoes, clothing, wagons — in fact, nearly every article in the range of human needs. And practically all these industries are the growth of the last twenty-five years. The Negro Building attracted wide attention and comment. It was the first exhibit ever presented on a similar occasion of the progress and condition of the negro in America. On the whole, the showing was very favorable for a race which was in the darkness of absolute savagery within a few generations and in abject servitude within a single generation. Most of the exhibits, however, were exhibits of institu¬ tions, not of individuals or firms. A mantel maker, a shoemaker, and probably one or two other artisans made exhibits, and so did certain social or benevolent socie¬ ties, but as a whole the exhibit did not show so much what the negro is doing as what is being done for the negro. The building was filled almost wholly with work done in educational institutions and presumably under the eyes of instructors. The Transportation Building was evidently named before the exhibits were placed, otherwise it would probably have been called the “Miscellanous Building” or some¬ thing else indicative of variety. It contained farm machinery, trucks, optical goods-, wagons, whetstones, bicycles, sporting goods, water filters, electric welding, boats, carriages, pottery, Chilean nitrates, the miscellaneous exhibits from Mexico, Vene¬ zuela, and Chatham County, Ga., and a great variety of other exhibits. Not even the Manufactures and Liberal Arts Building could boast of a more variegated assortment. The Electricity Building, like most of the others, contained many exhibits not justified by the designation of the building, but the number of articles improperly classified was not so painfully apparent as in the Transportation Building. The striking display seen at Chicago was missing here, for there were none of the mag¬ nificent light effects that were such an attractive feature of the World’s Fair; but there were several very creditable and rather extensive exhibits. The Manufactures and Liberal Arte Building was the largest on the grounds, and from the variety of its exhibits was, next to the Government Building, the most attractive to the general public. The foreign section was located here, and from the novelty of the articles displayed attracted a large share of attention. The goods, almost without exception, were for immediate sale and were therefore of a class most likely to be desired as souvenirs. There were enameled jewelry in great profusion, Venetian glassware, porcelains, pottery, embroidery, amber goods, marble statuettes, French furniture, fans, and tortoise-shell combs, Russian enamel ware, etc. All the foreign exhibits in this building were without official status and could not be said to bo representative of the countries from which they ostensibly came. Many of the exhibitors were, in fact, regular dealers in such wares in larger cities of this country, or were migratory merchants who go from exposition to exposition for the sale of their goods. This, by the way, is a new and peculiar phase of the exposition busi¬ ness that has developed since expositions have become so common. Even the elabo¬ rate and beautiful model of the World’s Fair, said to have been designed by the builder of the famous Ferris wheel, was constructed with a view to exhibition for profit at one fair after another. This is but the best of scores of schemes with the same pur¬ pose in view. The American exhibits in the Manufactures Building naturally included^ curious mixture of articles. Pianos, cod-liver oil, tombstones, sewing machines, ice-cream freezers, rapid-fire guns, eyeglasses, paints and varnishes, artificial legs, office fix¬ tures, bicycle tires, books, shaving stones, drugs, duplicating apparatus, baby food, Pennsylvania natural history, perfumery, magic lanterns, water filters, stoves; writ¬ ing paper, candy, etc., were to be found under the same roof. On the second floor of this building were the displays of photographers and the educational exhibits, which will receive separate treatment. The Government Building was generally considered the best part of the Exposition, and it might have been expected that it should be. The funds for the preparation of the exhibit were ample, and all the magnificent collections of the Government in Washington were at the disposal of the board of management; but more than all THE ATLANTA EXPOSITION. 1739 else the officials in charge were men experienced in that line of work. Nearly all had keen concerned in the preparation of exhibits ao previous expositions, and one, Mr. Earle, of the Smithsonian Institution, had been identified with no less than eleven. The tremendous advantage of this experience was apparent on the opeuing day, when the Government Building was swept and garnished, its exhibits complete in every detail, while the other buildings were all disorder and chaos, with scarcely anything ready for inspection. The display of the Fish Commission, with its beautifully arranged tanks of live fish, its hatcheries* nets, sounding and dredging apparatus, etc., was almost con¬ stantly crowded with visitors. The Smithsonian" Institution and National Museum exhibit was nearly as popular ; it contained a great variety of material and was skill¬ fully and attractively arranged. In the space- allotted to the Interior Department were exhibits of mechanical mod¬ els by the Patent Office;: charts, fossils, minerals* casts, etc., by the Geological Sur¬ vey; books, statistics, charts, and photographs by the Bureau of Education ; and Indian school work by the Indian Office. Tho Department of Agriculture exhibited a collection of fibers, models of fruit and fungi, specimens of grasses and: soils, some injurious birds and insects; the work and methods of the Bureau of Animal Industry of the Weather Bureau and of the laboratory for testing seeds were also shown. The Treasury Department, had a tastefully arranged display of models of light¬ houses and light-house equipments, coins and medals, bills, bonds, revenue stamps, weights and; measures, and pictures of public buildings. The Department of Justice had a small collection of legal works, photographs of prisons, and objects showing the work of prisoners. Tho Department of State showed a set of official blanks, a number of original Presidential proclamations, some exceedingly interesting letters from foreign poten¬ tates to Presidents of the United States, several historic swords, and a few massive medals presented by foreign countries to the United States to commemorate impor¬ tant events. The Post-Office Department exhibit included models of mail ships and of a postal . car, a very complete collection of stamps, curios taken from ‘ ‘ dead ” letters* articles showing the ojmration of foreign postal services, etc.. The Navy Department showed models of the vessels of the now navy, a torpedo boat, rapid-fire and machine guns, small arms and instruments used on shipboard. The War Department had a number of groups of figures showing the uniforms of the army at various periods, siege and field guns, apparatus for signaling, arctic relics, muskets and small arms, flags, war-time wagons, torpedoes, and models of engineering works on the Mississippi and other rivers. Though all the Departments were entirely separate, the same general scheme-of decoration prevailed all through the building, and there was constant interchange of views among the managers, so that there was a certain unity apparent in the building that was not to be seen in any of the others.. The Woman' s Building was cut up into rooms of varying sizes, and each room was assigned to some locality or some organization which took charge of the exhibit in it. Needlework and china painting were naturally most conspicuous in a collection of woman’s work, but; there were also wood carvings, statuary, portraits, and a thousand other things which only a woman could enumerate or fully appreciate. Of course the arrangement, was tasteful, and the effect was pleasing. In the basement a kindergarten was conducted for a part of the time, and in the amodel school building” near by a school was taught. Throughout the ladies exhibited a com¬ mendable degree of enthusiasm, energy, and: enterprise, and contributed no little to the success of the Exposition. The Fine Arts Building contained a collection of pictures gathered principally from Northern cities, though many of them were from the easels of European painters. Some of the pictures were undoubtedly meritorious, and though the collection as a whole«could not bo said to be of the highest character, it was by no means discredit¬ able. But here, too, the commercial spirit of the whole Exposition cropped out; a large sign, conspicuously posted, stated that most of the pictures were for sale, and solicited inquiries as to prices, etc., to he made at the office of the superintendent of the building. THE GENERAL EDUCATIONAL EXHIBIT. The educational department of the exhibit was not organized until the spring of 1895, and labored under a great disadvantage because of the limited time that remained in which to work. The department was in the charge of Hon. William J. Northen, who had been a prominent teacher for years, had been governor of the State for two terms, and was and is a man of marked executive ability and high standing. Realizing the difficulties of organizing a satisfactory exhibit so late in 1740 EDUCATION REPORT, 1894-95. the school year, he worked with greater energy on that account, and when the exhibits were finally installed the educational department made an unexpectedly good showing. Why it should he so is a mystery, hut it has almost invariably been the fate of school exhibits to be put out of the way of the great mass of visitors and in some second story, where they are reached only after an arduous climb of a long stairway. Sight-seeing is hard work, and people who visit expositions are disposed to husband their strength as much as possible. There is always a great deal to be seen on the ground fioor, and few care to expend their efforts in stair climbing; consequently the educational exhibits have not many visitors, no matter how attractive they are. This was the case in Atlanta, and even on the big days, when the lower floor of the Liberal Arts Building was crowded with a bustling crowd of eager sight-seers, one could find quiet and peace upstairs in the school exhibits. Once or twice I was in the gallery on the more quiet days, when the only signs of life to be seen on that floor wero in the restaurant and bar at the end of the building. So much for the unwisdom of “ skying” exhibits of this character. It is to be hoped that the managers of educational departments of future expositions will not submit to such undesirable quarters, but will insist upon a location easily accessible without tho unnecessary expenditure of muscular force. I have appended a list of the educational exhibits as it appeared in the official catalogue, but the catalogue was compiled early in the history of the Exposition and the list is far from complete, but it is the best that is available. The number of business colleges represented was unusually large, and their exhibits comprised as a rule specimens of penmanship, sets of books kept by students, and the like. The Alabama Polytechnic Institute had a modest exhibit of work done by students in the line of machine and wood work, and the University of Tennessee had a similar but somewhat more extensive exhibit. Harvard University exhibited an exceedingly interesting chart showing the his¬ torical development of its course of study, photographs of the World’s Fair statues of tho average Harvard student, publications of the university, etc. Johns Hopkins University showed a set of books published by the university and by students and graduates. The university at Princeton, N. J., among other things, exhibited a model of the grounds and buildings of the institution. The State of Arkansas made a collective exhibit of school work, comprising exami¬ nation papers, drawings by pupils, maps, etc., and the city of Cincinnati, Ohio, was represented by specimens of drawing, penmanship, and the like. The Pennsylvania section was more satisfactory as an exhibit than any other, though it was largely confined to work in the line of industrial training. The Pennsylvania Training School at Elwyn and several Philadelphia institutions were represented. > Besides the exhibits of the educational department proper in the Liberal Arts Building there were others in the Woman’s Building and the Model School Building, which was built and conducted by the ladies, in the Negro Building, and in the Georgia and Massachusetts State buildings. The work of the ladies in tho educa¬ tional line is discussed in the article in this report by Miss Nettie C. Sergeant, who was chairman of the committee having that branch of work in charge. In the Negro Building the general character of the exhibits was educational, and the general character of the education exhibited was industrial. Most of the work exhibited was creditable and much of it was excellent. Among the most conspicu¬ ous exhibits ay ere those of Clark University, Atlanta, Ga., Hampton (Va.) Normal and Industrial Institute, Howard University, Tuskegee (Ala.) Normal and Industrial Institute, Spelman Seminary, and Claflin University. In tho Massachusetts Building there were a number of bound volumes of exami¬ nation papers and drawings, bound photographs, etc., that had formed a part of the exhibit at the World’s Fair. The most prominent of the educational exhibits in the Georgia Building w*s that of the Normal and Industrial School at Milledgeville. In connection with the Exposition there were held a number of congresses and conventions, and among them was the Educational Congress, held October 25 to 31. This Avas organized by Governor Northen as the chief of the department of educa¬ tion, but the meetings of the first two days nominally comprised an adjourned ses¬ sion of tho National Educational Association. The programme officially promulgated and some of the papers read are appended to this report. The attendance was not as full as might have been desired. The meetings were held inside the grounds, and though the speakers received free passes, in effect others were charged 50 cents to attend, for they were required to pay admission at the gates. Those who had paid to enter preferred to visit the exhibits rather than to attend the sessions of the congress. THE ATLANTA EXPOSITION. 1741 THE EXHIBIT OF THE UNITED STATES BUREAU OF EDUCATION, GOVERNMENT BUILDING. As a preliminary step in the preparation of the exhibit of this Bureau, a commit¬ tee was appointed to draft plans for tho same. The Commissioner, Dr. W. T. Harris, directed the labors of this committee, which was composed of the chief clerk, Mr. Lovick Pierce, Dr. L. E. Klemm, Mr. Henderson Presnell, and myself. Tentative schemes wero presented by Dr. Klemm and by myself, and general discussions were had as to the proper material to be exhibited, tho methods of displaying the same, and such kindred subjects as were suggested by the necessities of the case. The actual preparation of the exhibit fell to my lot, though I was aided by the other gentlemen of the committee whenever their assistance was necessary, and the cooperation of the chief clerk was always heartily given. As much of tho work as it was possible to do in Washington was done before the shipment of the material to Atlanta. Comparatively little remained to be done there, and there was little difficulty in completing the work of installation before the opening of the Exposition. The primary function of the office is to collect statistics and facts showing the condition and progress of education in the several States and Territories, and u to diffuse such information respecting the organization and management of schools and school systems and methods of teaching as shall aid tho people of the United States in the establishment and maintenance of efficient school systems and otherwise pro¬ mote the cause of education throughout the country/7 Its only executive duties con¬ sist in the management of the schools of Alaska and in the supervision of the expend¬ iture of the money appropriated to agricultural and mechanical colleges under the act of August 30, 1890. An exhibit, therefore, which displays the operations of representative educational institutions is not only an illustration, but is also an exercise of the main function of the Bureau. This idea prevailed in the preparation of the exhibit of the Bureau at the Exposition at New Orleans in 1885, and the educational department of that Exposition was managed by the agents of this office. The propriety and practicability of doing this for the Atlanta Exposition was sug¬ gested and advocated, both in the committee and by Hon. William J. Northen, the head of the department of education of the Exposition. But in view of the fact that the school year was then drawing to a close, making it doubtful whether the time remaining was sufficient to prepare a satisfactory exhibit of this character, it was decided to show only the Bureau’s own characteristic work, methods, and publi¬ cations, with such additional material of a general character as was then in hand or readily accessible. The limited amount of money available was also a consideration in reaching this conclusion. In gathering the material it was fully realized that the things most important from the standpoint of educational values are not necessarily most attractive as exhibition material, but it was the aim to make the exhibit sufficiently dignified and substantial to be worthy of the attention of students, and at the same time to make it of such character as to attract the general public. The work of the Bureau in diffusing information was made the central feature of the exhibit on its substantial side. This consisted of (1) its publications, which were shown inbound volumes; (2) a collection of statistical charts setting forth the condition of education in its various phases in the United States; (3) charts showing the state of education of various foreign countries; (4) maps showing the distribu¬ tion of educational institutions in the United States; (5) a map showing the per¬ centage of illiteracy in the several States ; (6) a large wall chart showing statistically the progress of education in the South during the last twenty years. The anomalous condition of the Bureau as a Government office charged with the col¬ lection of statistics and similar information, but without the power to require reports or funds with which to pay for them, demanded that some means be employed to show how the required data are obtained. Accordingly the exhibit included a col¬ lection of manuscript returns which were voluntarily forwarded by the correspond¬ ents of the office. These were bound in 24 thick volumes, which contained about 13,000 returns received in a single year from an equally great number of correspond¬ ents. When it is remembered that this tremendous mass of statistical information is obtained without cost, this portion of the exhibit becomes an excellent object lesson of the recognition byschool men of the usefulness of the Bureau and of the valuo of its work in relation to their own. As examples of other sources from which data are obtained there were shown (1) a collection of foreign school reports, embracing all civilized countries ; (2) a num¬ ber of American educational periodicals, nearly all the States of the Union being represented; (3) an extensive collection of reports of State and city school officers, and of catalogues of all classes of institutions represented iu the reports of the office. Documents of the last class are characteristic of American education. They 1742 EDUCATION REPORT, 1894-95. form one of the most valuable means of disseminating educational intelligence and of making the ideas and achievements of one institution the common property of all. They are freely and constantly used in the work of the Bureau of Education, and it was fitting that they should occupy an important place in the exhibit. Education in Alaska presented the opportunity of making one of the most attract¬ ive features of the Bureau’s display. The conditions of life in that Territory are so entirely different from the conditions that prevail in this part of the country that it was thought proper to make a display of characteristic Alaskan articles, in order to show under what disadvantages educational work in that Territory is maintained. This portion of the exhibit was very largely the work of Dr. Sheldon Jackson, the general agent of education in Alaska. A few articles were shown which were intended to give an idea of the habits and customs of the natives. These included totem poles, articles of apparel, instruments for preparing skins for use, dishes and utensils, masks used in their dances, models of canoes, carvings from ivory and horn, and baskets, hats,, etc., made from grass and bark. These were supplemented by a number of photographs showing groups of natives in their characteristic costumes, snow houses, dog sleds, the manner of disposition of their dead — it could scarcely be called “burial” — and of typical Alaskan scenery. There were also a number of drawings by natives representing various scenes common in their experience, such as games, dances, fishing, walrus hunting, and seal clubbing. The flora of Alaska was shown in a number of water-color paintings, which were kindly loaned by Miss E. Leslie Jackson, the artist. Miss Jackson was at one time connected with one of the schools at Sitka, and it was during her residence there that the paintings were made. The schools themselves and their work were repre¬ sented by statistics, specimens of school work, photographs of buildings, of pupils before and after attendance, of typical civilized and uncivilized families, etc. The current agitation in favor of improved school desks and the widespread demand for complete adjustability led to the exhibition of a series of models of desks that were in the possession of the Bureau, supplemented by a number of similar kind exhibited in the Bureau’s space at our instance by the United States Patent Office:. These were selected with a view to show typical specimens of desks at different periods of progress, beginning with the primitive puncheon bench and ending with the latest patent adjustable desks. Labels were carefully prepared showing the peculiarity of each desk, with mention of those features in which progress was indi¬ cated over desks previously made. In the bay window at one end of the space allotted to this office was displayed a large collection of photographs, illustrating typical educational institutions of the United States. There were represented public schools, academies for boys, semi¬ naries for girls, normal schools, schools for the deaf, schools for the colored race, medical schools, schools of technology, agricultural and mechanical colleges, colleges for women, and colleges and universities. The photographs were selected to show as far as possible for each institution (Im¬ material equipment, including buildings and grounds, laboratories, apparatus, etc. ; (2) professors and teachers; (3) groups of students or pupils; (4) work of pupils; (.5) social life and games. These photographs were arranged in wall cabinets by classes of institutions; under each class the arrangement was alphabetical. As a means of adding to the attractiveness of the exhibit, as well as for its histor¬ ical and pedagogical value, a series of pictures were prepared and exhibited illustra¬ ting various forms of school punishment. This idea originated with the Commissioner. In its execution Mr. Felix E. Mahony was detailed from the Pension Office and a room was furnished as a studio for him in the buildingof the Geological Survey. Twenty water-color drawings were made, illus¬ trating nearly all the varieties of punishment capable of illustration which were found in the course of an extensive investigation. Mr. Mahony did his work well ; the pictures were neatly framed and attracted wide attention. In regard to methods of display a few words may be said. Some of the furniture used had previously seen service at the World’s Fair in 1893, but it was all renovated, and much of it was remodeled to suit the special need of this case. One tall exhibition case, largely of glass, was fitted with shelves and used as a bookcase; another of similar style was utilized to exhibit the models of school desks, and answered the purpose admirably. Three small bookcases of ordinary library style were purchased ready-made for bound volumes; they were set against the wall and were as neat as any that would have been specially designed. Statistical charts and many of the photographs were displayed in u wing frames,” some of which were hung about circular pillars and some on an upright frame above a heavy table that differed but little from ordinary patterns. The frames themselves were of the “single frame” variety. In each THE ATLANTA EXPOSITION. 1743 there were two sheets of glass, between which charts were placed, one facing each way ; all were held in the frames by means of beads. They are more troublesome to mount than the double frames formerly used, but they are lighter, neater, and cheaper. There was not sufficient wall space to display the framed pictures, and the need was supplied; with two screens 10 feet long by 71 feet high. The frames were neatly made of polished oak, the body of the screens being of matched pine covered with dark-red felt. One end was fastened to the wall, while the other was securely braced with heavy irons. The upright portions of the braces were made to fit exactly the inside of the posts and the horizontal portions were mortised into the floor, so that the means of support were not visible. All the punishment pictures and the water colors of Alaskan flowers were thus hung, and what threatened to be a troublesome problem was satisfactorily solved. A case designed for the maps was fitted with large spring rollers, on which the maps were rolled singly when not in use. There were two such cases, each holding four maps. A large number of photographs were exhibited in wall cases similar to those first used in the New Jersey school exhibit at the Yforld’s Fair. They consisted of a series of 15 light frames, each holding a heavy sheet of cardboard, swung in a com¬ pact cabinet with a glass door. The photographs were mounted on the cardboard with ordinary paper fasteners. Cabinets of this kind are by far the best means with which I am familiar for displaying such material, and they were admirably suited to on r imrposes. For the small curios from Alaska a show case of the so-called “ monitor” pattern was built, the taller central portion being used for small totem poles and the lower portion at the ends being filled with smaller articles. The ornamental effects were secured by the use of (1) portraits of former Commis¬ sioners on the walls, (2) small groups of statuary representing school scenes on the low bookcases, (3) peculiar baskets of Alaskan fashion on the higher cases, and (4) globes and telescopes on the pillars of the wing frames. The colored transparencies of Southern scenery in the windows formed a part of the exhibit of the Geological Survey, but added greatly to the attractiveness of our own. The exhibit was inspected by a number of prominent educators and other persons of distinction and by several thousand teachers, in addition to the hosts of general visitors who passed through the building during the course of the Exposition. I was almost constantly in our space to answer any questions that might be asked, and made it a point to engage in conversation anyone who seemed to be especially interested in the exhibit, whether that interest had been shown by questions or not. In this way I learned a great deal of the people who visited us and of their prefer¬ ences, and. the experience thus gained will be useful in the preparation of future exhibits of similar character. I was especially struck by the fact that teachers visiting an exposition do not as a role care to spend their time, or at least not much of it, in an educational exhibit. After they have been confined in the schoolroom for months, probably, they enjoy a season of freedom from their labors, and when they visit a place full of strange sights and sounds they avoid reminders of their work at home and give themselves up to the enjoyment of novelties. They not only do not want to “ talk shop,” but they do not want to “think shop.” This is only natural, and is by no means repre¬ hensible. Such an exposition is not like a meeting of the National Educational Association, for example, where professional study is the direct and primary object. The benefit that teachers derive from an occasion of this kind is much broader, for it is in the line of general culture, and its effects upon their efficiency must be at least as great as the same time spent in narrower professional investigation. I would not be understood as saying that teachers were unmindful of the value of the educational exhibits. Far from it. But I would emphasize the fact that the occasion is not favorable to the serious study of pedagogical questions. This was strikingly shown in the meager attendance on the Congress of Education, for though the speakers were of the highest class and the programme excellent, there were not over fifty persons present at any session. On the contrary, I was surprised and gratified at the interest shown in educational matters and in our exhibit by the general public and by many persons in whom one would scarcely expect to find such interest. I remember especially two men who were in the exhibit for an unusually long time, and who examined everything in it with interest that almost amounted to eagerness. One of them was an actor at the head of a farce-comedy company then playing in Atlanta, and the other was a young lieutenant in the Fifth United States Infantry, who was locally famous as a football player. I am convinced, therefore, that the material for an exhibit by this Bureau on an 1744 EDUCATION REPORT, 1894-95. occasion like tliat in Atlanta sliould be selected and arranged with a view to attract¬ ing tlie attention of tlie public at large and to interesting them in educational work, rather than with special reference to teachers. I am, sir, very respectfully, James C. Boykin, Agent, Bureau of Education. Hon. W. T. Harris, Commissioner of Education. EDUCATION IN THE SOUTH. The following table was prepared in the Bureau of Education and was shown in its exhibit in Atlanta as a large wall chart, 3 by 10 feet in its dimensions : Progress in iiccntg years of education in the South. [Comprising tlie States of Delaware, Maryland, District of Columbia, Virginia. West Virginia, North Carolina, South Carolina, Georgia, Florida, Kentucky, Tennessee, Alabama, Mississippi, Louisiana, Texas, Arkansas, and Missouri.] 1874. 1884. 1894. Total population . 15, 687, 900 20, 087, 300 24, 135, 900 School population (5 to 18) . 5, 204, 100 6, 675, 940 8, 221, 330 THE PUBLIC SCHOOLS. Pupils registered in the schools . . 2, 279, 614 3, 773, 477 5, 260, 588 Per cent of the population . 14.53 18. 78 21. 80 Average daily attendance . 1, 407, 830 2, 445, 959 3, 384, 050 Per cent of the registration . 61.75 64. 57 64. 33 Male teachers . 35, 395 51, 571 55, 600 Femaleteachers . . . 18, 322 36, 029 59, 056 Whole number of teachers . 53, 717 87, 600 114, 656 Schoolhouses . 44, 695 73, 561 $26, 009, 295 86, 880 Value of school property . $10, 685, 920 $55,894,549 $643 Average value of schoolhouses . $373 $353 Average number of school days in the year . 94 94 106 Expenditures for teachers’ salaries . . Total expenditures . $9, 200, 909 $14, 188, 657 $22, 714, 010 $11, 823, 775 $17, 884, 558 $29, 170, 351 Expended per capita of population . $0. 75 $0. 89 $1.21 Expended per pupil in attendance . $8. 40 $7.34 $8. 62 UNIVERSITIES AND COLLEGES. Number of institutions . 174 210 299 Professors and instructors . 1,399 1,880 3, 062 Students . 10, 103 16, 304 25, 304 The population was about one- half greater in 1894 than in 1874, In the public schools the number of children and of the teachers was about 2| times as groat ; three were nearly twice as many schoolliouses, and school property was over 3£ times as valuable ; the aver¬ age school term was twelve days longer; the expenditures were over 2\ times as much. One hundred and twenty-five new colleges weie established between 1874 and 1894 ; there were 1,663 more professors and 2£ times as many students at the later date than at the former. LIST OF EDUCATIONAL EXHIBITS AT THE COTTON STATES AND INTERNATIONAL EXPOSITION1 IN MANUFACTURES AND LIBERAL ARTS BUILDING. Alabama Polytechnic Institute, Auburn, Ala. Collective exhibit. Arkansas public schools, Little Rock, Ark. Educational exhibit, books, charts, maps, pictures, and catalogues. Board of education, Chicago. Drawings from public schools. Connecticut Commission, Hartford, Conn. Educational exhibit. Harvard University, Cambridge, Mass. Educational exhibit. Hasbrouck Institute, Jersey City, N. J. Educational exhibit. Johns Hopkins Uni versify /Baltimore, Md. Educational exhibit. Massey College, Columbus, Ga. School exhibit. Mercer University, Macon, Ga. Educational exhibit. Pennsylvania Training School, Elwyn; Pa. Collective exhibit. From the official catalogue. THE ATLANTA EXPOSITION. 1745 St. Mary’s College, Belmont, N. C. Illustrations of college ■work. State of South Carolina, Columbia, S. C. Educational exhibit. Staunton school exhibit, Staunton, Ya. Collective school exhibit. Tennessee Industrial School, Nashville, Tenn. Collective exhibit. University of Tennessee, Knoxville, Tenn. Collective exhibit. Wesleyan College, Macon, Ga. School exhibit. Woman’s College of Baltimore, Md. School exhibit. WOMAN’S BUILDING. — KINDERGARTEN WORK. Atlanta. Miss Allen’s kindergarten. Atlanta. Mrs. Muse, from West End. Government schools. Indian kindergarten. Knoxville, Tenn. Free kindergarten, under auspices of the King’s Daughter^. Lexington, Ky. Public schools. Louisville, Ky. Kindergarten exhibit. Memphis, Tenn. Free kindergarten. Memphis, Tenn. Miss Wheatley’s kindergarten. Washington, D. C. Mrs. Hailmann’s kindergarten. Washington, D. C. Mrs. Louise Pollock. Milton Bradley Company, Springfield, Mass. Kindergarten apparatus. MODEL SCHOOL BUILDING - PUBLIC SCHOOL EXHIBITS. Athens, Ga. Collective exhibit from public schools. Atlanta public schools. Collective exhibit. Birmingham, Ala. Collective exhibit from public schools. Charlotte, N. C. Collective exhibit from public schools. Cincinnati. Art exhibit from public schools. Cincinnati public schools. Penmanship. Dalton, Ga. Collective exhibit from public schools. Harlem, Ga. Collective exhibit from public schools. Hawkinsville, Ga. Collective exhibit from public schools. Minneapolis, Minn. Collective exhibit from public schools. Newnan, Ga. Collective exhibit from public schools. NEGRO BUILDING. Atlanta Baptist Seminary, Atlanta. School exhibits. Atlanta University, Atlanta. School work, etc. Central Tennessee College, Nashville Tenn. Educational exhibit. Christiansburg Institute, Christiansburg, Va. Industrial exhibit. Claflin University, Orangeburg, S. C. School exhibit. Clark University, Atlanta* Sundry articles, school exhibits. Cook, George F., Washington, D. C. School exhibiL Cotton, T. L., Darlington, S. C. School work, etc. Dent, T. M., Rome, Ga. School exhibit. Emery, W. O., Little Rock, Ark. Farm products ; school exhibit. Florida State Normal and Industrial College, Tallahassee, Fla. School exhibit. Gammon Theological Seminary, Atlanta. Educational exhibit. Georgia State Industrial College, College, Ga. Industrial exhibit. Greenleaf College, Orangeburg, S. C. School exhibit. Hampton Normal and Agricultural Institute, Hampton, Va. School exhibit. Howard University, Washington, D. C. School exhibit. Lincoln School, Meridian, Miss. School exhibit. Mitchell, Frankie, Atlanta. Penmanship. Montgomery Industrial School, Montgomery, Ala. Educational exhibit. Morgan College, Baltimore, Md. School exhibit. Morris Brown College, Atlanta. School exhibit. Smith, Philander, College, Little Rock, Ark. School exhibit. Spelman Seminary, Atlanta. School exhibit. St. Paul Normal and Industrial School, Lawrenceville, Ya. School exhibit. Stato Normal and Industrial School. School exhibit. Steele, Carrie L., Atlanta. School children’s fancy work. Talladega College, Talladega, Ala. Educational display. Tuskegee Normal and Industrial Institute, Tuskegee, Ala. School exhibit. 1746 EDUCATION REPORT, 1894-95. PROGRAMME OF THE EDUCATIONAL CONGRESS , COTTON STATES AND INTER¬ NATIONAL EXPOSITION , OCTOBER: +5 TO 31, 1895. [Exposition Auditorium.] Friday, October 25. 10 a. m. — Addresses: President of tlio Georgia State Teachers’ Association; super¬ intendent of education of Georgia; chancellor of the University of Georgia; Prof. Newton C. Dougherty, president National Education Association. The Training of Teachers, Principal F. W. Parker, Cook County Normal, Illinois. Relation of the Normal School to the Public School, E. Oram Lyte, Pennsylvania State Normal. College Degrees, President George A. Ramsey, Louisiana. 2 p. m. — Higher Education in "the South, Prof. Edwin A. Alderman, University of North Carolina. System of Education, President William R. Harper, University of Chicago. 8 p. m. — Addresses : Commissioner W. T. Harris, Washington; Hon. A. E. Winship, Boston. Saturday, October 26. 10 a. m. — Secondary Education, President'Ellen C. Sabin, Milwaukee. Progress in Primary Education, Mrs. Eva D. Kellogg, Boston. Rural Schools, Hon. Charles A. Skinner, Albany. 2 p. m. — Aim of the Elementary Schools, F. Louis Soldan, St. Louis. Aim of the Elementary Schools, Oscar Cooper, Galveston. University Education, President Francis A. Patten, University of New Jersey. Trend of Higher Education in the South, Dr. Charles W. Dabney, president University of Tennessee and Assistant Secretary of Agriculture. Monday, October 28. COMMON SCHOOLS. 10 a. m. — Presiding officer, Dr. D. C. Gilman, president Johns Hopkins University. Introductory address by the president. The Public School System as an Instrumen¬ tality of Social Advance, Hon. E. B. Andrews, president Brown University. Discus¬ sion: Hon. J. R. Preston, State superintendent of education, Mississippi; Hon. J. O. Turner, State superintendent of education, Alabama. The Proper Scope of Public Education, Hon. James R. Waterworth, St. Louis, Mo. 8 p. m. — Old and New Ways of Treating History, Hon. John Fiske, Cambridge, Mass. General discussion, public school system. Tuesday, October 29. SECONDARY SCHOOLS. - 10 a. m. — Presiding officer, Col. William Preston Johnson, president Tulane Uni¬ versity. Introductory address by the president. Tho Place and Work of Secondary Schools, Prof. Lawrence C. Hull, Lawrenceville, N. J. The Place of Literature in Secondary Education, Dr. J. H. Abernethy, principal Berkley Institute, Brooklyn, N. Y. Discussion: Prof. Lawton B. Evans, superintendent city schools, Augusta, Ga. ; Maj. W. F. Garrett, Peabody Normal School, Nashville, Tenn. PEABODY MEMORIAL. 3. p. m. — Addresses: Dr. W. IJ. Payne, president Peabody Normal School, Nash¬ ville, Tenn. ; Dr. J. L. M. Curry, agent Peabody fund, Washington, D. C. 8 p. m. — Methods of Botany Teaching for the Young, Prof. D. P. Penhallon, professor of botany, McGill University, Montreal, Canada. The Educational Use of Mythology and Folklore, Hon. W. W. Newell, secretary American Folklore Society, Boston, Mass. General discussion, secondary schools. Wednesday, October 30. HIGHER AND TECHNICAL EDUCATION. 10 a. m. — Presiding officer, Dr. Charles K. Adams, president University of Wiscon¬ sin. The Spread of Knowledge Regarding the Mineral Products of the Country, Prof. J. A. Kemp, professor of geology in School of Mines, Columbia College, N. Y, THE ATLANTA EXPOSITION. 1747 Colleges for Women, Hon. John F. Goucher, president of Woman’s College,. Balti¬ more! Certain Phases of Pedagogics, Prof; A. P. Montague, dean of Columbian University. Tho Relation of Schools and Museums of Art to the People, Hon, Halsey C. Ives, director of Museum of Fine Arts, St. Louis, Mo. 2 p. m. — The Material Development of tho South as Related to the Progress of Scientific and Technical Education, Hon. William M. Thornton, chairman of the facility, University of. Virginia. A Modern Opportunity, Dr. Bi L. Whitman, presi¬ dent Columbian University. EDUCATION OF THE DEAF. 8 p.m. — Presiding officer, Wesley O’Connor; The Education of the Deaf, Hon. Edward M. Gallaudet, president of Gallaudet College, Washington, D. C. Dr. Philip G. Gilbert, president of the American Association for Teaching Speech to the Deaf, General discussion. HIGHER EDUCATION IN THE SOUTH.1 [By Edwin A. Alderman, professor of pedagogy, University of. North: Carolina.] Out of the overthrow of a unique and forceful civilization in the Southern States? there is slowly emerging: a new society. Under the stern pressure of necessity this silent revolution has proceeded so quietly, and has been masked so skillfully by the marvelous material resurrection of a mined and conquered people, that men have not marked the clashing of old: ideas and aspirations and modes of thought with the new strenuous influences of modernism and innovation. All the well-known phe¬ nomena of transition are in full pi ay in Southern life— the people as a whole, incited by lack of training and consequent poverty, pressing steadily toward a wider life, but unable to distinguish, in the general clamor, the guidance of true wisdom from the voice of the slave to his prejudice or his sect casting in stumbling blocks, or the raw enthusiast shouting panaceas and prophesying millenniums. The direction and elevation of this social new birth are the surpassing duty and function of all educational forces, and more especially of the higher education in Southern life. Whether there shall issue from the conflict an enlightened civiliza¬ tion,, blending. the lovableness and charm of the old with the vigor and freedom of the new, or some unhappy system made up of crudities and ancient prejudices, is the task set for this generation of educated Southern manhood. Isolated, individual, conservative, the South of the past held itself proudly aloof from the ferments of modern society, went its own way, and created its own domi¬ nant dramatic order. This order was a system of contrasts and lights and shadows. It produced neither wealth nor letters. It dishonored labor, arrested immigration, minimized invention, unified industry, and exalted Gaste. The academies and pri¬ vate schools of the time> administered by scholarly and devoted men, were numer¬ ous and effective, indeed, almost perfect instruments for the purposes of the time; hut the common schools, branded with the burning badge of pauperism, could not thrive. Yet there issued from this order the smallest, the alertest, the most pow¬ erful political force' in Christendom. The American Union had sprung from their brains, had been maintained by the valor of their arms, and had extended its terri¬ tory under their guiding hands.. By a strange historic paradox the causes of their weakness became as well the causes off their strength. The dangers and antago¬ nisms of a militant labor system made them masterful in action, and persuasive in speech. Baronial life,, with its leisure and inherited overlordship, made them as simple as shepherds and as proud as kings. In the placid air of their enlightened mediae valism lingered the brave old ideals off courage and beauty and gracious dig¬ nity. There was hut one overshado wing Southern question then, and this for its treatment did; not so much need universal intelligence and thrift and the spirit off gain, and growth, as it did character,, principle, oneness of purpose, and cliivalric codes of conduct. Hence all the forces of the time concentrated on these lines, and there arose an assertive, sensitive, sincere, dauntless race of men esteeming life less than, honor and loyalty more than gold, who wrought with a sad titanic sincerity for their doomed cause ; withholding nothing, compromising nothing. until the mighty straggle wore touts sublime and pathetic close at Appomattox. The great war, in the mystery of historic forces, freed the white man, rolled away his burden, and enrolled the South in competition with the great industrial democ¬ racies of the: world. Its problems, no longer direct and primitive, are their problems intensified by the painful processes of social transformation. The old individualism has given place to combination and capitalism, servile labor to the labor of -the free black ; and with this the best products are to be raised, the best goods manufactured, and the best routes: to market devised. Our first work is to possess the land and Head at the: National Congress of Education October 25, 1805. 1748 EDUCATION REPORT, 1894-95. subdue it. Tbe care of tlio body, if not so important as other higher things, must at least take precedence in the evolution of a higher civilization. The law of the passage of society from the patriarchal to tho economic stage necessitates the higher organism, the subtler brain, the more cunning hand. Hence, like a belated army, the South is seeking to conquer a place in material civilization; its dreamers become captains of industry, and its doctrinaires lords of trade. We shall lose an element of charm and picturesqueness, but we shall gain in wealth and productive energy, and tho change is inevitable. Our largest work is the wise and just guidance of tho irrepressible instinct of democ¬ racy, restrained for generations, now asserting itself in the upheaval of the plain people — the third estate — who are everywhere coming to the front, demanding their share in government and challenging the authority of the ruling class. Our untrained men are learning to govern by governing, pedagogically and historically a wise proc¬ ess, for that surely is better than to be governed and remain ignorant. The situa¬ tion is not without great hopefulness. Tho rank and file of this popular uprising .are tho best material in the world for the making of educated citizenship. Tho civil war revealed their value to the world and constituted their university. Its marches and dangers opened their eyes and gave them their outlook on life. They and their sons, the younger element in the movement, are men of unmixed English and Scotch- Irish blood, inheritors of tho Anglo-Saxon consciousness, descendants of men who sacrificed peace and life for principle in three wars, keen-witted, if untrained, their very excesses the result of boundless faith in the majesty of their government. The tasks awaiting adjustment by these men, sure to attain and hold power in the end, are enough to appall the wisest statesmen and the profoundest social scientists — the remodeling of constitutions, the settlement of grave questions of suffrage and prop¬ erty, the reconciliation of classes, and, greatest of all, the problem of the two races. The sentimentalists and partisans of the reconstruction period fancied that they had settled the question which had disturbed the dreams of Jefferson, which had perplexed and affrighted the national conscience through all its history, and which had just evoked the mightiest moral energies of the century. But their solution was no solution. It was solemn opera bouffe. Tho problem had just begun, and remains the transcendent sociological problem of the age. Rant will not dispose of it, or ignorant gush, or race prejudice, or the philosophy of the sentimental and the remote ; but it must work itself out on Southern soil by the wisdom of Southern men of both races. It must pass into the region of scientific study and investigation. The Southern scholar must make it his province in tho still air of the university; the statesman and publicist must ponder it, and the capitalist may well reckon with it amid his gold. What manner of men, then, does the South need in its coming life? Perhaps in the past we set too much store by wise leaders and neglected to provide for wise followers. If so, the irony of fate is sporting with us, for now, in the threat¬ ening danger of these great questions, we are practically leaderless. The old type of leader, softened by fortitude and idealized by woe, has passed away, canonized by lovo and letters. The voluntary and occult forces of the time are seeking dili¬ gently to fashion the new. Now and then we seem to get a glimpse of our leader, as when Henry Grady, with his golden tongue and free, spacious spirit, uprose upon the South, a radiant prophecy of its future manhood, but it is only a glimpse. The mere industrial man will not answer our need, though there are lands to be tilled and fac¬ tories to be built, and the madness of exalting empty political preeminence and fair- spoken words above the sciences that will dignify labor and procure food can never again curse our life. The mere orator or politician or scholar will not do. There must be a complex of all these — the man of free spirit and constructive habit, the man of insight and effectiveness, of utility and beauty, of action and contemplation. He shall above all have faith and sympathy with the blundering masses, and shall be endowed with that patient wisdom which can await the unfailing rectitude of public impulse and can keep its faith through unpromising days. Like Fichte around the King’s council board or Luther to the burgomasters of Germany, he shall plead unceasingly for education in the colleges and schools, in the press, and in the public library. If our laws and institutions are not to become the crude experiments of*^ the ignorant or the bold devices of the corrupt; if the South is to outgrow years of economic misconception; if the teachers in our schools are to be true teachers, edu¬ cated men, rather than party chieftains or untrained place seekers, must lead our civilization. The potential of trained mind must constitute the test of true leader¬ ship in the South hereafter. The popular contempt for higher education and the popular pride in the self-made man is always widespread and strong in democratic communities. The feeling is a sort of retribution upon scholarship and educated power for their cowardice and selfishness, but it is none the less defiance of common sense. The educated man may not always be in place, but he is sooner or later in power. The higher education is the dynamic element in the life of the community, invigorating the schools of the people, bravely struggling to elevate the common THE ATLANTA EXPOSITION. 1749 standard of living, supplying the State with its teachers in the schoolroom, the press, the pulpit, the family. Out of the universities of the world have come its creative movements and men — religious freedom in the Old World and civil liberty in the New. Modern Germany is the child of her universities, and relies more firmly for her permanent power upon them and their 28,000 students than upon her invincible soldiery. Blot out the influences of Harvard and Yale and the colleges of the Atlantic seaboard, and what art can estimate the loss in moral elevation, practical power, or national character ? The great Columbian Exposition, with its splendor and beauty, will fade away— aye, has faded away as a dream — but its neighbor, the university, will shape Western life for unnumbered generations. Wherever tyranny has sought to oppress the weak or ignorance to rule the wise, wherever the borders of light have needed to be enlarged, or ancient and prosperous shapes of wrong to be cleansed from the land, tho gray walls of the university have yielded up its spiritual battalions — strong in steadfast purpose and cultivated brain, discoverers of thought, conservators of truth, stim¬ ulators of mind, sowers of seed that will bear fruit in a fairer time. The feeling is instinctive that men of this stamp and quality mast serve a State in epochs of down¬ fall and trial. The South has not failed in this feeling, as its brave efforts to estab¬ lish and maintain schools and colleges for both races quite eloquently show; but the needs of Southern society are so great, her young men seeking training are so count¬ less, tho work of all the colleges is such a fraction of what is left to be done, the disheartening rivalries and bickering among the colleges themselves aro such dis¬ tressing proofs of the need of higher education that it has seemed best for me to leave the questions of technique and administration to wiser men, and to plead for the thing itself. We are not all of one mind as to how the great need shall be supplied. There are those who insist that this vital thing is not a concern of the State, whose highest functions they declare are symbolized by the policeman's club or the law’s penalty. And then there are the prosperous communities with amassed wealth and settled material skill, who say to us that we must wait upon the impulses of philanthropy or the activities of the church for our educational foundations. But the nature of the State is at variance with the limitation of its powers to police regulation, and the instinct of civic self-preservation decides against trusting wholly to individual generosity or ecclesiastical agencies for a universal social necessity. The State is not the government alone, it is the will of the people expressing itself in beneficent institutions as well as in penal or protective codes. The protective function of a State, indeed, may disappear as reason advances, but the loftier educational func¬ tion will increase as social relations growr in complexity. From the standpoint of right, there is no power to which the State can delegate its duty and power to educate, for there is no higher power than the State. If there be a higher power in the State than the State, then that power is the State. From the standpoint of political common sense, the agent of social salvation should be at least as potent as the extent of social peril. Our social peril is superlative, involv¬ ing education or migration or revolution. The most potent conceivable agent is the State, which is concerned about and surely is responsible for its own life. There¬ fore it is the all-powerful State that must maintain itself against vital danger. If it be conceded that the youth of a Commonwealth have the same right to be edu¬ cated that they have to be free, then it must also be conceded that the State is responsible for and alone has the power to guarantee the granting of this sacred right. To those who concede the State’s right and duty to educate in the primary education and deny it in the higher, it may be answered that an argument for any education is an argnment for all education. If the State has a right to educate at all, it likewise has the right to determine the extent and character of that educa¬ tion. All knowledge is comparative, the higher education of one age becoming the lower of tho next, and there can be no dead line in learning at which knowledge ceases to be good and becomes useless. The three “R’s” are indispensable. But mere reading is not reading with profit, and the one is as indispensable as the other. Higher education simply means more education, better education, completer educa¬ tion for a completer life. It is not a cult for the few or a caste for the wealthy or a college for tho exclusive. It is the training ground for the people, and is the essence of democracy in its purposes and results. In my own State of North Carolina, up to the civil war, there was a widespread feeling that the ruling class was confined to a few families of ability and wealth. In the early days of the century it was true, and necessarily true, for the influential and wealthy classes alone could command the advantages of education, and educa¬ tion finally rules. The enlightened policy of the modern State knowing no class, and knowing that those who most need help are least able to hell) themselves, cheapens the cost of this priceless thing and offers it to the aspiring of all ranks who feel within them the promptings of power and yearn for the higher life of use¬ ful action. As a result of this leveling process, introducing the higher test of fitness 1750 EDUCATION REPOST, 1894-95. - and ability, side by side in the various fields of endeavor and in the high, places sit men of all ranks and all degrees of wealth, advancing tho life of the State. Let me not be understood, in pleading for the higher education, as underrating the lower, for there is no essential distinction between the two. The State can not be interested in one and not in the other, for they are one and indivisible. A system of education all universities and no primary schools would be a crime, as a system all primary schools and no universities would be a farce. It is simply a question of sequence. The educative impulse is from above downward and not from below upward, and the two impulses reenforce and enrich each other. In the old Southern life in every hamlet and community were to be found men and women of the rarest culture ; but all around, giving color and tone to the whole, moved the untaught throng. The supremest needs of tho new life is the lessening of this inequality by the presence in large numbers in. all elements of the population of men and women of thoughtful, independent mind, of trained consciences and habits and hands, who cam bring things to pass. This can only issue out of the higher education reacting upon the lower, lifting the whole to a higher common level. The permanent forces in this process are, first and foremost, the State universities and colleges supported by taxation and expressing the Christian tendency of the brotherhood of men, and secondly, the endowed institutions supported by enlightened philanthropy. There is no call among us for a multitude of new foundations, unless it be for institutions for the training of teachers. We need, rather, to expand and enrich and liberalize the old foundations. There are two obstacles in the way of this result: The popular, abstract hatred of taxation, which enables the enemies of the State schools to confuse the thought of the people and to make them regard all taxation as a curse rather than as organized corporate wisdom, hallowed by Christianity, struggling to secure for the children a needful thing beyond individual power; secondly, the failure thus far in our development to find the golden mean between tho individualism which preserves liberty and tho individualism which paralyzes concerted action. Still, partially rooted in our life is the fatal thought that every man should educate his own child or leave him uneducated, if it be his will or misfortune. Emphasized by poverty, this conviction still stays the hand of giving and belittles the glory and gladness of helping others to help themselves. We will do well to labor and pray for the death of this sentiment. We would be mad to cease State effort and demand endowment at the point of a subscription list. Bishop Potter in a recent utterance has declared that the darkest day for any people would be the day when they did not possess an ideal university, and by an ideal university ho meant any group of free, simple, unhampered men seeking truth for truth’s sake, 11 waiting patiently on their bended knees before the shut doers of the kingdom of knowledge,’’ getting their only reward in the thrill of the human soul in its contact with eternal verity, ignorant and careless of the moment when their theoretic truth emerges into fact, and in the form of mighty engines or stately ships or roaring looms blesses the world. There can be no fairer picture on earth than this, and such men are indeed tho aristoi of the world. But there is one thing greater than truth, and that is humanity. The Southern university may well cher¬ ish this serene ideal and incorporate in its organization the creative impulse and the spirit of inquiry and investigation, but its first thought must be about its environ¬ ment, out of which it must grow and by which it must do its duty before it can erect a beautiful aristocracy of scholarship. Once we were aristocratic in govern¬ ment and education* but now we are democratic in both. At this stage of our cul¬ ture, when millions are to bo impressed with the importance of knowledge, the Southern scholar must forego his office of prophet and seer and become ruler and reformer, and Southern universities and colleges must do the work of social regen¬ erative forces, reaching out directly into the life of the people, making; known how much better light is thau darkness, and how sweet it is for the eyes to behold the sun, ennobling the poor man’s poverty and spiritualizing the rich man’s gold. I sometimes think that our brethren of the North and West do not fulty compre¬ hend how ripe the time is and how hard the struggle for the fruitful doing of such work. Individuals and communities can not be forced into power or culture or effect¬ iveness or skill. The desire for these good things must go before their realization. For a glimpse of the self-reliance, the eagerness, the bravery of the South, one has only to visit a Southern college and see the earnest, thrilling desire for the oppor¬ tunities which the people believe to be concealed in education. The influences that hinder and obstruct can not wholly restrain or dull this desire, and it grows by what it feeds on. It is something of the spirit, I fancy, that lives for us in the glad, grate¬ ful words of young Ulrich Yon Hutten, spoken to the bright face of Freedom in the morning of the modern world, “ Studies are blooming, minds are awakening ; ft is a joy to be alive.” It is the spirit which will cause history to place our epic period THE ATLANTA EXPOSITION. 1751 not in the heroic (lays of ’61 to ’65, when our soldiers performed prodigious feats of arms, hut in the grinding: days from ’65 to ’95, when they and their sons rose above the stupendous difficulties that followed in the wake of war. The going of a Southern hoy to college is no conventional, quite ordinary stage in the life of a youth. It is always an event,, and sometimes a tragedy. It most fre¬ quently means that far away in the home the father and mother work harder and rest less, and scrimp here and save there, eating: skim milk and oatmeal,, and taking, counsel in the still hours of the night how they may give their child the privileges they did not know and the entrance into the clearer, fresher,, sweeter life denied to them. I have seen a feeble woman’s face set with stern resolve and glow with inef¬ fable love at the very thought of her boy putting on his armor at the price of her own life. The dignity and power and political value of childhood and youth as the fittest and ultimate concern of the legislator, the preacher, the political economist, the true statesman, has entered our life as one hundred years ago it e?itered the life of the French, aroused by the mad earnestness of Rousseau, and aghast at the havoc of revolution, or as it entered into the thought of the English a generation later, to the music of Wordsworth’s immortal ode. Higher education in the South does not exist for its own glory, for the fame of its teachers, for the pride of sect, or for any subjective or selfish reason. Its aims must be pure public aims and its service public service. In a portentous era, and with inadequate means, it stands for the beneficent force that must transmute the tumultuous, untrained life about it into self-government perfected by education — its material the youth of a new life and a new century, and its strong fortress the self-conscious state, no longer a synonym for rude force, but an expression of Christian sympathy and unity and conscience seeking to realize and show forth the dignity of democracy, the beauty of popular concord and justice, and the majesty of republican citizenship. WHY THE COLLEGE FOR WOMEN?1 [By John F. G-oucher, president of the Woman’s: College of Baltimore.] Sir Humphry Davy was once asked which was the greatest discovery he had ever made, to which he replied, “ Michael Faraday.” Greater than the safety lamp with its great economic value, greater than the principles set forth in his treatise on u Some chemical agencies of electricity,” with its great scientific import, greater than his decomposition of alkalis and earths with its far-reaching results, was the dis¬ covery of Michael Faraday, whose researches, observations, and discoveries as chemist, electrician, and philosopher, broadened the horizon of the knowable and enriched humanity. So the nineteenth century, with its long record of important discoveries,, applica¬ tions, and achievements, with its unprecedented progress in the mastery of nature and the facilities of communication, in the development of personal influence and the sentiment of humanity, most deserves to be known as foremost among the great centuries of human history for the discovery of woman. Greater than its develop¬ ment of material resources, greater than its multiplication of mechanical agencies, greater than its scientific, economic, and social jnogress, far greater and more deter¬ minative in the development of the race is its discovery of woman, its recognition of her rights and provision for her best culture. Here and there through all the centuries women have shown large capacity and great efficiency, but these, if con¬ sidered at all, were regarded as exceptional. Appreciation of womanliness, its importance to the race, its determining relation to the development of humanity,, the necessity that woman shall have the most thorough and comprehensive culture is the culminating distinction of the nineteenth century. This discovery was opportune. Man’s conquests had so enlarged his opportunities that he needed personal enlargement to occupy them. No nation or people has ever outranked its representative women. Woman gauges civilization. It never outgrows her influence. Let a student of social science know the women of a community, their attitude to moral questions, their standard of excellence, and their motives of action, and he has data sufficient from which to diagnose the present status and prognose the future prospects of that community. If woman admires cunning and approves cruelty, if she judges of bravery and bestows her favors according to the number of scalps brutal men dangle at their belts, the ambition and occupation of that people will be to capture scalps by cun¬ ning and cruelty that their belts may be ornamented in correct style, even though it requires the enslaving of women with debasing, drudgery. So pervasive will be the ideal that their children’s play will reveal it, the youth will dream of it, the young men will strive to attain it, and the old men and maidens will never weary of Read at the bFational Congress of Education, October 30, 1895. 1752 EDUCATION REPORT, 1894-95. recounting legends of the prowess and success of those who have excelled in realiz¬ ing it. Let the representative women he foolish, inconsistent, given to dress, fond of show, and self-indulgent, and the men will he foppish, of smooth speech, hollow- hearted, avaricious, and sensuous; hut let the representative women of the commu¬ nity he thoughtful, purposeful to help humanity, and given to unselfish living, let them maintain high ideals of personal purity for themselves, and require the same standards of the men whom they receive to their friendship, and the men of that community will he manly, pure, and puhlic-spirited, whose ambition is helpfulness, and whose passion is justice. That woman has higher ideals than man is generally assumed, and, I think, cor¬ rectly. This is not due to a nature inherently different so much as to the training which she receives and the standard she tries to realize. Let our daughters live on the street, frequent the saloon or loafing place, associate with the unrestrained, and he under the influence of the impure, and their intenser natures would exceed in evil, as too many sad examples illustrate. Let tho women give themselves to the competition of business and politics, as now conducted ; let the home ho impover¬ ished by the absorption of tho mother in other demands and the children he deprived of tho high ideal and unselfish example of the patient woman and devoted mother, and the race would suffer irreparable injury, for the home, and not the individual, is tho unit factor of Christian civilization. Tho homo duties of tho wife and mother require as much intelligence and ability as tho more public occupation of the husband and father. They are more varied, more exacting in detail, and more wearing in routine. Ofttimes the mother, in caring for the children and managing tho household, evidences industry and endurance, intelligence and wisdom, financial ability and administrative skill which far exceed the demands upon tho husband, who pursues his daily routine and receives his stip¬ ulated wage. There are certain duties which she must perform unless the race is to become extinct. These are determined by tho laws written in her members. Other duties naturally relate themselves to these. There are well-meaning would-be reformers, nonadjusted females, and others who have not thought on tho various phases of this problem to a comprehensive and legitimate conclusion who would indefinitely extend these duties. They say that man has certain elective, legislative, and administrative functions which ho ought to use for the best interests of society, but as this is difficult for him to do ho has not always been faithful to his responsi¬ bilities. Therefore they proposo to reorganize the relations between man and woman without changing their natures, and ask woman to jeopardize the highest functions which she and she only can perform to attempt whatman has the power and is under obligation to do. Mark you, rarely do you hear mothers talk thus. Maternity makes less conspicuous but higher and moro distinctive demands of them, which they loyally accept and are honored in performing. To multiply functions and confuse relations i3 contrary to tho scientific and his¬ toric trend of development. Scientifically, development always emphasizes pecul¬ iarities and registers itself in individualization. In the lower orders of life exchange of functions is not impossible. As they advance we find distinctions which were rudimentary and scarcely discernible become pronounced. They determine appear¬ ance, character, and adaptations. Historically, in the earlier stages and lower grades of civilization, woman has to do almost everything. She is mother, teacher, agri¬ culturist, purveyor, manufacturer, merchant, banker, and general drudge. Civili¬ zation develops increased efficiency and realizes excellence by specialization. Civilization and interdependence develop side by side. As wo rise in the scale we find woman’s work decreasing in variety and increasing in importance. It becomes more difficult and more potential as it becomes more closely related to those subtile forces which determine destiny. The hope of the race is in the success with which she does this work. Humanity’s greatest need is not for a decrease of man’s responsibility and an increase of the responsibility of woman. Neither is it to radically change woman’s work by giving her a part of tho work now assigned to man unless the change is to be an exchange, man assuming a part of the work now done by woman, from which she is to be released when she assumes the work man is doing. Except within com¬ paratively narrow limits this would bo impossible. Humanity’s great need is not for moro destructive competition, but for more helpful cooperation, not for the evo¬ lution of two distinct spheres, a man’s sphere and a woman’s sphere, moving in separate and independent orbits, but for the development of a single sphere with its hemispheres properly adjusted and revolving in tho full enjoyment of perfect one¬ ness. There must be specialization in order to have excellence, limitation to reduce wasteful competition, and adjustment in order to secure cooperation. The goal will be hastened if woman ceases to tolerate shirks, maintains clearly defined and high ideals, and holds man strictly to the fulfillment of his obligations. If the present race of men is incapable of this, the homes and mothers and representative women have failed and the evil must be corrected by providing for wiser mothers, more THE ATLANTA EXPOSITION. 1753 attractive homes, and stronger, nohler representative women. Hero we find a foundation demand for the thorough college education of women. So imperative is this demand that if it were impossible for both the sons and the daughters to have the opportunity, and it could bo given only to one, tho best interests of humanity require, except in rare cases, that the daughters shall havo the preference in this matter and be given thorough college education. So largely are business and poli¬ tics absorbing the men that women must become tho protectors of the higher intel¬ lectual interests in domestic life or tho race will deteriorate. Confusion of thought is the inevitable result of inaccuracy in the use of terms, so let us define what we mean by college education. With a reasonable degree of accuracy all educational work may be classified under four heads : Primary, second¬ ary, collegiate and graduate, university or technical. Tho primary is addressed to the observational faculties, seeking to develop in them promptness and accuracy; the secondary leads up to and deals with the reflective faculties and causal relations. College education is not secondary education plus something. Its purpose, meth¬ ods, and appliances are different and more comprehensive. It addresses itself to the discipline and development of every faculty of the intellectual, physical, and spir¬ itual nature in their functional relations. Its object is a well-poised, resourceful, symmetrical personality. Graduate or university education is to train investigators and specialists along given lines. There are radical differences between man and woman, their adaptations and the demands upon them — differences which contradict the suggestion of oneness and make them necessary to each other and their unity possible. Man’s success in life, as it is now adjusted, is through persistence, by concentration and cumulative results. Ho must of necessity be a specialist, knowing all possible about something. Utility has no more withering characterization of a diffused man than “jack-of-all- trades, master of none.” Woman’s strength is in her versatility. Her occupation changes with every hour of the day. As wife, which is more than companion; as mother, which is more than teacher ; as the spirit and inspiration of the home, deter¬ mining its atmosphere ; as furnishing new revelations of the meaning, beauty, and power of the gospel, enriching the church by her life and ministries ; as tho embodi¬ ment of the highest ideals, giving tone and strength to society, the demands upon her are varied, involved, and numberless. In all these and tho various other places she is called to fill she needs to be resourceful and cultured and to have the mastery of herself at a moment’s notice. She needs judgment, skill, taste, and tact, a nature enriched with varied and exact knowledge, beautified with culture, chaste and strong through discipline, lofty in ideal, and possessing the incomparable grace of unselfish ministry. Thus and thus only is she qualified for the throne and citadel of her queenly prerogative. All this is included in a symmetrical personality. To aid in the realization of this is the aim of a college education. The higher education of woman has not yet passed out of its experimental stage. Her ability to receive the broadest, the most varied, and the most exact culture, the importance of thorough and advanced culture to her own best enjoyment, its influ¬ ence upon the present and future of our civilization, and the necessity that hers especially shall bo Christian culture are no longer questioned by intelligent Anglo- Saxons, but its scopo and the methods by which and the conditions within which such training will realize the most practical results are still matters of controversy and experiment. The so-called “ female college” was tried, but it is fast giving way to the larger requirements of the problem. It was a concession to the times, served a purpose, and marked an important advance. Coeducation was another experiment in this line. It seemed economical, for one institution would require less capital than two. An increase of students without a corresponding increase in the expense account promised well, and the girls were permitted, even invited, to go to the boys’ school. But the problem demanded special and more serious consideration. “The question of education has always pointed back to that of vocation and destiny, for education is a process of preparation for an end.” There is a deep-rooted feeling, opinion, or judgment — designate it as you please — that young women are not likely to realize the most desirable results in a college planned, organized, and administered for young men any more than one or a dozen young men turned into a woman’s col¬ lege among 300 or 400 young women could reasonably be expected to come out manly men, thoroughly equipped to meet the business demands of life. That coeducation has not furnished a satisfactory solution to the problem is evi¬ denced by the strong, high-grade, thoroughly equipped colleges for women which have been established at large expense within the past two or three decades, every one of which has had more applicants knocking at its doors than it could accommo¬ date. This demand for the separate college education of women is assuming the characteristics of a movement among two classes in particular: (1) The thoughtful young women of serious purpose who covet thorough prepara¬ tion to meet the larger demands of life, recognizing the necessity of leisure and concentration to thorough culture, say that during those months of the few years 1754 EDUCATION REPOST, 1894-95. which should be devoted to acquiring an education they covet exemption from obtrusive opportunities for social life and full command of their time for study. (2) The cultured well-to-do, who have social standing and know their daughters need and must have careful preparation to grace the positions awaiting them, are unwilling to place their daughters where they will he required to associate every day of the most impressible years of their lives with young men of whom they know nothing beyond the fact that they have about the same degree of immaturity. They expect their daughters to choose their companions, but protest that they should not be tempted to choose before their ideals are formed and their judgments somewhat matured. The extent of this movement for the separate college education of women indicates that tho colleges for women offer valuable facilities for meeting a felt and rapidly growing demand. According to the last report of the Commissioner of Education there are 36 young women seeking college education in the United States for every 100,000 of the population. Of these, 16.7 are in coeducational institutions and 19.3 in colleges for women. This is the more suggestive when we consider that a few years ago coeducation had the field almost exclusively to itself; that 284, or 90 per cent, of tho colleges and universities for men now admit young women ; that these institutions are widely scattered throughout the country and have a large local patronage of young women, who are among their students because their proximity secures a saving in cash outlay, homo residence, and parental supervision, but who would not go away from home to a coeducational college; while the colleges for women are of comparatively recent origin and remote from a largo part of their con¬ stituency ; yet, according to the latest statistics, of all young women seeking college education, 53.5 per cent are in colleges for women, with only 46.5 per cent in coedu¬ cational institutions. In the colleges for women the young woman is not placed in competition with young men during that stage of her development when, for physical reasons, she is likely to be at a disadvantage. Great is Love, and propinquity is her highpriest. In the colleges for women, during that sentimental age when young people are likely to be hero worshipers, young women are exempt from tho undesirable excitements incident to daily competition with young men and from the temptation to attachments such as they would not form when they are more matured and have higher ideals. With health conserved and the distractions of society and tho abstractions of love removed, students in the colleges for women have most favorable conditions for study and the development of cultured womanliness. If the relations of men and women arc to be competitive, increasing “the restless¬ ness, haste, and intense strain in all relations of life,” and the outcome is to be the survival of the fittest, woman needs college training as well as ipan, and their train¬ ing should be identical, though not necessarily together. If the relations between men and women are to be complementary and cooperative, if her highest function is not to be a weak imitation nor a brilliant substitute, but a helpmeet for man at his best, the college for women has an important and indisputable mission. Some are anxiously inquiring what results are realized by the colleges for women. Are their alumnse healthy and capable ? Docs a fair percentage of them grace domestic life? Are they realizing the ideal? What are the facts and figures? These are legitimate questions, and satisfactory answers are at hand. The higher education of woman is in its experimental stage. As in almost every advance movement, the vanguard who did the pioneer work were exceptional people, not to be gauged by the normal standards. Not so large a percentage of the earlier alumnse have married as could be desired, but a larger percentage havo done so than could have been reasonably expected. In tho colleges for women there has been an unjustifiable servility to the methods and requirements set in the colleges for men, and there has not been sufficient time for the development of a consistent individuality; but the evolution is progressing and evidences a strong formative principle. Woman is self-determining and she is leisurely solving the problem. The apologetic female college demonstrated the privilege and benefit to young women of being associated with themselves during their advanced student life, while the inexpensive coeducational experiment revealed that nothing short of the highest and most thorough standards can satisfy the demand. The end sought is determining the scope and the means best adapted to its realization. These later years are showing in the most advanced colleges for women an improvement of health during the student life, a, conserving of that inde¬ scribable, charming, maidenly reserve, together with the development of the strength and grace of womanliness, which is full of promise. It may bo confidently asserted that he who is to inherit all that is "worth possess¬ ing of the past and give luster to the future, the coming man whom all await, will not be a woman; but the man of the future, like the man of the present and the man THE ATLANTA EXPOSITION. 1755 of tlio past, will bo largely determined by the quality of womanliness characterizing the age which environs him. The colleges for women, though only in their formative stage, offer exceptional advantages for the culture and development of womanly women, who, when they are united to manly men in wedded oneness, shall bo the complement of their hus¬ bands, the joy of their children, the inspiration of society, the crown of their age, and the honored coadjutors of everything which makes for the glory of human progress. ADDRESS OF BOOKER T. WASHINGTON.1 [Principal of the Tuskegeo Normal and Industrial Institute, Tuskegee, Ala.] Mr. President and Gentlemen of the Board of Directors and Citizens: One-third of the population of the South is of the negro race. No enterprise seeking the material, civil, or moral welfare of this section can disregard this ele¬ ment of our population and reach the highest success. I but convey to you, Mr. President and Directors, the sentiment of the masses of my race when I say that in no way have the value and manhood of the American negro been more fittingly and generously recognized than by the managers of this magnificent Exposition at every stage of its progress. It is a recognition that will do more to cement the friendship of the two races than any occurrence since the dawn of our freedom. Not only this, but the "opportunity here afforded will awaken among us a new era of industrial progress. Ignorant and inexperienced, it is not strange that in the first years of our new life we began at the top instead of at the bottom, that a seat in Congress and the State legislature was more sought than real estate or industrial skill, that the political convention or stump speaking had more attractions than starting a dairy farm or truck garden. A ship lost at sea for many days suddenly sighted a friendly vessel. From the mast of the unfortunate vessel was seen the signal: “ Water, water; we die of thirst!” The answer from the friendly vessel at once came back : “ Cast down your bucket where you are.” A second time the signal, “Water, water ; send us water ! ” ran up from the distressed vessel, and was answered: “Cast down your bucket where you are.” And a third and fourth signal for water was answered: “Cast down your bucket where you are.” The captain of the distressed vessel, at last heed¬ ing the injunction, cast down his bucket, and it came up full of fresh, sparkling water from the mouth of the Amazon River. To those of my race who depend on bettering their condition in a foreign land, or who underestimate the importance of cultivating friendly relations with the Southern white man, who is their next-door neighbor, I would say, “Cast down your bucket where you are” — cast it down in making friends in every manly way of the people of all races by whom we are surrounded. Cast it down in agriculture, mechanics, in commerce, in domestic service, and in the professions. And in this connection it is well to bear in mind that whatever other sins the South may be called to bear, when it comes to business, pure and simple, it is in the South that the negro is given a man’s chance in the commercial world, and in nothing is this Expo¬ sition more eloquent than in emphasizing this chance. Our greatest danger is that in the great leap from slavery to freedom we may overlook the fact that the masses of us are to live by the productions of our hands, and fail to keep in mind that we shall prosper in proportion as we learn to dignify and glorify common labor and put brains and skill into the common occupations of life ; shall prosper in proportion as we learn to draw the line between the superficial and the substantial, the ornamen¬ tal gewgaws of life and the useful. No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem. It is at the bottom of life w'o must begin and not at the top. Nor should wo permit our grievances to over¬ shadow our opportunities. To those of the white race who look to the incoming of those of foreign birth and strange tongue and habits for the prosperity of the South, were I permitted, I would repeat what 1 say to my own race — “Cast down your bucket where you are.” Cast it down among the 8, 000, OOJ) negroes whose habits you know, whose fidelity and love you have tested in days when to have proved treacherous meant the ruin of your firesides. Cast down your bucket among these people who have, without strikes and labor wars, tilled your fields, cleared your forests, builded your railroads and cities, and brought forth treasures from the bowels of the earth and helped make possible this magnificent representation of tho progress of the South. Casting down your bucket among my people, helping and encouraging them as you are doing on these grounds, and to education of head, hand, and heart, you will find that they will buy your surplus land, make blossom the waste places in your fields, and run 1 Delivered at tke opening of tlie Atlanta Cotton States and International Exposition, September 18, 1805. 1756 EDUCATION REPORT, 1894-S5. your factories. While doing this, you can be sure in the future, as in the past, that you and your families will bo surrounded by the most patient, faithful, law-abiding, and unresentful people that tho world has seen. As we have proved our loyalty to you in the past, in nursing your children, watching by tho sick bed of your mothers and fathers, and often following them with tear-dimmed eyes to their graves, so in tho future in our humble way we shall stand by you with a devotion that no for¬ eigner can approach, ready to lay down our lives, if need be, in defense of yours, interlacing pur industrial, commercial, civil, and religious life with yours in a way that shall make the interests of both races one. In all things that are purely social we can be as separate as tho fingers, yet one as the hand in all things essential to mutual progress. There is no defense or security for any of us except in tho highest intelligence and development of all. If anywhere there are efforts tending to curtail the fullest growth of tho negro, let these efforts be turned into stimulating, encouraging, and making him the most useful and intelligent citizen. Effort or means so invested will pay a thousand per cent interest. These efforts will bo twice blessed — “ blessing him that gives and him that takes.” There is no escape through law of man or God from the inevitable : The laws of changeless justice hind, Oppressor with oppressed ; And close as sin and suffering joined, We march to fate abreast. Nearly sixteen millions of hands will aid you in pulling tho load upward, or they will pull against you the load downward. We shall constitute one- third aud more of the ignorance and crime of the South, or one-third of its intelligence and prog¬ ress; we shall contribute one-third to the business and industrial prosperity of the South, or wo shall prove a veritable body of death, stagnating, depressing, retarding every effort to advance the body politic. Gentlemen of the Exposition, as wo present to you our humble effort at an exhibi¬ tion of our progress, you must not expect overmuch. Starting thirty years ago with ownership) here and there in a few quilts, and pumpkins, and chickens (gathered from miscellaneous sources), remember the path that has led from these to tho inventions and production of agricultural implements, buggies, steam engines, newspapers, books, statuary, carving, paintings, the management of drug stores and banks, has not been trodden without contact with thorns and thistles. While we take pride in what we exhibit as a result of our independent efforts, we do not for a moment for¬ get that our part in this exhibition would fall far short of your expectations but for the constant help that has come to our educational life, not only from the Southern States, but especially from Northern philanthropists, who have made their gifts a constant stream of blessing and encouragement. The wisest among my race understand that the agitation of questions of social equality is the extremest folly, and that progress in the enjoyment of all the privi¬ leges that will come to us must be the result of severe and constant struggle rather than of artificial forcing. No race that has anything to contribute to the markets of the world is long in any degree ostracized. It is important and right that all privi¬ leges of the law be ours, but it is vastly more important that we be prepared for the exercise of these privileges. The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera house. In conclusion, may I repeat that nothing in thirty years has given us more hope and encouragement and drawn us so near to you of the white race as this opportu¬ nity offered by the Exposition ? And here bending, as it were, over tho altar that rep¬ resents the results of the struggles of your race and mine, both starting practically empty handed three decades ago, I pledge that in your effort to work out the great and intricate problem which God has laid at the doors of the South, you shall have at all times the patient, sympathetic help of my race; only let this be constantly in mind, that while from representations in these buildings of the product of field, of forest, of mine, of factory, letters, and art much good will come, yet far above and beyond material benefits will be that higher good that, let us pray God, will come in a blotting out of sectional differences and racial animosities and suspi¬ cions, in a determination to administer absolute justice, in a willing obedience among all classes to the mandates of the law. This, this coupled with our material prosperity, will bring into our beloved South a new heaven and a new earth. CHAPTER XLIY. ENGLISH METHODS OF TEACHING AMERICAN HISTORY. It is of interest for us to know how tlie history of the American Revolution is taught among other English-speaking peoples, especially in Great Britain. Extracts are presented herewith from twenty-four books of English history used in the schools of the lower grades, usually from the second to the seventh standard. These histories were collected by Mr. Samuel Plimsoll, late M. P. for 3?erby, and well known for his philanthropic efforts in behalf of sailors. Ho was instrumental in securing the passage of laws (1871, 1873, 1875, and 1876) regulating the loading of vessels, and in recognition of these services, the point beyond which certain boats can not be legally loaded is known in all British ports as “Plimsoll’s line.” Mr. Plimsoll lias recently entered upon a serious effort to promote good feeling between the United States and England, and in pursuance of this purposo has begun an inquiry into the method and spirit of history teaching in the elementary schools of the two countries. The English school histories here considered were collected without any discrimination as to those that were favorable or unfavorable, and no effort to sift them has been made in this compilation. The frequent repetition in almost the same words will be found to be due to the fact that extracts are sometimes made from the successive volumes of the same series. [From Our Kings and Queens: A reading book in history. Book IV. London. Thomas Kelson & Sons. 1893. 16°. pp. 239. The .Royal England Headers Series.] A quarrel now began between our colonies in America and the Government at home. An attempt was made to force the Americans to pay taxes on tea and other articles carried into the country. This they refused to do. When several ships, containing taxed tea sent from England, arrived in Boston Harbor, some of the people, dressed as red Indians, went on board and threw it into the water. The Government sent 0ut soldiers to force tho Americans to pay taxes, and war began which went on for nearly eight years. The Americans raised an army to defend themselves. Their leader was George Washington. Then they declared themselves independent of Great Britain, and formed a union of thirteen States under the name of the United States of America. In 1783 the war ended and a treaty was made, in which Great Britain had to agree that the United States should be a separate country. Since then the colonists, or Americans, have governed themselves. They have no king or queen at their head. Instead of a monarch they choose one of their chief men, who is called the President, to be at the head of tho Government. The first President was George Washington. [From the United Kingdom. James I to date. Book VI. London. Thomas Kelson & Sons. 1892. 16°. pp. 268. The Boyal England Headers Series.] The seven years’ war left North America in British hands. Now began a quarrel with our American colonies which caused most of them to separate from the mother country. The Government at home claimed the right of taxing them without their 1757 1758 EDUCATION REPORT, 1894-95. - permission. Tlio late war had cost a great deal of money, and as much of it had "been spent *on "behalf of the colonies, Grenville thought that they ought to help to pay it. A stamp act was passed, by means of which ho hojmd to raise what he wanted in America. The Americans answered that they were willing to give money of their own free will, but that they would not be forced to pay taxes which they had no share in levying, as they had no members in the British Parliament. Gren¬ ville resigned and the stamp act was repealed. Pitt, who was now Earl of Chat¬ ham, had warned the Government against the stamp act, and told them what would happen. He was strongly against taxing the colonists at all; but the ministers, who had not yet learned wisdom, placed new taxes on tea, lead, glass, and other things which were sent to America. This soon made matters much worse. Chatham left the ministry, and two years after the Duke of Grafton gave way to Lord North. It was not because the tax was large that the Americans were unwilling to pay it, for it was very small, but "because they considered that the home Government had no right to tax them at all. The King was more to blame than any of his ministers. He would not give way in what he thought was his right as Sovereign of the colo¬ nies. * * * Chatham said to the Lords that it was folly to force taxes in the face of a continent in arms. Burke bade the Commons take care lest they broke that tie of kindred blood which, light as air, though strong as iron, bound the colonies to the mother land. It was now ten years since the passing and withdrawing of the stamp act. Every¬ thing had been tried to bring about a settlement, but the foolishness of the King made all efforts vain. War began and went on for nearly eight years. The King found that he could get Lord North to do much as he wished, and so he kept him in power during the whole American war. The first fighting took place at Lexington, near Boston, between a few British soldiers and some American riflemen. The colo¬ nists, who were used to shooting deer in the forests, soon proved their skill, and they now shot down men with deadly aim. The British lost more than twice as many men as the Americans. The Americans next besieged the British under General Gage in Boston, and a battle took place on Bunker Hill near the town, where the Ameri¬ cans had thrown up earthworks. They were forced to retreat, but they did not lose heart. They now saw that they could hold their own when they met the best British troops on equal terms. The famous George Washington now took command of the American Army. He had done good service for the British in their struggle with the French in the seven years’ war. Now he had but one thought, one desire, and that was to secure the freedom of his country. “ First in war, first in peace, and first in the hearts of his countrymen ” was said of him. He was in favor of union with Great Britain till he saw that it was no longer possible. * * * For the third campaign help in men and money was sent by France to the Ameri¬ cans. A victory at the Brandywine River and the capture of Philadelphia, raised hopes in Britain that the Americans would be forced to yield. A great disaster changed these hopes into fears. General Burgoyne, who was marching from Canada to join Howe at New York, was surrounded at Saratoga, on the Hudson River, and forced to surrender. This was the turning point of the war in favor of the Ameri¬ cans. Howe was now succeeded by Sir Henry Clinton, who abandoned the city of Philadelphia, in which the British army had passed the winter. It was during this year that Chatham, while speaking in spite of age and illness against a proposal to grant independence to the colonies, fell in a fit on the floor of the House of Lords, and was carried to bed, from which he never rose. During the fifth campaign no event of importance tookjdace. In this year [1780] Sir Henry Clinton took Charles¬ ton. Arnold, who commanded a fort on the Hudson River, deserted, and became a general in the British service. Major Andrd, who had arranged the affair, being taken by the Americans, was hanged as a spy by the orders of Washington, although many tried to turn the American leader from his stern purpose. During the seventh campaign Lord Cornwallis was shut up in Yorktown, and forced to surrender with ENGLISH TEACHING OF AMERICAN HISTORY. 1759 7;000 men. This was the decisive Flow; for although the war went on for another campaign, the American colonies were now really severed from the British Empire. By the treaty of Versailles the thirteen United States of America were declared to he free. They became a republic, and chose George Washington as their first President. [From The Hanoverian Period. Book VII. T. Nelson & Sons. London. 1895. 12°. pp. 288. The Loyal English History Leaders Series.] The stamp act, passed in 1765, caused a quarrel with our American colonies, which ended in their separation from the mother country. The Government at home claimed the right of taxing them without their permission. The late war had cost a large sum of money, and as much of it had been spent on behalf of the colonies, Grenville thought that they ought to help to pay the bill. A stamp act was therefore passed, by means of which he hoped to raise the amount he wanted from America. This act required that all legal documents, such as deeds, wills, notes, and receipts, should be written on paper bearing Government stamps, for which a payment was required. The Americans answered that they were willing to give money of their own free will, but that they would not bo forced to pay taxes which they had no share in levying, as they sent no members to the British Parlia¬ ment. Grenville resigned, and his successor, the Marquis of Rockingham, repealed the stamp act. New taxes were imposed on the American colonists in 1767. Pitt, who was now Earl of Chatham, had warned the Government against the stamp act, and told them what would happen. He was strongly against taxing the colonists at all; but the ministers, led by the Duke of Grafton, prime minister, and Charles Townshend, chancellor of the exchequer, had not yet learned wisdom. They there¬ fore imposed new taxes on tea, lead, glass, and other things which were sent to America. Chatham left the ministry, and two years later the Duke of Grafton gave way to Lord North. It was not because the taxes were large that the Ameri¬ cans refused to pay them, for they were very small, but because the colonists considered that the homo Government had no right to tax them at all. The King was more to blame than any of his ministers. He would not give way in what he thought was his right as Sovereign of the colonies. The “ Boston Tea Party/’ as it is called, brought matters to a crisis. In December, 1773, ships arrived in Boston harbor with cargoes of taxed tea, upon which a number of men dressed like Indians went on board and emptied 342 chests of tea into the water. As a punishment, the Government ordered the port of Boston to be closed. The object of this was to ruin the Boston merchants by preventing the landing of goods there. In the following year twelve men, chosen from each of twelve States (to which a thirteenth was afterwards added), met in congress at Philadelphia, and sent an address to the King, asking him to withdraw the taxes; but tlm King refused. Chatham (Pitt) said to the lords that it was folly to force taxes in the face of a continent in arms. Edmund Burke bade the Commons take care lest they broke that tie of kindred blood which, light as air, though strong as iron, bound the colonies to the motherland. The American war of Independence was now fought out to the bitter end. It was ten years since the jDassing and withdrawing of the stamp act. Everything had been tried to bring about a settlement, but the foolishness of the King had made all efforts vain. War begem, and went on for nearly eight years. Tho King found that he could get Lord North to do much as he wished, and so ho kept him in power during the whole American war. The first campaign began in 1775 at Lexington, near Boston, between a few British soldiers and some American riflemen. The colonists, who were used to shooting deer in the forests, soon proved iheir skill, and they now shot down men with deadly aim. Tho British lost more than twice as many men as the Americans. The Americans next besieged tho British under Gen¬ eral Gage in Boston, and a battle took place on Hunker Hill,, near the town, where the Americans had thrown up earthworks. They were forced to retreat, but they did not lose heart. They now saw that they could hold their own when they met the best British troops on equal terms. George Washington was made commander 1760 EDUCATION REPORT, 1894-95. in chief of the American army. Ho had done good service for the British in Canada in their struggle with the French in the seven years’ war. Now he had hut on© thought, one desire, and that was to secure tho freedom of his country. “First in war, first in peace, and first in the hearts of his countrymen/’ was said of him. He was in favor of union with Great Britain till he saw that it was no longer possi¬ ble. .* * * The Declaration of American Independence was made in 1776. Up to this time the Americans had been fighting for their liberties as British subjects, but the war had weaned them from the mother country. On the 4th of July, the Congress of Americans met at Philadelphia and drew up the “Declaration of Independence,” in which they declared themselves no longer subjects of King George. In August of the same year General Howe, reenforced by his brother, drove Washington from New York, and planted the British flag on its batteries. The third campaign opened in June, 1777. A victory at Brandywine River, and the capture of Philadelphia, raised hopes in Britain that the Americans would bo forced to yield. But a great disaster changed these hopes into fears. General Burgoyne, who was marching from Canada to join Howe at New York, was surrounded at Saratoga, on the Hudson River, and forced to surrender. This was the turning point of the war in favor of the Americans. * * * The sixth campaign, in 1780, resulted in the capture of Charleston, the capital of South Carolina, by the British. In that year Arnold, an American officer, deserted and became a general in the British service. Major Andr6, a British officer who had arranged the affair, being taken by the Americans, was hanged as a spy by the orders of Washington, though many tried to turn tho American leader from his stern purpose. During the seventh campaign, in 1781, Lord Cornwallis was shut up in Yorktown, and forced to surrender with 7,000 men. This was the decisive blow; for although the war went on for another campaign, the American colonies were now really severed from the British Empire. The treaty of Versailles was signed in 1783. In November of that year George III entered the House of Lords, and with a faltering voice read a paper in which ho acknowledged the independence of the United States of America. He closed his reading with the prayer that neither Great Britain nor America might suffer from the separation. By the treaty of Versailles the thirteen United States of America were declared to bo a free nation. They became a Republic and chose George Washington as their first President. [From Modern England, 1603 to the present. Historical Reader Ho. IY. London. George Philip & Son. 16°. pp. 271. Philips’ School Series.] The chief causes of this long and disastrous conflict are to bo sought in the high notions of prerogative held by George III, his infatuated and stubborn self-will, and in the equally absurd self-conceit of his English subjects. In her colonies Eng¬ land then acted on what was called the colonial system. According to it they existed for the benefit of the mother country, could export their chief products only to the British Dominions, and could import nothing from Europe which had not passed through England. A great deal of smuggling went on; but there had as yet been no serious quarrel, because tho Imperial Government had for the most part hitherto left the colonies to themselves. Grenville, the English prime minister, now determined not only to put down the smuggling of tho American colonists, but to tax them for the benefit of the Empire — the mode proposed for raising the revenue being to require that certain documents should be on stamped paper. The colonists at once took alarm, and the colonial assemblies declared against the measure. The descendants of the old soldiers of the Parliament began to repeat the grand lesson of the long struggle of their English forefathers against the crown, and “Taxation without representation is tyranny” became the watchword of the brave patriots who were to fight in America for the selfsame rights that the Englishmen of old had wrung from the tyrant John, the haughty Edward, and the reluctant Charles I. So strong was the feeling, that riots took place at Boston and elsewhere ; and the colonists ENGLISH TEACHING OF AMERICAN HISTORY. 1761 determined to do without English goods, so as to escape the hated imposition. All was in vain, for the King and people at home were deaf to their remonstrances; and in 1766, although the stamp act was repealed, the English Parliament passed a hill declaring the legislative supremacy of England over her colonies. Shortly afterwards a new scheme of taxation was introduced, hy which the revenue was to he raised by port duties, not hy internal excise. The feeling on both sides now became more and more hitter; and when the other duties were removed, that on tea was retained, more to mark the superiority of the English Parliament than as a mat¬ ter of finance. A circumstance in itself trifling brought matters to a crisis. The East India Company had a great stock of tea in its warehouses, and it was allowed to export this to America free of English duties, so that in the colonies it could he sold at a very low rate, but the hated colonial duty had still to he paid. Three ships laden with tea arrived in Boston. A band of men dressed as Mohawk Indians hoarded them and flung the chests into the sea. When the news reached England the commercial classes were eager for a reconcilia¬ tion, and Chatham wished to withdraw all the recent measures and restore things to their old condition. But the King, the governing classes, and the great body of the people maintained that the time for conciliation was past and that America must be subdued. Accordingly, measures for this purpose were carried without difficulty' through Parliament. On the other side of the Atlantic there was as yet no regular outbreak, but the people were arming everywhere. A congress assembled at Philadelphia, and to this tlio colonists looked as the real governing power. They still professed loyalty to the King and mother country, but refused to pay taxes imposed by imperial authority, and entered into a rigid agreement neither to consume British goods nor to export a single product of their own. At home one last effort for conciliation was made ; Lord North proposed that, as long as a colonial legislature paid a reasonable sum toward imperial expenses, it should be exempted from all imperial legislation. Had this wise concession come earlier all would have been well, but it now came too late. In America the proposal was simply disregarded. Two months later General Gage sent a party to destroy a quantity of stores collected at Concord, but it was attacked and badly treated on its return. The whole population at once rose in arms, and Gage was shut up in Boston. He then fought and gained the battle of Bunker Hill; but his troops reached the height only after being twice repulsed. Congress met on May 10, agreed on various measures for resistance, and made a last effort for peace in a petition to the King which was never even considered. They then ordered an attack on Canada, which failed, and their next important step was the appointment of George Washington as commander in chief. The war was now fairly begun, though it was not till 4th of July, 1776, that the States declared their independence; and even then their action was hurried by England’s employment of German mercenaries and their desire to obtain French assistance. To Washington was mainly due the success of the colonists, and he has ever since been hailed by his grateful fellow- citizens as “ The Father of his Country. ” This noble patriot might be described as the type of an English gentleman; a man without eloquence and of great modesty; bub having great administrative powers, moderation, and self-control. Further, a certain nobleness of thought and lofty elevation of character distinguished him from his fellows. His character, great in itself, seems greater when placed in contrast with the men that surrounded and the opponents that confronted him. Many of them were barely honest ; nearly all were selfish and greedy ; even the better class of them were commonplace. Thus George Washington stands preeminent as the one great figure of the American war of independence. The chief events of that war may be briefly told. * * * France now joined in the war, and was soon followed by Spain and Holland; Lord North wished to resign, but the King was as firm as ever, and he was supported by ED 95 - 56 1762 EDUCATION REPORT, 1894-95. popular feeling in England. There were still many variations in the fortunes of war before the end came. The closing event of the conflict was a movement by Lord Cornwallis into Virginia. He expected to be supported from the sea, but in this he was disappointed and was forced to surrender at Yorktown with an effective force of 4,000 men. This really terminated the war as far as America was concerned, although it was not till January, 1783, that the independence of the United States was finally acknowledged. [From English. History Heading Books. Henry YII to date. By Charlotte M. Yonge. London. National Society's Depository. 16°. pp. 252.] The war in North America had been very expensive, and it was thought just that the colonists should help to pay for it, so they were taxed for this purpose. But the colonists contended that no place ought to be called upon to pay taxes unless it had sent a member to the House of Commons to give his consent to them. Pitt, who had been made Earl of Chatham, thought there was reason in this and tried to hinder the taxing, but he was overruled by the Earl of Bute, who had much influ¬ ence with the King. The Americans were very angry. They resolved to do without the articles that were taxed, and as tea was among these a number of young men, dressed as red Indians, boarded the tea ships in Boston Harbor and threw all the tea into the sea. Soldiers were sent from England to put down the disturbances, but this only angered the colonists still more. They took up arms in 1775 and besieged the garrison in Boston. The troops tried to break their lines and fought the battle of Bunker Hill just outside the city. The Americans were beaten, but the English suffered heavily, and the siege still continued. On the 4th of July, 1776, representa¬ tives from thirteen American settlements met and drew up a Declaration of Inde¬ pendence, by which they cast themselves loose from the mother country and declared that England had no control over them. George Washington, a Virginia gentleman, became the American commander in chief and soon showed himself a great general, as spirited as he was patient. He did not always gain the victory in his battles, but he was never disheartened, and in the year 1777 the English General Burgoyne and 10,000 men were taken prisoners. Such a success as this made the French think it worth whilo to own the United States of America to be a separate power, and to send out troops to help them. This made the war much more serious, and it was thought that it must be given up, and that the King must renounce his rights to the thirteen States. Lord Chatham was old and in bad health. He would have pre¬ vented the war by making terms with the colonists; but he could not endure that England should yield her rights to revolted subjects in alliance with her old enemy, France. So, feeble as he was, he came dowrn to the House of Lords to speak. He made one speech with great force. It was answered and he rose to reply, but at that moment he was seized with a fit. He was carried out of the House insensible and died a few days later in his seventieth year. The war went on, sometimes with victory on one side, sometimes on the other; but the Spaniards and the Dutch both joined the Americans and the French, and England stood alone. The French tried to take Jersey, but were beaten off by a brave young officer, Major Peirson, who was killed in the fight; and the Spaniards for three whole years besieged Gibraltar, which held out gallantly under General Elliot, till they were forced to give up the siege. Moreover, Admiral Rodney defeated the whole French fleet in the West Indies, and brought its commander to England as a prisoner. However, in 1781, the English army, under Lord Cornwallis, was obliged to surrender itself to the allied French and American armies, and it was decided that no more blood should be shed, but that George III should resign the colonies, thenceforth known as the United States. He said to their deputies, 11 1 was the last man to acknowledge your inde¬ pendence, I will be the last man to do anything to violate it.” ENGLISH TEACHING OF AMERICAN HISTORY. 1763 [From the Eoyal Story Boot of English History. London. T. Nelson & Sons. 1G°, pp. 191. Loyal School Series.] Great was the stir in Boston when it became known that three ships laden with tea had arrived from England. The news spread quickly through the town, and the people gathered in crowds around the harbor to gaze on the hated ships. Tea was one of the things on which the English Government had laid a tax; so the people of Boston resolved that not a pound of it should be landed. At first steps were taken in order to have the tea returned to England. The merchant to whom it had been sent went to the governor of Boston and asked him to allow the ships to leave the harbor. This the governor refused to do, saying that it would bo to dishonor the laws and the King. Next day the people were gathered in public meeting and were told of the governor's refusal. They were already much excited; but when they heard what the governor had said they became furious. A man in the gallery, who was dressed and painted. like a red Indian, gave a loud war whoop. In an instant the people rose to their feet in a mass, and cheered and shouted and yelled. The meeting ended in uproar. The people rushed in a body to the wharf near which the tea ships were moored. Twenty men in the dress of red Indians boarded them. They were really carpenters and sailors in disguise. Armed with hammers and chisels, they broke open the tea chests and emptied them into the sea. While this work was going on, a vast crowd stood on the wharf, watching the harbor growing blacker and blacker with the scattered leaves. The people made little noise. When the last chest was emptied the Indians went on shore, and the crowd separated with a ringing cheer. The quarrel thus begun between England and her colonies in North America by and by grew into a bloody war, which lasted for seven years. In the end the colonies were separated from the mother country, and became the United States of America. It is well to bear in mind that at that time the people of England had not themselves the rights claimed by their brethren in America. Had we then had a House of Commons elected by the people, as we have now, most likely the war with America would never have taken place, and the United States would still have been part of the British Empire. For many years after the war there was ill feeling between the two countries, and quarrels frequently arose; but in our day the feeling is warm and friendly. The British Islands are looked to as the central home of the widespread Anglo-Saxon race, and even Ameri¬ cans own our Queen as the head of the English-speaking peoples of the world. [Substantially the same account is given in Pictures of English History, another volume of the same series intended for pupils a little more advanced.] [From The Advanced History of England. London. T. Nelson & Sons. 1894. 16°. pp.320. Loyal School Series.] Then occurred the events that led to the great American war. Grenville, desirous to meet the cost of the late war, proposed to tax certain documents used in America, such as wills and contracts; and the stamp act was therefore passed. The colonists replied that, since they had no representatives in the British Parliament, they would pay no taxes to Great Britain. At the same time they offered to vote voluntary contributions to the imperial treasury. Grenville at once resigned, and, under the brief ministry of the Marquis of Rockingham, the stamp act was repealed. The Duke of Grafton, and Pitt, now Earl of Chatham, were next called to office, with Charles Townshend as chancellor of the exchequer. Chatham soon fell into bad health, and Townshend recklessly imposed new taxes — in the shape of impost duties on tea, lead, glass, paper, and painters’ colors — on the colonists, whose discontent grew hourly greater. * * * The taxed tea was still sent to America. Some twenty daring spirits, dressed and painted like Indians, boarded the tea ships that lay in Boston Harbor, and emptied the cargoes into the sea (December). The British Government retaliated by shut¬ ting up the port of Boston and removing the custom-house to Salem. Then the 1764 EDUCATION REPORT, 1894-95. States met in Congress at Philadelphia, and sent an address to the King, in which they asked that the offensive taxes should he removed. The petition was slighted. To the eloquent warnings of such men as Lord Chatham and Edmund Burke the ministers closed their ears. After ten years of wordy strife, actual war began. It continued with varying success during eight campaigns. The first outbreak was at Lexington, between Boston and Concord, where a few American riflemen attacked a detachment of English soldiers that was marching to seize some warlike stores. More importance attaches to the attempt of the Americans to seize and fortify Bunker Hill, overlooking Boston. The attempt failed ; hut it proved to the colonists that it was possible for undisciplined patriots to meet on equal terms the best troops England could send against them. Thenceforth the success of the Revolution was assured. Two days before Bunker Hill Congress had unanimously appointed George Washington commander in chief. He immediately joined the army at Boston. Early in the second campaign General Howe was compelled to evacuate Boston and to sail for Halifax; and then was issued, by the Congress at Philadelphia, the famous document called “ The Declaration of Independence.’7 In August General, Howe seized Long Island, drove Washington from New York, and planted the Eng¬ lish flag on its batteries. At the opening of the third campaign the Americans obtained aid in men and money from France. A victory at the Brandywine River, and the capture of Philadelphia, raised hopes in England that the subjugation of the colonists was not far distant. But a great humiliation changed all these hopes into fears. General Burgoync, marching from Canada, was so hemmed in by the American troops at Saratoga that he was forced to capitulate (October 16). Dur¬ ing the winter that followed the soldiers of Washington were shoeless and starving in Valley Forge, near Philadelphia; but, inspired by the noble patience of their leader, they bore their sufferings bravely ; and thenceforward America had decidedly the best of the war. In the fourth year of the war the venerable Chatham, while thundering, in spite of age and illness, against a proposal to grant the colonies independence, fell in a fit on the floor of the House of Lords, and was carried to a bed, whence he never rose. He died in five weeks afterwards. No event of note occurred after this till the seventh campaign, when a second great disaster befell the British arms. Lord Cornwallis was, by the skillful movements of Washington, shut up in Yorktown, and compelled to surrender with 7,000 men. This was the decisive blow; for, although the war lingered through another campaign, the American colonies were now virtually severed from England. The independence of thirteen United States was after some time formally acknowledged by the treaty at Versailles; and they became a Republic, governed by an elected President, Washington being the first to hold the office. [The accounts given in the Primary History and the Intermediate History of the same series are substantially the same.] [From The House of Hanover, 1714-1893. London. Macmillan & Co. 1895. 16°. pp. 271. Macmil¬ lan’s History Headers.] The seven years’ war had been brought to an end, as we have seen, by the Peace of Paris; but Lord Bute, the minister who was compelled to have this peace signed, soon became very unpopular, and though the King was on his side he was obliged to resign. Bute was not, in fact, at all fitted for a statesman. He had been the King’s tutor in days gone by, and in consequence of this people always felt that he exercised a greater influence over George than was desirable. Such an influence might not have mattered so much had it been for good; but Bute was a weak and incapable man, and the nation did not like to see so much power falling into his hands. The next ministry, however, was no more successful than Bute's had been; for in 1763 it got intensely disliked in England on account of prosecuting a certain man named Wilkes, who had been writing articles in a newspaper which were obnox¬ ious to the King; and then in 1765 it passed an act called the stamp act, which was ENGLISH TEACHING OF AMERICAN HISTORY. 1765 so important in the results it brought about that we must do our best to understand it. In America there were as yet only the thirteen colonies, which still formed a part of the British Empire. It was necessary to keep a certain number of soldiers there in order to protect them from the possible rising of any of the French people who lived in Canada. Although Canada had been won, and made entirely English, the inhabitants were by no means all in favor of British rule, and it was felt that the presence of a considerable army was necessary in order to prevent the development of any new danger. The question, then, was whether, as the soldiers were kept there for the advantage of the American colonies, the colonists ought not to defray some portion of the expense themselves. This was the view entertained by the Government, and the stamp act was in consequence passed, by which a certain duty was levied in stamps upon all legal documents and writings. But the act met with a considerable amount of opposition in England, Pitt, for one, declaring that the American colonists ought not be taxed, because they were not directly represented in Parliament, and that representation and taxation went hand in hand. Pitt also drew a distinction between taxation and the levying of customs, a distinction which was refuted by Grenville, the prime minister. The opposition to the act, strong though it might be in England, was nothing as compared to the opposition in the colonies themselves. They had been informed a year before it was actually passed that it was the intention of the Government to carry it, and this interval they had spent in discussing the matter and in petitioning against it. It could not be denied that the Government were acting within their rights in passing such a bill; the question, rather, was whether it was expedient that they should do so. The stamp act was repealed in the following year (1776) by another ministry; but certain cus¬ toms duties were retained and still fresh ones imposed. These duties revived the agitation in America, which had been lulled by the repeal of the act, until, in 1773, they were all done away with except the duty upon tea. During these eight years, however, the American colonists had been feeling their strength. Although legally England was quite within her right, they had seen that a strong and determined opposition made the Government waver. They were, moreover, beginning to develop a feeling of nationality — an idea, that is, that they could get along as an independ¬ ent body, and could break off all ties with England. When, therefore, the duty on tea was continued they proceeded to extreme measures. Certain ships, laden with tea, arrived at Boston in December, 1773. This tea, if it were landed, would be subject to the duties to which the colonists had so great an aversion. A number of men, disguised as red Indians, boarded the vessels as they lay in Boston Harbor, and, seizing the chests of tea, threw all the contents overboard. This open act of insurrection led the Government to deprive Boston of its charter, a step which the colonists retaliated upon by raising' a volunteer army throughout the colonies. Affairs had now gone so far that any retreat was impossible. The matter had passed away from the region of parliamentary discussion and become one which could only be settled by force of arms. The throwing of the tea into Boston Harbor, and the arming and drilling of the volunteer army, showed the English Government that the American colonists were determined to proceed to extremes. Parliament therefore passed laws to put down all resistance, and sent troops over to America, thinking at first that the conflict would be a short one. The actual war began at a place called Lexington, not far from Boston, where a certain Colonel Smith had been sent to destroy a magazine, but was met by unexpected opposition. After a long skirmish, he retreated with considerable loss; but on the 17th of June the English dislodged the colonists from their position on Bunker Hill, and it looked for a time as if the Americans would suffer defeat on all sides. Two things, howeyer, assisted them greatly — one being the extraordinary powers as a general developed by a man among them, George Washington; the other being the assistance that was sent over to them from France. England’s success in India and Canada had been neither forgiven nor forgotten by 17G6 EDUCATION REPORT, 1894-95. tlio French, and they were only too glad of an opportunity to inflict some harm upon their ancient enemy. Soon after the war began, the colonists had issued a Declaration of Independence, in which they renounced all allegiance to England and set themselves up as an independent nation. This declaration was warmly debated upon in Parliament; Lord Chatham coming down, ill though he was, to protest against it in the House of Lords. Chatham had held that it was not right to attempt to force taxes upon the American colonies; but it seemed to him far more wrong for a great nation like England to allow her own authority to be wrested from her without offering any resistance. The declaration was issued on July 4, 1776, and by it the colonies became the United States. The chief remaining events of the war may be briefly told. England conquered New York, and had some other successes in 1777 ; but the following year the tide of fortuuc turned, and one general surrendered at Saratoga, followed in 1-781 by another surrender at Yorktown. It was after the American success at Saratoga that a treaty was made between America and France, which virtually changed the war into one between France and England. During the hundred years that have elapsed since they broke away from England, the United States have extended in a most marvelous and unparalleled way. Their territory new reaches across the whole of the continent of North America, a distance of some 3,000 miles; and while the Dominion of Canada forms their northern bound¬ ary, they extend as far south as the tropical district of Mexico. They possess a teeming population of some 50,000,000, composed not only of those who have been born there, but of persons from every country in Europe. Their government is republican, and their chief magistrate is a President, who is elected once in every four years. Since their formation they have been convulsed with many local and internal quarrels, the most desperate being a war which raged about thirty years ago, when a certain number of the States wished to break away from the Union, and did for a time succeed in setting up a confederation of their own. The inhabitants are fond of business, and clever at making money; wealth, perhaps, occupying too high a place in the thoughts of many. The story of the separation of the American colonies from England may well be ended with the account of the interview bet ween George III and the first minister sent over by the United States. This minister was a Mr. John Adams, who attended the King’s levee at St. James’s on June 1, 1785. The secretary of state presented him to the King. “ I think myself more fortunate than all my fellow-citizens,” said Mr. Adams to the King, (eace wero agreed on at Paris in 1782, and a treaty was signed in the following year. The treaty of Yarsailles recognized the independence of the United States. Washington now felt that his work was done. He therefore resigned the command of the army, and bidding farewell to his troops, returned to private life. His patience, wisdom, coolness, and unselfish patriotism were recognized by his country when he was declared to be “ First in war, first in peace, and first in the hearts of his country¬ men.” When the war was over the thirteen States, which before that time had been independent of one another, adopted a form of government which made them into a nation. They still retained their State governments. The only difference between the new plan and the old was that they were no longer subject to the King. The next step was to form a central government, and George Washington was chosen as the first President of the United States. On a foggy November morning in 1783 George III entered the House of Lords and with a faltering voice read a paper in which he acknowledged the independence of the United States of America. He closed his reading with the prayer that neither Great Britain nor America might suffer from the separation ; and he expressed the hope that religion, language, interest, and affection might prove an effectual bond of union between the two countries. It has been well said that “time has long ago healed the wound caused by the original quarrel of the mother country and the daughter colonies; and if there have sometimes been misunderstandings and suspi¬ cions engendered between England and the great Republic, by unwise utterances or by unjust dealings of individuals, or of sections on both sides, the sound sense the cordial feeling, the spirit of kinship, and the community of speech, of interests and of sympathies entertained by the great mass of both peoples have prevented threatened collision and strife. For England and America to go to war would be a calamity to the entire race. It would put back the hand of progress and would arrest the course of civilization, commerce, philanthropy, and religion throughout the world.” [The Standard Author History of England (London. George Gill & Sons. 12°. pp. 407), being one of Gill’s School Series, is made up of extracts from various authors arranged in the form of a continuous narrative. The section devoted to the surrender of Cornwallis at Yorktown is copied from Bancroft’s American Revolution.] [From the Senior Standard History Headers. Book III. 1660-1871. By Eev. David Morris. London. Longmans, Green & Co. 1883. 16°. pp. 317-531.] The seven years’ war had been chiefly carried on by England for the protection of the American colonies and had left a heavy burden of debt upon the country. The settlements in North America then consisted of thirteen States, having a population of 2,000,000 whites and 500,000 colored people. Grenville, the English prime min¬ ister, proposed to increase the revenue by imposing the stamp act upon the American colonists, by which he expected to receive £10,000 annually. This measure created the greatest opposition in America. The colonists adopted the principle of “no 1776 EDUCATION REPORT, 1894-95. taxation without representation/’ and as they were not represented in the British Parliament, they denied the right of the home Government to tax them. A change of ministry brought about a repeal of the obnoxious stamp act in the following year. This administration soon gave way to one under the leadership of Pitt, who was raised to the peerage with the title of Earl of Chatham. The new ministry, in 1767, passed a hill for levying in America import duties upon glass, paper, painters’ colors, and tea. The colonists opposed these with the same determination as before and resolved not to pay. In 1770 Lord North became prime minister and repealed all the offensive duties except that on tea, hut these concessions did not allay the spirit of opposition in America. Rather than pay the tax of 3 pence per pound upon tea the colonists abstained altogether from the use of the beverage, except when they could get a supply from the numerous smugglers, who drove a good trade on the coast during this wordy strife. In 1773 three ships laden with tea, having entered the port of Boston, were hoarded by 20 daring men disguised as Mohawk Indians. They knocked out the heads of 343 chests of tea and flung into the sea their contents, valued at £18,000. The home Government, enraged at this outrage, proceeded to punish the people of Boston by passing a hill to remove the custom¬ house of the port to the more loyal town of Salem (1774). This measure was followed by the Massachusetts government hill, dissolving the house of assembly in that State and enacting that its members should henceforth he appointed hy the Crown. These acts of vengeance were strongly opposed hy the Earl of Chatham and Charles James Fox. At the same time Benjamin Franklin, residing in London as the agent of the Massachusetts house of assembly, did his best to effect a reconciliation and avert the dreadful contest which seemed imminent. While troops were pouring into Boston to enforce the laws, all the States except Georgia met in a general Con¬ gress at Philadelphia, from which they issued the celebrated declaration of rights, claiming their privileges as British subjects and resolved not to hold any commercial intercourse with the mother country until their grievances were redressed. An address, forwarded to the King from the Congress and supported by the eloquence of Chatham, Burke, and Fox, received no consideration. Neither the Government nor the colonies were disposed to give way, and nothing remained but an appeal to arms. The first outbreak of hostilities was occasioned by an attack of the British troops under General Gage upon the town of Concord, where the defiant colonists were holding a house of assembly and concentrating military stores and raising militia. * * * A month afterwards a second Congress assembled at Philadelphia and appointed as their commander in chief George Washington, a Virginia gentleman, then about 43 years of age. Meanwhile Gage had allowed himself to be shut up in Boston by 20,000 raw colonial troops, who intrenched themselves on Breed’s Hill, an eminence commanding the town. General Howe, arriving from England with reinforcements, took the chief command and proceeded to assault the Americans behind their intrenchments. The battle, called Bunker Hill, from a neighboring height, ended in the defeat of the colonists, but the victory cost the British 1,000 men and taught them to respect the valor of their opponents. About the same time the Americans, under Montgomery and Arnold, invaded Canada, in the hope of persuading its peo¬ ple to join them. Montreal fell into their hands, but an attack upon Quebec failed; Montgomery was slain in the assault, and the invaders, after continuing the siege through the winter, were driven out of the province. Meanwhile in the summer of 1775 Congress made one last effort to conciliate the home Government hy sending a petition known as “the Olive Branch.” To this appeal the only answer given was a large increase of land and sea forces and a declaration in Parliament to take reso¬ lute measures against the conspirators and insurgents in America. Early in the following year the British troops, compelled to evacuate Boston, sailed to Halifax, and thus enabled Washington to take New York. Then the Con¬ gress at Philadelphia, consisting of delegates from all the thirteen States, issued their famous Declaration of Independence. In August Howe left Halifax and effected ENGLISH TEACHING OF AMERICAN HISTORY. 1777 a landing on Long Island, where he was joined by the fleet of his brother, Admiral Lord Howe. The united forces defeated Washington at Brooklyn with great loss and recaptured New York. Matters were going on badly with the Americans, when their leader revived their sinking courage by a sudden attack upon the garrison of Trenton and capturing nearly 1,000 Hessian troops. This affair closed the campaign The year 1777 opened with another surprise of the Americans upon the garrison of Princeton; but Washington’s success was cut short by a defeat at Brandywine, which enabled the British to occupy Philadelphia. This victory raised hopes in England that the subjection of the colonies was not far distant, but a serious disas¬ ter befell the English arms, and changed hopes to fears. General Burgoyne, march' ing from Canada with 10,000 men to cooperate with a force from New York, was so beset in the woods by the Americans that he could not get farther than Albany. Disappointed in not meeting with the expedition from New York, and harassed by the enemy, he retreated to Saratoga, where he was soon surrounded. For five days the gallant General resisted the pangs of hunger and the overwhelming masses of his foes, in the hope that relief would come. At length he was compelled to sur¬ render, with all his brass cannon, muskets, and stores. His force, numbering then about 6,000 men, received a free passage to England, on condition of never again bearing arms against the colonists. The surrender of Burgoyne led France to join the Americans. From the begin¬ ning of the conflict the French sent men, money, and munitions of war io the insurgent States, and among the volunteers the name of the young and brave Mar¬ quis de Lafayette was the most distinguished. The entrance of France into the quarrel filled the British ministry with anxiety. Lord North saw that Chatham was the only man able to guide the country through the perils which threatened it, and he strongly urged the King to place the veteran statesman at the head of the Government; but George disliked the Earl for his independence, and turned a deaf ear to the advice of his minister. In Parliament many members, alarmed at the serious turn of affairs, implored the Government to acknowledge the independence of the colonies rather than engage in a war with France. To oppose a motion in favor of such a peace, the venerable Chatham left a sick bed to appear in Parliament. Though old, frail, and sick, he spoke with all his wonted fire and eloquence against the dismemberment of the Empire ; and when he arose again to renew his attack upon the proposal, he fell in a fit upon the floor of the House of Lords. A month later the veteran statesman and foremost Englishman of the day expired, in his seventieth year. Meanwhile, Lord North had repealed the duty on tea, and had sent commissioners to America to treat with the colonists, but the concession came too late — independence only would satisfy them now. The campaign this year was not distinguished by any great operations. Howe was succeeded in the chief com¬ mand by Sir Henry Clinton, who evacuated Philadelphia to fall back upon New York. In the latter part of the year, troops sent to Georgia quickly reduced that province. Nearer home, an engagement took place between the English and French fleets off Ushant, but from some misunderstanding between the English commanders, the battle was indecisive, and caused a great outcry in the country. Our difficulties were increased in the next year by the entrance of Spain into the quarrel. Her part in the war chiefly consisted of an unsuccessful attempt to recover Gibraltar, which, under the able defense of General Elliot, endured a siege of three years (1779-1782). In America there were marches, skirmishes, sieges, and burnings; but no event of importance occurred. The sixth campaign was marked in America by the capture of Charleston by Clinton, and the desertion of the American general, Arnold, who betrayed to the British the fortress of West Point on the river Hudson. Major Andrd, an English officer, who arranged the affair, was seized by some Ameri¬ can militiamen and hanged as a spy. In Europe many troubles threatened England. At home, the Gordon riots distracted the Government, and abroad the northern powers took up a menacing attitude. Russia, Sweden, Denmark, and Holland 1778 EDUCATION EEPORTj 1894-95. endeavored to make a profitable trade between tbo belligerents, and formed an armed neutrality to maintain by force of arms, if necessary, the principle that “free ships make free goods.” Toward the close of the year Holland became so hostile that England declared war against her. The following year witnessed a disaster to our arms in America, which virtually terminated the war. Lord Cornwallis, who had almost reduced the Carolinas, was compelled to withdraw his forces to York- towu, in Virginia. While waiting there for reinforcements from New York, a French fleet entered the Chesapeake, and Cornwallis, finding himself surrounded and in danger of starvation, surrendered his force of 7,000 men to Washington and La¬ fayette. This misfortune to the British arms decided the war; and, though the Government continued the struggle for another year, scarcely any military opera¬ tions took place in America. On sea, indeed, the English fleets maintained their supremacy. * * * Toward the close of the year, negotiations for peace were entered upon with the Americans, and in the following January the treaty of Versailles was concluded by the contending countries, excepting Holland, which made its own terms a few months later. By this treaty England acknowledged the independence of the United States, with the right of fishing on the coast of Newfoundland. To Franco we restored St. Lucia and Tobago, in the West Indies, and Chandanagore and Pondicherry in the East, and received in return Dominica, Grenada, and four other islands; at the same time, we were to give u|i our claim for the dismantling of Dunkirk. To Spain we ceded Minorca and the Floridas, and in return, our right to cut logwood in Honduras was guaranteed. To Holland we returned all our conquests excepting Negapatam. The expense of this war added £100,000,000 to the national debt. [From England during the American and European Wars, 1765-1820. By O. W. Tancock, M. A. London. Longmans, Green & Co. 1894. 16°. pp. 102. Epochs of English History Series, edited by Lev. M. Creighton, M. A.] England had much fighting to do in America, where she was beaten. She was fighting for a bad cause, and freedom and good government came from her defeat. While America gained very much, England lost little more than the lives and the money spent in the war. * * * The plan of the ministry proposed to “grant duties in the colonies and planta¬ tions of America,” stating “that it was just and necessary that a revenue should be raised there.” In 1765 the stamp act was passed, requiring law papers in America to bear stamps, much as they do now in this country. This put forward the claim of Parliament to tax a country which sent no representatives to Parliament. Little attention was paid to the remonstrances of the colonies, and few thought that they would resist. * * * Toward the end of 1774 it was plain that war was at hand. In England the King and his minister, Lord North, who did whatever the King wished, and had a large majority in the House of Commons, were set on harsh measures. A small body of the men who thought for themselves, and thought wisely, such as Chatham and Burke, were in favor of giving way to the colonists. The great trading towns were on the same side. But the Whigs, as these men were called, were not popular; Englishmen in general neither knew nor cared much about the feelings of the colonists. Public opinion on the whole was on the side of the King and the Government. * * * From this time there was war between England and her American colonies. Ill feeling and even hatred soon grew up between the two peoples. The King was firm in the resolve to reduce “the rebels,” and the mass of the English people agreed with him, though they did not care much. In America, while many colonists remained loyal, the help they gave was not great compared with the fierce resistance of the majority in almost every part. * * * Congress met for its second session at Philadelphia in May, 1775, and the moderate party in it was weaker than before. Measures were taken for raising money, and a commander in chief was elected, Georgo Washington, of Virginia. He had earned ENGLISH TEACHING OF AMERICAN HISTORY. 1779 some reputation in the former war, and had a well-deserved character for modera¬ tion, public spirit, and honor. It was very needful that the command in war should be given to one great soldier, for a danger which threatened the colonies was that local interests and jealousies should prevent them from holding together as one country, since each colony had been used to manage itself and had been quite inde¬ pendent of the rest. Congress as yet had no real power, and could not do much more than advise what was best. * * * The colonies now began to listen more and more to the counsels of the extreme men.; this was natural when war had once begun. So long as it was only talked about, however bitter the talk might be, there was hope that things might be quietly settled. But when once war had broken out, and Americans were glorying in feats of arms done against the English, the desire of settling matters grew faint and died away. The need of some form of independent government became pressing, and in June, 1776, on the motion of Richard Henry Lee, of Virginia, Congress agreed that “these united colonies are and ought to be free and independent States.” * * * In England the news of the surrender at Saratoga made even the ministers wish for peace. Unfortunately the same news made the French Government ready to enter into treaties of alliance and commerce with the United States (February, 1778). Lord North then passed a bill giving up altogether the claim of Parliament to tax the colonies, and was ready to do anything short of granting them independence. This was a time when the war might have ceased without dishonor to England. England was ready to own that she had been in the wrong. She was willing to grant all that Americans had claimed; freedom, with some slight tie to the mother country, or eveu independence, as Lord Rockingham thought, might have been con¬ ceded. But when France began to interfere in the war its meaning was changed. The honor of England seemed at stake; even those who had been against the war before, now thought that it must be carried on boldly. Thus Chatham, in the House of Lords, declared he would never consent to “an ignominious surrender of the rights of the Empire. ” “ Shall we now,” he said, “fall prostrate before the House of Bourbon?” And his death in May, 1778, put an end to the last hope of recon¬ ciliation with America* * * * In 1780 men were made more bitter by a very unfortunate event. General Arnold, a man of mark, who had held important commands at Saratoga and at Philadelphia, was now at West Point, a fort dominating the upper part of the State of New York. This he treacherously offered to hand over to Sir Henry Clinton; the terms were to he arranged with Major Andre, aid-de-camp to the English general. He visited Arnold, and was taken prisoner on his way back in disguise, and with a pass given by Arnold. Arnold had time to escape to the English lines; Andre was treated as a spy. His plea of a safe-conduct from Arnold was not unfairly met by the reply that Arnold was a traitor, and a safe -conduct granted for a treacherous purpose was not valid. Washington was unyielding, and Andre was hanged. It was natural enough that the Americans should insist on making an example of him, hut when they hanged him on the charge that he was a spy they were really revenging themselves on him for the treachery of Arnold, whom they could not reach. By the English, Andre was honored as a martyr to his zeal for king and country. * *. * The treaties were all signed at Versailles In September, 1783. Some men were loud in calling them disgraceful, hut those who knew how hardly pressed England was, and how the increase of debt and waste of men were crushing her, saw that peace must he had, and that the terms were fair. England came with honor out of the war against these powerful European foes. She had met with disasters in a had cause in America, but still her soldiers and sailors had done their duty well. [From Longmans’ ‘Ship’ Historical Headers. No. II. From the Discovery of America to date. London. Longmans, Green. & Co. 1S95. 12°. pp. 128.] AVe have read about the Pilgrim Fathers and how they sailed away to America and founded a colony there. In the course of time the colonists grew rich and strong. 1780 EDUCATION REPORT, 1894-95. Their land was ruled over by the King of England. At last quarrels arose because King George III wanted to make them pay him money that they thought they ought not to pay. The King said they must pay him so much money as a tax upon all tea they used. The colonists thought he had no right to make them pay it. So they said that, rather than pay the tax, they would do without tea. Soon after this a ship laden with tea came into the harbor of Boston. The people said, “The tea shall be sent back to the place from which it came. We will pay no tax upon it.” One man said, “ The only way to get rid of the tea is to throw it overboard.” So a number of men dressed themselves like Indians and rushing on board the ship they threw the tea into the sea. After this it was seen that, as neither side would give in, nothing but a war could end the quarrel. Then both sides got ready to fight. It was a sad sight to see men of the same race fighting against each other. The colonists chose a brave and good man named George Washington to be their leader. He did not want to fight against the King, but he loved freedom, and he thought that the King was treating the colonists unjustly. So he was willing to spend his money and his life in the good cause. The war lasted for about seven years. The French helped the colonists, and in the end the colonists won, and so they were free. Since that time they have had no king over them and they have become one of the greatests nations upon earth; for in the land that is now called the United States there are over 60,000,000 people, and the vast country that was at one time the home of bands of roving Indians is now peopled by English-speaking folks. [From Jarrold’s Empire Readers. Stories from English History for Standard III. ByMaryJacomb Wilkin. London. Jarrold & Sons. 16°. pp. 178. The Empire Educational Series.] The United States of America were at that time English colonies. George III wanted the people there to pay very heavy taxes, but they refused. One was a tax or “duty” on tea. The Americans said they would rather go without tea than pay it. So when ships came bringing tea they threw it all overboard. For ten years the colonists and the Government quarreled about it, and then they went to war. George Washington was the American patriot who led their armies, and the English were defeated. On the 4th of July, 1776, the United States of America became an independent nation. William Pitt, Earl of Chatham, had done all he could to make George III and his Parliament see that it was not fair to tax the American colonists in order to pay for England’s European wars. These wars had been of no use to them, and they wanted their money to defend themselves at home. If the King had been wise enough to follow Pitt’s advice he would not have lost these colonies. From Jarrold's Empire Headers. English History. Book III. William III to the present. London.] Jarrold & Sons. The Empire Educational Series.] While these internal commotions were going on, our quarrels with the colonies in America began. They originated in a great measure with the King himself. With the patriotic intention of reducing the burdens of the people, he insisted on a por¬ tion of the taxes being thrown on the colonists. The ministry saw the danger of such a proceeding, but Mr. Grenville, who in 1764 was at the head of affairs, was intimidated into agreement by a threat of the loss of his office, and consented to carry measures of which he disapproved. He first interfered with the paper cur¬ rency of the colonies by an act preventing colonial bills from being considered a legal tender, and finally attempted to raise a revenue from stamps. This created a ferment in the free legislatures of the different colonies, whose members saw that if the principle were admitted England might impoverish them by taxes to any amount without sharing the burden herself. The attempt was temporarily with¬ drawn when the results were seen; but in this, as in other instances, The attempt and not the deed confounds us. All the ill feeling remained, though the cause was apparently removed. The stub¬ bornness of the King acted, however, on the pliancy of his ministers; the national ENGLISH TEACHING OF AMERICAN HISTORY. 1781 spirit became high on our side as well as ou the colonists’, and it was resolved to carry the supremacy of Parliament with a high hand. In spite of the energy of Pitt in resisting the measure, and the warnings of other statesmen who foresaw the lamentable consequences of perseverance, the act for imposing stamp duties in the American provinces was carried on March 22, 1765, and opposition at once began. The colonists passed resolutions to abstain from all arti¬ cles on which a tax was levied, and commerce rapidly felt the effects of a diminished consumption. Scarcity also existed at this time at home, and frequent riots took place in consequence of the decline of manufactures. The King vented his dissatis¬ faction on his ministers and dismissed them ; but who would consent to be their suc¬ cessors under circumstances of such public suffering and court intrigue? Pitt and others declined the task, unless under such conditions as the King and his secret advisers could not agree to. He was therefore forced to throw himself back on the old Whig party under the leadership of the Marquis of Rockingham. The principal service rendered to his country by this nobleman was that of introducing into pub¬ lic life, as his secretary, the celebrated Edmund Burke, a man whose political wis¬ dom and literary powers receive a high appreciation from each new generation, which benefits by the study of his works. But eloquence as great and more effective than Burke’s was at work on the other side of the Atlantic, and roused a spirit of resistance which no efforts at conciliation could have allayed. Patrick Henry, an orator of the loftiest order, brought forward resolutions against the stamp act in the assembly of Virginia, which were instantly adopted by all the legislatures in America. Rival manufactures to those of Engiand were established in the towns, and propositions even entertained against the exportation of tobacco, from which so much British revenue was derived. A pause in these proceedings was expected in the following year, when the stamp act, amidst the fiery denunciations of Pitt against its injustice, was finally repealed, and other measures taken for the restora¬ tion of harmony between the countries. The harmony was short-lived. The repeal of the stamp act offended the King, and gave a handle to the demagogues of America to rail against the weakness of the Parliament which had yielded to fear what it denied to justice. The calm wisdom of the great Washington was disregarded or unknown, and his satisfaction with the settlement of the quarrel was of no avail. Open enmity was merely exchanged for secret grudging, and both sides were ready for . a renewal of the dispute. The Court considered the victory gained when it obtained the services of Pitt; but the arro¬ gance of the great statesman neutralized the noble qualities he possessed. He offended the members of his party even in the act of calling them into power; he forfeited the confidence of the people by wearing the state livery of an earldom, and soon showed how powerless Lord Chatham was to control the rebellious spirits which had yielded to Mr. Pitt. Disgusted, after a time, with the disobedience of his sub¬ ordinates, the envy of his rivals, the coolness of his friends, and the loss of his prop¬ erty, the haughty minister kept aloof from public business altogether, and gave way to fits of temper, which he dignified with the name of bad health. He retained his office of privy seal, though the principal place in the administration was filled by the Duke of Grafton. The object of the King was gained — the opposition of the great orator was no longer to be feared, and vigorous measures were resolved on to reduce the Americans to submission. Chatham, foreseeing the increased unpopular¬ ity of the ministry, seized a favorable moment for resigning the privy seal, and tried to recover the favor of the public by destroying an administration which he had not been able to support. Freed from the trammels of office, he waited in grim repose for an opportunity of once more showing his transcendent power and tram¬ pling on his enemies. Strong opposition was made in Parliament to the attempt at coercing the colonies and extending taxation where representation did not exist ; but all opposition was disregarded. Boston, which had been most active in resisting the excise, was garrisoned by troops and blockaded by ships. 1782 EDUCATION REPORT, 1894-95. Associations were instantly entered into by the other colonies for the defense of their liberties, and the citizens, as early as 1769, were recommended to provide them¬ selves with arms on the transparent pretense of a probable rupture with France — while meetings of infurated colonists were held at Boston, dinners of no less furious enemies of the ministry took place in London. There was a sympathy between the supporters of Wilkes in his prosecution for a libel, and the defenders of the Amer¬ icans in their resistance to arbitrary power. The cry of “ Wilkes and liberty” comprehended the “patriots” on both sides of the Atlantic. Riots broke out in the capital; Ireland became disturbed ; the King unbendingly pursued the path he had once taken ; Chatham gloomed in ominous silence from his retreat in Hayes ; and the anonymous slanderer and experienced politician, who is still known to us only as Junius, attacked the ministry and the King himself with great bitterness and force. These concurrent causes and the renewal in 1770 of Chatham’s attendance in Parliament as leader of the hostile phalanx, drove the Duke of Grafton from power, and his place was supplied by Lord North. But the half measures of this minister did not satisfy the wishes of the King. His temper was roused by the struggle, and the battle became fiercer than ever. Chatham directly accused him of personal duplicity and a design to destroy the liberties of the people and the independence of Parliament by bribes. His words were taken down but no proceedings followed. Public meetings were called; the Lord Mayor of London lectured the King when admitted to deliver an address, and the ministry relied all this time on their Parliamentary majority and the orderly habits of the English people. The orderly habits, however, of the American colonists broke down under fresh provocation; lives were lost at Boston in a struggle with the soldiers, and the incident was rep¬ resented in the newspapers as a deliberate massacre. Passions were roused to such an extent on both sides that it was impossible to prevent an appeal to arms, but when the King’s forces were attacked, and the colonists stood in open array against the mother country, the feeling in England began to change. The sympa¬ thy which had been so powerful in favor of an oppressed people was turned into animosity against impracticable rebels. Chatham himself defended them no more. Yet there still remained thousands, perhaps millions, in this country Avho viewed with greater apprehension the success of the King than those of the colonists. Lord Chatham’s words were not forgotten, “that three millions of men, unable to defend their freedom, were the fittest instruments to destroy the liberties of the rest ” After the display of great bravery on both sides, and consummate skill on the part of the Americans — after alternations of conquest and defeat — the ever advancing tide of resistance to British rule spread over the whole country; the genius of Washington and the wisdom of Franklin guided the strong wills of the resisting millions, and France, in an evil hour for her reigning dynasty, having joined in the L ay, even the obstinaey of George was overcome, and the independ¬ ence of the United States was formally acknowledged, 1783. [From An Easy History of England. Standards YI and YII. By S. B,. Gardiner. London: Long¬ mans, Green & Co. 1891. 12 °. pp. 259. Deals more especially with political history.] Grenville was not a wise man, and he thought that he could make the Americans hear part of the expenses of the last war. He accordingly persuaded the British Parliament to pass a stamp act ordering the Americans to pay money for stamps to he placed on their law papers. The Americans were angry, and said that the Brit¬ ish Parliament had no right to tax them. Before it was known in England how angry they were, George III had succeeded'in turning Grenville out of office, but he had been obliged to replace him by another Whig, Lord Rockingham. The Whigs, led by Rockingham, were never popular. They would not bribe, and all who wanted to receive bribes took part against him. They offended others, because most of them were wealthy noblemen and gentlemen who did not mix with the people. Rockingham himself was a well-meaning, timid man. The best thing we know of him was that he listened respectfully to Edmund Burke, who was neither ENGLISH TEACHING OF AMERICAN HISTORY. 1783 ricli liimself nor related to rich men, hut who was the wisest man in England. By the advice of Burke, Rockingham asked Parliament to repeal the stamp act. As soon as the British Parliament left off taxing the Americans the Americans became once more quiet and loyal. Before long the King turned out Rockingham. He created Pitt Earl of Chatham and made him prime minister. Chatham might have done great things if he had retained his health, but he became so ill that he was unable to attend to business, and the other ministers were foolish enough to try and get money from the Ameri¬ cans again. This time they imposed duties on the import of tea and other articles at tho American ports. The fact was that the House of Commons only thought of making people do as it pleased, just as Charles I had done more than a hundred years before. At home the Middlesex electors chose a man named Wilkes as their member of Parliament. His character was very bad, and on the ground that he had misbehaved himself the Houso of Commons not only expelled him, but when the electors again and again persisted in choosing him declared that another candidate who had received only a few votes was to sit in the House as member for Middlesex. Soon afterwards Chatham recovered his health, and declared in the House of Lords that the House of Commons had no right to set aside the votes of the electors of Middlesex, and that Parliament had no right to tax America. The King would not listen to Chatham’s advice. He made Lord North prime minister. Lord North was a Tory. The Tories thought that the King and not the Whig noblemen ought to choose the ministers. Lord North was a sensible man, but he allowed himself to be persuaded to do whatever George III told him to do. He was very fat, and used to go to sleep in the House of Commons whilst the members were abusing him. The House supported him, partly because many of its mem¬ bers were bribed in various w~ays, but still moTe because the Whigs were disliked and because most Englishmen thought it quite right that the Americans should pay their share of the expenses of a war which had been fought to save them from being injured by the French in Canada. The Americans made up their minds to pay no taxes to the British Government. Rather than pay duty on tea a troop of 40 or 50 men disguised as red Indians rushed on board a ship laden with tea, which had arrived at Boston, and threw the whole cargo into the sea. The British Parliament passed laws to put down all resistance, and sent soldiers to America to enforce them. The Americans prejmred to resist. In 1775 fighting began. The English people thought it would soon' be over, as they were many and the Americans were few. Their soldiers were well disciplined, and the Americans had no regular soldiers at all. The Americans, however, were fight¬ ing for their own land, whilst every British soldier had to be conveyed across the sea. The Americans, too, found George Washington not only a splendid general, but, what was better, a man who set an example of patience and self-denial, and who was entirely without ambition. The Americans had not been fighting long when they issued a Declaration of Inde¬ pendence, asserting their right to be a free nation, no longer in subjection to British rule. At first it seemed doubtful whether they would be able to make good their words. Their army was almost starved to death. The horses died for want of for¬ age, and for six days the men had no meat. There was scarcely a pair of shoes in the whole camp. When people show that they can defend themselves they often get help from others. This time it was France which came forward to assist the Americans. Lord North was frightened, but Chatham, old and ill as he was, came to the House of Lords to protest against acknowledging the independence of America. He had been wise enough to oppose the folly of those who had attempted to make the Americans pay taxes, but he was too proud of the greatness of England to consent to the separation of America from the mother country. “As long,” he said, “'as I 1784 EDUCATION REPORT, 1894-95. can crawl down to this House and have strength to raise myself on my crutches or lift my hand, I will vote against giving up the dependency of America or the sov¬ ereignty of Great Britain.” Chatham tried to speak again, hut he staggered and fell, struck down by apoplexy. After a few days he died. If Chatham had lived he could not have brought America hack into subjection. Fighting went on, and Spain joined the enemies of England. At last an English army under Lord Cornwallis was shut up in Yorktown. The Americans hemmed it in on the land side, and a French fleet blocked it up by sea. Cornwallis was forced to surrender. Lord North knew that it was impossible to struggle longer, and though George III wished to continue the war, Lord North resigned office, and Rockingham became prime minister a second time. Lord Rockingham at once opened negotiations with France and America. Before they were completed he died, and the King named Lord Shelburne as his successor. Shelburne went on with the arrangements for peace, though the treaty was not signed till after he had left office. In 1783 peace was made with France, and the independence of America was acknowledged by Great Britain. Both then and since many have looked back with regret to the day which put an end to the hope that all English-speaking peoples might continue united under the same govern¬ ment. Yet there can be no doubt that England had received a lesson which she well deserved. The members of the House of Commons had got into a habit of thinking that they could do whatever suited them, without taking into account the wishes of others. The resistance of America had taught them the lesson that, pow¬ erful as the English Government was, it could not do as it pleased. From that time there was more consideration for the wishes of the governed in England itself than there had been before. [The account given of these events in Gardiner’s Illustrated English History, Part III, 1689-1886 (London: Longmans, Green & Co., 1896, English History Read¬ ing Books series), is practically the same as the above.] [From Longmans’ ‘Ship’ Historical Readers. Ho. VII. London. Longmans, Green & Co. 1894. 12°. pp. 240. Devoted to the Hanoverian period.] The British colonies were divided into two classes, one in which the bulk of the population was not of British race, and the other in which it was. The first of these classes comprised the Indian possessions, where the native population far out¬ numbered the British; the West Indies, in which the negroes were most numerous; Canada, where the French vastly predominated, and such outlying posts as Gibral¬ tar. In the second class were the old American colonies, where there were only a few persons not descended from British ancestors. Those of the first class were more properly called possessions, those of the second, colonies. For the present, at least, it was easy to govern the possessions. It would be more difficult to govern the colonies, because the men of British race who lived in them had been in the habit of managing their own affairs, and would resent any interference with them. In England, on the other hand, people discovered that the war had cost much money and that taxes had to be raised to pay the interest of the money which had been borrowed to carry it on. In 1765 George Grenville, who was then prime minister, thought that the American colonists ought to pay part of the expenses caused by the late war, because they had been benefited by the removal of all danger of French attacks from Canada. He easily persuaded Parliament to pass a stamp act ordering the Americans to pay money for stamps on their law papers. The Ameri¬ cans were very angry, and declared that an English Parliament had no right to tax them. Before their complaints reached England there was a new prime minister, Lord Rockingham, and at his proposal the stamp act was repealed in 1766. As soon as Parliament gave up its attempt to tax America, the colonists became quiet and loyal. ENGLISH TEACHING OF AMERICAN HISTORY. 1785 George III did not like the Rockingham ministry because he wanted to choose his own ministers, and Rockingham, who was the leader of the Whigs, wanted ministers to he chosen who suited the great landowners. George therefore turned out Rock¬ ingham and made Pitt prime minister, having created him Earl of Chatham. Chat¬ ham did all he could to conciliate the Americans, but he fell ill, and in 1767 the other ministers persuaded Parliament to tax the Americans again by placing duties on tea and other articles imported into their country. George III was in favor of this, and as in 1770 he succeeded in appointing a prime minister of his own choos¬ ing — Lord North — there was no longer any chance that the British Parliament would abandon its claim to tax Americans. In 1773 a shipload of tea which had paid duty to the King was sent to Boston. The inhabitants, rather than pay the duty, split open the tea chests and poured their contents into the harbor. When this was known in England the King and his ministers were angry. In Parliament the majority, now composed of Tories or supporters of the King, was also angry, and a law was passed forbidding ships to take or unload cargo at Boston, and another law providing that the colony of Massachusetts, the colony in which Boston was, should be governed, not by its own people, but by persons nominated by the King. Soldiers were sent out to enforce the orders of the British Parliament. The Americans prepared to resist. They elected a Congress in which men chosen by the ditferent colonies might meet to decide what should be done. In 1775 fighting began. The first serious conflict was that which is usually known as the battle of Bunker Hill. The Americans were posted on the top. Twice the British forces, attempting to ascend, were driven back. The third time the Americans, having fired away all their shot, retreated. In spite of the bravery shown by the Americans the British felt sure of overpowering them. In 1776 the Americans issued a Decla¬ ration of Independence, asserting themselves to be a free nation. As the war went on each side gained advantages in turn. The Americans were led by a great man, George Washington. Not only was he a good general, but he was patient and mod¬ est, regardless of himself, and ready to endure anything rather than injure his country Yet, after two years of war, the American army was almost starved to death. The horses died for want of forage, and for six days the men had no meat. In 1778 the Americans were saved by an alliance with France. France was now far stronger than she had been in the seven years’ war, because she had now no quarrel with any of the nations on the Continent and could therefore devote her whole strength to her navy. The French fleet was superior to the British, and in 1781 was able to blockade the British army under Cornwallis at Yorktown on the side of the sea, while the American army blockaded it by land. Cornwallis sur¬ rendered. When the news reached England in 1782, Lord North resigned and Rock¬ ingham again became prime minister and prepared to make peace. Spain had now joined France, but before peace was made the British Admiral Rodney gained a victory over the French fleet, and a large French and Spanish fleet which was trying to take Gibraltar had to give up its task in despair. In 1783 peace was signed and the independence of America acknowledged. [From the History of England from the Accession of George III to the Present Time, adapted to Standards YI and YII, by the Eev. D. Morris, B. A. London. ¥m. Isbister. 1883. 16°. Pages 298.] During the above war the English prime minister, George Grenville, announced his intention of raising a revenue in America for the partial support of the intended army by enacting a stamp act, by which all bonds, leases, newspapers, legal docu¬ ments, etc., should be issued on stamped paper, varying in value from a half-penny to £10. He delayed the bill for a year, in order to give the colonists time to express their opinions upon the subject. The latter discussed the project in their provincial assemblies, and denied the right of Parliament to tax them, inasmuch as they were not represented in the House of Commons. They did not want a standing army, they said, and they would not contribute to its maintenance in any form. In New 1786 EDUCATION REPORT, 1894-95. England the right of Parliament to make laws for America was loudly denied, and active resistance was openly advocated. The stamp act became a law in 1765. The news was received everywhere in America with an outburst of indignation, and, in Boston particularly, with much rioting. The merchants of the chief towns com¬ bined to purchase no more English goods until the obnoxious act was repealed. No stamp distributer dared exercise his office, or say that he had stamps in his posses¬ sion, for the mob seized all that they could find and burnt them. It was found impossible to put the act in force, and while resistance lasted trade was at a standstill. In the meantime a change of ministry occurred in England. The stamp act was reconsidered and repealed a year after its enactment, but at the same time a declara¬ tory act was passed asserting the right of Parliament to tax the colonies. The news of the repeal of the former measure was received in America with much rejoicing, but the triumph of the colonies had the effect of encouraging the more violent of the agitators in America to further resistance against the supremacy of Parliament. French agents soon appeared on the scene to fan by intrigues the spirit of opposi¬ tion. Boston and New York refused to supply the British troops with provisions and barracks in accordance with the act of Parliament. Conduct of this kind pro¬ duced much irritation in England, and led the ministry to take steps to strengthen its authority in America by making the governors and judges in the various States less dependent upon the people. To accomplish this it was decided in 1767 to raise a revenue in America to pay the salaries of the governors and judges. The annual sum required scarcely amounted to £40,000. In order to obtain this amount, a duty was laid upon glass, red and white lead, painters’ colors, paper, and tea imported into the colonies. Such imposts were in accordance with the acknowledged rights of Parliament to regulate trade but the colonists now resented this measure as bit¬ terly as they did the stamp act. They strongly objected to have their governors and judges made independent of the assemblies by receiving salaries from a fund over which they could have no control. Under the belief that their liberties were at stake, the various assemblies agreed to abstain from the use of English manufac¬ tures, and especially from the articles upon which duties were levied. Opposition was most fierce in New England, especially in Massachusetts. So riotous were the mobs in the seaport towns, and so openly defiant of the trade laws, that troops and war¬ ships were sent to overawe Boston, which was the center of resistance. The arrival of a military and naval force supplied another cause of grievance and increased the spirit of opposition. A collision took place one night between a mob of boys and men and a small military patrol. The latter discharged their firearms into the crowd, killing three men and wounding several others. This “ massacre,” as it was called, created the utmost excitement throughout the colonies and furnished skillful agitators with a powerful weapon against England. Indeed this affray had much to do in bringing about the American Revolution. * * * Meetings were held in every important place to protest against the action of the British Government, and it was decided to hold a congress of delegates from all the States at Philadelphia to discuss their relations with the mother country. This important meeting, or»“ Continental Congress7’ as it was called, took place in Sep¬ tember, 1774. All the States, excepting Georgia, were represented. Among the del¬ egates were George Washington, Patrick Henry, and Samuel Adams — all famous names in the story of American Independence. The Congress approved the conduct of the people of Boston, drew up a declaration of rights, moved addresses to the King and people of Great Britain, and finally resolved to hold no commercial inter¬ course with the mother country until their grievances were removed. No mention was made of separation, or any desire expressed for independence. The King and his advisers, with the support of a large majority in Parliament, refused to make any concession to the colonists. In vain the great Earl of Chatham in the House of Lords, and other statesmen in the Commons, pleaded for conciliation. TheGovernment ENGLISH TEACHING OF AMERICAN HISTORY. 1787 was determined to enforce obedience. * * * The Congress appointed George Washington, a Virginia gentleman, as the commander in chief of the American army. Washington had commanded the Virginia militia with great success in the wars against the French, and had attained to the rank of colonel. The success of the American Revolution was mainly due to his appointment to the chief command. Only a man of his skill, firmness, patience, and judgment could overcome the jeal¬ ousies of the various States, the want of discipline of the soldiers, the lack of money and stores, all of which, on several occasions, threatened the collapse of the revolt. He was always hopeful in the greatest difficulties, and cautious in every undertak¬ ing. He was known, besides, as a man of the highest integrity, whose truth and honor were never called in question. * * * The year 1780 was marked by greater military activity in America. In the spring months General Clinton landed in the neighborhood of Charleston with an army from New York, of which a great number were American loyalists. His object was the subjugation of the Southern States. Charleston was obliged to capitulate. The surrender of its garrison, ships, cannon, and well-stored magazines was a deadly blow to the Revolution in that quarter. Clinton then returned to New York with a large part of his army, leaving Lord Cornwallis to continue the war in the South. Tho American forces, attempting to check the progress of Cornwallis, were almost annihilated in two engagements, but by a system of guerrilla warfaro they prevented the British from conquering North Carolina. The subjugation of South Carolina and Georgia was, however, complete. The Americans, at this time, were in a deplor¬ able state. Money and stores were sadly wanting, and the troops were discontented and rebellious. The desire for peace was general. The continuance of the war entirely depended upon foreign aid, and the most ardent in the Revolutionary cause knew that they would never achieve success unless the supremacy of England at sea could be overcome. The latter country had this year reasserted its claim to be mis¬ tress of the seas, for both in America and in Europe she kept the fleets of France under blockade. The gloomy prospects of the Revolution, together with personal grievances, determined the American general, Benedict Arnold, to betray his coun¬ trymen. He was in command of the fortress of West Point, on the river Hudson, which was considered to be the key of the American position. This, as well as the army of occupation, he resolved to place in the hands of General Clinton. Nego¬ tiations for this purpose were carried on through Major Andr6, a young British officer high in command and of great promise. Having completed all arrangements, Andr6 set out on foot from West Point to return to New York, and fell into the hands of some American militia. The treasonable papers were found upon him, and he was arrested, condemned, and hanged as a spy. Arnold fled as soon as he heard of the arrest. He afterwards served in the war as a general in the British army. * * * Loud complaints were made by the opponents of peace about the treatment of the American loyalists, or Tories, as they were called, who had taken service under the Crown, or aided its cause in any way. So bitter was the feeling against them, that 100,000 found it necessary to seek new homes in British territory, chiefly in Nova Scotia and New Brunswick. England allowed half-pay to those who had served as officers in the army, and also pensioned many others in compensation for their losses. The results of the war, after all, were less injurious to England than to her European adversaries. Though her national debt was largely increased, and her Empire shorn of tho American colonies, she made rapid progress in trade, man¬ ufactures, and general improvement. Very different was the fortune of France. CHAPTER XLY. THE PROTECTION OF ITALIAN EMIGRANTS IN AMERICA. By Luigi Bodio. One of the most important questions treated at the Geographic Congress in Rome, in September last, was that of the care and protection of emigrants. The resolutions adopted at the Geneva Congress of 1892 were (in substance) that colonization laws should include a small plot of land for the emigrant so that he might, as cultivator, be assigned to proprietorship. The Italian Government should have an office of information so as to keep in touch with the colonization going on in foreign coun¬ tries, as well as with the actual conditions of the colonists ; that, in addition to pri¬ vate associations interested in emigration, a public association should act in concurrence with emigration agents, so as to give aid to the emigrant and help him to acquire land; that the emigration laws of 1888 should be modified as regards agents, subagents, guaranties, etc. The Congress (of Rome?) recommended that the military laws be made less strin¬ gent for Italians living in foreign countries, without, however, interfering with the principle of obligatory military service. Row, it may he stated that, in the last few years, emigration has been diminishing in intensity, not alone from Italy hut from all Europe. The Italian emigrants to the United States numbered about 70,000 in 1893 and only 39,000 in 1894. Emigra¬ tion to Brazil oscillates, too, from year to year, namely, 40,000 Italians in 1887, 104,000 in 1888; 36,000 in the succeeding years ; in 1891, 183,000; with a drop to 43,000 in 1894. In the Argentine Republic the Italian immigration was 75,000 in 1888, and 88,000 in 1889 ; then in successive years 39,000 and 15,511 in 1891, with a later increase to 37,000. As the social and economic conditions of the countries furnishing the emigrants can not suffer such mutations from year to year, it is evident that these variations depend upon the prosperity and crises in the countries where colonies are established, hence efforts should be made to protect the emigrants from the obstacles which they encounter. Emigration is a necessity for our country [Italy], and we ought to wish that in the present agricultural and industrial conditions, with so little capital to dispose of, thousands more may go forth where they may find work. The density of population is 107 to the square kilometer in Italy, the average in Germany is 97, in Austria 80, in France 72. France has abundance of capital, land cultivated to the highest degree, conditions of ease and competency in rural dis¬ tricts, and a third less population than in Italy, where the conditions are so different, the poor peasantry and workingmen having become a peril to the social equilibrium. So that emigration becomes an aid to those who are left, as, with the capital in hand, they can more advantageously carry on manufactures and develop agriculture. Discussions of the colonization of Eritrea (Italian possession in Africa) are very earnest, and the Hon. Franchetti, who has studied the subject on the spot, states that at least 4,000 lire ($772) capital, to be provided by the Government, is requisite 1789 1790 EDUCATION REPORT, 1894-95. for a family of seven persons, in order to construct cabins, to obtain proper imple¬ ments, to develop tlieir lands, to survey the land, to prepare waterworks, etc. There is also discussion in regard to colonizing Sardinia and of populating the Campagna (di popolaro l’Agro romano), but this, too, requires capital, and there are various obstacles, which, especially on the island of Sardinia, complicate matters. [Here follow laws governing taxation, etc., in Sardinia; objections to home coloni¬ zation, want of capital for waterworks, and proper sanitation.] But in America our emigrants do not require subsidies from the mother country ; they are, to be sure, at a disadvantage the first year, owing in part, to want of organization ; but they carry with them a little money, a few tools of trade, and do not leave debts behind. Our duty is to protect and patronize voluntary emigration — the only form of it which bears with it latent energy, the force of initiative, and theresistence to what¬ ever bars the emigrant’s road to success in a new country, or in his native country. Our duty is to aid the masses in procuring employment suited to their condition, to prevent interested agents taking advantage of their good faith, to overcome the obstacles, to seek openings for them, to bring the emigrants into the neighborhood of agricultural and mining sections, dockyards, etc., as may be suited to their previous training or condition in life. The agents for emigration number 34 in Italy; warranty, 2,690,000 lire ($519,170) ; subagents, 5,172 in 1892, increased to 7,169 to date. They have more than doubled in some provinces within a few years. In Switzerland the laws restrict the number of subagents; once there were about 400, paid accordingto the number of emigrants received, so that there developed a kind of propaganda. A law of 1888, modifying that of 1880, imposed a bond of 3,000 lire ($660) and a tax of 30 lire ($5.79). As a result, the subagents decreased to 170. Swiss laws now prevent propaganda, or enforced emigration, as the consent of the federal council is required before closing a contract with any person having to do with the emigrant, to which person money may be paid for the journey by societies, foreign governments, or private corporations of other countries. Our [Italian] laws do not forbid the emigrants going away if the money has been paid down by government or a colonization society, but if the amount has been exacted from the emigrant the agent is to see that the emigrant receives double that amount. In any case, the reg¬ ulations are nil which require the emigrant to work his passage either on ship or other means of transport. Some of our emigrants are given free passage by the authorities of Brazil, who desire peasants with families in good, healthy condition and capablo of taking hold of some class of work. The governmental arrangements are made with banking firms, who take the responsibility of forwarding the emi¬ grant from a European port to a Brazilian port. [Signor Bodio then goes on to state the methods employed in Switzerland and in Italy to prevent the taking advantage of emigrants, and the punishment awarded to agents, subagents, etc.] New laws are being made restricting subagents, getting a better class of educated persons in such positions ; forbidding innkeepers, liquor dealers, railroad agents, etc., to bo subagents. Experience has taught that interested persons are not proper sub¬ agents, if the emigrant is to be dealt justly with. In place of closing the contract just as the emigrant embarks, this is to be done (when the laws go into force) at the point of starting out, so that there may be time to see that all regulations are adhered to. No minors are to be allowed to go as emigrants unless an older person is responsible for them at the beginning and close of the journey. If the committee stationed at a place of embarkation refuse to take the emigrant, the agent is to see that he be returned to his homo and his goods with him, and that he receive what¬ ever sum he [the emigrant] may have paid out. To date, the public charities have taken such matter in hand. If the emigrant has reached the foreign land, the agent is responsible for his return, if refused admittance by the authorities, because the laws governing emigration are known to him. If the emigrant finds that he is PROTECTION OF ITALIAN EMIGRANTS. 1791 not "being properly treated, lie may reclaim his rights from the consul, or from the director of the Italian Aid Society, who is to present such claim to the nearest con¬ sular agent. Verbal statements are permissible to consuls, immigrant agents, etc., in the foreign countries, and as a last resort, in case of punishment, the minister of the interior may be appealed to. [These and other regulations are described to prevent the agent tyrannizing over the emigrant.] As for military regulations : The recruit living in a foreign country submits to the physical examination by a physician before the Italian consul. If received ho is sent to Italy, free of expense, on a ship of the Italian Navigation Company. If, for family reasons, health, or study, he desires to go to his country for a three months’ period, he can do it with the permission of the consul and of his commandant. The old controversy relative to double nationality should be eliminated in future. The best solution seems to be that which holds between Spain and Argentina. When the person claims to be of one or the other nationality, the matter is to be decided in accordance with the laws where resident. If this seems hardly to agree with the principle jure sanguinis, established by the Italian and other European codes based on Roman law, it is the principle of the nationality jure loci, which — we can not fail to recognize it— is an outcome of the political conditions in the young American States. Thus, if he be born in Argentina of an Italian father, he would be considered an Argentinian as long as he remains in America; should he come to live in Italy he would be considered an Italian. Now let us see what protection is given to our emigrants arriving in American ports. The minister of foreign affairs, Baron Blanc, has succeeded in obtaining an important concession from the Government of the United States, and has created an office of inspection and protection of Italians at Ellis Island, where emigrants dis¬ embark for New York. It is a noticeablo fact that even prior to the industrial and commercial crises, a feeling prejudicial to immigration was found among tbo people, on account of cheap labor, for European workingmen were willing to receive sala¬ ries inferior to those of American laborers. Hence American legislation endeavored to limit immigration. The limitation included sick jrnople, paupers, those engaged for contract labor. The majority of those sent back by the Federal immigration agents at Ellis Island are Italians who, poorer than other nationalities, have made contracts to go to work, and state that at once, as they suppose they will be quickly received in America if they are not liable to become objects of charity. Yet they are inexorably repulsed because of the very laws of limitation (contract laws). The American officials frequently turn back our emigrants who have left wife and family in Italy, under the clause of “undesirable immigration,” because they [the Italians] make declaration that they have been in America before without naturalizing them¬ selves, and that they do not intend to become citizens; or else it resolves itself into the fact that they have made their money in America and returned to their home, then they come back to the United States again to repeat their former success. The United States welcomes emigrants who may become a permanency and assimilate themselves with the American people, who desire to take part in its political life, learn the language of the country, settle down and have families, the children of which (by aspiration and character) become Americans. But “birds of passage” they do not welcome. It is not so much the quantity as the quality of the immi¬ grant which the United States authorities desire to control, for the nonassimilating elements among emigrants are not in harmony with the social and political con¬ ditions of the Republic. In 1894-95 there were 731 Italian emigrants sent back out of 33,902 who reached Ellis Island. The economic condition of our emigrants to the United States is demonstrated by the inquiries made by the American authorities, for the newly arrived individual is asked to show how much money he has. The 33,902 who disembarked at Ellis Island had $362,000, or $10.23 each; included among them were those sent back as paupers and undesirable immigrants. In 1893-94 similar statements hold good. Our minister of foreign affairs interested himself to 1792 EDUCATION REPORT, 1894-95. protect the emigrants in America and to disarm that prejudice toward our com¬ patriots. And this is in fact the basis of the most loyal cooperation, the effort to suppress enforced emigration, either from within or without. In June, 1894, an American office was opened at Ellis Island in connection with the Federal office of immigration, in which office such information could be obtained as is furnished by State boards of immigration, by railroad lines, by corporations and individuals, inducements for work, etc. The Secretary of the Treasury permitted our ambas¬ sador to suggest one or more Italian agents for that office who could give the neces¬ sary information and make the needed suggestions to our emigrants. Prof. Alex. Oldrini, a young cultured Italian familiar with the United States from a residence there of ten years, was made the first agent, and Chevalier Egisto Rossi, who wrote a work on the United States of America, was made the second agent. It is to be hoped that the Italian Government will now do its part by furnishing these agents with whatever is requisite, so that they may be able to aid the emi¬ grants in finding occupations, obtaining lands, etc. The Italian Government has, to date, the expenditure of $500 a month for the two commissioners and their office, but the work of these agents ought not to limit itself to assisting the Italian emi¬ grants in connection with the American office, if that office believes it necessary to { send them back on account of one or another law, but the Italian agents should be situated to aid the emigrant in obtaining another hearing so that he may disembark and continue his trip to some other State. It is not enough that our agents aid the emigrants against unfair treatment, on shipboard or shore, but they should be able to give them information concerning the States where they are best able to obtain work, to settle as agriculturists or in min¬ ing districts rather than to remain in New York, where their condition is deplorable. Means are lacking so far to bring the Italian agency in New York to this point of efficiency. For it is necessary that the agents be so situated that they can travel to other parts of the States, so as to determine for themselves as regards climatic con¬ ditions, the agrarian conditions, violability of contracts, etc. Of the 34,000 Italian emigrants who arrived in the United States in 1894-95‘about 20,000 passed the office of our commissioner (Oldrini) direct for New York and its environs, and about 14,000 were forwarded to other States, where they had families, or to mining districts, etc. It is deemed advisable to aid them to go to the Central States, to the mines of Colo¬ rado, to Michigan, Minnesota, to Texas ranches, or to the fruit-growing regions of California. A sum of $10,000 is required to place the Italian emigration office in New York upon a suitable footing, to institute a labor bureau, such as is found at the barge office for Germans and Irish, so that the emigrants will not have to deal with the bosses (or padroni), as is now the case, but will find that they can obtain all infor¬ mation at this bureau, or colonization office. With such a sum at disposal, there might be a savings bank, or bank of deposit, arranged with such securities that the emigrants would not again see the bankers disappear with about $150,000 of their savings, as was done one year. Where are we to find the $10,000 requisite for such purpose? In the green book (libro verde) published by the minister of foreign affairs, in which are found the regulations which led to the establishment of the Italian emigration office at Ellis Island, there is a suggestion which seems opportune. j It is suggested that 20 lire ($3.86) be required by the Government, from the agency, for each emigrant. As there were in these last years between 33,000 and 65,000 such persons, this amount would be soon acquired. The minister who foresaw the need of protection for the Italian emigrants in the United States also saw the need of such protection in other countries. In Argentina the Italian is as in his own home. In Brazil there is need of such an office of control, for of the Italians going to Brazil it is necessary to distinguish between the State colonies and those of private enter¬ prise. Many Italians are well placed in Brazil, others have to undergo many hard¬ ships ere they obtain tolerable positions. The organization of these colonization enterprises needs modifying, for oftentimes the promises held out are not lived up to. I PROTECTION OF ITALIAN EMIGRANTS. 1793 I Monopolies, depreciation of money, exorbitant prices, are among the obstacles to con¬ tend with. If a few commissioners, or regularly established governmental agents, were connected possibly with the legations in the different countries, they would be useful to the colonists in many cases, and would render abuses impossible, etc. It will bo a fortunate day for Italians going to Brazil when authorized agents are there to aid them at embarkation and on their farther trips inland. It is to be hoped that public opinion in Italy will become more favorable to emigration. The outcome of this will be that the proprietor, in order to obtain help, will pay better wages, and emigration will not be synonymous with untold misery at home. We may look upon emigration as a step in advance toward the bettering and equal¬ izing of conditions. Rather than solicit the return of the emigrant to his native land, rather than regret that emigration transforms itself from temporary to perma¬ nent, we should rejoice that the quality of emigration is improved, the arrangements become more stable, the families are reunited, the mother country influence is strengthened. Emigration is a good thing for the mother country — we utter this sentiment earn¬ estly. It is the safety valve, or security, against envy and class odium, an efficacious instrument in the equalization of human forces. And for Italy, as for all peoples who are late in entering upon new conditions, emigration is a school for the civilizing processes along scientific lines and in adopting new methods. Thus it is the duty of those who have already entered upon the new phases of civilization to assure vigor¬ ous protection to the advance guard, composed in part of youthful blood. Protec¬ tion, material aid, and guidance should be offered to the emigrant. And I salute with great pleasure that part of our emigration which is going to settle in the midst of a people, superior through their methods, perseverance, and economic power, in the very heart of the dominant people of to-day — the Anglo-Saxon race. This race is the dominating one to-day, because it is educated to a spirit of reform, which opposes the resigning of one’s rights, the frittering away of individual energy, opposes apathy toward work, etc. It is necessary to take the world as it is, and it should be repeated in the chief towns of communes that the emigrant is the best exponent of his country’s needs (the best drummer for his own country), and that after him come the experts sent out from tbe manufactory, the authors, the diplomatists, and lastly the defense by means of the army. ED 95 - 57 CHAPTER XLVI. EDUCATION AND THE TALMUD.1 By Naphtali Herz Imber. CONTENTS. Introduction. Primitive education among tlie various nations. The Chaldeans. The Hebrews. The Egyptians. The Greets. The Romans The Horsemen. Mosaic educational laws. Moses in the land of the Chaldeans. Moses and the Bible. Moses breaking patriarchal systems and traditions. Moses hoisted the Chaldean emblem in place of that of Elohim. Selecting teachers. Laws to teach. The school of the prophets. Erom the building of the Temple to the exile. In the sehool of the captors. Educational reform by the Great Synod. The Talmud. The two Talmuds. Disfranchisement of the ignorant. Rabbinical educational laws. The teacher. The public schools. Punishment. Vacations. Educational duties of parents. Religious education. Babylonian education. Methods employed in the public schools. Titles and terms. Erom the Great Synod up to the time of Jehoshua ben Gamla. INTRODUCTION. When the battle of Koeni grata was fought, ending with a decisive victory for £he Prussians over the Austrians, Prince Bismarck spoke those winged words: “The schoolmaster has conquered.” Indeed, that famous battle was an excellent illus¬ tration of the great power of education, and the Prussian schoolmaster has shown that his pen could penetrate deeper than the shot and shell of the Austrians. Even the ancients knew of the great influence of education, and Jewish history has recorded a fact which is equal to that of Koenigratz. “Jerusalem,” says the Tal¬ mud, “was besieged by the Romans, and the once powerful Hebrew nation was crushed to death by the legions of the pagans. While Vespasian besieged the City of the Lord, wherein civil war and starvation killed more people than the arrows of the Roman archers, an humble Rabbi, Johannes ben Saki by name, knelt before the great victorious Emperor, praying for mercy for his people. 1 What shall I grant you?’ asked the proud victor. 1 Grant me/ replied the sage in a low voice, ‘the school of Jabne and its schoolmasters/” The victor granted the request. He probably never dreamed that from that little school the national spirit of the Hebrews would rise with more vigoT. How could he, when it looked as though the whole nation were wiped from the face of the earth. Jerusalem was a pile of debris; her people had been slaughtered by thousands or made cripples. Those 1 An historical sketch of educational evolution among the ancient Hebrews and other primitive nations. 1795 1796 EDUCATION REPORT, 1894-95. who escaped death were carried into captivity to he made a show of, serving as living trophies for the home-coming victor in his triumphal march. Under such circum¬ stances and conditions the remnant of the Jewish race was found at the time of the destruction, so that even the best patriots could not dream of an attempt at resto¬ ration. Yet fifty-five years after the destruction the national spirit which was kept alive in the little school of Jabne arose with vigor, and the 25,000 pupils of Rabbi Akiba, those penmen drilled by the schoolmaster, restored the national pride to its olden glory. The heroic struggle of Bar Kochba (the Son of the Star), who was proclaimed king of the HebreAvs, is known to fame, and the coin he used is still pre¬ served in museums as a silent witness of the successful attempt and the vital power of the nation. Now, who performed this marvel, which seemed an impossibility? The schoolmaster from Jabne. The educator blew into the dry, dead hones of Judah the breath of life, and they were resurrected to activity. Education is not only a power in a struggle, it is also a preserver of life, and the reason for the preservation of the Hebrew race is its wonderful, early developed education. Every Jew, no matter of what standing or reputation — even those from darkest Russia, where 99 per cent of the natives can scarcely sign their names, even those Jews — is able to read and write in his own language. In America we have a vivid picture of the great power of education, for what has made this country so great in every respect, if not the schoolmaster? Instead of being in the rear guard, it is marching onward — a pioneer of culture, leading the advancing march of prog¬ ress. All this is due to education. The educational system of the United States is its best bond for its continued greatness. The American schoolmaster may reflect, while sitting at the foot of the Washington Monument, upon the educational system of the ancient Hebrews, two thousand years ago, and be interested in the discovery that there is a wonderful parallel between that and his own, of the nineteenth cen¬ tury. To those who observe the march of civilization it will be of great historical value to know the educational system of the Hebrews, whom Mohammed styled “ Rigel el Ivitab,” i. e., “ the people of writing.” PRIMITIVE EDUCATION AMONG VARIOUS NATIONS. I. — The Chaldeans. Among the cultured nations of the ancients the first in rank are the Chaldeans, whom we may style the educators of the world. There was hardly a branch of science wherein they did not prove themselves the masters. In the divine arts — music and painting — they were far ahead of the cultured sons of Hellas. The first sym¬ phony was sung by the Chaldeans. The Greeks learned from them when they invaded the country under Alexander the Great. The ancient Jewish notations of music, used by the singers of Zion in the Temple, are all called by their Chaldean names. As a proof of this, it may be stated that the Hebrews learned and adopted the Chal¬ dean musical Alpha Beth, as they adopted from them other useful things pertaining to culture and civilization. In making or in reproducing pictures they reached the highest standard of per¬ fection at that time. Two prophets give evidence of their skill in that fine and divine art. One described their painted pictures on the walls, engraved with an oily color; the other calls their country “the land of sculptured images, of which they are proud.” In architecture and engineering they surpassed the Egyptians, and the fabulous Tower of Babel was built before the corner stone was laid for any of the pyramids. Jewish legends tell us that they built that tower in order to produce rain by beating the roof with hammers, thus causing the air to vibrate. That is another evidence of their far-advanced science and culture. Their canals and other artificial water¬ ways have long been the admiration of historians. In astronomy, their fame in that truthful science, which requires a knowledge of mathematics, is still renowned. They were the first to look on high and draw a map EDUCATION AND THE TALMUD. 1797 of our solar system, dividing the planets in the zodiac. The art of calendaring, for which the ancient Hebrews were renowned — so that in a dispute with Roman astron¬ omers the former claimed that the sun is stationary, while the planets revolve round the fireball (the sun), which argument the latter refused to accept — was learned and adopted from the Chaldeans, as the Jewish names for the months and planets are Chaldean terms, thus telling us plainly in what school the Hebrews had been taught. In religion they showed themselves far superior to even the Hebrews, as their religion was pure and simple and could not conflict with common sense and feelings. They approached the altars in their houses of worship with silent salutation, and venerating bows, prayers, and music were the offerings, not animal or other kindred sacrifices, as is plainly indicated at the dedication of the great image made by King Nebuchadnezzar on the plain of Dura. Those who understand how to read the Bible between the lines will discover that Jehovah was known to the Chaldeans and worshiped before He revealed himself to Moses in the burning bush, and Nimrod was a mighty hunter before Jehovah; and Jehovah calls the King, Nebuchadnezzar, through the mouthpiece of His prophets, “my servant.” It is probable that Abra¬ ham, who left Ur of the Chaldees for Palestine, was forced to flee, being persecuted by the Jehovists. (The name Elohim, which means two in one, is mentioned by all the patriarchs until Moses, who restored the ancient Jehovistic cult of the Chal¬ deans.) The name “ Chaldean ” means a wise man, and in the Scripture it has the same meaning, where the Chaldeans are termed “the wise men of the East.” Such achievements are impossible without the regular working system of educa¬ tion. Indeed, legend, which is the best informer where history is silent, points in that direction. There is a written Jewish folk story which says that Abraham was when a boy a pupil in the schools of Shem and Eber. Of course there is no historical proof to confirm that legendary statement; still there is a clear passage in the Scripture which indicates some educational progress, when King Nebuchad¬ nezzar orders that children of Hebrews shall be selected, being without physical defect, good-looking, and bright, and taught to write (in the text-book) the language of the Chaldeans. Aside from that record, how is it that the Hebrews, who were in Egypt four hundred years, did not carry away with them a single thought of the land? Not even an Egyptian word, with oue exception, is to be found in the whole Scrip¬ ture, while whole sentences of Chaldean are found. During the stay of seventy years among the Chaldeans the Hebrews seem to have been perfectly nationalized, and the big volumes of the Talmud are treasuries of Chaldean science aud literature under the guise of the Hebrew religion. To explain this phenomenon we must think one of two things, either there was a law compelling everybody to read and to write, or the government indirectly offered opportunities even to strangers to be educated, as the enlightened Government of the United States offers educational advantages to all. At all events, there was an educational suffrage, and to it is due the wonderful civilization of the Chaldeans. The reasons for the early development of education can be given as follows : 1. The nation was not divided into classes and castes (except in the branches of science, as Chartumim, readers of hieroglyphs; Ashotim, secret readers; Measphim, magicians; Chasdim, astrologers). The absence of castes prevented education from being monopolized, as in other nations, by a certain class. 2. Their Jehovistic cult with its fatalistic view that the fate of man is written in the stars; hence, if the horoscope told that the child of a beggar would be one day a prophet or a sage, he was brought up accordingly. 3. The simplicity of their quadrat letters with perfected punctuation aud vowels enabled everyone to learn writing easily, and it became a common method of ex¬ changing thought. The Hebrews, after their exile, adopted the Alpha Beth of the Chaldeans, with all its grammar and rules. It is a pity that we have no record; but underlying the whole Rabbinical religion the Chaldean cult exists. The only direct proof of the educational power of the Chaldeans is found in their offspring, 1798 EDUCATION EEPOKT, 18S4-95. tlio Nestorians. Those Christians, the few living descendants of the Chaldeans, are superior even to the Armenians, not to speak of the wild Kurds among whom they live. II.— The Hebrews. By the Hebrews I do not mean those Jews who claim to bo the children of Abra¬ ham, Isaac, and Jacob, for there were Hebrews in the land of Canaan long before Abraham was born. Joseph tells in prison his tale of woe that he was stolen from the land of the Hebrews. As Joseph was the third generation from the first patri¬ arch, who, unlike his son, was not blessed with many offspring, ho could not have alluded to the farm where Jacob lived with the few souls of his household, when he spoke of the land of the Hebrews. Even the prophet mentions twice to the Hebrews that their father was an Amorite and their mother a Hittite (while Abraham and Sarah were both Chaldeans). Those Hebrews had another language from Abraham and other customs and religious views from those prevailing in the motherland of the patriarch. When Abraham mingled with those Hebrews lie was somewhat undecided, jumping, so to say, from the pure Chaldean monotheistic religion of Jehovah to the dual cult of Elohim which was the original religion of the Hebrews. The confusion of views became in time a matter of gravo facts when Abraham became their leader and patriarch. That confusion of views runs like a thread through the whole of Jewish history. The Hebrews, like most of the Semites, had no classes or castes, which is very favorable to educational suffrage; but as they lacked the ability to centralize their national power, like the Chaldeans, they wero divided and ruled over by family patriarchs or tribal sheiks. The father of the house was the ruler, endowed with the power of life and death in his home, as the patriarch over the family and as the sheik over the whole tribe. The father was the educator of his son; consequently when the father was an ignorant man the son was obliged to live according to his father’s standard, there being no one to educate him. Another stumbling block to education was the birthright and the privilege enjoyed by the firstborn son among the Hebrews. Thus the able-minded children would be neglected for the sake of the weaker minded firstborn son, to whom education might be of no use. In the history of the patriarchs may be found such educational methods with their sad consequences. Often the mother, when she felt a love to one of her children who was of able mind, undertook to educate him, as we read in the history of the early patriarchs. In such a case moral and domestic education were better implanted in the heart of the child, as women are, as a rule, better educators than men. Poor as their methods were, still poorer were the subjects in which they were reared and educated. A fabulous, narrow Anew of the ruling forces, some duties toward parents, some folklore and tales, formed the whole programme of primitive Hebraic education. In addition, there were the new religious views and customs imported by Abraham from the Chaldeans. He also brought with him the letters of his native land, the plain quadrat Alpha Beth. The patriarch soon acquired the simple language of the Hebrews (the language of the Scripture), but he could not find their writings,1 which are half hieroglyph and half a zigzag outline. So it came to pass that the minority, who were the offspring of the Chaldean patriarch, wero brought up in the easygoing Chaldean writing, while the Hebrews were taught in their old imperfect native Alpha Beth. When the patriarchs migrated to Egypt, taking with them those Hebrews whom they governed, owing to their isolated position in the hermit king¬ dom the confusion still remained, and education was continued on the same line3 until the time of Moses. III.— The Egyptians. The Egyptians had no inborn, natural culture. Hence education was monopolized by the priests, and its blessings, liko all other importations, could not be enjoyed by the poorer class. In spite of the 10,000 mummified cats which are claimed by Tlie ancient letters of the Hebrews are still used by the Samaritans and on old Jewish coins. EDUCATION AND THE TALMUD. 1799 learned men a3 evidence of their high civilization, I declare that they were only amateurs in culture. There is a land bordering on Egypt known as Ethiopia, which includes also a part of the famous Soudan. In that land once waved the standard of civilization, and, according to the records preserved in the Talmud as well as from Biblical sources, we can see what a highly cultured people once lived in Darkest Africa. The art of hieroglyphs was imported into the land of the Nile from Chartum. Hence the hieroglyphs wero called Chartumim. That sounds better than the mew of those 10,000 mummified cats and kings, which was a strange cul¬ ture, not sprung from the people, but only enjoyed by the higher castes of the priests. The variety of classes and castes prevented the education from penetrating into the heart of tho people, and prevented the nation at large from cultivating a national unity, which is the only security for a people’s strength and prosperity. Tho son of a priest was destined to be a priest, no matter whether his mind could comprehend the mystery symbols of the hieroglyphs or not. The child of the soldier was forced to do the fighting all his life from generation to generation. The offspring of the workingmen were by law required to live their time in the line of work, each according to his guild and union, following in the footsteps of their departed sires. Even the thieves formed a class, a registered caste, and their chil¬ dren had no choice but to live up to the profession of their fathers. Under such a casto system true education was unknown, and the few liieroglyphists had their little knowledge inherited with their cats and rites, it being a handing down from father to son. Again, geniuses, if they happened to bo born of parents who were not priests, were condemned to live as ignorant and undeveloped beings. No wonder the Egyptians were in their time the target of jesters and mockers. No wonder that the Hebrews, in spite of their staying there for four centuries, could not absorb a single habit or thought from them. No wonder that there was not a national union, as each caste was a stranger to every other, as black is to white. No wonder that wo dig out so many mummified cats, the only inheritance left to the world of an uneducated people. IV.— The Greeks. The Greeks possessed a national culture with an original civilization framed with the progressive thoughts of other nations. Their religion was that of a smiling, idealistic beauty, answering the sensual emotions, and rousing the sentimental feel¬ ings to the highest pitch of inspiration. But, with all the advantages of good gov¬ ernment and an inspiring literature, they lacked the best medium which would have made them everlasting, and that was education. They had an Aristotle, but not a schoolboy. They had philosophical schools, but not a system of education. Plato, in making the plan for his idealistic republic, had it in his mind to place the education in tho hands of the government. He was tho only philosopher who felt the real need of his people, and that was the want of an education. Sparta tried to establish an educational system under the care of its republic, but it did not amount to anything, as the sole aim was to train and drill up a republic of soldiers. The consequences of the lack of education wero fatal for Hellas. Besides the everlasting fighting among themselves, which has passed into a proverb, ‘ ‘ When Greeks joined Greeks, then was tho tug of war,” they could not maintain their inde¬ pendence, and fell a prey to mighty Rome, then the mistress of the world. What has the Greek culture, so much talked of, left behind it? Nothing except a few busts of shapeless Venuses and the fame of only seven wise men, who bear witness that tho whole nation, with its multitudes, remained in darkness so many centuries. The speculative philosophy of Aristotle is not worth anything, compared to the scientific facts brought to light by the Chaldean3. The sons of Hellas, whose religion, for tho sake of its charm, was adopted by other nations, exchanged the gaiety of that old religion for the more meditative one of Christianity, whose worship consists in 1800 EDUCATION REPORT, 1894-95. prayer and fasting, not in tlie enjoyment of the wine cup and sensual satisfaction — a religion which even the reasoning Romans resisted so long. How can we explain these phenomena? Paul took them by surprise. They were taken in, not by the grand Apostle, the miracle worker, hut by the Jewish hoy who, as a child, was com¬ pelled to visit the public school, then as a youth sat in the college at the feet of the Rabbi Gamaliel, and the Olympian gods and goddesses fell before Paul, the educated. V.— The Romans. The reasoning Romans had no talent whatever for producing anything original. Their religion, cult, customs, and manners were all borrowed, adopted, or absorbed from other nations. They were born prize fighters, yet they had one good quality, a love of system and order, a quality which makes the educator. Indeed, there were more Greek mentors in Rome than teachers in Athens. There were fewer ignorant soldiers in Caesar’s legion than in Alexander’s famous phalanx. To be a Roman and free was sufficient to gain the privilege of expanding all one’s aspirations and ambi¬ tions, no matter who he might be. But as Rome was always busy in maintaining her possessions in all the four corners of the world, she cared more about bringing up her children in the arena than in the school, and the educational department was a private undertaking. Still, there was some sort of an education, and under Chris¬ tianity Rome became the real educator of the world. Italy’s schools and colleges in the beginning of the Middle Ages were renowned all over the world. YI.— The Norsemen. Along both sides of the straits of the Baltic there once lived a people known as the Norsemen. That great Teutonic race was the only one which became the tutor of Europe, demonstrating the power of education. In character they were knights of chivalry; in valor they had no equals; their tribes routed the Romans by land under the leadership of Hermann, while their kinsmenn, the Danes, raided the isles of the Britons, the mighty fortress of the Romans. The Danes were a seafaring people and ruled the waves from ocean to ocean, and long before Columbus discovered this blessed country the Norsemen had been here to place their advance posts. Their religion was in some respect the same as that of the Greeks, but had a more serious aspect. Their Odin (the same as in Hebrew and Chaldean Adon, which means the Lord) was not of the brutal character of a Jupiter, who killed his own children. Odin was, as Carlyle says, a man, a leader, a teacher, who invented the Runes, the Scandinavian Alpha Beth. Their Valkyrs were not demoralized demi- goddesses, like Venus, but were brave maidens with a spear in one hand and the shield of morality in the other. Their Gambrinus was not a riotous character like the Bacchus of the Greek; he was a social and amiable person — a trait still visible in the offspring of the Norsemen when they gather round the cup. Runes were not, like the writings of other nations, imitations or a modified Alpha Beth, after the model of the Phoenicians, but were the letters of their Alpha Beth bearing the stamp of native self-culture. Odin, the teacher and inventor of those Runes appeared in his role among the Norsemen 70 B. C. The simplicity of the Runes, in form, and the ethics of the Norse lore as embodied in the Edda, the Scandinavian Scripture, leads one to suspect that the great Odin was a Chaldean, cast away on the shores of Scandinavia to become the educator of that noble race. No written records have been preserved to tell of their educational work, but there are left living samples, and by the deeds of the offspring from the Norsemen we can see the consequences of their educative ability. As Odin was the inventor of the Runes, which were the best medium of education, so, according to the Norse lore, he also invented poetry. Indeed the legend only foreshadows who were the people following in Odin's footsteps as educators. These were, among fhe Scandinavians, the Scalds; among the Germans, the Bards, the Minnesingers, whose sweet melodies reechoed throughout the great German Empire. EDUCATION AND THE TALMUD. 1801 Those poet-singers have with their songs educated in a delightful manner the children of the mighty in their castles as well as those of the peasants. Through such mediums — poetry and those singers — the knowledge required was distributed to all alike. That was the way of education among the noble Norsemen whom some his¬ torians delight to style ignorant barbarians. Fortunately, divine Providence has preserved their deeds, through which we may come to know them better. MOSAIC EDUCATIONAL LAWS. I. — Moses in the Land of the Chaldeans. The Bible may describe the Hegira of Moses and make him shelter himself under the roof of a noble priest of Midian, a short distance from Egypt; a legend of the Jewish folklore may place him in the land of Cush, in Abyssinia, as a king ruling there forty years, marked by a peculiar love affair with a dark-brown princess; still, we, by virtue of his deeds, his knowledge, and assisted by some hints of Rabbinical tradition, are of the opinion that his forty years of exile were spent among the Chal¬ deans, and a man is better known by his deeds than by his fame or name. We will group and array our witnesses. They are: 1. His religious views. 2. His geographical knowledge. 3. His educational laws. 4. His peculiar laws concerning women. First, then, in regard to his religious views : Mosaic Jehovah v. Hebraic Elohim. When Moses appeared as a redeemer among the Hebrews, in Egypt, the Elohisti© party was mostly composed of those native Hebrews who followed the patriarch into bondage from their native land of Canaan. The other was the .Tehovistic party,, who clung to the Chaldean religious opinions, as imported by the Chaldean patri arch, Abraham. It was not exactly that the direct descendants of the patriarch were Jehovistic or the descendants of the others Elohbtic, the confusion of their religious views made a party issue not dependent upon the lineage by genealogy. The Elohists were in the majority, hence the great opposition which Moses met with when he first made his appearance among them. When he first proclaimed the name of Jehovah they were so ignorant of it as to doubt his mission, for they had a, tradition that Elohim would remember them. Moses’s geographical knowledge, which could accurately outline every hill, moun¬ tain, and stream extending from the border of that country where he intended to establish his great Hebrew Empire to the Euphrates, could not have been acquired, by studying a map, which was not at that time in existence, but only by traveling: through the places he described. His hostility to the patriarchal institutions, and breaking up of the family and tribal sovereignty, placing the power in a central concentrated force, goes to show that he must have known the Chaldeans’ ways and their belief in a centralized government. His disfranchising of women and excluding them from public as well as from, domestic rights was another blow to the Elohists, who looked upon the weaker sex as superior beings, the patriarch having been told by Elohim himself to do anything which Sara should say. The attitude of Moses toward women was the same as the attitude of the Chal¬ deans toward them. Moreover, the Rabbinical traditions hint plainly that Moses, knew or was in the land of the Chaldeans. The book of Job is accredited to Moses as the author, and that he wrote it purposely in Egypt to show the great con¬ fidence of the afflicted man in God and how by faith he was rewarded. The simple,, yet poetical style and exxiression of the book, the manifestation of foreign, scien¬ tific views, combined with a local knowledge of Egypt, reveal the author and show it to be one of the scriptures of Moses. Looking upon the book, we must say that, it is only a propaganda, advocating the Jehovistic religion and praise of tha ED 95 - 57# 1802 EDUCATION REPORT, 1894-95. astronomical knowledge for wliick the Chaldeans were famous. His idea was to demonstrate and illustrate tho faith in Jehovah, not in Elohim. For that reason the author created a dramatic person, Job by name, whose wealth was plundered by the Chaldeans (the mention of the Chaldeans is suspicious). The scene in heaven, where Elohim gives a reception to the sons of Elohim, and entertains with them Satan (a person never mentioned in Jehovistic prophets), looks somewhat like a satire on the Elohistic cult. The chapters from the first to the thirty-eighth deal with Job’s terrible affliction, and the more terrible consolations, by dispute and argu¬ ment, of his friends, and during the whole controversy, of a speculative philosophical character, the names of Elohim or Shadai are not mentioned. Failing by their waste of words to help to console or to convince that poor afflicted Job, they seem to retire to where they came from, and from the thirty-eighth chapter to the end Jehovah has the floor and from the midst of a storm he argues with Job, not with poetical words and a speculative “ perhaps/’ but with plain words and plainer facts, based on the phenomena of the solar system and its planetary wonders (such astronomy as was taught by the Chaldeans). Job was, through such facts and array of natural phe¬ nomena, converted, convinced of the power of Jehovah and he became a Jehovist, and, through his conversion Jehovah again restored to him his health and wealth. This is an outline of tho drama of poor Job, and it seems to have been written in a missionary style for the purpose of converting the readers to the Jehovistic cult, and its author could not have been any other than Moses. Having established in a general outline the relation of Moses to the Chaldeans, we shall give a detailed account of his educational works, which will make that relation more distinct. II.— Moses and the Bible. Those who think of Moses as a founder of religion, and his Bible as a religious book, do not fully comprehend the matter. Moses is still called by the Jews “Moslie Rabbina,” a term which means, Moses, our teacher. The Bible has no claim to being a religious book, so far as we understand religion to be that religious touch which links us to Infinity, as by prayer, and the belief in the immortality of the soul is not to be found in the whole Scriptures. Nay, more ; among the 613 laws there is not one regarding prayer, that foundation of religion. On the contrary, Moses, differing from others, forbade them to build any place of worship except the one place which Jehovah should select. (As among the Chaldeans, whose policy of centralization led them to have only the temple at Babel.) The Bible is an educational code, and its history is the history of education. In order to understand the Scriptures better let the actions of Moses’s educational work serve as a commentator. III.— Moses Breaking Patriarchal Systems and Traditions. Moses found the patriarchal traditions relating to the creation and to the deluge in the Elohistic style, ascribing all the events to Elohim. Not being able to root those legends out of the minds of the Hebrews, which seemed to be in their blood, he made additions of other versions with a Chaldean color. To the first chapter of Genesis, where it mentions how Elobim created a couple, he added another chapter of creation how Jehovah created man from dust and his wife from his rib. In the patriarchal Elohistic version woman’s equality with man is plainly indicated, while in the monotheistic Jehovistic narrative the degradation of woman is shown. In the first chapter of the deluge Elohim requests Noah to bring into the Ark of every creature a pair, without distinction of clean and unclean, while in the Mosaic version Jehovah tells him to bring in from the clean animals 7 pairs, and from the unclean 1 pair. In legislating that man shall forsake his father and mother to cling to his wife he broke and removed the power of parents and patriarchal government, by that law placing the sacred personal liberty above obedience. The only conces¬ sion he made to the Hebrews was in respect to the firstborn, whom, however, he soon deprived of their rights. EDUCATION AND THE TALMUD. 1803 IV.— Moses Hoisted the Chaldean Emblem Instead of that of Elohim, and Removed the Hebrew Alpha Beth, Replacing it by that of the Chaldeans. When the prophet speaks of Elohim, mentioning his angels, he describes the latter with calf's legs (see Ezek., chap. 1). The Apocrypha tells of Bel in Babel, that ho was a monster serpent. The calf was the emblem of Elohim, the serpent was the emblem of Jehovah. When the Hebrews mado a golden calf, they simply hoisted the Elohistic emblem, their •request to Aaron being, “Make us an Elohim. ” When Moses came down he destroyed the calf, killed the rebels, and hoisted Jehovah’s emblem, the serpent, on high, requiring the Hebrews to look upon that. As the body of the firstborn ones played a great r61e in the Elohistic plot he broke their power entirely, placing it in tho hands of a selected body of teachers, the priests and the Levites. Another step in educational reform was taken when he removed the old Hebraic Phoenician Alpha Beth, with its zigzag letters, and replaced it by tho simple, readable Chaldean Alpha Beth, with its plain quadrat letters. The Talmud says Moses gave the ten commandments with an Egyptian word (Anohi, I am) with Chaldean letters, and in the Hebrew tongue. That Chaldean style of writing was a great educational medium for diffusing the knowledge to all. V.— Selecting Teachers. In appointing judges Moses did away with, the patriarchal power, centralizing it in the hands of the law. He employed the same method in education, selecting a special body of teachers, the priests and the Levites, whose aim should be to teach. As he says, “They, those of the tribe of Levi, shall teach thy laws to Jacob and the knowledge to Israel.” In order that they might be devoted to their profession, he did not allow them by the law to have any earthly possessions, such as houses and lands. As they were the teachers of the people their income was from the people in tho shape of tho tithe from the land and from tho flocks. Moses, like the Chal¬ deans, thought that women were emotional and unfit for teaching serious subjects of a scientific character. They were good for telling tales and stories, but not for higher practical teachings, hence he prohibited a woman from even practicing witchcraft under penalty of death., (Such was also the Chaldean law.) As the primitive science was based upon observation and practice, and as there was a demand for teachers more than for pupils, he gave them such a law — to study science. He gave them laws concerning what to eat and what not, in order to have an opportunity to study natural history. The laws of clean and unclean leprosy and other diseases forced them to study medicine and anatomy. The laws concern¬ ing the mixed plantation brought them to learn botany. But the most practical subject of study was the laws governing the calendar and the regulation of the festi¬ vals, which were regulated on the astronomical plan of the Chaldeans, even to the division of the weeks, days, and months. By such laws the teachers were educated in the branches of science, and were bound to teach the knowledge thus obtained to their pupils at large. From this standpoint the Bible is the educational code of teachers, outlining the subjects to be taught. VI. — Laws to Teach. One of the 613 laws is a special law to teach the children. The law in question is as follows : “Ye shall teach these laws to your children, they shall speak of them always.” Mainonides declares that in that law is included the law to teach in the sacred tongue. Another law in that line says : “That once in seven years to gather all the people, even women and children, in order that they shall hear and learn.” That law is rather to indicate the necessity for religious instruction. “Tell and teach your children,” is an obligatory law. It was told to the individual, the father as well as to the nation at large, so that in case there were no parents, the nation took the parental responsibility of educating the children. Instead of the old patriarchal 1804 EDUCATION REPORT, 1894-95. folklore and tales, Moses legislated on subjects to be taught, one history, the other geography, as is to be reen plainly in his request to “ Remember the days of yore, to mark the years of generation (history), to ask thy father to tell you; thy elders to explain how the Most High has settled the nations, dividing the sons of man in fix¬ ing the borders of nations (geography ).” That was the corner stone which the great educator, Moses, laid to his educational structure. How it has grown by other edu¬ cational architects we will see in the run of history. THE SCHOOL OF THE PROPHETS. As soon as the Hebrews invaded Canaan, after the death of Moses, the Elohists by virtue of their majority assimilated themselves with the native Hebrews, whoce language they understood and spoke. The consequence of that assimilation was the establishment of the old patriarchal government and the rule of tribal sheiks, as in tho days of yore. From an educational standpoint it was the worst period in Jewish history. The adoption of the native Phoenician Alpha Beth made it difficult to study, and the establishment of the Elohistic cult brought in its train the old patriarchal system of government with its endless feuds and tribal wars. The women again came to the front and the educational office was again in their hands, rearing their children on the old system in the oral traditional songs and folklore. No wonder that during the time of the Judges women, as Deborah, Jael, and others, were better educated than the sons of Israel. The history of education since the invasion of Canaan begins with the seer Samuel, who was the founder of tho famous School of the Prophets and the restorer of the Mosaic Jehovistic religion. Samuel made a step of great reform in placing the edu¬ cation in the hands of good, trained teachers not belonging to the Elohistic ignorant sect of priests, as the children of Eli were. The consequence of the restoration of the Jehovistic religion was the centralization in the hands of an absolute king. As the first king, Saul proved unsatisfactory, he was replaced by David. Tho School of the Prophets was in existence during the four hundred years till the first destruc¬ tion. The pupils were called “ Beni Hanbijm” (Children of the Prophets). The prominent masters of that school were: Samuel, Gad, Nathan, Edow, Achyohu from Shilo, Elijah, Elisha, Jehu ben Chanani, Ebadjah, Michah ben Jimla. That class of prophets was not the same as the authors of Scripture. The former were prophets by virtue of their training and study, while tho latter were geniuses inspired by those hidden forces of nature — the marks of the genius of every age. The former distinguished themselves by deeds, the latter by words and orations. The former were strict, stern Jehovists, while among the latter some had an Elohistic leaning (as Ezekiel and others). The School of the Prophets was not stationary. It was always on the move from place to place as this was tho only way of distributing knowledge among tho classes. It reminds one of the methods of the Scalds, tho dis¬ ciples of Odin. It is curious to note that tho first founder of that school, Samuel, was called “ Roe,” a term which means the seer in the clouds, while Gad and Edow were called “Cliosim,” which means stargazers. It seems that in progress of time some of the masters had established colleges, as the name of Edow’s College, “ Mid¬ rash Edow,” in whoso archives were chronicled the events and history of tho reign¬ ing kings. The result of that educational department could best bo seen in the fact that when King David reorganized the caste of the priests and Levites ho appointed, under the direction of Heiman, 288 teachers of music. In spite of that, the gates of education were still blocked to the people by the lieiroglyphic Phoenician Alpha Beth, which was without vowels and punctuation. The Talmud tells us that when Joab, the commander in chief to David, was ordered to mako war on Amalek with the instruction to kill and to wipe out all the remembrance (Seicher) of Amalek as tin- law says, he went end killed only the males. When questioned about it he replied that his teacher taught him to wipe out the males (Sachor). Such a mis¬ reading and misunderstanding was due to the Phoenician Alpha Beth, which had EDUCATION AND THE TALMUD. 1805 neither vowels nor punctuation. This shows what an important role the simple quadrat Alpha Beth of the Chaldeans played in the education of the Hebrews. I.— From the Buildinu of the Temple to the Exile. The building of the Temple and the reorganization of the priesthood as teachers, which promised to develop education, was also only a promise and of short dura¬ tion. For no sooner had King Solomon closed his eyes than the unruly party of the Elohists rose as one man, and the ten tribes under the leadership of Jeroboam hoisted Elohim’s emblem — lhat of the Golden Calf. That the separation was from a purely Eloliistic point of view wo can see by the party issue of its platform, as proclaimed by Jeroboam : “ To thy tents, O Israel,” which means a restoration of home rule, plac¬ ing the right over life and death in the hands of parents and tribal sheiks. In spite of the fact that the Elohistic government tolerated to a certain extent the Jehovistic School of the Prophets, the outlook for education was a gloomy one, as it was tempered indirectly by the prophets and priests of Baal. The educational development among the other two tribes who still maintained a Jehovistic sham religion was at a standstill, and during the four hundred years of the Temple’s exist¬ ence the priests were renowned for their blessed ignorance. During that long, sad period of four dark centuries we find only one Jehovistic king, Jehosaphat, who tried to reorganize the priests and Levites, as teachers, as Moses founded them. He, that king, says the Chronicle, sent out the priests and Levites among the people, and with them the book of the written laws of Jehovah, to visit all the cities in Judah to teach among the people. A deplorable case of ignorance can be illustrated: When the High Priest Cliilkijah found an old book of Moses in the Temple he could not read it, and gave it to Shapan, the scribe, who, by advice of the King Joshijahn, brought it to the Prophetess Childa for interpretation. It is probable that it was one of the ancient early books of the law, which was written in simple, plain letters with regular vowels and punctuation in the Chaldean Alpha Beth, hence neither the high priest nor the scribe could read it. To sum up the history of the Jews during the first four hundred years from the building of the Temple to its destruction, we will find that education was better developed under the Jehovistic religion than under the patriarchal system of the Elohistic cult. No wonder that the great Jehovistic prophet, Jeremiah, advocated the invasion of the Chaldeans, who were Jehovists, and he called their King Nebu¬ chadnezzar the servant of Jehovah. The reason for this was that even the last two tribes had come to be worshipers of Elohim. (It is now understood why Nebuchad¬ nezzar favored the author of the Lamentation.) Even the Talmud says “ The Almighty did a charitable work in exiling the Hebrews into the land of the enlight¬ ened Chaldeans.” II.— In the School of the Captors. Dr. Karpeles, the present famous Jewish historian, is surprised that the Jews, who were ignorant heathens when they were led into captivity, came out as learned sages after a short stay there. This need not be surprising, as it is probable that they were compelled to be educated by their captors, or were so impressed with the edu¬ cational institutions of the country that they were indirectly forced to adopt them, as the square Aramic Chaldean Alpha Beth was the best medium for reaching them. From tablets preserved at the British Museum, to which my attention was called by Dr. Cyrus Adler, of the Smithsonian Institution, we gather that the Chaldeans had, to a certain extent, a regular system of education, assuming the form of educa¬ tional suffrage. There is a tablet which may be called the exercise or lesson of some Babylonian lad in the age of Nebuchadnezzar. It consists of a list of the kings belonging to the early dynasties, which he had to learn by heart. The fragment of an old primitive folkstory which once formed a part of the First Reader of a lesson book for the nursery shows that the teaching of the child began at the age of 6. The 1806 EDUCATION REPORT, 1994-95. story therein is this : A foundling was picked up in the streets and taken from the mouths of the dogs and ravens, to he adopted hy the king as his own son. The vast libraries for which Babylon was famous were open to the public, and were placed in the temples by order of the king, which shows that the Chaldeans were educated under the control of the government. As a proof of educational suffrage might be mentioned the fact that one of the librarians was the son of “an irrigator,” a child of an unskilled laborer. This is a proof of how and to what extent education was spread among the Chaldeans. No wonder that the Hebrews became enlightened in the land of their captors, which was their school. The Tal¬ mud says that the Jews brought from Babylon the names of the angels, as well as the names of the months. By the former we understand the religious views, while by the latter they meant the astronomical science of the calendar. In addition, they adopted the Aramic Chaldean Alpha Beth, with its square letters, and probably had nationalized the educational system of the Chaldeans with many modifications according to the demands of the times and circumstances. EDUCATIONAL DEFORM BY THE GREAT SYNOD, UNDER EZRA THE SCRIBE. Ezra the Scribe, or, as he is called by the Persian King Artaxerxes, ‘-'the Scribe of the Law,” at the return from the exile, called a congress of restoration, known as “The Great Synod.” This body was composed of 120 members, among them promi¬ nent prophets, such as Malachi, Chagi, and Zecharje. The object was to show to the people at largo how the chain of tradition was unbroken from Moses to the elders, from the elders to the prophets, and from the prophets to the great synod. Ezra’s aim in calling that famous congress was to promote a universal education, as the book says of him, “Ezra has prepared his heart to explain the law of Jehovah and to teach in Israel law and justice.” The first thing that body did was to revise the Bible in accordance with the Jeho- vistic tradition, and many a book has experienced alteration, while some were excluded from the canon entirely. The next step was of great educational importance, namely, the adoption of the Chaldean Alpha Beth, and the addition of the five letters, m, n, z, p, ch, which were written at the end of words. The restoration of the Chaldeans’ well-regulated and easily read Alpha Beth was of far-reaching benefit to educational development among the people, so that the Talmud glorifies Ezra, making him equal with Moses, being worthy that the law should have been given through him. The grateful Tal¬ mud also acknowledges the merit of the great synod, in saying that they restored the crown to its ancient glory. It weaves a sacred garland of tradition around the art of writing, declaring that the art of writing and that of engraving were created on the last day of creation, on the Friday at twilight, thus giving an air of divinity to these sciences, uplifting them to the highest standard of spirituality, and making them the distinguishing mark between the divine man and the lower human being. By declaring human authority superior to the law they have removed the dead letter, which was a stumbling-block to progress, and enabled the living authorities to act according to the requirements of time and circumstances. By revising the Bible, declaring only twenty -four books of early inspiration, and shutting out the rest from the canon as “outside books” (apocrypha), they opened the gates of knowledge to everyone, since only scientific skill was required, and not prophetic miracles. By breaking the power of the priestly caste, in taking out of their hands the judi¬ cial as well as the educational offices, they gave an opportunity to every citizen to strive for these places. The proclamation of the oral law as the real esoteric meaning of the written law — as they said that “ eye for eye, tooth for tooth,” of the Mosaic law means money fines — has made man more divine and God more humane. The appointment of a supreme court of 71 members, qualified for that exalted EDUCATION AND THE TALMUD. 1807 position only by knowledge, regardless of birth or family disgrace, did away with the patriarchal system of government and the right of might. Nay, more, the members of the supreme court, who had jurisdiction over the whole nation, who were known as the “ Sanhedrim/’ were required to have as qualification the universal knowledge, not only of the Jewish jurisprudence, but also the most living languages and their literatures, so that the wrhole body, as one man, should know the seventy tongues spoken at that time by the human race. Even an understanding of the black art, or magic, was required of the member of the Sanhedrin. The declaration that a sage is mightier than a prophet, and that by the power of wisdom the Almighty created the world, gave a value to universal knowledge superior to that of the writ¬ ten law of Moses. With the exception of the Samaritans, whom they fought to the knife, all nations, without distinction of creed or religion, were invited to eat from the tree of knowl¬ edge— to bo as the gods. They declared, in the Talmud, that even a heathen, if ho studies the law, is higher than a high priest who goes into the Holy of Holies. In another place they say that a bastard a sage is superior to the high priest. Such declarations show that the charitable desire was to extend the blessings of knowledge and education even to non-Israelites. Indeed, the various disputes about religious and scientific topics recorded in the Talmud between learned Jews and Romans, Persians, Chaldeans, and Greeks, where the latter displayed a knowledge of Jewish literature equal to the rabbis, show that they must have accumulated that knowledge through the hospi¬ tality of the Jews, by whom it was regarded as a law that they should extend edu¬ cation to everyone. Through such a broad view of education an avenue was opened by which even the pagans could enter the sanctuary, regardless of lineage. Tho following may be cited as an illustration, taken from the Talmud: “It was a custom, when the high priest on Atonement Day left the sanctuary unhurt, for the people to give him an ovation as a congratulation upon his coming out safely. Once, while the people were cheering the high priest, the two noted Shmaye and Abtalyon, who were in direct succession to the great synod in the eighth generation, happened to pass by. The former was the Nasi (spiritual prince), the latter Ab Beth Din (pres¬ ident of the Sanhedrim). The crowd, beholding them, left tho high priest and fol¬ lowed the sages, cheering them, who were the children of converted heathens. The high priest felt humiliated, and when he met the sages ho saluted them, saying’, ‘ Let tho sons of heathens come to peace/ alluding to their lineage. They replied satiric¬ ally, ‘Let the sons of heathens come to peace who do the work of Aaron, and let not the sons of Aaron come to peace who do not do his deeds.’ ” This is the best illustration of what an exalted position education had given them, regardless of their lineage. The great reform work of that famous congress, which lasted in continuous session for many years, was solely devoted to education, and every work, no matter of what character, had an educational bearing. Tho municipal government was taken from the hands of the Elders and placed in tho hands of the “Seven Best Men of the Town,” elected by the people. These men were under the control of the Ab Beth Din, the head of the city court, whose special duty, besides executing justice, was to care for the educational department of the town. (Such a court in an ordinary town consisted of three members, while in the capitals of the provinces the body consisted of twenty-three members with the power of passing the death sentence.) The Temple, which, at the time of the exile, had had the appearance of a huge animal slaughterhouse, wras rebuilt and made tho center of the federal government with various departments, of which one was a department of education, caring for the maintenance of the higher colleges as well as the public schools for the children in Jerusalem. The Temple was placed under the control of a nonpriest, who had tho title of “Isli Habaitli” (the lord of the mansion — “major-domo”), who, in turn, 1808 EDUCATION REPORT, 1894-95. was under the control of the Sanhedrim. The high priest, seven days before the Atonement Day, was handed over to two sages, nonpriests, pupils of Moses (which means Jehovists), selected by the Sanhedrim to be trained and drilled for the reli¬ gious performance. The priests who were instituted by Moses as healers, by the decree of the great synod, ceased to be such. The reason for this was that the priests were not allowed by the law to come into contact with a corpse, and as the science of healing is based upon the knowledge of anatomy, which the priest could not study, that science was cultivated in the colleges by nonpriests, and when graduated, they were recognized as Rohm (healers). From these Rohm one was selected as the “Healer of the Temple, ” whose duties were the same as those of the modem board of health. The lepers, or other people suffering from skin diseases, who, in former days were cast off from the camp, and were not allowed to join in the Easter feast, being declared by the priests unclean, after the progress of science, s i vs the Talmud, went a day before Easter to the surgeon, who made an operation on them, removing certain worms from under the discoloration, and they were then declared clean and allowed to join in the Easter celebration. By ordering certain prayers and benedictions, the great synod denounced, indirectly, the mode of wor¬ ship by sacrifice. The famous Lord’s Prayer is to be found in the Talmud, with a slight alteration, bearing the air of antiquity By means of prayers, the great synod gave the Jews that which Moses lacked — a religious education. The decree to build in every habitable place a Beth Hadneseth (a house of worship) and a Beth H '.midrash (college and public library) was of great educational importance. The former gave an ide 5, of Him who is everywhere present, and not only in the Temple; the latter increased the desire for reading. The Talmud says that the great synod fasted twenty-four days, praying that school-teachers and book writers and authors should never accumulate wealth from their profession so that they would be bound by circumstances to live up to a high standard. National congresses for educational purposes were convened ten times in ten different places after the great synod, adding reforms according to time and place. After the great synod there follows an unbroken line of couples or pairs, as registered in the book, The Sayings of the Sires. The bearer of the first name was always the Nasi (the Prince) while his com¬ panion was Ab Beth Din (president of the court or Sanhedrim). Rabbi Gamaliel, at whoso feet the great Apostle Paul sat as a piipil, was one of the last couples. The work of the great synod is preserved in the gnomic sayings which they left, in the “Sayings of the Sires,” “Be patient in judgment,” “Bring forth many pupils and make a fence to the law.” Upon that saying, the grand, towering structure of the Talmud was built. THE TALMUD. The Talmud, that great written museum containing untold treasures of a civilized world of six bygone centuries, that wonderful and universal encyclopedia, which, with the Mishna and Midrash, which follow in its train, presents twice as many vol¬ umes as the Encyclopaedia Britannica, that wonderful book, which Orthodox Juda¬ ism considers so sacred, written by the inspiration of the Holy Ghost, is not the work of a few individuals, but a work of great scientific importance. It is a work by the whole Jewish nation, as well as by others who indirectly contributed to that remarkable gazette of the world. The great synod laid the first corner stone to that unparalleled structure, and it was finished a short time before the Hegira of Mohammed. Its various editors in chief, as Rabbi Johannes (who was the first editor of the Jerusalem Talmud), Rabbi Akiba., Rabbi Jehuda, Hanasi (the Prince), who was the editor of the Mishna, were great historians as well as famous scientists. Its contributors were recruited from all the rank and file of society. You will find a contribution from a plain, modest, unskilled laborer, who made his livelihood as a burden carrier, next to an essay of the great Rabon Gamaliel, a homiletic explanation from a rabbi next to a story of a mermaid by an old, experienced tar; a sketch of plant life by a simple farmer EDUCATION AND THE TALMUD. 1801) arrayed in line with an essay about medicinal anatomy by a famous medical sage. Not only Jews and early Jewish Christians are among its numberless contributors, but even pagans have acquired some place in its vast volumes. There are contribu¬ tions from Sadducees, Epicureans, Romans, Persians, and Chaldeans, whoso opinions are published even though they are not in harmony with the Talmudical faith or creed. The Talmud is a free trader in thought, its motto being “To know.” It wants to know what the Almighty has done since he created the world, and is also eager to know what Rabbi Akiba did when he shut himself up privately with a noble Roman matron. It displays a fair method of criticism, free from any prejudice or favoritism, and there is not a saint on earth or an angel in heaven who is not made the target of the sharp arrows of true criticism. Even Moses is arraigned before the Talmudical bar, which criticises his conduct. Honor is given to whom honor is due, even though he be an opponent. Balaam, who was hired to curse the Jews, is, according to the Talmud, greater in prophecy than Moses. The Rabbis, in dispute with Gentile sages, frankly admit the truth of the state¬ ments of the latter, if their arguments on the subject discussed were logical. In poetry, the Talmud surpasses the Illiad of Homer, its vast volumes being one grand, long epic song, describing the heroic struggle of the giants of brain who fought the mighty gods of the mountains, as well as the gods of the valleys; the dreadful Druids, as well as the fearful demons. It is a tale of the struggle between light and darkness; between education and ignorance, with the final victory of the schoolmaster. From an historical point of view, the Talmud may be taken as the record of his¬ torical deeds. We can get more information about the Hermit Kingdom of the Nile from it than from 10,000 mummified cats recently dug out from its shores at an enor¬ mous expense. It is a pity that the Talmud has never been made accessible to the scientific world I.— The Two Talmuds. Like the Hebrew religion, which is divided into two parts, the Elohistic and the ‘ Jehovistic cults, so the Talmud is divided into two parts, the Jerusalem Talmud and the Babylonian Talmud. In spite of the distinctive names there were many Babylonian contributors to the Jerusalem Talmud and many Jerusalem contributors to the Babylonian .Talmud. From an educational standpoint, the Jerusalem Talmud is superior to that of Babylon, not only in age, but also in educational principles. The Jerusulem writers endeavored to train the tongue, while the Babylonians aimed to exercise the brain and mental faculties. Both Talmuds are prototypes of the two kinds of Jews, corresponding to the two kinds of religion. The Talmud of Jerusa¬ lem has a Jehovistic caste-, with liberal toleration toward the Elohists, especially toward the early Jewish Christians, of whom many were in the ranks of its contribu¬ tors. It is liberal, yet its liberality does not extend over the national border. It reminds one of Peterism of the early Christian period. The Babylonian Talmud has a broader view and has a cosmopolitan tendency, more like St. Paul. Like Paul, the Babylonian Talmud proclaims a heavenly Jerusalem, and, curiously enough, we there find the “ missing link” between their views about non-Israelites. To the Babylonian Talmudist, as mentioned in former chapters, the pagan sage who studies the law is superior to the high priest who does not. Paul uttered the words: “If God wants children from Abraham, he can bring them forth from stones.” Those who arc acquainted with the methods of argument used in the Babylonian Talmud will find a striking resemblance between it and the arguments of Paul. Since Paul came from Tarshish, he must have had a Babylonian education ; and also in the school of Gamaliel the Babylonian system was adopted, he (Gamaliel) having been one of the disciples of the great Babylonian, Hillel, whose deeds and teachings resemble those of Christ, who lived one hundred years later. 1810 EDUCATION REPORT, 1894-95. Tlie Epistles of Peter are written in tlie style of the Jerusalem Talmud; he was probably trained after the Jerusalem method. The Talmud of Jerusalem is like the Oriental Jew, while the Babylonian Talmud is the model of a Russian Jew in all his ways and manners. The Jerusalem Talmud is written in a very plain style, leaving the impression that it was written by people of a high education, people who laid stress upon sys¬ tem and order — the indications of education. Its laws are paragraphed like a modern law book and its sentences are brief and to the point. More care is given to the rhetoric and drilling of the tongue than to the exercise of the brain. It lacks any speculation, and a dim gloom is cast upon it. The same can be said of the Oriental Jew, who is the outcome of his uative Palestinian Talmud. To him, “words, words, and words’7 are more important than reason, and, like his Talmud, he moves in a narrow traditional circle of nationality. Like his Talmud, which condemns every speculation in physical research, he lacks that vigor of brain which has made the Occidental Hebrew, especially the Russian and Polish Jews, famous. The Babylonian Talmud is the Eidolon of the Russian and the Polish Jew, with whom it grew near the Euphrates and the Tigris. The Russian and Polish Jews are descendants of the Babylonian Jews who entered Europe through Persia and the Caspian Sea. The Russian Jew is of an erratic nature, always of speculative turn, whether in matters of religion or matters of business. He is broad minded and sharp, yet his life is generally in' a chaotic state, without order or system. If a Rus¬ sian Jew is asked a question, instead of replyiug he will ask you another question, and in conversation he will take a long journey of talk until he at last wanders to the point. He will eat pork, yet, in spite of the fact that ho is a lawbreaker, he will fast on the Atonement Day. He is a materialist in the full sense of the word, yet he pos¬ sesses the mystic inclinations of a Mahatma. His Talmud (the Babylonian) is of the same character. In appearance, the Russian Jew is chaos itself. For him, every sub¬ ject, no matter of how small inqmrtance, must be reasoned about, argued, and analyzed down to the last atomic substance until it is acknowledged as a law. In that respect he differs from Herbert Spencer, who says there is no chemistry for thought. When the Talmud begins to treat of a law — for instance, whether a ship is liablo to house leprosy — it never comes to the point, but will wander through the Seven Heavens on high and the Seven Chambers of the Inferno until it comes back again to the starting point, and will then decide, after having employed all the resources of knowledge, that a ship is not a house. The Babylonian Talmud might bo likened to Faust, who wanted to be a saint in the heavenly Jerusalem and at the same time an Epicurean on the earth. It calls the Nazir, who vows to abstain from wine, a “sinner.” Life, according to it, is a nuptial celebration, and is looked at from its brightest side. Even Satan appears therein as a gentleman. It approves of slang, which is expressive, though it often rises to the highest point in poetry. A sublime thought will be immediately followed by a vulgar expression, which fact once caused a refined millionaire, Ben Elasha, to leave the house of Jeliuda at a nuptial feast. The Babylonian Talmud regards the exercise of the brain as superior to anything else, and he who can produce 150 rea¬ sons for purifying the rat, which Moses declared “unclean,” is called a sage. Ho who would be a rabbi had to pass through such a brain examination before receiving his diploma. To speak in the words of the Talmud, they studied 300 kinds of laws upon the subject of “flying lower in the air” (could they have known of balloons?). No matter how much the two Talmuds disagree, upon one point they agree — that education is the highest attainment of man; and both have mercilessly disfranchised the ignorant from many social rights to which any human being would naturally be entitled. IL— Disfranchisement of the Ignorant. The ignorant were, by the laws of the Talmud, expelled from the earthly social sphere, as well as from the heavenly, where a merciful God grants a shelter to any erring soul. Not only was he considered ignorant who could not himself read and EDUCATION AND THE TALMUD. 1811 write, but be who bad children and brought them up without education was also called ignorant. They were deprived of the following privileges : 1. No witness should be delivered to them, nor 2. Should they be accepted as such. 3. No secret should be told them. 4. They could not be appointed as apotropies (guardians) for orphans or managers of the charitable institutions. 5. They could not be taken as traveling companions. 6. What they lost could not be advertised (it was the custom to advertise “lost and found” articles through a herald). A man. says the Talmud, who gives his daughter to an ignorant person does the same as though he bound her and gave her to a lion. Every calamity which comes upon a country is duo only to the ignorant, according to Rabbinical ideas. A good illustration is found in the records of the Talmud, which shows to what a degree hatred against ignorance was carried: “Once,” so says the Rabbinical history, “there was a famine in the land, and the benevolent, spiritual prince, Rabbi Jehuda, called the Saint, the editor of the Michna, opened his granaries with the notice that those who were versed either in the Scripture, or in the oral law, or in the folklore, or in any educational branch were invited to come and be fed. Rabbi Jonathan ben Amram forced his way in, and when he was asked by Rabbi Jehuda, ‘Do you know the Scripture ?’ ‘No,’ was the reply. ‘Do you know the oral law?’ ‘No,’ he answered. He was given food, but when he went out the Rabbi groaned, saying, ‘Woe to me, that I gave from my bread to one who was ignorant ! ’ ” The ignorant person, says the Talmud, will not be resurrected. A man shall always sell all his belongings to marry the daughter of a sage. If not, let him marry the daughter of the president of a library or of a synagogue. If he can not find such, he shall try to marry the daughter of the president of the United Charity. If ho can not find such, he shall marry the daughter of the schoolmaster, and not the daughter of an ignorant man. On the same page the Talmud declares that an ignorant person is not allowed by the law to eat any kind of meat. In another place it declares that the ignorant are out of place in society and unfit for witnesses. One rabbi went so far as to proclaim that if it were not for the sake of commerce the ignorant people ought to be killed. (This reminds one of Plato, who wanted in his Ideal State to have only able-bodied and able-minded citizens, while the rest were to be mercilessly shut out.) In the same degree as the ignorant are despised, the wise are exalted. A sage who falls, says the oral law, should not have his shame made public. He who teaches the son of his friend knowledge, says the Talmud, will sometime be seated in the heavenly college of wisdom, and he who teaches the son of an ignorant person will have power to nullify even the decrees, of the Almighty. A sage is, according to the Talmud, superior to the King of Israel, for if the sage dies we can hardly find one like him, but if the King dies every Israelite is fit for the position. The Talmud called the Persian Empire an “unworthy” one, because the.y had no national Alpha Beth and no grammar. (They adopted both of these from the cultured Medes.) Everyone is requested by the oral law to salute a sage, even from the heathens, when passing by, by standing up. Rab. Dimi, from Nahardai in Babylon, brought figs once in a boat to the market. The Exilearch (Reish Gola, the prince of the Exile) said to Raba, “Go and inquire if he is a learned man; then give the permit for the market.” That illustrates what privileges the learned men enjoyed in the estimation of the editors of the Talmud. The Talmud even says that it would be better to neglect the service of the Lord than to give up the knowledge of the law. RABBINICAL EDUCATIONAL LAWS. In spite of the fact that the educational system of Palestine was different from that of Babylon, still, in the general outline of the laws concerning it, both had a uniform code, with slight alterations. 1812 EDUCATION REPORT, 1894-95. Every community was compelled by the law to maintain a kindergarten — “Makri Dardeki” (teacher of children). Besides these, the community was compelled by the law to maintain a penman, “Sofer” (scribe), whose duty it was to teach the children the art of writing. A community was compelled to maintain: 1. A synagogue. 2. A beth hamidrash (a public library). 3. A bath house. 4. A kindergarten. 5. A public school. 6. A city penman. 7. A city physician. 8. A public toilet house. 9. A charitable institution. In the community which had not the above institutions a learned man was not nllowed to live. The teachers of the kindergarten and of the public schools were paid by the city treasurer, who was under the control of the seven best men of the city (Shiwat Tobei Hair), corresponding to our modern city fathers. The colleges were main¬ tained by donations from rich private professors and by college fees. I.— The Teacher. The teacher must be of good, moral reputation, and married. Bachelors and women were disqualified by the law from being teachers in public schools or in kin¬ dergartens. In regard to his pedagogic knowledge, the Palestinians laid more stress upon educational ability and in possessing a good method of pronunciation, while the Babylonians cared more for their learning. A Galilean was not qualified for the position of teacher in a public school, nor as a reader in the synagogue by the Pales¬ tinians, while in Babylon he could get such a position, provided he possessed the quality of learned speculation. Women were excluded from the pupil’s bench as well as from the schoolmaster’s chair. They could neither teach nor be taught, according to the Talmudical law. II. — The Public Schools. These were under the direct control of the city court in all matters pertaining to education, while the financial fairs were managed by the best seven elected men of the city. The schoolhouse, if it were not public property, was rented. The Rab¬ binical court never recognized the complaints of persons living near the school agaiust the noise of the children which prevented them from sleeping. (It seems that they had night schools also.) The same complaint against the office of the city writer and the city physician was not recognized. If a city was divided by a river or a stream, the parents were not compelled by the law to bring their children to the school “over the water,” unless the bridge was broad and safe. Malcri Bardehi (The School of the Little Ones). — A general law of the Talmud says that when a child begins to talk its father is compelled to teach it. But there is a special Rabbinical educational standard which runs as follows: “At the age of 5, the child is to be taught reading ; at the age of 10, Mishna (outlines of the oral law) ; at the age of 15, Talmud and universal knowledge. If the child was a healthy one, it was brought to the kindergarten at the age of 5. The class in that sort of school consisted of 25 pupils, and if there were 50 the city appointed another teacher, and if the class had only 40 pupils a helper was added. In that class the children were taught in a playing way to read the letters of the Alpha Beth in Babylonian on tablets of clay like those of the Chaldeans, and in Palestine even from rolls of parchment. The writing was required to be plain, simple, and readable, so that the l EDUCATION AND THE TALMUD. 1813 child should know how to distinguish a daleth (*1) r an a reach (’"“)) which have a resemblance in the Hebrew letters. At the age of 6 the child was brought into the public school under the care of the “Melamed Tinoketh” (teacher of children). In the Babylonian Talmud wo have a record that Raw said to Rabbi Samuel bar Shiloth, who was a teacher in the public school, “At less than 6 years of age do not receive pupils; from 6 and upward feed him with reading matter like an ox.” This is the most characteristic educational system of the Babylonians, who cared more for the accumulation of learning, regard¬ less of a systematic order of education, than the Palestinians. The school children were allowed to read the weekly portions of the Bible by the light of the lamp on Sabbath night (which was prohibited to older people). Ill .—Punishment . Bodily punishment was prohibited in Palestine by an act of the fourth synod assembled on Awsha, and neither the parents nor the teachers were allowed to punish a child until the age of 12. The Babylonians had a light bodily punishment with shoestrings. It is mentioned in the Babylonian Talmud that Raw said to Rabbi Shiloth, who was a teacher in a public school, “'When thou shalt punish a child, punish him with shoestrings.” IV.— Vacations. A regular vacation for children was unknown to the Talmud rabbis. For them to learn to study was above all else. “Even for the sake of building the Temple, we do not allow the children to have a vacation,” says the Talmud; “and Jerusalem,” claims the same book, “was destroyed because they often permitted the schoolmas¬ ters to be idle.” “The world only exists for the sake of the little ones,” says the Talmud. With the exception of the hours for prayer and the festivals, which required the presence of the children, their study went on without pause or rest. Often in times of calamity, as in times of pestilence and cholera, the schools were closed. It was a custom, when the country suffered from drought, to order a fast day, when the- children were brought to the market place, where open prayer meet¬ ings were held, and the people implored the Most High in sackcloth and ashes, pointing to the little ones, praying, “O Lord, hear us and give us grace for the sake of these school children, who are pure from sin.” On Sabbaths and other feast days the subjects of study were of light matters— for little children, reading exercises; for college boys, homiletics.' EDUCATIONAL DUTIES OF PARENTS. The educational duties of the parents were four in number: (a) The father’s duty is, by the law, to bring up and rear his children (the male ones) on all the branches of knowledge, even in national folklore. (Z>) The father’s duty is to teach his son a trade. (c) The father is even compelled to teach his son how to swim. (d) The father is to care for his son’s religious training and education. These are the duties of a grandfather to be fulfilled to his grandchild. The mother’s duty was only one, namely, to bring her children into the school- house and to the prayer meeting. RELIGIOUS EDUCATION. “Religious training” is not to be found on the calendar of education, yet it is the most important item in it, and the Talmud has separated that part, placing it in the hands of the parents that they may educate that part of the child which is out of the reach of the schoolmaster, ennobling the inner feelings and the emotions of the soul. That portion of the education was in the hands of the parents, princi¬ pally the father. The Talmud says that we shall accustom the child to the duties of 1814 EDUCATION REPORT, 1894-95. tlie laws, even to aecustom it to fast. The religious training was conducted at home, not in the school. The child, by virtue of his childish notions, like all children, was eager to know about any strange ceremony which took place in the religious domestic life. For instance, the child asked the meaning of the “Mezuza” (a sort of talisman Arhich Moses requested them to put on the doorposts). The father then explained to the child its meaning as well as its historical advent. Every feast day was an opportunity for the father to give a religious instruction to his son on that subject. For instance, at the Feast of the Tabernacles, when the family removed from the house to live for a week in a tent, the child, of course’, was eager to know why, and so the father explained the reason from a religions point of view. On the night of the Passover, before the proceedings of the feast, the child asked four ques¬ tions of his father in regard to the curious customs in that peculiar feast. That custom still prevails among the Polish and Orthodox Jews. The Talmud says that on the night of the Passover nuts and fruits were given to the children in order that they should be awake and listening to the history of the exodus from Egypt. The child, according to the Jewish view, is not responsible for the religious law until the age of 13, when he is no longer a minor in religious matters. But there is one duty resting upon the shoulders of the child regardless of his age, to which he is subjected, and that is the kadish (sanctification). The kadish is a short prayer, like tho Lord’s Prayer, and is distingished from other prayers, as it is said in the very ancient Aramaic language. Its antiquity is beyond any doubt. Tho kadish is to the Jews what the mass is to tho Catholics. If one of the parents dies the child is brought morning and evening into the synagogue to recite the kadish during tho first twelve months, in loving remembrance of his departed father or mother. After the elapse of the first year, tho kadish is recited by tho child or by the grown son each year on the day of the death of the father or tho mother. The kadish can only be recited in tho presence of 10 male worshipers. Even a female child is subjected to the duty of the kadish. The kadish is calculated to implant into tho heart of the child the noblest seeds of gratitude, and it is a very old custom, a transfiguration of the primitive “ ancestor worship.” What an impression must tho Rabbinical loro make upon tho sensitive heart of the child, by declaring that when the child recites the kadish, and the worshipers say “Amen,” the soul of tho departed father or mother, to whose memory the kadish was said, is released from purgatory. Tho kadish is the only custom still common among all the Jews, no matter whether Reform or Orthodox. You can even find Jews who have thrown overboard the whole Mosaic religion, yet, on the day of death of their parents they will search for 10 male worshipers, and pay them for their time, in order to be able to recite in their presence the kadish. Here we see the powerful effect of that religious training. Why? Because the kadish touches the most delicate threads of the human heart, and it is not merely a religious, but a humane instinct of mankind. On the same principle of gratitude, tho child was compelled by the law, to be enforced by the father, to say the benediction after each meal and to invoke a blessing beforo tasting any kind of fruit. BABYLONIAN EDUCATION. The Babylonians, although in many respects superior to the Palestinians, as they lived in a country which had been a seat of culture from immemorial times, were inferior in regard to education in its full sense and meaning. The Babylonians were great thinkers, but very poor philosophers. They had an education, but not a pedagogic one. They had a system, but no order. They knew all the languages spoken in the celestial realm, but were very poor linguists in the tongues spoken on the terrestrial sphere. They had school laws, but no regulations, and those which they had were methods and systems adopted from the Palestinians. The Babylonians adopted the kindergarten after the Palestinian model many centu¬ ries later than its use began in Palestine. Nevertheless, we will sketch their method, ! EDUCATION AND THE TALMUD. 1815 although the execution of the regulations were different from those of Palestine. In Palestine, for instance, corporal punishment was prohibited, and even a parent could not make use of the strap until after the age of 12. Now, there is a peculiar case recorded in the Babylonian Talmud where a teacher violated that regulation and was left unpunished, as it seems that in Babylon the shoestring was the regulator. The case in question is as follows : The father of the later famous Samuel found him weeping. He asked him, “My child, why do you cry?” He replied, “My school¬ master kicked me.” “For what?” asked his father. “Because I did not wash the hands of his son when I gave him something to eat.” “Why did you not?” The child answered, “ He eats and I shall wash my hands ? ” The father simply remarked that it was not enough that the teacher was ignorant of the law (which requires hand washing only if he eats), and he also slapped him. From that case it seems that the Babylonians tolerated the injustice of the teachers. In regard to the methods and application of teaching it was in the “Makri Dardeky ” (the reading of the little ones) of the simplest manner. ILLUSTRATION OF METHODS EMPLOYED. The child at the age of 5 went to the “ Makri Dardeky,” which corresponds to our modern kindergarten. The term was one year and the class only 25 children. If more came, helpers were appointed. As in our modern kindergartens, where the children acquire the quantities of words in a playing manner without any mental strain, so in the Hebrew “Makri Dardeki” the child accumulated many words and ideas of domestic use in a pleasant way, without any mental effort. The character of the letters of the Hebrew Alpha Beth is that of an unpainted picture book, and the Alpha Beth was used for that purpose. The child was shown the two-horned letter Aleph which means “the Bull,” the leader, the teacher. The next letter, Beth means a house, as its figure resembles the primitive houses. The third let¬ ter, Gimel means a camel, while the letter D or Dalit ~~j, means a door, because its shape resembles a door; and the letter S or Sain y resembles a sword, with the collective meaning of “weapons,” “arms,” etc. Besides words and their various meanings and applications acquired by the letters of the whole Alpha Beth during the period of one year, the child also learned to number, as the letters of the Alpha Beth, like those of the Latin, are also signs for numerals. METHODS EMPLOYED BY THE MELAMED TINOKETH, OR IN THE PUBLIC SCHOOLS. In the public school, under the direction of the “ Melamed Tinoketh” (children’s teacher), the Alpha Beth was also used in the first standard, its letters serving as poetical reading matter, the purpose being to awaken the desire of knowledge in the child, and to rouse his feelings for all that is good and noble. The methods employed bear the stamp of simplicity, yet had great effective force. The child was taught that Aleph Beth means “ Learn wisdom” (Aleph means learn; Beth is the first initial of Bina, wisdom). Gimel (g), Dalit (cl), it was explained, as to help the poor. (Gimel means to reward, to extend grace and mercy; Dalit means those in poverty.) The teacher would explain that the reason the face of the Gimel was toward the back of the Dalith (in the Alpha Beth, reading from right to left, as- J (d) ^ (g), was that the good man must always hunt up the poor in order to help them. Why is the face of the Dalith turned away from the Gimel? In order to receive the alms secretly, so as not to be ashamed. The next letters were explained as how God would reward the good, and is always willing to receive the wicked if he repents. The R ('“>) is the initial of Racha (meaning the wicked). The K (p) is the initial of Kadosh, the Holy One. Why is the face of the K toward the R? Because the Holy One looks after the wicked that he may repent. The Alpha Beth in the rank and file of its letters Avas explained to the child in its esoteric meaning. 1816 EDUCATION REPORT, 1894-95. Tlie teacher also often combined them. For instance, the first letter, Aleph, with the last letter, Taw, and explained the combination. The Alpha Beth served as a first reader, and the explanations were calculated to educate first the man in the child, and then the Jewish religious spirit. The Shin (\£/) and the Taw (]"1), for instance, were explained to the child thus: Why is the Shin, the initial of Sheka (falsehood), resting only on one stem, while the Taw rests on two? Because falsehood can not stand long, while truth stands forever. Foreseeing the difficulties which grown students would have to encounter in later years, in facing the various contradictions, controversies, and explanations which are always the source of doubt, leading the student astray, the education was arranged to make such impressions upon the child as to form a guide in the religious labyrinth, by the aid of the Alpha Beth, which served as the first reader. The M, for instance, has a double letter, one called the u open ” M ( ' 0 ), and it is written at the beginning and in the middle of words. The other is termed the “ closed ” M (£}), and is written only at the end of words. Now, the teacher explained that the M which is the initial for Mamar (word, logos) that there is an open word and a hidden word, meaning that each sentence has an open meaning according to the plain words, and another hidden meaning, requiring a deeper study and understanding independ¬ ent of the language and grammar. By such an educational method the child grew up with that impression, and, as a grown man was prevented from stumbling over the contradictions and uuexplainable sentences. In the public school the child spent from the age of 5 to the age of 10, during which time he acquired the perfect reading with the vowels and punctuations, com¬ position, the art of writing (which was tauglt by the Lawler, or city penman), gram¬ mar, and homiletic explanations of the Scripture. At the age of 10 the boy was well versed in the Bible from the first chapter of Genesis to the last of Malachi, until he knew the whole by heart and was able to construct sensible compositions without faults, when ho was ripe to enter the first standard of the college where the Mishna, a brief outline of the oral law, was taught. It was not customary to have a vacation in the public school, and the Talmud tells us that Rab Samuel bar Shiloth, who was a public school teacher, had not seen his own orchard for thirteen years, as he could not get leave of absence. TITLES AND TERMS. The word “ teacher” has three terms in the Hebrew language, corresponding to the three different positions they occupied in the Hebrew world. The first is Melamed, a term which means a goad, and is translated as the oxgoad. This was applied to the teacher of the public schools, Melamed Tinoketh, teacher of children, as they were goaded by the rigid will of discipline of the teacher. The second term is More, which denotes the guide, the pointer, and the word often comes in connection with road, path. The same term was applied to the college professor aud to the judge, who had only to point out the way or road which should be trod. The third term was Aluf, a word meaning a bull, or steer, who goes before the flock. It means the leader, the prince, the king (in Arabic, the Chaliph). It means also the unit of thousand (elef), and in the Chaldean jargon, to learn. This term was applied to the director of a college or to a distinguished public man who led the people in any way. The penman Avho taught the art of writing, from the point of the pen, was called in the Talmudic, Chaldaic jargon, Lawler, meaning plain, penman, while the poet, or teacher of writing of a higher degree, was called Sofer, a term which means the teller, the counter, the scribe. Ezra had the title of Sofer. Books were called the Megiloth, rolls, and Sefarim, the singular number being Sofer. It is curious that the term of Sofer, book, is mentioned in the five books of Moses, while in the prophets the term Megiloth, rolls, is to be found. EDUCATION AND THE TALMUD. 1817 The pen was called “et,” a term which means hidden, veiled. It has the same meaning as cheret (the instrument used by the hieroglyphists in Egypt for engraving their mysterious writings). My friend, Judge Sulzberger, called my attention to the similarity in sound between the familiar English word, “etching,” and “et,” in Hebrew, and chrat, engraving, and the English “cut.” The term “et” (pen) was used in the primitive times, when writing was not common, and the Levite poet who dedicated a psalm (Ps. 45) to King Solomon on his nuptial day prefaces his poem with the explanation that his tongue is of the et, or pen, is that of a diligent Sofer, writer-poet. Later, about the time of the prophets, when the art of writing was more common and had spread among the people, they called the pen, in a poetical way, koseth, which means bow, like kesheth. They then began to understand the power of the pen, which was compared to the bow, and its letters to shooting arrows. The prophet Ezekiel describes the angel who was sent to mark the foreheads of the wicked dedicated to destruction as being armed with the bow of the writer on his loin (Ezekiel, ix, 4). It was, and is still among the Orientals, the custom to wear the pen girdled on the loins like a weapon. The pupil was called Talmid, or the disciplined one. The wandering scholars, who, according to the statements of the Talmud, wandered from place to place to teach, were called Talmide chachamin (disciples of sages). It reminds one of the wandering scalds and minnesingers of the Odin school, whom the poet Yon Schoffel has immortalized as the “fahrende Schuler,” wandering scholars. A learned man who was not connected with any college had the title of Chaber, which means fellow, and the relation of fellowship to the college was of the same character as the English fellowship to Oxford and Cambridge. The title of Chaber was also applied to the magician of the Persian type, or a snake tamer. The graduate of a college received the title of Rabbi, a title which was applied to any leader of any union of workmen; even to the leader of the hangmen, who had a union among themselves. The title of Rabbi did not entitle its possessor to preach or teach. The judge or the student who devoted his time to the study of law, civil or religious, was given the title of Dajon, judge. An astronomer, or any learned man in a special branch of knowledge, was called a Chaldean sage, while the special medical man had the title of Chakim (the same as in Arabic to-day). The Talmud often calls him “ Asje” (healer), probably after the name of the Essicians, that famous sect whose main object was to heal, and of whom Christ was a member (Essenes). The title of Rabon (our master) was applied to the hereditary spiritual prince, who was elective also, and often the power was taken from him and placed in the hands of another. The title of Rabon was also applied to various others beside the hereditary princes. Gamaliel, the teacher of St. Paul, had the title of Rabon Gamliel. The higher grade of Rabon was the mention of the simple name, as Hillel, who was the spiritual prince. Nasi is always mentioned by his simple name, Hillel, as the highest title; hence, Moses and the prophets are mentioned only by their proper simple names. The ranks of the doubles or pairs who succeeded the Great Synod are mentioned by their names as well as the names of their fathers, as Simon ben Sotath (the son of Sotath). The name of the father was added to that of any distinguished person who merited his fame by any great public reform, such as the great educator and high priest Jehoshua ben Gamla. If a sage was unmarried (which was an obstacle in the way of holding office) or some faults were found in him, he was mentioned simply as the son of this or that, as ben Asi, ben Soma — i. e., the son of Asi, the son of Soma. Both their names were Simon, but were omitted on account of their bein^ bachelors and philosophers. 1818 EDUCATION REPORT, 1891-95. Synonyms are often used in tlie Talmud, as well as nicknames. The titles were bestowed by the professors of* the colleges, and the document was written and testi¬ fied to by the college seal. j The early authors of the Talmud are called Tanaim (legislators), the later con¬ tributors Amoraim (a term which means sea captains, who knew how to swim in the vast ocean of the Talmud). The term also means explainer, as they explained the laws of the Tanaim, or legislators. Those contributors who lived before the final close of the Talmud had the titles of Rabanon Saburai (rabbis of explanations). In Babylon the title of the spiritual prince was Reish Gola, the head of the exile, who got his title through hereditary election and indorsement by the Persian King. The Reish Golas, or the Exilearchs, were far inferior to the spiritual princes of Pales¬ tine, although the former executed a more forcible power. The professor of the college in Babylon had the title of Rosh Jeshiba, head of the sitting, as in previous times the students had listened standing to the lectures, and when this custom was abolished they called the college the “ sitting.” ' \ When the Exilarchy was abolished, a new title wras instituted, Gaon, or exalted, a title which was not appended to any office, except as the mark of great learning. One of the most noted of the exalted ones was Rabbi Saadjo Gaon, the thousandth anniversary of whose death was celebrated recently in the Jewish world. The title of Gaon was conferred upon every Jew on the Asiatic and African con¬ tinents, and on a few of the Spanish Jews who were rabbis during the Moorish reign. Among the European rabbis, only one, Rabbi Elijah Gaon, from Vilna, in Russia, who lived in the eighteenth century, enjoyed the title, and is still mentioned as “the Gaon.” FROM THE GREAT SYNOD UP TO THE TIME OF JEHOSHUA BEN GAMLA, THE HIGH PRIEST, OR EDUCATIONAL HISTORY OF PALESTINE. When the Great Synod assembled at the call of Ezra the Scribe, the session lasted nearly a century, one of its members being the high priest, Simon the Righteous, who lived at the time when Alexander the Great invaded Palestine. The work of reorganization was a tremendous one, and the synod had to battle with difficulties of numberless obstacles. The condition of Palestine after the return was not very favorable. Most of the villages were mere piles of ruins,* the hus¬ bandry was in a state of perfect neglect; the country was overrun with tramps and robbers and other kindred vagabonds ; the bulk of the 50,000 who returned from the exile were very poor and ignorant. But the most dangerous foe they had to battle with was the Samaritans, who showed an ugly attitude of hostility toward the Great Synod, and the delay of the building of the Temple was due only to the Samaritans who wrote slanderous letters to the kings of Persia, who had a protect¬ orate over Palestine. In spite of all these difficulties the synod proceeded from the beginning to enact educational laws, as only through them did they hope to revive the ancient national spirit, and improve the material condition of the country. The first law on the educational code was to make the father responsible for the educa¬ tion of his male children; the second law was to establish schools in Jerusalem, maintained by the public treasury of the Temple. As the people for safety flocked to Jerusalem, and the building of the Temple drew a multitude of laborers, the city soon became very populous and strengthened. As soon as the building of the Temple was finished, people flocked to Palestine from the neighboring States and countries, from Egypt, Arabia, and Asia Minor. These people brought with them not only material wealth, but also the culture and civilization of the countries from which they came. Jerusalem was restored and made a national center, from which as a basis operations were extended throughout Palestine to root out those tramps and highwaymen. Order began to prevail, villages sprang up, and husbandry flourished again around the beautiful plains of Eu Gedi. Hand in hand with the national material progress went marching onward the educational spirit, and the educator EDUCATION AND THE TALMUD. 1819 did the same pioneer work as tko soldier. By breaking up the priestly hierarchy and by creating' new offices, as the supremo court, the sanhedrim, consisting’ of 71 members, and the creation of the little sanhedrim for the provinces, consisting of 23 members, and the justice of the peace (beth din), of 3 members for every town, the Synod opened new avenues for the laity, spurred on by the educational spirit. (The Sanhedrim sat in tho marble chamber in the Temple, having the jurisdiction over the whole nation and controlling all the educational departments and the public treasury of the Temple. No war could be declared without the sanction of that body. Trials of national importance, as that of a king or of tho priest or tho trial of an individual, which wTas of national importance, were held before the san¬ hedrim. The famous trial of Christ was before that body). Outside of the Temple gate was the seat of the little sanhedrim, as in the capitals of each respective province that body was empowered to pass the death sentence in murder cases. The beth din, or the court of justice, in each town tried only civil cases. The great knowledge, sacred as well as profane, required by the law of every office seeker, indirectly compelled them to visit schools and obtain the diploma of professor of well-reputed colleges. After the dissolution of the Great Synod, its legislative power was invested in the Sanhedrim, and from time to time synods were called to assemble when some great reform was in view. At the time of Simon ben Sotach, who lived in the year 105 B. C., and was the presi¬ dent of the Great Sanhedrim and the brother-in-law of King Janai, was made the rigid law that every child must attend the school. The Babylonian Talmud gives tho credit of that law to the high priest Jehoshua ben Gamla, who lived in the year 65 B. C., and was executed later by the Zealots. In history the Babylonian Talmud is unreliable, as the Babylonians had a prejudice against the Palestinians and tho Alexandrians, so the attitude of the Babiy onian Talmud toward Christ is different from that of the Jerusalem Talmud. No wonder that the name of Simon ben Sotach is not mentioned in the Babylonian Talmud, which has a great prejudice against his brother-in-law, the king, who, according to its narrative, was killing the sages, facts not mentioned in the Talmud of Jerusalem. The Babylonian Text concerning education runs as follows : “For good shall be remembered the name of that man Jehoshua ben Gamla, for only for his sake the law has been preserved thus far; he who was able brought his child to Jerusalem to attend school, or he whose father was a learned man was taught the law too. So they legislated to establish schools in every capital of the respective provinces. But as this was still insufficient Jehoshua ben Gamla legis¬ lated that the children from 6 years of age must attend school in each 'city, town, or village.” The fact that Simon ben Sotach is not mentioned is rather surprising, and many have tried to make it appear that Simon ben Sotach legislated only for the provin¬ cial capitals while Jehoshua ben Gamla extended the law to all communities. From both Talmuds it would seem that they were not tho lawmakers, but only enforced tho laws already existing in regard to education in a rigid manner — as is often the case with many laws at various times in different ages and in almost every country. Why the Babylonian Talmud does not mention Simon ben Sotach and tho Talmud of Jerusalem does not mention the martyr Jehoshua ben Gamla have both an inner historical reason. At the near approach of the close of the Great Synod, Jerusalem was peopled by nearly a million inhabitants, more than the whole population of the rest of the country at that time, hence the first educational laws legislated by the synod were thoso relating to suffrage for the whole country, for at that time it could be said that all Palestine was in Jerusalem, as in the seventeenth and eighteenth centuries it was said that all France was in Paris. The historical evidences of the great educational power are : The six divisions of the Mishna, the two great encyclopedias of the two Talmuds, with the numberless 1820 EDUCATION REPORT, 1894-95. tractate of the Medrashim (college periodicals). Besides that vast literature, which deals with every imaginable branch of science, there were books and booklets, writ¬ ten at the time of the second Temple, of which all have been lost and only their authors are mentioned in the Talmuds, as “ Megilath Chasidim ” (book of the pious), probably the Talmud of the Essenes. The book of Tiglath ben Lana, which the Talmud places among the Apocrypha (I believe the name of the author was only a pseudonym for one of the Apostles), “Megilath Setarim” (the Roll of the Mysteries), probably a cabalistic code, “ Megi- loth Jachsin” (the Roll of Genealogy), a book which was written in the style of the Biblical Chronicle, and from which the Palestinians refused to teach the Babylonians. The Apocrypha is another classical work of the time of the second Temple, whose authors tried to imitate the style and method of writing of the primitive authors of the Bible. CHAPTER XL VII. PUBLICATIONS OF THE UNITED STATES BUREAU OF EDUCATION. [From 1867 to 1895.] Annual Report of the Commissioner of Education, 1867-68. Barnard. 8°. pp. xl+856. Special Report of the Commissioner of Education on the condition and improvement of public schools in the District of Columbia. Barnard. 8°. pp. 912. Washington, 1871. (Reprinted as Barnard’s Am. Jour, of Education, vol. 19.) Annual Report of the Commissioner of Education for the year 1870. Eaton. 8°. pp. 579. Washington, 1870. 4. - 1871. Eaton. 8°. pp. 715. Washington, 1872. 5. - 1872. Eaton. 8°. pp. lxxxviii+1018. Washington, 1873. 6. - 1873. Eaton. 8°. pp. clxxviii-j-870. Washington, 1874. 7.' - 1874. Eaton. 8°. pp. clii + 935. Washington, 1875. 8. 1875. Eaton. 8°. pp. clxxiii + 1016. Washington, 1876. 9. - 1876. Eaton. 8°. pp. ccxiii+942. Washington, 1878. 10. — ^ - 1877. Eaton. 8°. pp. ccvi+641. Washington, 1879. 11. - 1878. Eaton. 8°. pp. cci+730. Washington, 1880. 12. - 1879. Eaton. 8°. pp. ccxxx+757. Washington, 1881. 13. - 1880. Eaton. 8°. pp. cclxii-f 914. Washington, 1882. 14. 1881. Eaton. 8°. pp. cclxxvii+840. Washington, 1883. - 1882-83. Eaton. 8°. pp. ccxciii+872. Washington, 1884. - 1883-84. Eaton. 8°. pp. cclxxi+943. Washington, 1885. - 1884-85. Eaton-Dawson. 8°. pp. cccxvii + 848. Washington, 1886. - - 1885-86. Dawson. 8°. pp. xxi+792. Washington, 1887. - 1886-87. Dawson. 8°. pp. 1170. Washington, 1888. - 1887-88. Dawson. 8°. pp. 1209. Washington, 1888. Illiteracy, derived from census tables of I860; Educational statistics, translation of article by Dr. A. Ficker ; Yirchow on schoolroom diseases; Education of French and Prussian conscripts; School organization, etc. pp. 70. (Circ. inf. August, 1870.) Public instruction in Sweden and Norway ; The 1 ‘ folkehoiskoler ” of Denmark. By C. C. Andrews, pp. 48. (Circ. inf. July, 1871.) Methods of school discipline. By Hiram Orcutt. pp. 14. (Circ. inf. November, 1871. Compulsory education. By L. Van Bokkelen. pp. 17. (Circ. inf. December, 1871.) German and other foreign universities. By Herman Jacobson, pp. 43. (Circ. inf. January, 1872.) Public instruction in Greece, the Argentine Republic, Chile, and Ecuador; Statistics respecting Portugal and Japan; Technical education in Italy. By John M. Francis, George John Ryan, F. M. Tanaka, pp. 77. (Circ. inf. February, 1882.) Vital statistics of college graduates; Distribution of college students in 1870-71; Vital' statistics in the United States, with diagrams. By Charles Warren, pp. 93. (Circ. inf. March, 1872.) . Relation of education to labor. By Richard J. Hinton, pp. 125. (Circ. inf. April, 1872.) Education in the British West Indies. By Thomas H. Pearne. pp. 22. (Circ. inf. June, 1872.) The Kindergarten. By Baroness Marenholtz-Biilow, tr. by Elizabeth P. Peabody, pp. 62. (Circ. inf. July, 1872.) American education at the Vienna Exposition of 1873. pp. 79. (Circ. inf. November, 1872.) Historical summary and reports on the systems of public instruction in Spain, Bolivia, Uruguay, and Portugal, pp. 66. (Circ. inf. 1, 1873.) Schools in British India. By Joseph Warren, pp. 30. (Circ. inf. 2, 1873.) College commencements for the summer of 1873, in Maine, New Hampshire, Vermont, Massachu¬ setts, Rhode Island, Connecticut, New York, New Jersey, and Pennsylvania, pp. 118. (Circ. inf. 3, 1873.) 1821 1822 EDUCATION REPORT, 1894-95. 35. List of publications by members of certain college faculties and learned societies in the United States, 1867-1872. pp. 72. (Circ. inf. 4, 1873.) 36. College commencements during 1873 in the Western and Southern States, pp. 155. (Circ. inf. 5, 1873.) 37. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C. (1874). pp. 77. (Circ. inf. 1, 1874.) Partial contents : Uniform plan and form for publishing the principal statistical tables on edu¬ cation, by George J. Lucky; Scientific and industrial education and the true policy of the National and State Government in regard to it, by Hon. A. D. White; The International Cen¬ tennial Exposition as a world-wide educator, by W. D. Kelley; Report by the committee on the relations of the General Government to education in the District of Columbia. 38. Drawing in public schools; present relation of art to education in the United States. By Isaac Edwards Clarke, pp. 56. (Circ. inf. 2, 1874. ) 39. History of secondary instruction in Germany. By Herman Jacobson, pp. 87. (Circ. inf. 3, 1874.) 40. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C. (1875). pp. 114. (Circ. inf. 1, 1875.) Partial contents : The legal prevention of illiteracy, by B. G. Northrop ; Brain culture in rela¬ tion to the schoolroom, by A. N. Bell; The origin of the alphabet, by Prof. J. Enthoffer; American education at the Centennial Exposition, by J. P. Wickersliam; Can the elements of industrial education be introduced into our common schools? by John D. Philbrick. Industrial drawing in public schools, by Prof. Walter Smith. 41. Education in Japan. By William E. Griffis, pp. 64. (Circ. inf. 2, 1875.) 42. Public instruction in Belgium, Russia, Turkey, Servia, and Egypt. By Emile de Laveleye, M. de Salve, V. E. Dor. pp. 108. (Circ. inf. 3, 1875.) 43. Waste of labor in the work of education. By Paul A. Chadburne. pp. 16. (Circ. inf. 4, 1875 44. Educational exhibit at the International Centennial Exhibition, 1876. pp. 26. (Circ. inf. 5, 1875.) 45. Reformatory, charitable, and industrial schools for the young. By Julia A. Holmes and S. A. Mar¬ tha Canfield, pp. 208. (Circ. inf. 6, 1875.) 46. Constitutional provisions in regard to education in the several States. By Eranklin Hough, pp. 130. (Circ. inf. 7, 1875.) 47. Schedule for the preparation of students’ work for the Centennial Exhibition. By A. J. Rickoff, J. L. Pickard, James H. Smart (committee), pp. 15. (Circ. inf. 8, 1875.) 48. Education in China. By William A. P. Martin, pp. 28. (Circ. inf. 1, 1877.) 49. Public instruction in Einland, the Netherlands, Denmark, Wiirtemberg, and Portugal; the Uni¬ versity of Leipzig. By Eelix Heikel, C. H. Plugge, and J. L. Corning, pp. 77. (Circ. inf. 2, 1877.) 50. Training of teachers in Germany, pp. 36. (Circ. inf. 1, 1878.) 51. Elementary education in London, with address of Sir Charles Reed. pp. 24. (Circ. inf. 2, 1878.) 52. Training schools for nurse3. By S. A. Martha Canfield, pp. 21. (Circ. inf. 1, 1879.) 53. Proceedings of the Department of Superintendence of the National Educational Association, 1877 and 1879, Washington, D. C. ; Proceedings of the conference of college presidents and delegates, Columbus, Ohio, December, 1877. pp. 192. (Cir. inf. 2, 1879.) Partial contents: Proceedings of 1877 : The school organization of a State; National aid to edu¬ cation. What has been done by the General Government in aid of education, by John Eaton; General- appropriation of public lands; Proceeds of sales of public lands; Disposi¬ tion of surplus revenue by States; American education, by George B. Loving; The high school question, by James H. Smart. Partial contents: Proceedings of 1879: Popular education in Switzerland, by John Hitz; Pop¬ ular education in France, by E. C. Wines ; Technical education, by E. A. Apgar ; Kindergar¬ ten training, by Louise Pollock ; Education in the South, by G. J. Orr ; The needs of the United States Bureau of Education; Instruction in governmental ideas, by Wm. Strong; Technical education and industrial drawing, by Walter Smith; Education at the Paris Exposition, by John D. Philbrick; What has been done by the National Government in aid of educa¬ tion, by John Eaton; American education, by George B. Loving ; The high school question, by James H. Smart; Collegiate degrees, by John M. Gregory. Partial contents : Proceedings of the conference of the presidents and other delegates of the . State universities and State colleges of Ohio for 1877 : Collegiate degrees, by J. M. Gregory ; Scientific studies and courses of study ; Report on the military system in State colleges, by Edward Orton. 54. Value of common school education to common labor. (Reprinted from Annual Report^l872.) pp. 37. (Circ. inf. 3, 1879.) 55. Training schools for cookery. By S. A. Martha Canfield, pp. 49. (Circ. inf. 4, 1879.) 56. American education as described by the French commission to the International Exhibition of 1876. By Ferdinand Buisson and others, pp. 37. (Circ. inf. 5, 1879.) PUBLICATIONS OF THE BUBEAU OF EDUCATION. 1823 57. College libraries as aids t-o instruction. By Justin Winsor and Otis H. Robinson. pp. 27. (Circ. inf. 1,1880.) 58. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. 1880. pp. 112. (Circ. inf. 2, 1880. ) Partial contents Bell’s systemcf visible speech, by L. A. Butterfield ; Education of dependent children, by C. D. Randall; Best system of schools for a State, by J. H. Smart; University education, by David C. Oilman ; Technical education in its relations to elementary schools, by J. D. Philbrick; Technological museums, by J. D. Philbrick ; The Tenth Census from an edncational point of view, by W. T. Harris; Discussion of the high school question, by J. W. Dickinson, W. T. Harris, J. P. Wickersham; Congress and the education of the people, by W.H. Hu finer ; Laws relating to the State public sehool for dependent children at Cold- water, Michigan. Outline of the sehool systems of the various States. 59. Legal rights of children. By S. M. Wilcox, pp. 86. (Circ. inf. 3, 1880.) 60. Rural sehool architecture. By T. M. Clark, pp. 106. (Circ, inf. 4, 1880.) 61. English rural schools. By Henry W. Hulbert. pp. 26. (Circ. inf. 5, 1880.) 62. Instruction in chemistry and physics in the United States. By E. W. Clarke, pp. 219. (Circ. inf. 6, 1880.) 63. The spelling reform. By Erancis A. March, pp. 36. (Cire. inf. 7, 1880.) 64. Construction of library buildings. By William F. Poole, pp. 26. (Giro. inf. 1, 1881.) 65. Relation of education to industry and technical training in American schools. By E. E. White. pp. 22. (Cire. inf. 2, 1881.) 66. Proceedings of the Department of Superintendence of the National Educational Association, New York, 1881, pp. 79. (Cire. inf. 3, 1881.) Partial contents : Hniformity of school statistics, by Andrew McMillan; The conservation of pedagogic energy, by C. 0. Thompson; Our schools and our forests, by Franklin B. Hougb; Museums illustrative of education, by John Eaton; Education and the State, by J. W. Patterson. 67. Education in France, pp. 144. (Circ. inf. 4, 1881.) 68. Causes of deafness among school children, and the instruction of children with impaired hearing. By Samuel Sexton, pp. 47. (Circ. inf. 5, 1881 ) 69. E Sects of student life on the eyesight. By A. W. Calhoun, pp. 29. (Circ. inf. 6, 1881.) 70. Inception, organization, and management of training schools for nurses. By S. A. Martha Canfield . pp. 28. (Circ. inf. 1,1882.) 71. Proceedings of the Department of Superintendence of the National Educational Association, W ashington, 1882 . pp. 112 . (Circ. inf. 2, 1882. ) Partial contents : Information necessary to determine the merits of the heating and ventilation of a school building, by John S. Billings, U. S. A.; The chemical examination of air as applied to questions of ventilation, by Dr. Charles Smart, H. S. A. ; Obstacles in the way of better primary education, by H. Jones; Chairs of pedagogy in our higher institutions of learning, by G. Stanley Hall ; National aid to education, from a Northern standpoint, by Dexter H. Hawkins; Education in Alaska, by Sheldon Jackson; Resolution respecting a national appropriation for education in Alaska ; Some fundamental inquiries concerning the common-school studies, by John M. Gregory ; How to improve the qualifications of teachers, by W. T. Harris. 72. University of Bona. By Edmond Dreyfus-Brisac. pp. 67. (Circ. inf. 3, 1882.) 73. Industrial art iu schools. By Charles G. Leland. pp. 37. (Circ. iuf. 4, 1882.) 74. Maternal schools in France, pp. 14. (Circ. inf. 5, 18S2.) 75. Technical instruction in France, pp.63. (Circ. inf. 6, 1882.) 76. Legal provisions respecting the examination and licensing of teachers, pp. 46. (Circ. inf. 1, 1883.) 77. Coeducation of the sexes in the public schools of the "United States, pp. 30. (Circ. inf. 2, 1883.) 78. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1883. pp. 81. (Circ. inf. 3, 1883.) Partial contents : Natural history in public schools, its utility and practicability as illustrated by the methods adopted in New York City, by Albert S. Bickmore; Communication respecting industrial education, by Chas. G. Leland; The educational lessons of the census, by ¥m. T. Harris: If universal suffrage, then universal education, by Atticus G. Hay good; Constitu¬ tionality of national aid to education, by Wm. Lawrence; Indian education, by B. G. North¬ rop, S. C. Armstrong, Alice C. Fletcher; School supervision : How and by whom the fitness of pupils for promotion is determined, by C. G. Edwards and others. 79. Recent school- law decisions. By Lyndon A. Smith, pp.82. (Circ. inf. 4, 1883.) 80. Meeting of the International Prison Congress at Rome. pp. 11. (Cire. inf. 1, 1884.) 81. The teaching, practice, and literature of shorthand. (Seeond and enlarged edition.) By J ulius E. Rockwell, pp. 184. (Circ. inf. 2, 1884.) 82. Illiteracy in the United States. With appendix on national aid to education. By Charles Warren and J. L. M. Curry, pp. 99. (Circ, inf. 3, 1884.) 1824 EDUCATION REPORT, 1894-95. 83. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1884. pp. 176. (Circ. inf. 4, 1884.) Partial contents : Supervision of public schools, by John W. Holcombe; Indian education, by J. M. Haworth; Indian education, by R. H. Pratt; Indian education, by S. C. Armstrong; .Arbor day in the public schools, by J. B. Peaslee ; Arbor day in the public schools, by B. G. Northrop; Recess, by W. T. Harris; No recess, by S. A. Ellis; How a State superintendent can best advance popular education, by E. E. Higbee; National aid for the support of public schools, by J. W. Dickinson ; The educational status and needs of the South, by Robert Bingham; Legislation respecting national aid to education, proposed by the interstate educational convention, with remarks and tables ; The new bill for national aid to public schools, by B. G. Northrop; Industrial education, by John M. Ordway; Public instruction in industrial pursuits, by A. P. Marble; Education at the World’s Industrial and Cotton Centennial Exposition ; The new order of Mercy, or Crime and its prevention, by George T. Angell ; Education of the normal color sense, by B. Joy Jeffries ; Supplementary reading, by George J. Luckey ; Reading, by Chas. G. Edwards ; Reading, by J. O. Wilson. 84. Suggestions respecting the educational exhibit at the New Orleans Exposition. 1884-85. pp. 28. (Circ. inf. 5, 1884.) 85. Rural schools. Progress in the past ; means of improvement in the future. By Annie Tolman Smith, pp. 90. (Circ. inf. 6, 1884.) 86. Aims and methods of the teaching of physics. By Charles K. Wead. pp. 158. (Circ. inf. 7, 1884.) 87. City school systems in the United States. By John D. Philbrick. pp. 207. (Circ. inf. 1, 1885.) 88. Teachers’ institutes. By James H. Smart, pp. 206. (Circ. inf. 2, 1885.) 89. Review of the reports of the British royal commissioner on technical instruction, with notes. By Chas O. Thompson, pp. 55. (Circ. inf. 3, 1885.) 90. Education in Japan, pp. 56. (Circ. inf. 4, 1885.) 91. Physical training in American colleges and universities. By Edward Mussey Hartwell, pp. 183. (Circ. inf. 5, 1885.) 92. Study of music in public schools. By Charles Warren, pp. 78. (Circ. inf. 1, 1886.) 93. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1886. pp. 91. (Circ. inf. 2, 1886.) Partial contents : School superintendence a profession, by M. A. Newell ; Duties of county super* intendents, by D.L.Kiehle; Reading circles for teachers, by Jerome Allen ; The coeducation of the races, by Chas. S. Young; National aid to education, by J. A. Lovett; Tlio education and religious interests of the colored people in the South, by S.M. Finger; Forestry in Edu¬ cation, by Warren Higley; Language work, by N. C. Dougherty; Growth and benefits of reading circles, by Herbert M. Skinner; City superintendence, by J. W. Akers; On the substitution of “Intermediate” for “Grammar” as a designation in the nomenclature of graded schools. 94. The college of William and Mary. By Herbert B. Adams, pp. 89. (Circ. inf. 1, 1887.) 95. Study of history in American colleges and universities. By Herbert B. Adams, pp. 299. (Circ. inf. 2, 1887.) 96. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1887. pp. 200. (Circ. inf. 3, 1887.) Partial contents: Public education on the Pacific coast, by F. M. Campbell; The examination and certification of teachers, by Andrew J. Rickoff, and report of committee on; Civil service and public schools: I, by Le Roy D. Brown, II, by Thomas P. Ballard; Powers and duties of school officers and teachers : I, by A. P. Marble, II, by J. M. Green ; The best system of county and city supervision, by E. E. Higbee; Industrial education in our public schools : I, by F. W. Parker, II, by W. B. Powell ; The province of the public school, by J. W. Dickinson ; What a small city is doing in industrial education, by H. W. Compton ; A sys¬ tem of grading for country schools, by J. W. Holcombe ; The best system of State school supervision, by Warren Easton; State text-books, by F. M. Campbell; The nation and the public schools, by H. W. Blair; Education in Alaska, by Sheldon Jackson. 97. Thomas Jefferson and the University of Virginia. By Herbert B. Adams, pp. 308. (Circ. inf. 1, 1888.) 98. History of education in North Carolina. By Charles Lee Smith . pp. 180. (Circ. inf. 2, 1888.) 99. History of higher education in South Carolina. By C. Meriwether, pp. 247. (Circ. inf. 3, 1888.) 100. Education in Georgia. By Chas. Edgeworth Jones, pp. 154. (Circ. inf. 4, 1888.) 101. Industrial education in the South. By A. D. Mayo. pp. 66. (Circ. inf. 5, 1888.) 102. Proceedings of the Department of Superintendence of the National Educational Association, Washington, D. C., 1888. pp. 165. (Circ. inf. 6, 1888.) Partial contents: How and to what extent can manual training be ingrafted on our system of public schools? by Chas. H. Ham. Discussed by A. P. Marble, Nicholas Murray Butler, H. H. Belfield, M. A. Newell, Chas. H. Ham; What is the purpose of county institutes, and how is it best secured? by Jessie B. Thayer; Elocution: Its place in education, by Martha Fleming; How shall the qualifications of teachers be determined ? by A. S. Draper; Are the PUBLICATIONS OF THE BUREAU OF EDUCATION. 1825 normal schools as they exist in our several States adequate to accomplish the work for which they were established? by J. P. Wickersham. Discussed by J. W. Dickinson, Jerome Allen, Edward Brooks, and A. G. Bovden; Moral education in the common schools, by William T. Harris ; Can school programmes be shortened and enriched ? by Charles W. Eliot ; Alaska, by 1ST. H. It. Dawson; The relation of the superintendent and the teacher to the school, by A. E. Win ship; National aid to education. 103. History of education in Elorida. By George Gary Bush. pp. 54. (Circ. inf. 7, 1888.) 104. Report on school architecture and plans for graded schools, pp. 136. (Reprinted from Annual Report, 1868.) 105. Suggestions for a free-school policy for United States land grantees, pp. 6. 1872. 106. Statement of the theory of education in the United States, approved by many leading educators. pp. 22. 1874. 107. National Bureau of Education ; its history, work, and limitations. By Alexander Shiras. pp. 16. 1875. 108. Educational conventions and anniversaries, 1876. pp. 187. 109. International conference on education, held in Philadelphia in connection with the International Exhibition of 1876. pp. 92. 1879. 110. List of public-school officials in the States and Territories of the United States, 1875. pp. 62. 1875. 111. Manual of common native trees of the Northern United States, pp. 28. 1877. 112. Are the Indians dying out? By S. N. Clark, pp. 36. 1877. 113. International educational congress to be held at Brussels, Belgium, August, 1880. pp. 10. 188& 114. Indian school at Carlisle barracks, pp. 5. 1880. 115. Industrial education in Europe, pp. 9. 1880. 116. Vacation colonies for sickly schoolchildren, pp. 4. 1880. 117. Progress of western education in China and Siam. pp. 13. 1880. 118. Educational tours in Erance. pp. 4. 1880. 119. Medical colleges in the United States, pp. 3. 1881. 120. Comparative statistics of elementary education in 50 principal countries. (Folding sheet.) 1881. 121. Fifty years of freedom in Belgium; Education in Malta; Third international geographical con¬ gress at Venice, 1881; Illiteracy and crime in France; School savings banks; Education in Sheffield, pp. 8. 1881. 122. Organization and management of public libraries. By William F. Poole. (Reprint from Pub. Librs. in the U. S. A., 1876.) 123. Library aids. By Samuel Green, pp. 10. 1881. 124. Recognized medical colleges in the United States, pp. 4. 1881. 125. Discipline of the school. By Hiram Orcutt. pp. 15. 1881. (Reprint of Circ. of information, November, 1871.) 126. Education and crime. By J. P. Wickersham. pp. 10. 1881. 127. Instruction in morals and civil government. By A. Vessiot. pp. 4. 1882. 128. Comparative statistics of elementary, secondary, and superior education in 60 principal countries. 1880. (Folding sheet.) 129. National pedagogic congress of Spain, pp. 4. 1882. 130. Natural science in secondary schools. By F. Miihlberg. pp. 9. 1882. 131. High schools for girls in Sweden, pp. 6. 1882. 132. BufFalini prize, pp. 5. 1883. 133. Education in Italy and Greece, pp. 8. 1883. 134. Answers to inquiries about the United States Bureau of Education. By Charles Warren, pp. 29. 1883. 135. Planting trees in school grounds. By Franklin B. Hough, pp. 8. 1883. 136. Southern Exposition of 1883-84, Louisville, Ky. (Two pamphlets relating to the exhibit of the United States Bureau of Education.) pp. 17. 1883. pp. 7. 1884. 137. Preliminary circular respecting the exhibition of education at the World’s Industrial and Cotton Centennial Exposition, pp. 11. 1884. 138. Report of the director of the American School of Classical Studies at Athens for the year 1382-83. By Wm. W. Goodwin, pp. 13. 1884. 139. Building for the children of the South. By A. D. Mayo. pp. 16. 1884. 140. Statistics regarding the national aid to education, pp. 3. 1885. 141. Planting trees in school grounds, and celebration of Arbor Day. By Franklin B. Hough, and John B. Peaslee. pp. 8 + 64. 1885. 142. International educational congress at Havre, pp. 6. 1885. 143. Statistics of public libraries in the United States, pp. 98. 1886. (Reprinted from Annual Report 1884-85.) 144. Technical instruction. Special report, 1869. pp. 33 + 784. 8°. Washington (1870). Note. — First edition incomplete, printed pursuant to a call of House of Representatives, January 19,1870. Second edition published as Volume XXI, of Barnard’s Journal of Education- pp. 807. ED 95 - 58 1826 EDUCATION REPOET, 1894-95. 145. Contributions to tbe annals of medical progress and medical education in tbe United States before and during the TV ar of Independence. By Joseph M. Toner, pp. 118. 8°. Washing¬ ton, 1874. 146. Historical sketch of Mount Holyoke Seminary. By Mary O. Hutting. Edited by E. B. Hough. pp. 24. 12°. ((Washington, 1876. 147. Historical sketch of Union College. By E. B. Hough, pp. 81. 8°. Washington, 1876. 148. Public libraries in tho United States of America, their history, condition, and management. Parti. Edited by S. B. Warren and S. N. Clark, pp. xxxv + 1187. Buies for a printed diction¬ ary catalogue; Tart II. By C. A. Cutter, pp. 83. 8°. Washington, 1876. 149. Contributions to the history of medical education and medical institutions in the United States of America, 1776-1876. By S. N. Davis, pp. 60. 83. Washington, 1877. 150. Sketch of the Philadelphia Normal School for Girls, pp. 30. 8°. Washington, 1882. 151. Historical sketches of the universities and colleges of the United States. Edited by E. B. Hough. (History of the University of Missouri.) pp. 72. 8°. Washington, 1883. 152. Industrial education in the United States, pp. 319. 83. Washington, 18S3. 153. Art and industry. — Industrial and high art education in the United States. By I. Edwards Clarke. Parti. Drawing in the public schools, pp. cclix + 842. Washington, 1885. Note.— There are two other editions, with slightly varying titles; one ordered by the Senate, tho other by Congress. 154. Outlines for a museum of anatomy. By B. W. Shufeldt. pp. 65. 8°. Washington, 1885. 155. Educational exhibits and conventions at the World’s Industrial and Cotton Centennial Exposi¬ tion, Now Orleans, 1884-85. pp. 962. Eoot pagination. 8°. Washington, 1888. Contents: Pt. I. Catalogue of exhibits, pp. 240. Pt. II. Proceedings of the International Congress of Educators, pp. 575. Pt. III. Proceedings of the Department of Superintend¬ ence of the National Educational Association, and addresses delivered on Education Days, pp. 148. New Orleans, 1885. 156. Indian education and civilization. Prepared in answer to Senate resolution of Eebruary 23, 1885. By Alice C. Eletclicr, under direction of the Commissioner of Education, pp. 693. (Senate Ex. Doc. No. 95. Eorty-eiglith Congress, second session.) 157. Higher education in Wisconsin. By Wm. E. Allen and David E. Spencer, pp. 168. (Circ. inf. 1, 1889.) 158. Buies for a dictionary catalogue. By C. A. Cutter, pp. 33. 1st ed., Pt. II of public libraries in the United States, with corrections and additions. (Spec, rep., 1876.) 159. Indian education. By T. J. Morgan, pp. 28. (Bulletin 1, 1889.) 160. Proceedings of Department of Superintendence of the National Educational Association. Wash¬ ington, March, 1889. pp. 300. (Circ. inf. 2, 1883.) Partial contents : Training of teachers : Psychology in its relation to pedagogy, by Nicholas Murray Butler ; City training and practice schools, by W. S. Jackman ; Purpose and means of city training schools, by S. S. Parr; County institutes, by Albert G. Lane; State teach¬ ers’ institutes, by John W. Dickinson; Manual training, its relation to body and mind, by C. M. Woodward; The psychology of manual training, by W. T. Harris; Educational value of manual training, by Geo. P. Brown; The work of tho city superintendent, by T. M. Balliet; The school principal, by George Holland; Teachers’ examinations, by M. A. Newell; The State and higher education, by Ered. M. Campbell, Herbert B. Adams; Edu¬ cation in tbe South, by W. B. Garrett; National aid to education, by H. W. Blair. 161. History of Eederal and State aid to higher education in the United States. By Erank W. Black- mar. pp. 343. (Circ. inf. 1, 1890.) 162. Buies for a dictionary catalog. By C. A. Cutter. 2d ed. of Pt. II of pub. libs, in theU. S., with corrections, pp. 133. 2d ed. (Spec, rep., 1889.) 163. History of education in Alabama, 1702-1889. By Willis G. Clark, pp. 281. (Circ. inf. 3, 1889.) 164. Honorary degrees as conferred in American colleges. By Charles Poster Smith. No. 1. 1890. pp. 12. (Misc. pub. or bulletin.) 165. English-Eskimo, and Eskimo-English vocabularies. Compiled by Boger Wells, jr., and John W. Nelly, pp. 72. (Circ. inf. 2, 1890.) 166. Buies and regulations for the conduct of schools and education in the Dist. of Alaska, pp. 7. (Misc. pub. 1890.) 167. Teaching and history of mathematics in the United States. By Elorian Cajori. pp. 400. (Circ. inf. 3, 1890.) 168. Annual statement of the Commissioner of Education to the Secretary of the Interior. 1890. pp. 17. (Misc. pub. 1890.) 169. Preliminary report of the general agent of education for Alaska to the Commissioner of Educa¬ tion. — Introduction of Beindeer into Alaska. By Sheldon J ackson. pp. 15. (Misc. pub. 1890.) 170. Higher education in Indiana. By James Albert Woodburn. pp. 200. (Circ. inf. 1, 1891.) 171. Eourth International Prison Congress, St. Petersburg, Bussia. By C. D. Bandall. pp. 253. (Circ. 2, 1891.) 172. Buies for a dictionary catalog. By C. A. Cutter. 3d. ed., Pt. II of pub. libs, in the United States, with corrections and additions, and an alphabetical index, pp. 140. (Spec, rep., 1891.) 173. Sanitary conditions of schoolhouses. By Albert P. Marble, pp. 123. (Circ. 3, 1S91.) PUBLICATIONS OF THE BUREAU OF EDUCATION. 1827 174. History of liiglier education in Michigan. By Andrew C. McLaughlin, pp. 179. (Circ. inf. 4, 1891.) 175. History of higher education in Ohio. By Geo. W. Knight and John R. Commons, pp. 258. (Circ. inf. 5, 1891.) 176. History of higher education in Massachusetts. By Geo. Gary Bush, pp.445. (Circ. inf. C, 1891.) 177. Promotions and examinations in graded schools. By Emerson E. White, pp. 64. (Circ. inf. 7, 1891.) 178. Itiso and growth of the normal school idea in the United States. ByJ. P. Gordy. pp. 145. (Circ. inf. 8, 1891.) 179. Biological teaching in the colleges of the United States. By John P. Campbell, pp. 183. (Circ. inf. 9, 1891.) 180. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1891. pp, 21. (Misc. pub. 1891.) 181. Annual Report of the Commissioner of Education, 1888-89. Yol, I. pp. lix-f-669. 182. Same. Yol. II. pp. vi+671-1669. 183. Part I of the Report of the Commissioner of Education for the year 1888-89, with the Commis- sioner’s introduction, and the contents of Parts I, II, and III. Special editions, pp. 274. (Spec, rep. 1891.) 184. Report of the general agent of education in Alaska for the year 1888-89. (Reprinted from Report of Commr. of Ed. for 1888-89. pp. 1245-1300.) (Misc. pub. 1891.) 185. Publications of the U. S. Bureau of Education from 1867-1890, with subject index. (Reprinted from An. Rep. of Commr. of Ed. for 1888-89. pp. 1453-1551.) (Misc. pub. 1891.1 186. Southern women in the recent educational movement in the South. By A. I). Mayo. pp. 300. (Circ. inf. 1,1892.) 187. Analytical index to Barnard’s American Journal of Education. 31 vols. 1855-1881. (Spec. rep. 1832.) 188. Benjamin Eranklin and the University of Pennsylvania. By Eranklin Newton Thorpe, pp. 450 (Circ. inf. 2, 1892.) 189. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1892. pp. 21. (Misc. pub. 1892.) 190. Report on legal education. Prepared by committee of the American Bar Association, and tbe U. S. Bureau of Education, pp. 207. (Spec. rep. 1893.) 191. Education in Alaska, 1889-90. By Sheldon Jackson. (Reprint of chapter xvii of the report of the Commissioner of Education for 1889-90. pp. 45-1300.) (Misc. pub. 1893.) 192. Shorthand instruction and practice. By Julius E. Rockwell, pp. 206. (Circ. inf. 1, 1893.) 193. History of education in Connecticut. By Bernard C. Steiner. Contributions to American edu¬ cational history, No. 14. pp. 300. (Circ. inf. 2, 1893.) 194. History of education in Delaware. By Eyman P. Powell, pp. 186. (Circ. inf. 3, 1893.) 195. Abnormal man; being essays on education and crime and related subjects, with digests of literature and a bibliography. By Arthur MacDonald, pp.445. (Circ. inf. 4, 1893.) 196. Higher education in Tennessee. By Lucius Salisbury Merriam. Contributions to American educational history, No. 16. pp.287. (Circ. inf. 5, 1893.) 197. Higher education in Iowa. By Leonard E. Parker. Contributions to American educational his¬ tory, No. 17. pp. 190. (Circ. inf. 6, 1893.) 198. Annual Report of Commissioner of Education, 1889-90. Yol. I. xxvii+601. 199. Sams. Yol. II. pp. vii + 603-1724. 200. Catalog, of A. L. A. Library; 5,000 volumes for a popular library, pp. 592. (Spec. rep. 1893.) 201. Statistics of public libraries in the United States and Canada. By Weston Elint. pp. 213. (Circ. inf. 7, 1893.) 202. Spelling reform. By Erancis A. March. A revision and enlargement of tho author’s pamphlet, published by the U. S. Bureau of Education, in 1881. pp. 86. (Circ. inf. 8, 1893.) 203. Education in Alaska, 1890-91. By Sheldon Jackson, pp. 923-960. (Erom An. Rept. Commr. of Education, 1890-91.) (Misc. pub. 1893.) 2C4. Annual statement of Commissioner of Education to Secretary of the Interior, 1893. By W. T. Harris, pp. 25. 205. Report of the committee on secondary school studies, appointed at the meeting of Nat. Ed. Ass , July 9, 1892, with the reports of the conferences, arranged by this committee, and held Dec. 28-30, 1892. pp. 249. (Spec. rep. 1893.) 2C6. Education in southwestern Yirginia. By A. D. Mayo. (Reprint of chapter xxiv An. Rept. of Com¬ missioner, 1890-91. pp. 881-921.) 207. Annual Report of Commissioner of Education, 1890-91. Yol. I. pp. xxx+654. 208. Same. Yol. II. pp. v-|- 605-1549. 209. History of education in Rhode Island. By William Howe Tolman. pp. 210. Contributions Am. ed’l hist. No. 18. (Circ. inf. 1, 1894.) 210. History of higher education in Maryland. By Bernard C. Steiner, pp. 331. Contributions to Am. ed’lhist. Ho. 19. (Circ. of inf. 2, 1894.) 211. Annual Report of Commissioner of Education, 1891-92. Yol. I. pp. xxviii+636. 212. Same. Yol. II. pp. v+637-1294. 1828 EDUCATION REPORT, 1894-95. 213. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1894. By W. T. Harris, pp. 29. (Misc. pub. 1894.) 214. Education in Alaska. By Sheldon Jackson, pp. 873-892. (Reprinted from An. Kept, of Commr. of Edu., 1891-92.) (Misc. pub. 1894.) 215. Introduction of domesticated reindeer into Alaska, with maps and illustrations. By Sheldon Jackson, pp. 187. (Reprint of Senate Executive Document No. 70, 53d Congress, second ses¬ sion.) (Misc. pub. 1894.) 216. Art and industry. Education in the industrial and fine arts in the United States. By Isaac Edwards Clarke. Part II. Industrial and manual training in public schools, pp. cxlviii+1338. 8°. Washington, 1892. 217- Annual Report of Commissioner of Education, 1892-93. Yol. I. pp. ix+1224. 218. Same. Yol. II. pp. v-f 1225-2153. 219. Annual statement of the Commissioner of Education to the Secretary of the Interior, 1895. pp. 27. 220. Education in Alaska, 1892-93. By Sheldon Jackson. (From. An. Rept. of Commissioner of Edu¬ cation, 1892-93. pp. 705-1795.) 221. Annual Report of Commissioner of Education, 1893-94. Vol. I. 222. Same. Yol. II. 223. Education at the World’s Columbian Exposition (1893), including reports and comments by American and foreign educators and delegates. (Reprinted from An. Rep. 1892-93. pp. 423-690.) 1896. 224. Papers prepared for the World’s Library Congress held at the Columbian Exposition. Ed. by Melvil Dewey, pp. 691-1014. (Reprinted from An. Rep. 1892-93. Chap. IX.) 300. Our schools and our forests. By Franklin H. Hough. Address before Dept, of Superintendence Nat. Ed. Assoc., 1881. pp. 18. (Reprint from Circ. inf. 3, 1881.) (Miss. pub. 1881.) 301. Manual training. By C. M. Woodward. (Circ. inf. 2, 1889.) 302. Class intervals in city public schools. By James C. Boykin, pp. 3. (Misc. pub. 1893.) 303. What is education ? Opinions of eminent men. pp. 16. (Misc. pub. 1870.) 304. Proceedings of the Dept, of Superintendence of the National Educational Association respecting State and city school reports, pp. 26. (Misc. pub. 1874.) 305. Industrial status and needs of the New South. By Robert Bingham, pp. 21. Delivered before the Dept, of Superintendence of the Nat. Ed. Assoc., February, 1884. (Misc. pub. 1884.) 306. Needs of education in the South. By Gustavus G. Orr. pp. 13. Delivered before the Dept, of Superintendence of the Nat l Ed. Assoc., 1879. (Misc. pub. 1879.) 307. National aid to education. By John Eaton. Delivered before the Department of Superintendence of the Nat. Ed. Assoc., 1877. pp. 37. (Misc. pub. 1879.) 308. Needs of the Bureau of Education. By John Eaton. Delivered before Dept, of Superintendence of Nat’l Ed. Assoc., 1881. pp. 12. (Misc. pub. 1881.) 309. Museums illustrative of education. By John Eaton. Delivered before Dept, of Superintendence of Nat. Ed. Assoc., 1881. pp. 12. (Misc. pub. 1881.) 310. The World’s Columbian Exposition, department of liberal arts. Circular No. 2. The educational exhibit at the World’s Columbian Exposition, pp. 10. (Misc. pub. — .) 311. World’s Columbian Exposition, department of liberal arts. Circ. No. 4. The educational exhibit No. 2. Statistics by graphic methods. Wing frames; State maps. Display of school statistics, pp. 17. (Misc. pub. — .) 312. United States Bureau of Education, an office in the Interior Department, 1867-1888. Commis¬ sioners : Henry Barnard, 1867-1870; John Eaton, 1870-1886; Nathaniel H. R. Dawson, 1886-1889. (Misc. pub. — .) 313. Technical education and industrial drawing. By Prof. Walter Smith. Delivered before the Dept, of Superintendence of Nat. Ed. Assoc., 1879. pp. 24. (Misc. pub. 1879.) 314. National schools of science, report on, by D. C. Gilman, pp. 20. (Reprinted from An. Rep. of U. S. Commissioner of Education for 1871. pp. 427-444.) (Misc. pub. 1872.) 315. Colleges and collegiate institutions in the United States. Statistics, pp. 11. (1871.) 316. International Exhibition, Philadelphia, 1876. Collections to illustrate the history of colleges, universities, professional schools, and schools of science. (1875.) 317. Prospectus of report of the Commissioner of Education for 1875. p. 1. 1875. 318. Chilean International Exposition of 1875, to be held at Santiago (educational programme), pp. 9. 1875. 319. Synopsis of proposed centennial ; history of American education, 1776 to 1876. pp. 18, 1875. 320. Study of Anglo-Saxon. By F. A. March, pp. 10. (From An. Rep. 1876.) 321. Latin pronunciation. By W. G. Richardson, pp. 484-497. (From An. Rep. 1876.) 322. Pronunciation of Greek in this country. By James R. Boise, pp. 430-483. (From An. Rep. 1876.) 323. Education at the Paris Exposition, 1879. pp. 9. (From Circ. inf. 2, 1879.) 324. Sale of diplomas, pp. 4. 1880. 325. Report on education in Alaska, with maps and illustrations. By Sheldon Jackson, pp. 89. 1886. 326. Bureau of Education. Ohio Yalley and Central States Centennial Exposition, July 4 to October 28, 1888. Exhibit of the Bureau. Compiled by John W. Holcombe. (Folding sheet.) pp. 8. 16°. 327. Annual statement of the Commissioner of Education to the Secretary of the Interior; being introductory chapter of the An. Rep. 1888-89. By N. H. R. Dawson, pp. 28. 329. Report of the Commissioner of Education to the Secretary of the Interior, 1887. pp. 26. 1887. CHAPTER XLYIII. SCIENTIFIC TEMPERANCE INSTRUCTION IN THE PUBLIC SCHOOLS. [Communicated by Albert H. Plumb to the Boston Transcript, May 2, 1896.] The spring meeting of the New England Conference of Educational Workers in Boston on the 25th instant drew together quite a number of prominent teachers and experts in the science of pedagogy. Superintendent Seaver gave fitting introduction to the speakers. His honor the mayor made an interesting and encouraging address on the way to secure improved sanitation in our schools. Much useful information was imparted by Dr. Durgin, of the hoard of health, and Dr. Hartwell, who has charge of physical culture in the city schools, and by other speakers. One of these, however, laid down a principle which is violently at war with the enlightened policy and efficient practice of our honored school authorities in this State and through the country. It was a principle which, if carried out according to the obvious intention of the speaker, would sweep away at once the greater part of the scientific temper¬ ance instruction now required by law in forty-one States, and in all schools under national control, as at Annapolis and at West Point. The falsity of this principle was at once exposed by a few words from Mrs. Mary H. Hunt, herself an educational authority, and, more than any other person living, personally in touch with educa¬ tional and legislative authorities on this subject. As there was no time, however, for any adequate discussion of the topic, it seems desirable that so vicious a principle be held up more definitely to the public view. It was indeed well said, by the speaker referred to, that the moral attitude of the scholar in regard to conduct is the strong factor in securing right living; that the effort should be to raise the child to the plane where he chooses what is right; though it would have been more accurate to say, the moral attitude is the chief con¬ stituent of right living, for the moral attitude includes the choice of the right which is the effect, and not the cause concerning which we are inquiring. And to induce a pupil to take the right moral attitude, to choose the right, is a matter of exceeding difficulty and of indefinite progress — a progress which it is hard to mark. It depends largely on the personal character and influence of the feacher. It is not a matter which can be definitely ordered and supervised by the school authorities, and how far in each case the moral attitude of the pupil has yielded to the teacher’s moral exhortation is uncertain. This is not the case in the work of imparting information. The school authorities can order that the teacher impart to the scholar certain definite scientific knowledge— truths and facts — and the teacher can so obey this order as to be sure that the pupil has a clear and thorough apprehension of them. They are his permanent possession thenceforth, and an active force necessarily and always in influencing his life. He may resist that influence. As the speaker inti¬ mated, information concerning the evil effects of intoxicants may lead boys to try the experiment of using liquor, to see the effects, and therefore he would draw the foolish inference that such information should be withheld. “ Where ignorance is bliss it is folly to be wise” is a good motto indeed as to the experimental knowledge of vice, but not at all as to the scientific and theoretic knowledge of it. 1829 1830 EDUCATION REPORT, 1894-95. So that when the speaker inquires: “Does information guard against wrong con¬ duct?” and in reply lays down the proposition that information is not a strong fac¬ tor in promoting right living, he plants himself squarely in opposition to the great principles on which the educators and moralists of the land have established what is known and lauded the world over as the “American educational system of prevention of intemperance,” viz, the early instruction by law of all pupils in the public schools upon the nature and effects of alcoholic drinks. There are three manifest reasons why his position is untenable: (1) It is opposed to the eternal law that truth has an inherent, impelling force. The moral nature of man has been so constituted by the God of truth that it is impos¬ sible to lodge in the human apprehension any proposition, any truth or fact, having any bearing on conduct — and nearly all truth, even philosophical and mathematical truth, has such a bearing, direct or indirect, near or remote — without more or less awakening of the sensibilities in regard to that moral bearing, more or less impulse upon the will toward the choice of the right. (2) Authority as well as reason is against the position that information is not a strong factor in promoting right conduct. Indeed, the Great Teacher himself is explicitly against this position. “Sanctify them through Thy truth; Thy word is truth.” And this affirmation is not limited to religious truth. There are a thousand declarations in God’s word which are of the nature of philosophical propositions, or statements of historic fact, or of prudential maxims for worldly success, yet they may have an elevating power, e. g. : “ The entrance of Thy words giveth light.” “My people are destroyed for lack of knowledge.” “He that ruleth his spirit is better than ho that taketh a city.” “The truth shall make you free.” And upon the spe¬ cific matter under consideration multitudes of educational experts have united in securing the legally enforced instruction precisely because of its moral preventive force. Who is higher authority than Dr. William T. Harris, United States Commis¬ sioner of Education? And his opinion was not long ago given in the Pall Mall Gazette, London, in these words: “Instruction in what is called scientific temperance, conducted as it is under the laws of nearly all the States in the public elementary schools, furnishes a permanent and active means for the dissemination of correct views regarding the effect of intoxi¬ cating drinks upon the human body. All pupils will have their attention called to the subject every year, and intelligent pupils will understand with some degree of clearness the results of scientific investigation in this matter. Even the dull pupils who fail to seize the scientific points will carry away an impression in their minds that intoxicating drinks are very dangerous and should not be used even in moder¬ ate quantities. * * * Such instruction, too, is sure to furnish the greater portion of the intelligent pupils in schools with a correct scientific notion with regard to the investigations which have furnished the evidence for these conclusions. “The utter destruction to the body and mind which comes from habitual intem¬ perance, and the danger of moderate drinking in arousing an abnormal appetite for intoxicating liquors, will certainly be seen and understood by the great mass of pupils that attend the public schools. For this reason I do not see how anyone can question the great general usefulness of this scientific temperance instruction, estab¬ lished by law in most of the States of this nation. It may be said that this move¬ ment is the most effective one ever devised by the friends of temperance to abate a great evil, perhaps the greatest evil abroad in the land.” (3) Experience joins with reason and authority in condemning this depreciation of the moral effect of early acquaintance with scientific truth. In a number of States the laws requiring this instruction have been in force ten or fifteen years, and there is already a marked superiority in the morality of pupils coming from such teaching to enter collegiate and professional schools, according to the testimony of the faculties of such institutions. Young men havo learned why every indulgence in dissipation is calculated to block their path to success, and they are less convivial TEMPERANCE INSTRUCTION IN PUBLIC SCHOOLS. 1831 in their habits than those coming in former years. Even children now know too much to he caught by the cheap fallacies of tipplers. Take one instance from many. A millionaire brewer, a senator in another State, said to Mrs. Hunt, “ I shall vote for your bill. I have sold out my brewery and am clean from the whole business. Let mo tell you what occurred at my table. A guest was taken dangerously ill at dinner — insensible — and there was a call for brandy to restore him. My little boy at once exclaimed, ‘No, that is just what he don't need. It will paralyze the nerves and muscles of the blood vessels so they will not send back the blood to the heart/ When the liquor was poured out to give the man, the lad insisted on pushing it back. ‘You will kill him ; he has too much blood in his head already.’” “How did you know all that?” his father afterwards asked. “Why, it is in my physiology at school.” It seems the text-books, prepared by such men as Prof. H. Newell Martin, F. R. S., of Johns Hopkins University, had succeeded in giving the lad some definite information which was proving useful. “Senator,” said Mrs. Hunt, “are you sorry your boy learned that at school?” “ Madam,” the man replied, raising his hand, “I would not take $5,000 for the assurance this gives me that my boy will never be a drunkard.” Information not a strong factor in controlling conduct? This kind of information is proving so strong a factor that the liquor dealers are alarmed and are combiniug in efforts to stop our schools from thus injuring their trade — an injury of which Eng¬ lish owners of American brewery stock are complaining; and there are certain punctilious doctrinaires in science who appear more strenuous to preserve a certain theoretical precision in the order of succession of topics in the processes of instruc¬ tion who seem more solicitous to spare the feelings and protect the self-indulgent tippling habits of the luxurious classes than to save the youth of the country from ruin by drink, who are combining with the brewers in endeavors, in different States just now, to repeal or embarrass and neutralize the enforcement of the temperance instruction laws. The agents of the brewers in various States are repeating over and over these same hostile arguments which were heard here at the meeting on Saturday last, alleging the inefficacy of such instruction, as if they desired its efficacy, and claiming that it is impossible for the young before they reach college — or certainly previous to enter¬ ing the high school — to attain any scientific knowledge on these subjects, a rule which would deny to 95 per cent of our school children, who never reach the high school, all definite scientific instruction on these topics, limiting them to occasional moral exhortations by their teachers. It is contended that it is out of the due order to touch on these subjects until a pupil has thoroughly mastered the science of chemistry and the philosophy of nutri¬ tion. What if it is? What valuable interests will suffer if, on account of a great and appalling moral exigency, these all-important practical themes are taken up in advance, since they must be taken up then in 95 per cent of the cases, if attended to at all? At any rate, the people of this country, the parents of our school children, have decided that they shall bo thus taken up, because they are determined to use every possible endeavor to protect their children from the awful dangers of intoxi¬ cating drinks. And how utterly wrongheaded, and cold-hearted, too, it is for teachers, who are the servants of the people, or for anyone else, to interfere with this great philanthropic movement, which has cost untold sacrifices of time and toil to establish, and on which the future welfare of the nation largely depends! Doubtless the bulk of our school teachers are not yet equal to our most learned physicians in their physiological attainments, but to despise, therefore, and to decry as unsound, misleading, and morally worthless such instruction as they are able to give on these subjects, is to show recklessness in regard to facts, and indifference in regard to the evils which correct teaching is calculated to prevent, for those evils are so dire and threatening that all wise minds must resolve to use, instantly and incessantly, such preventive means ns we have, rather than to postpone all effort to 1832 EDUCATION REPORT, 1894-95. that indefinite future when means sufficiently perfect to satisfy these extremists shall he provided. Meanwhile it is encouraging to know that the trustees of the noAv American University at Washington have already taken measures, in response to the request of friends of this instruction, to establish there a College of Scientific Temperance, not as a propaganda, but for original research, and for the training of the “teachers of teachers” on these themes, which the perils of national life in Europe and America are pressing to the front. The unworthy methods which nearly everywhere mark the opposition to this tem¬ perance instruction deserve strong rebuke. Have the distinguished authors of the temperance text-books — some of them known and honored as scientific authorities on two hemispheres — told lies in their books? If so, why does not someone point out the lies? If not, then reputable men should have done with the continual and contemptible insinuation that our children are learning in school what they will have to unlearn in life. The misrepresentations made in the progress of the recent great contest in New York have been shameful, but all in vain, for by overwhelming majorities last week the house and senate passed the improved law, demanded by the representatives of over 1,000,000 members of churches and other philanthropic bodies in the State. Certainly the victories which are continually attending this hard-pressed conflict are so remarkable as to warrant a reverent conviction that the especial favor of Providence is attending a movement which, in its inception and prosecution, has been largely imbued with a spirit of prayer, which is purely philanthropic, which is accordant with true wisdom and scientific truth, and which, in its wide extent and confessed potency for good, is by far the most promising of all present measures for the prevention of vice. TEMPERANCE INSTRUCTION IN PUBLIC SCHOOLS. 1833 TEMPERANCE EDDCATION MAP OF THE UNITED STATES AND TERRITORIES. [ Furnished to the Bureau by the Department of Scientific Temperance Instruction of the W. C. T. U., Mrs. Mary H. Hunt, superintendent. Utah was under the national temperance law until it became a State ; since then no advice has been received regarding the enactment of a temperance education law.] States in white have a temperance education law. Those in black have none. EXPLANATION OF MARKS. X The cross signifies that scientific temperance is a mandatory study in public schools. * The star signifies that this is a mandatory study, and that a penalty is attached to the enforcing clause of this statute in the State or Territory to which it is affixed. t The dagger signifies that the study is not only mandatory, hut is required of all pupils in all. schools. I The double dagger signifies that the study is required of all pupils in all schools, and is to he pur¬ sued with text-hooks in the hands of pupils able to read. II The parallel indicates that the study is to he taught in the same manner and as thoroughly as other required branches. § The section mark indicates that text-books on this topic used in primary and intermediate schools must give one-fourth or one-fifth their space to temperance matter, and those used in high schools not less than twenty pages. H The paragraph indicates that no teacher who has not passed a satisfactory examination in this subject is granted a certificate or authorized to teach. - ■ Three lines indicate that text-books on this topic shall give full and adequate space to th© temperance matter. ED 95 - 58* PART III STATISTICAL TABLES. STATISTICS OF CITY SCHOOLS. 1837 I.— CITY SCHOOL SYSTEMS. Table 1. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants. School popu¬ lation. Ph 03 -r-! kO City. Total population ; (estimated). School-census age. Children of school- census age. Pupils in private ; rochial schools ( estimated) . Male. Female. Total. .s-s a ® 11 © 3 w>9 u ^ £.S Aggregate days ; ance of pupils in day schools. 1 o 3 4 5 & 7 8 9 1© ALABAMA. 1 Birmingham . 40, 000 7-21 8, 849 600 1,489 1, 854 3, 343 2, 602 411, 116 2 Huntsville . 9, 000 7-21 1,884 300 354 390 744 584 93, 440 3 * 3, 646 2, 994 565, 866 4 Montgomery . 24, 000 7-21 5, 480 500 880 1,139 2, 019 al, 500 a 244, 500 5 10, 000 6 21 2, 900 200 1, 103 882 141, 120 ARKANSAS. 6 Fort Smith . 17, 000 6-21 3, 513 450 1,093 1, 117 2, 210 1, 600 280, 000 7 Hot Springs . . . 15, 000 6-21 3,108 150 1, 076 1, 231 2, 307 1, 500 267, 000 8 Little Bock . 35, 000 6-21 10, 026 850 2, 251 2, 716 4, 967 3, 517 622, 509 9 Pine Bluff . 15, 000 200 966 1, 017 1, 983 1, 103 189, 716 CALIFORNIA. 10 Alameda . 14, 700 5-17 3, 330 191 1,436 1, 374 2, 810 2, 058 373, 919 11 Berkeley . . . 11, 000 5-17 2, 501 250 963 1, 121 2, 084 1, 791 349, 245 12 Eureka . 8, 000 5-17 1, 771 56 723 768 1, 491 1, 204 234, 875 13 Fresno . 5-17 7 425 106 894 864 1, 758 1, 160 214, 600 14 Los Angeles . 80, 000 5-17 16,’ 956 990 6, 887 7, 133 14, 020 10, 227 1, 67lj 485 15 Oakland . 56, 000 5-17 13, 391 1,882 5, 740 5,296 11,036 7, 771 1, 577, 608 16 Pasadena . 12, 000 5-17 2, 413 189 953 996 1,949 1, 480 253, 029 17 Sacramento . 30, 000 5-17 5, 168 551 2, 176 2, 192 4, 368 3,115 582, 505 18 San Bernardino * ... 9, 000 5-17 1, 694 93 757 732 1, 489 1, 114 190, 494 19 San Diego . 20, 000 5-17 3, 348 200 1,489 1, 567 3, 056 2, 273 427, 324 20 San Francisco . 300, 000 5-17 70, 006 16, 000 44, 822 32, 974 6, 594, 800 21 San Jose . - - 18, 060 5-17 4, 998 2, 048 2, 060 4, 108 3, 019 597, 677 22 Santa Cruz . 8, 000 5-17 1, 991 116 821 837 1, 658 1, 196 227, 305 23 Stockton . 21, 000 5-17 3, 559 460 1, 336 1,506 2, 842 2, 179 414, 111 COLORADO 24 Colorado Springs . . . 16, 000 6-21 2, 894 40 1, 290 1, 376 2, 666 1,872 355, 718 Denver : 25 District Ho. 1.. . ) (6-21 13, 309 5,828 6-, 058 11, 886 8, 035 1, 454, 335 26 District Ho. 2.. . } 135, 000 {6-21 7, 561 150 2, 648 2, 817 5, 465 3,866 704, 772 27 District Ho. 17.. J (.6-21 4, 844 200 1, 858 1, 868 3,726 2, 591 492, 322 28 Leadville . . . 12, 000 6-21 2,493 500 698 735 1,433 1, 020 178, 500 Pueblo : 29 District Ho. 1.. . l on nnn /6-21 3,486 *100 968 956 1, 924 1, 293 241, 791 30 District Ho. 20. . > oU, UUU \6-21 3,707 300 1, 012 1, 055 2, 067 1, 151 249, 180 31 Trinidad . 8, 000 6-21 1,435 175 599 662 1,261 844 156, 910 CONNECTICUT. 32 Ansonia * . 4-16 2, 445 75 2, 190 1, 732 346, 400 33 Bridgeport . 56, 073 4-16 13, 080 1,000 4, 378 4, 470 8,848 7,008 1, 299, 984 34 Bristol* . 9, 000 4-16 1, 800 0 875 825 1, 700 1, 300 253, 500 35 Danbury . 20, 000 4-16 4, 396 800 3, 076 2, 272 443, 157 36 Hartford . 62, 000 4-16 12, 175 *3, 345 9, 546 6, 554 1, 284, 545 37 Manchester . 8, 000 4-16 1,983 5 963 862 1,825 1, 461 271, 744 38 Meriden . 26, 000 4-16 6, 094 1,500 2, 386 2, 346 4, 732 3,088 599, 072 39 Middletown . 10, 000 4-16 1, 722 450 1, 255 964 178, 340 40 Hew Britain . 23, 000 4-16 4, 819 1, 350 3. 385 2, 401 451, 338 41 Hew Haven . 90, 000 8-14 19, 787 1, 918 16, 064 12, 700 2, 540, oeo 42 Hew London . 15, 000 5-16 2, 571 440 1, 101 1, 087 2,188 1, 524 294, 132 43 Horwalk . . 20, 000 4-16 4, 013 632 1,549 1, 520 3,069 2, 126 425, 100 44 Horwich* . 4-16 1, 548 194 1,208 866 173, 200 45 Bockville . 10, 000 4-16 2, 000 1 317 Different pupils en¬ rolled in public day- schools. Statistics of 1893-94. a Estimated. 1838 EDUCATION REPORT, 1894-95. Table 1. — Statistics of population and school enrollment, etc. — Continued, City. Total population in 1894 (estimated). School popu¬ lation. Pupils in private and pa¬ rochial schools (largely estimated) . Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Aggregate days attend¬ ance of pupils in public day schools. School- census age. Children of school- census age. Male. Female. Total. i 3 3 4 5 6 7 8 9 IO CONNECTICUT— cont’d. 4G 18, 000 4 16 3, 975 *601 *2, 895 *1, 884 *371, 148 47 4 16 9, 012 1, 500 6, 130 4, 280 829, 620 48 8, 000 4 16 1, 974 230 927 777 149, 961 DELAWARE. 49 6 21 10, 857 9, 764 7, 318 1, 434, 328 DISTRICT OF COLUM- 1 BIA. TV ashington : 50 Eirst to sixth. 4, 895 29, 078 21, 867 4, 023, 528 51 Seventh, and eighth divi- 6-17 500 5, 322 7, 147 12, 479 9, 482 1, 723, 885 FLORIDA. 52 J aeksonville . 6-21 9. 497 1, 000 2, 533 2, 681 5, 214 3, 349 334, 900 53 Key West . 18,000 6-21 5; 385 1,500 917 965 1, 882 1, 144 185, 328 54 Pensacola . 15, 000 6-21 3, 386 800 888 987 1, 875 cl, 200 c 181, 200 55 Tampa . 15, 000 6-21 3,000 500 743 450 1, 193 878 131, 700 GEORGIA. 56 Americus . 8, 000 6-18 1, 920 50 571 723 1, 294 917 166, 894 57 Athens . . 12, 000 6-18 2, 800 150 763 807 1, 570 988 174, 262 58 Atlanta . 100, 000 6-18 16, 338 5,489 6, 334 11, 823 9,411 1, 882, 200 59 Augusta . 45, 0C0 6-18 12, 371 2, 500 2,300 2, 750 5, 050 3, 750 607, 500 GO Bruns wi; k . 8, 000 6-18 2, 140 200 562 642 1, 204 724 123, 012 G1 Columbus . . 18, 100 6-18 4, 315 574 1,077 1, 287 2, 364 cl, 560 c274, 560 62 Macon . 25, 432 6-18 8, 841 650 2, 103 2, 328 4, 431 3, 938 721,828 G3 Pome ..... _ ... . 8, 000 6-18 250 575 720 1, 295 1, 000 183, 000 64 Savannah . 60, 000 6-18 11, 169 1,200 3, 593 3,731 7,324 5, 858 913,848 ILLINOIS. 65 Alton . 12, 000 6-21 150 900 876 1, 776 1,297 243, 836 Aurora : 66 District No. 4, West* . 7, 000 6-21 1, 528 0 582 713 1,295 922 173, 336 67 District No. 5, East* . 17,000 6-21 4, 954 701 1, 286 1,419 2, 705 1, 963 376, 980 68 Belleville . 18, 048 6-21 5, 783 1,105 1, 410 1, 330 2, 740 2, 414 486, 336 69 Bloomington . 25, 000 6-21 7, 318 500 1, 639 1, 923 3, 562 2, 800 495, 600 70 Cairo . 14,500 6-21 3, 866 411 944 1, 075 2, 019 1,588 287, 363 71 Canton • 8,000 6-21 0 821 841 1, 662 1, 201 210. 175 72 Champaign . 9,000 1 6-21 2, 912 75 699 718 1,417 1,001 183, 315 73 Chicago . 1. 567, 727 6-21 40S’ 066 78, 171 99,910 101, 470 201, 380 154, 216 29,917, 904 74 Danville . 18,000 2-21 3, 852 200 1,361 1,374 2, 735 2, 165 431, 885 75 Decatur . 25, 000 6-21 6, 081 500 1, 974 2, 014 3, 988 3,159 587, 574 East St. Louis : 76 District No. 1... 'j 56-21 1, 132 58 236 231 467 307 59, 932 77 District No. 2, T. 2.N., It. 10W.. > 25,000 <6-21 3,951 719 1,211 1,189 2, 400 1, 697 330, 847 78 District No. 2,T. 2 N.j It. 9 W. . . J [6-21 1, 000 150 90 240 207 41, 462 79 Elgin . . . 19, 883 6-21 5, 148 800 1, 738 1, 822 3, 560 2, 884 549, 784 Evanston : 80 District No. 1. .. 'j 16-21 2, 772 *200 800 766 1, 566 1, 207 235, 436 81 North Evanston, l in nr\r\ J No. 3 . > JLU, uuu , j 6—21 367 20 115 147 262 192 36, 369 82 South Evanston . J [6-21 1,363 250 380 ' 380 760 644 119, 820 83 Freeport . 14,000 6-21 3, 332 550 1, 002 1,072 2, 074 1, 644 320, 580 84 Galesburg . 20,000 1 500 1,417 1,499 2, 916 2, 313 404, 775 * Statistics of 1893-94. a White pupils principally. b Colored pupils only. c Estimated. STATISTICS OF CITY SCHOOLS, 1839 Table 1. — Statistics of population and school enrollment , etc. — Continued. City. Total population in 1894 (estimated). School popu¬ lation. Pupils in private and pa¬ rochial schools (largely estimated ) . Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Aggregate days attend¬ ance of pupils in public day schools. School-census age. Children of school- census age. 35, 500 3, 260, 027 eighth divisions?) 38 248 286 9 4 13 182 13 24 !J FLORIDA. 52 Jacksonville . 32 107 139 1 0 1 100 8 82 5, 500 76, 735 53 6 26 32 162 8 10 25, 242 54 Pensacola . 5 27 32 1 0 1 151 10 9 2, 000 *43, 250 4 21 25 1 0 1 c 150 7 j 1, 050 18, 000 GEORGIA. 56 Americus . 4 26 30 1 2 182 2 1, 200 30, 000 57 Athens . 5 25 30 1 0 1 172 10 6 1, 400 25, 000 58 Atlanta . 13 186 199 9 16 25 200 12 23 9,733 462, 780 59 Augusta . 10 92 102 2 2 4 162 13 10 4. 600 125, 000 60 Brunswick . 3 18 21 1 0 1 170 11 3 1 1,500 50, 000 61 Columbus . 10 48 58 1 0 1 176 10 8 2, 322 120, 000 62 Macon . 6 93 99 1 2 3 181 10 16 4, 683 160, 500 63 Rome . . . . 24 1 0 1 183 5 1, 250 25, 000 64 Savannah . 73 40 113 10 12 180 10 9 7, 500 400, 000 1 ILLINOIS. 65 Alton . 3 27 30 1 1 2 188 12 5 1, 335 85, 000 Aurora : 66 Dist. No. 4, west*. ] 2 3 188 12 3 1, 100 80, 000 67 Dist. No. 5, east*. 2 46 48 1 4 5 192 12 8 2, 400 200, 000 68 Belleville . 14 46 60 2 0 2 200 11 7 3, 140 155, 200 69 Bloomington . 5 68 73 2 6 8 177 12 11 3, 500 221, 000 70 Cairo . 3 37 40 1 1 2 181 12 9 1,842 118, 023 71 Canton . 1 33 34 2 1 3 175 11 8 1, 708 110, 000 72 Champaign _ _ _ 6 22 28 2 0 2 183 5 1, 252 74, 500 73 Chicago . 167 3, 896 4,063 134 127 261 194 12 d281 186, 845 15, 570, 000 74 Danville . 10 44 54 1 1 2 189 12 7 2, 800 165, 000 75 Decatur . 12 61 73 2 1 3 186 11 10 3, 600 230, 000 East St. Louis : 76 District No. 1 . 1 8 9 1 0 1 195 8 2 400 32, 250 77 District No. 2, T. 2 N.,R. 10 W . 7 39 46 4 0 4 197 12 4 2, 073 225, 800 78 DistrictNo. 2,T. 2 N., R.9 W . 1 6 7 1 0 1 202 12 1 300 18, 000 79 Elgin . 1 87 88 1 3 4 186 12 13 3,710 320, 000 Evanston : 80 DistrictNo. 1 . 0 39 39 1 0 1 195 8 5 1, 400 200, 000 81 North Evanston, No. 3 . 1 6 7 1 0 1 189 8 1 270 20, 000 82 South Evanston . . 0 19 19 1 0 1 186 8 2 650 120. 000 83 Ereeport . 1 42 43 1 1 2 195 12 8 1, 850 135, 000 84 Galesburg . 0 58 58 3 1 4 175 11 8 2, 600 225, 000 85 J ackson ville . 1 51 52 1 0 1 177 12 7 2, 300 135, 000 86 Joliet . . . 9 83 92 3 2 5 185 12 16 4, 600 326, 000 87 Kankakee . 3 34 37 1 0 1 176 12 6 1, 800 1 120, 000 88 Mattoon . 1 33 34 1 0 1 181 12 7 1,731 82, 500 89 Moline . . . 5 52 57 2 6 8 175 12 8 3, 052 250, 000 90 Ottawa . 2 36 38 1 0 1 190 8 7 1,750 56, 000 Statistics of 1893-94. a White pupils generally. b Colored, pupils only. c Two schools were in session only 114 days. d Not including 271 rented rooms. 18 rj 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 SO EDUCATION REPORT, 1894-95. 'able 2. — Statistics of teachers , supervising officers, school term , etc. City. Number of reg¬ ular teachers. Number of su¬ pervising of¬ ficers. Number of days the public schools were actually in session during the year. 1 Number of years’ instruc¬ tion contemplated by ! the full course of study. Number of buildings used for school purposes. Male. Female. Total. Male. Female. r3 o H 1 2 3 4 5 G 7 S 9 1© Illinois — continued. Pekin . . 4 30 34 1 0 1 180 12 5 Peoria . 7 156 163 11 7 18 196 12 15 Ouincy . 3 79 82 4 2 6 196 12 12 liockford . 6 109 115 1 1 2 189 12 16 llock Island . 3 59 62 2 2 4 176 13 7 Springfield . 12 87 ! 99 1 1 2 182 12 12 Sterling . 0 18 18 1 0 1 188 12 2 INDIANA. Anderson . 9 44 53 1 2 3 180 12 7 Brazil . . 7 17 24 1 0 1 178 11 5 Columbus . 7 25 32 1 1 2 176 12 6 3 30 33 1 2 3 176 4 Elkhart . 6 48 54 1 1 2 180 12 9 Evansville . 16 160 176 8 8 16 194 12 18 Port Wayne . 5 113 118 1 8 9 192 12 16 Frankfort . 6 30 36 6 0 6 178 12 5 Goshen * . 3 28 31 1 1 2 180 12 5 Hammond . 2 28 30 1 1 2 198 12 5 Huntington . 6 34 40 1 2 3 193 11 5 Indianapolis . 46 390 436 5 10 15 185 12 40 J efferson ville . 2 0 2 180 12 5 Xokomo . 12 32 44 2 0 2 176 12 8 Lafayette . 5 52 57 6 2 8 185 12 9 Laporte . 6 34 40 3 1 4 190 14 6 Logansport . . 10 45 55 1 1 2 178 12 8 Madison.- . . 190 11 7 Marion . . 9 51 60 1 0 1 175 12 11 Michigan City . 2 29 31 2 1 3 190 12 6 Muncie * . 6 52 58 1 0 1 a 160 12 10 Kew Albany . 12 62 74 1 0 1 180 12 13 Richmond . 5 63 68 3 1 4 180 12 8 Shelbyville . 4 25 29 1 2 3 175 12 4 South Bend . 5 76 81 1 0 1 176 12 10 Terre Haute . 20 126 146 1 1 2 191 12 18 Vincennes . 2 28 30 1 1 2 196 12 5 Wabash . .. 0 32 32 1 1 2 186 5 Washington . 8 19 27 5 0 5 170 4 IOWA. Boone . 2 40 42 2 0 2 180 12 6 Burlington . 4 79 83 10 6 16 196 12 12 Cedar Rapids . 1 102 103 1 1 2 180 12 16 Clinton . 3 86 89 1 4 5 185 13 14 Council Bluffs . 4 104 108 1 7 8 190 12 20 Cre3ton . 4 30 34 1 0 1 177 12 8 Davenport . 5 105 110 11 3 14 191 12 Des Moines : North Side . 0 33 33 1 2 3 178 12 4 East Side . 1 81 82 1 1 2 177 13 10 West Side . . 4 104 108 5 8 13 177 13 12 Dubuque . 4 105 109 3 0 3 190 12 14 Fort Madison . 4 25 29 1 0 1 170 12 6 Iowa City . 4 36 40 1 2 3 183 12 8 Heokuk . 6 50 56 1 0 1 178 12 9 Marshalltown . 3 53 56 2 2 4 177 12 7 Muscatine . . 3 49 52 2 0 2 181 12 8 Oskaloosa . 6 35 41 1 1 2 177 12 5 Ottumwa . 2 78 80 2 1 3 182 12 9 Sioux City . 2 139 141 3 9 12 174 12§ 28 Waterloo : East Side . 2 27 29 2 0 2 *180 13 4 West Side . 3 17 20 1 o 1 1 176 12 2 a 20 days lost on account of sma Statistics of 1893-94. STATISTICS OF CITY SCHOOLS, 1851 Table 2. — Statistics of teachers, supervising officers, school term, etc. — Continued. 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 City. 1 KANSAS. Arkansas City . Atchison . Emporia . Eort Scott . Hutchinson . Kansas City . Lawrence . Leavenworth . Ottawa . . Parsons . . Pittsburg... . Topeka . . Wichita . KENTUCKY. Bowling Green . Covington . Frankfort : White schools.... Colored schools... Henderson . Hopkinsville . Lexington* . Louisville . Maysville* . Newport . Owensboro . Paducah . LOUISIANA. New Orleans . MAINE. A uburn _ _ _ Augusta* .... ! Bangor . I Bath . Biddeford .... Calais . . Lewiston*.... | Portland . Rockland . MAE YL AND. Baltimore . Frederick _ _ Hagerstown _ MASSACHUSETTS . Adams . Amesbury . Attleboro . Beverly . Boston . Brockton . Brookline . Cambridge* . Number of reg¬ ular teachers. Number of su- . pervising of¬ ficers. Number of days thepublic schools were actually in session during the year. Number of years’ instruc¬ tion contemplated by the full course of study. i 1 ® s .2 ° o o o S3 jr o ft !►> C GO CC ^ tuo c^o £ 02 ® ^ 3 o® ft Value of all public prop¬ erty used for school pur¬ poses. Male. Female. Total. Male. Female. Total. 3 3 4 5 G 7 8 9 to _ ii 12 i 34 35 a 4 6 156 6 1, 800 $175, 000 4 38 42 1 0 1 176 12 8 2,382 * 166, 000 5 36 41 2 0 2 178 11 10 1, 850 120, 300 7 40 47 i 0 1 160 12 11 2,389 110, 000 5 37 42 4 4 8 176 7 2, 200 120, 000 20 114 134 177 12 23 5, 584 300, 000 5 38 43 1 1 2 176 11 9 2, 100 * 145, 000 3 54 57 2 2 4 174 12 8 2, 675 91, 550 4 26 30 1 1 2 176 11 5 1,460 65, 000 3 28 31 1 0 1 160 12 5 1, 534 168, 000 6 26 32 1 0 1 157 12 5 1,624 * 90, 000 20 96 116 1 0 1 175 12 20 6, 380 425, 000 8 86 94 2 1 3 172 13 17 • 4, 800 247, 850 4 21 25 1 0 1 188 8 3 1, 224 8 99 107 2 2 4 180 12 6 3,927 205, 840 2 19 21 1 0 0 0 1 0 ol6i 164 11 12 1 800 560 L } 50, CCO *6 *25 *31 192 * 6 90, 000 0 16 16 1 0 1 198 11 2 679 26, 000 71 1 2 3 10 8 35 484 519 16 18 34 1 204 13§ 44 28, 731 1, 242, 283 7 20 27 I 100 8 50, 000 2 69 71 1 1 2 200 12 8 3,690 300, 000 3 36 39 1 0 1 182 12 5 2,200 100, 000 10 32 42 8 0 8 191 11 7 2, 100 . 120, 000 19 541 560 6 57 63 1 3 180 13 32 * 2, 200 100, 000 4 24 28 25 125, 000 2 101 103 2 5 7 170 13 38 4, 000 200, 000 3 40 43 1 0 1 175 13 15 2, 200 100, 000 7 40 47 1 0 1 176 14 22 2,117 160, 000 4 26 30 1 0 1 175 15 14 1,350 40, 000 4 72 76 4 1 5 172 14 24 3,380 275, 000 8 138 146 5 2 7 185 13 18 6, 351 330, 000 2 37 39 2 1 3 163 13 10 1,500 67, 482 134 1, 417 1, 551 4 2 6 201 13, 12 124 70,100 2, 531, 158 5 17 22 1 0 1 147 10 5 1, 200 25, 500 8 32 40 1 0 1 151 10 7 2, 010 58, 000 5 35 40 1 1 2 rieo-\ \ 195/ 13 8 2, 000 100, 000 2 30 32 0 0 0 12 * 17 *1, 278 80, 000 2 28 40 187 12 15 L 500 2 47 49 3 0 3 196 10 2, 300 250. 000 178 1, 290 1,468 20 6 26 200 16 201 73, 333 10, 400, 000 11 115 126 4 1 5 200 13 30 8 89 97 5 9 14 190 13 14 571,163 19 278 297 3 4 7 243 14 38 | 784,100 * Statistics of 1893-94. a. The schools were closed 34 days on account of the prevalence of diphtheria. 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 EDUCATION REPORT, 1894-95. fABLE 2. — Statistics of teachers, supervising officers, school term, etc. City. Number of reg¬ ular teachers. Number of su¬ pervising of¬ ficers. Num her of days the public schools were actually in session during the year. Number of years’ instruc¬ tion contemplated by the full course of study. Number of buildings used for school purposes. Male. Female. Total. | Male. Female. Total. 1 2 3 4 5 6 7 1 8 9 io MASSACHUSETTS— COn. Chelsea . 8 94 102 2 0 2 200 13 11 2 37 39 I . Clinton . 3 39 42 1 0 1 191 13 12 Everett . 9 70 79 2 2 4 190 13 10 Fall Elver . 16 283 299 1 2 2 4 196 13 46 Fitchburg . 11 99 110 2 1 3 165 13 23 3 43 46 Gardner . 2 39 41 2 1 3 185 13 12 Gloucester . 5 110 115 4 2 6 194 13 22 Haverhill . 3 103 106 3 3 6 195 13 30 Holyoke . 13 117 130 4 2 6 188 13 17 Hydepark . 10 43 53 0 0 0 190 12 6 Lawrence . 10 169 179 2 6 8 191 13 24 Lowell . 13 210 223 5 7 12 193 b 13 48 Lynn . 15 204 219 2 2 4 193 13 44 Malden . 8 118 126 2 1 3 187 13 16 Marlboro . 2 70 72 1 2 3 174 13 8 Medford . 11 50 61 1 0 1 181 13 15 Melrose . 3 49 52 3 1 4 194 12 13 Milford . 2 39 41 1 2 3 c 172 13 16 Natick . 4 41 45 1 2 3 i 190 13 12 New Bedford . 4 150 154 5 2 7 1 194 14* 23 Newburyport . 4 28 32 1 0 1 200 13 14 Newton . 17 114 131 2 0 2 200 13 24 North Adams . 2 59 61 2 4 6 182 13 12 Northampton . 3 67 70 1 2 3 d 190 13 20 Peabody . 4 46 50 1 0 1 197 13 9 Pittsfield . 3 90 93 3 2 5 191 13 26 Plymouth . 5 37 42 1 0 1 192 13 30 1 Onincv . .... _ 9 82 91 2 4 6 12 10 Salem . 10 98 108 2 2 4 205 13 18 Somerville . 11 167 178 2 5 7 181 14 23 Spencer . 3 38 41 1 0 1 e 180 13 17 Springfield . 15 192 207 7 5 12 191 13 31 Taunton . 11 98 109 1 0 1 el90 13 30 W :il til a m 10 65 75 5 2 7 13 14 Westfield . 5 50 55 2 1 3 200 13 19 Weymouth . 9 46 55 2 0 2 192 13 20 Woburn . 6 56 62 1 1 2 200 13 14 Worcester . 39 388 427 1 0 1 189 14 57 MICHIGAN. Adrian . 3 32 35 1 2 3 196 12 5 Alpena . 3 31 34 1 1 2 189 12 8 Ann Arbor . 7 44 51 1 0 1 180 12 7 Battle Creek . 2 61 63 2 2 4 191 12 8 Bav City . 5 93 98 2 6 8 194 12 11 Detroit . ‘ . 13 616 629 16 39 55 196 12 65 Escanaba . 0 22 22 1 1 2 194 7 Flint . 4 50 54 1 0 1 195 12 7 Grand Haven . 3 27 30 1 0 1 196 13 7 Grand Eapids . 14 296 310 4 18 22 191 12 35 Iron Mountain . 2 31 33 2 0 2 200 12 4 Iron wood . 1 31 32 1 0 1 200 13 7 Ishpeming . 1 36 37 1 6 7 196 12 4 J ackson : District No. 1 . 5 46 51 1 2 3 189 13 8 District No. 17 - 3 35 38 1 0 1 189 12 *7 * Statistics for 1893-94. a Beal estate only. 6 Not including kindergarten. cThe liigk school was in session 194 days. d The two high schools were in session 200 days. e The high school was in session 200 days. /This is exclusive of high school, where pupils do not prepare lessons in 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 STATISTICS OF CITY SCHOOLS. 1853 able 2. — Statistics of teachers, supervising officers, school term, etc. — Continued. City. Number of reg¬ ular teachers. Number of su¬ pervising of¬ ficers. Number of days the public schools were actually in session during the year. Number of years’ instruc¬ tion contemplated by the full course of study. © tft . £ 0Q al P r-H £3 *4 oj u o c> 0J £ -S £ Total number of seats or sittings for study in all public schools. Value of all public prop¬ erty used for school pur¬ poses. Male. Female. Total. r2 1$ S Female. Total. 1 2 3 4 5 6 7 8 ■ 9 1 o 11 12 Michigan — continued. Kalamazoo . 2 80 82 1 1 2 187 1 12 9 4. oon $400, 000 Lansing . 4 63 67 2 1 3 186 12 12 2, 833 175. 000 3 40 43 4 189 100, oco Manistee _ _ .... 6 49 55 1 2 3 196 12 6 2, 364 103, 500 Marquette . 3 30 33 0 2 2 190 12 8 1,625 118, 000 Menominee* . 1 40 41 1 1 2 196 13 8 1, 938 120, 000 * 5 * ion * 105 * 4 * 1 *5 186 12 23 450, 000 Owosso . 4 30 34 1 0 1 195 12 4 1, 900 115, 000 Port Huron . 1 67 68 1 0 1 194 12 14 3,720 223, 285 Saginaw : East Side . 11 114 125 2 3 5 1 173 12 13 5, 369 338, 915 West Side . . 6 87 93 2 3 5 196 13 13 3,500 300, 000 Sault Ste. Marie . 1 25 26 1 0 1 195 12 6 900 50, COO Traverse City . 3 34 37 1 3 4 180 12 7 1,533 100, 000 West Bay City . 6 52 58 1 0 1 193 12 8 2, 254 100, 000 MINNESOTA. Tin 1 nth * . 195 16 194 28 8, 072 1, 471, 039 Faribault . 3 27 30 1 1 2 176 9 1, 400 75, 000 Mankato . *3 *29 *32 1 1 2 176 13 6 1, 926 114, 000 Minneapolis . 9 520 529 9 46 55 186 12 50 *26, 000 2, 500, 000 St. Cloud . 3 21 24 1 2 3 176 12 6 1, 350 50, 000 St. Paul . 23 439 462 17 23 40 190 a 13 43 19, 000 2, 346, 275 Stillwater . 3 42 45 2 i ! 3 176 12 7 1,600 187. 000 Winona . *4 *69 *73 1 6 7 190 12 9 3,300 400, 000 MISSISSIPPI. ■ Golnmhns . . 3 16 19 i 1 0 1 180 3 1, 340 35, 000 Jackson . 1 21 22 2 1 3 180 3 1, 200 45, 000 Meridian . 5 51 56 3 3 6 180 10 5 3,000 115, 000 Natchez . 2 26 28 3 0 3 180 8 2 950 30, 000 Vicksburg . 3 45 48 3 0 3 180 11 5 2, 500 116, 000 MISSOURI. Carthage . . 6 32 38 1 0 1 175 12 9 2, 140 110, 000 Chillicothe . 7 16 23 1 0 1 177 12 5 1, 172 50, 000 Hannibal . 5 55 60 1 0 1 177 11 9 2, 697 93, 350 Jefferson City . 5 15 20 2 o 2 178 4 1, 200 80, 000 Joplin . 8 | 47 55 1 o 1 176 11 2, 924 101, 000 Kansas City . 45 311 356 4 0 4 180 11 37 21, 000 I 1, 600, 000 Moberly . 7 7 1 *20 * 27 1 0 1 175 11 5 1, 836 70, 000 Nevada* . 4 25 29 180 2 1, 560 64, 000 St. Charles . 4 9 13 1 1 2 198 5 725 75, 000 St. Joseph . 16 165 181 1 0 1 160 12 25 7, 710 599, 000 St. Louis . 90 1,375 1, 465 75 44 119 195 14 122 59, 668 4, 239, 394 Sedalia . 4 61 65 1 1 2 180 12 13 3, 192 * 136, 000 Springfield . 6 58 64 1 1 2 160 12 11 4, 620 182, 694 MONTANA. Butte City . 11 75 86 1 o 1 167 12 14 3, 500 Great Falls . 6 21 27 1 1 2 170 6 1, 500 220, 000 Helena . 2 43 45 2 0 2 170 12 9 2, 500 432^ 574 NEBRASKA. Beatrice . . . 9 32 41 3 1 4 176 12 8 2, 000 150, 000 Fremont . 3 38 41 3 6 9 185 12 10 1, 870 134, 000 Grand Island . 5 32 37 1 2 3 178 ; 12 5 1, 722 130, 000 Hastings . 2 29 31 1 2 3 175 1 12 6 1, 500 89, 975 * Statistics for 1893-94. a The normal course is a year and a half additional. 296 297 298 299 300 301 302 303 304 305 306 397 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 EDUCATION REPORT, 1894-95. able 2. — Statistics of teachers, supervising officers, school term, etc. City. Number of reg¬ ular teachers. Number of su¬ pervising of¬ ficers. Number of days the public schools were actually in session during the year. Number cf years’ instruc¬ tion contemplated by the full course of study. O 02 . P 02 fc£° Pi P. r-\ U O ^ o S CQ r© U P „© Male. Eemale. Total. Male. 1 . - i Female. Total. I 55 3 1 _ 5 6 7 8 9 1© NEBRASKA— COnt’d. Kearney . *4 *30 *34 2 1 3 173 12 8 Lincoln . . 11 127 138 1 0 1 184 12 18 Pj 30 35 180 9 Omaha . 7 308 315 2 1 16 18 178 12 41 Plattsmouth . 2 26 28 1 1 2 180 12 9 South Omaha . 2 48 50 1 2 3 183 12 8 NEVADA. 2 18 20 204 12 4 NEW HAMPSHIRE. Concord . 2 59 61 1 0 1 170 13 14 Dover . 5 39 44 2 1 3 179 12 17 Keene (Union district) 2 27 29 1 0 1 181 8 Manchester . 11 97 108 2 2 4 175 13 24 Nashua . 3 60 63 3 1 4 171 13 18 Portsmouth . 6 43 49 1 0 1 190 13 9 NEW JERSEY. Atlantic City* . 3 48 51 3 0 3 185 12 4 Bayonne . 0 87 87 7 0 7 198 10 7 Bridgeton . 1 42 43 1 0 1 200 12 6 Camden . 8 202 210 8 6 14 215 12 19 Elizabeth . 0 86 86 5 6 11 197 13 9 Hnrrison . 7 14 21 0 0 0- 200 2 Hoboken . 147 6 0 6 210 12 7 J ersey City . 2 443 445 18 23 41 202 a 13 25 Long Branch . 5 38 43 1 1 2 191 12 9 Millville* . g 37 42 200 12 Morristown . 1 23 24 1 0 1 195 12 2 Newark . 11 475 486 27 10 37 191 1 14 49 New Brunswick* . 1 53 54 192 8 Orange . 3 54 57 4 1 5 200 14 5 Passaic . 2 54 56 1 0 1 199 11 7 Paterson . 19 251 270 18 3 21 201 13 21 Perth Amboy . 3 23 26 200 11 *3 Pliillipsburg''. . 5 35 40 1 0 ; 1 200 12 7 Plainfield . 2 50 52 2 2 4 197 13 6 Kaliway . .* 4 22 26 195 10 4 Town of Union . 3 35 38 3 i 4 209 12 2 Trenton* . 7 152 159 210 25 NEW YORK. Albany . 24 263 287 14 9 23 184 14 21 Amsterdam . 1 45 46 2 0 2 190 10 9 Auburn . . . 5 105 110 2 9 11 187 12 15 Batavia . 0 30 30 1 0 1 200 12 7 Binghamton . 8 143 151 1 3 4 196 12 16 Brooklyn . 74 2, 356 2, 430 68 150 218 202 12 127 Buffalo . 3 919 922 51 34 85 193 13 68 Cohoes . 2 63 65 1 0 1 200 12 10 Corning* . 1 27 28 1 2 3 196 12 3 Dunkirk . . 2 44 46 1 0 1 190 13 10 Edge water : District No. 1 (Tompkinsville) . 1 8 9 0 0 0 192 1 District No. 2 (Stapleton) . 1 21 22 1 0 1 192 9 7 Elmira . 0 1 119 119 8 3 11 193 12 10 * Statistics for 1893-94. a Including training scliool for STATISTICS OF CITY SCHOOLS. 1855 Table 'z. — Statistics of teachers , supervising officers, school term , etc. — Continued. City. Humber of reg¬ ular teachers. Hmnber of su¬ pervising of- iicers. 3 3 % 3 5 iiM Humber of buildings used for school purposes. Total number of seats or sittings for study in all public schools. Value of all public prop¬ erty used for school pur¬ poses. Male. Female. Total. <3 Female. c$ O EH | H umber of days tlu schools were acti session during th Humber of years’ i tion contemplat the full course of 1 3 3 4 5 6 7 8 9 1© 11 12 NEW YOKE— COnt’d. 344 Flushing . i 29 30 1 0 1 189 12 2 1, 500 $134, 583 345 Geneva . i 38 39 1 0 1 187 13 5 1,283 105, 000 346 Glens Falls . i 29 30 1 0 1 195 12 4 1, 123 90, 000 347 Gloversville . i 55 56 1 0 1 195 13 8 2, 829 30, 316 348 Hornellsville . i 48 49 1 1 2 193 12 5 2, 100 100, 000 349 Hudson . i 28 29 1 1 2 191 12 3 1,500 75, 000 350 Ithaca . 4 37 41 1 0 1 191 12 6 1, 966 170, 000 351 Jamestown . 3 98 101 1 2 3 189 13 12 3, 380 223, 145 352 Johnstown - .' . 2 33 35 2 6 8 194 12 5 1,475 72, COO 353 Kingston School Dis- trict . 6 31 37 i 2 3 194 13 5 1, 983 191, COO 354 Lansingburg . 2 56 58 i 0 1 186 10 5 1, 700 100, 800 355 Little Falls . 3 23 26 i 0 1 191 12 4 1, 275 85, 000 356 Loclcport . 5 66 71 i 0 1 193 13 8 3, 400 300, 00O 357 Long Island City . 1 135 136 7 1 8 198 10 14 7, 200 554, 000 358 Middletown . 2 *40 *42 i 2 3 192 12 8 - 1,666 90, 000 359 Mount Yernon: Dis- trict Ho. 5 . i 63 64 3 1 4 1S6 n 7 3, 310 296, 600 360 "Newburgh . 8 97 105 1 0 1 194 li 7 3,240 325, 725 361 Hew Pocheile . 0 43 43 1 4 5 193 12 4 1, 8G0 123, 000 362 Hew York . 305 |4, 163 4, 468 78 169 247 199 8J- 149 230, 6C4 20, 600, 000 363 Hiagara Falls . 4 55 59 4 2 6 190 13" 6 1,952 145, 000 364 Horth Tonawanda .... *4 *35 *39 2 1 3 j 193 13 4 1, 625 80, 000 365 Ogdens burg* . 5 46 51 190 10 96. 888 366 Olean . 1 40 41 3 1 4 193 6 2, 000 95; 000 367 Oswego . 3 74 77 1 0 1 191 ’i3* 14 3, 700 171, 140 368 Peekskill: District Ho. 7 (Drum Hill)... 1 13 14 0 0 0 193 11 2 608 35, 850 369 Plattsburg . 0 35 35 2 2 4 189 12 7 1, 600 65. 000 370 Port Jervis . 2 38 40 1 2 3 184 12 5 1,820 80, 000 371 Poughkeepsie . 3 72 75 2 2 4 190 12 11 2, 700 146, 605 372 Itochester . 18 622 640 1 3 4 190 13 49 19, 296 1,292, 000 373 Pome . 5 36 41 5 7 12 188 12 8 1, 936 90, 000 374 Saratoga Springs . 4 47 51 2 0 2 195 13 6 2, 620 520, 000 375 Schenectady . 1 55 56 1 0 - 1 187 12 7 2, 512 145, 000 376 Sing Sing . 0 24 24 1 0 1 189 12 2 1, 000 75, 000 377 Syracuse . 16 320 336 12 3 15 194 11 23 14, 663 845, 000 378 Tonawanda . 1 29 30 1 2 3 196 12 5 1,400 60, 000 379 Troy . 20 166 186 2 1 3 193 13 18 8,400 450, 000 380 Htica . 4 166 170 5 2 7 191 13 20 7, 071 495, 000 381 Watertown . 1 0 1 190 12 9 2, 800 157 000 382 Yonkers* . 4 89 93 192 9 40oj 000 NORTH CAROLINA. 383 5 23 28 1 0 1 160 10 4 1,400 75, 000 384 Charlotte . 2 35 37 1 1 2 180 10 2 1, 824 385 Winston . 5 23 28 1 0 1 180 10 3 1,400 60, 000 OHIO. 386 Akron . 4 116 120 4 1 5 189 12 11 6, 200 690, 000 387 Alliance . 8 25 33 3 0 3 186 12 6 1, 650 210, 000 388 Ashtabula . 3 31 34 3 0 3 180 12 6 1, 500 40, 000 389 Bellaire . 2 36 38 1 o 1 180 n 60 000 390 Canton . 12 93 105 3 2 5 195 12 16 500 000 391 Chillicbthe . 4 47 51 182 12 5 70, 000 392 Cincinnati . 121 1 677 798 52 11 63 200 14 68 40, 000 3, 000,’ 000 393 Circleville* . 1 28 29 2 1 3 196 2 1, 300 115 000 394 Cleveland . 46 926 972 12 39 51 185 12 59 52' 000 3, 79l! 659 305 Columbus . 21 339 360 8 15 23 190 12 34 16, 077 2, 093. 022 336 Dayton . 36 275 311 1 0 1 12 29 1, 223’ 525 397 Defiance*. . 1 29 30 1 o 1 192 n 5 1, 200 9b 009 398 Delaware . 1 5 1 30 1 35 I 1 o 1 1 ISO n 1 5 1, 325 57, 000 * Statistics for 1893-04. 389 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 482 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 able 2. — Statistics of teachers, supervising officers, school term, etc. — Conti City. Number of reg¬ ular teachers. Number of su¬ pervising of¬ ficers. 0 0.^ 'S T ^ ^ c8 pH £ It* Number of buildings used for school purposes. Total number of seats or sittings for study iu all public schools. Male. Female. Total. Male. Female. Total. t>!6, 811 2, 227 2, 500 From city appropria¬ tions or taxes. $7, 900 6, 152 28, 135 31, 880 4, 800 16, 621 27, 172 2, 953 1, 057 3, 382 3,934 5, 981 2, 000 1, 500 293, 128 2, 984 5, 069 3,266 1,388 136 632 2, 402 3,600 6, 972 2, 216 2, 206 1,619 2, 644 1,650 10, 041 7,962 5, 395 3,253 6, 500 812 16, 045 11, 441 10, 702 123, 185 3, 200 . 6 21, 093 20, 000 c 49, 833 45, 405 65, 254 0 26, 000 5, 499, 544 37, 153 61, 912 55, 027 52, 320 6,760 30, 958 36, 534 72, 604 118, 381 25, 059 0 73, 920 22, 563 20, 050 131, 151 64, 599 75, 100 75, 887 68, 893 11, 000 From county and other taxes. $40, 776 9, 643 0 From all other sources. Total. Total amount available for use during the year. 45, 000 2, 100 27, 333 55, 000 2, 048 0 3, 107 25, 563 $190 350 101 7, 300 1,954 ‘36,' 375 $47, 587 12, 060 10, 750 $48, 301 16,330 16, 588 16, 955 84, 180 10, 100 18, 474 151, 320 84, 180 10, 100 45, 908 118," 547* 45, 908 123," 929 417 211 376 965 0 300 26, 511 21, 057 53, 426 49, 715 72, 200 28, 107 27, 800 32, 768 21, 057 53, 426 51, 508 78, 984 28, 377 50, 800 347, 049 19, 601 1,751 6, 339, 721 273 14, 064 0 7, 681 39, 414 0 3, 355 e7, 311 11, 081 9,292 i 12,393 601 <220, 189 353 1, 357 755 1, 000 394 3, 082 235 3, 928 1,317 3, 011 602 985 644 550 314 122 0 59, 738 68,732 573, 838 72, 078 118, 622 12, 000 84,129 | 135, 106 54, 309 7, 227 51, 779 39, 289 77, 561 76, 509 126, 108 28, 275 16, 664 78, 621 33, 123 21, 700 145, 120 73, 878 83, 506 79, 742 76, 750 12, 456 59, 364 19, 066 32, 888 146, 771 98, 592 9, 727 79, 231 39, 311 88, 058 76, 509 168, 479 39, 678 103, 178 114, 766 46, 753 21, 700 257, 300 74, 651 92, 186 152, 227 100, 097 83, 364 34, 066 38, 216 197, 068 c From district taxes. d Insurance on burned building. e “Special school fund.” * STATISTICS OF CITY SCHOOLS. 1861 Table 3. — Statistics of receipts of public schools of cities of over 8,000 inhabitants — Cont’d. Receipts for the school year 1894- -95. Total City. Erom State ap¬ portion¬ ment or taxes. Erom city appropria¬ tions or taxes. Erom county and other taxes. From all other sources. Total. amount available for use during the year. 1 2 3 4 5 6 7 INDIANA — continu ed . 104 $47, 843 $60, 002 874 $161 618 $108, 006 30, 552 $168, 201 37, 289 105 7, 676 $21, 384 106 107 13, 577 6, 801 20, 378 20, 378 108 38, 774 65, 943 109 164, 050 331, 736 10, 907 506, 693 811, 851 110 111 10, 392 9, 529 282 1, 193 21, 396 32, 843 112 113 14, 145 54, 043 14, 689 2, 145 183 31, 162 77, 452 75, 069 17, 086 114 168 54, 211 115 15, 213 1, 873 0 0 116 117 16, 175 2, 180 8, 305 311 26, 971 38, 680 87, 738 118 57, 100 46, 376 119 62, 786 120 75, 693 138, 843 121 8, 903 36, 620 6, 395 15, 298 20, 494 122 South” Bend . 45,971 7, 753 743 91, 087 119, 911 112, 706 123 59, 918 3, 827 56, 044 122 161, 417 32, 936 124 125 126 127 IOWA. Boone . . 1,500 8, 914 9 149 26, 000 79, 733 27, 500 88. 847 128 Burlington . 0 200 88, 849 129 Cedar Rapids . 62, 138 1,267 349 72, 554 63, 362 100, 735 30, 700 112. 289 130 Clinton . 9, 056 7, 070 2, 847 a 53, 957 87, 857 131 Council Bluffs . 93, 416 0 249 148, 843 132 Creston . . . 27, 381 76, 484 472 38, 548 114, 432 133 Davenport . 12, 824 5, 083 04,391 134 I Des Moines : North side . i I 135 j East side . 8, 794 58, 723 549 68, 066 157, 550 94, 112 136 W est side . 11, 712 11, 573 2, 884 5, 340 5, 500 a 134, 330 11, 508 178, 442 137 Dubuque . 84, 200 [ . 17 95, 790 121, 767 21, 556 33, 064 74, 184 130, 785 46, 345 33, 930 138 Fort Madison . 9, 068 129 12, 081 139 Iowa City . 27, 208 516 33, 064 140 Keokuk . 44, 808 0 107 50,415 78, 157 141 Marshalltown . 3, 328 52, 533 a 38, 762 31, 000 22, 296 1, 285 142 Muscatine . 6, 298 46, 345 143 Oskaloosa . . . 2, 700 230 33, 930 144 Ottumwa . 145 Sioux City . 14, 257 153, 150 78 167, 485 216, 754 146 W aterloo : East side . 147 West side . 1,295 13, 981 194 15, 470 18, 706 KANSAS. 148 Arkansas City 149 Atchison . 4, 087 29, 495 1, 023 34, 605 43, 423 150 Emporia . 2, 787 21, 666 148 24, 601 27, 145 26, 263 34, 864 151 Eort Scott _ _ 63, 449 22, 394 1, 302 152 Hutchinson . 153 Kansas City . . 11, 500 1 63. 0001 74, 500 74, 500 154 Lawrence . 63, 218 27, 887 34, 920 18, 876 3, 260 34, 365 44, 378 23, 081 34, 365 71, 228 28, 805 33, 691 155 Leavenworth . 6, 628 2, 222 2, 830 156 Ottawa . 1, 030 15, 059 953 157 Parsons . . . 1, 964 241 . 17, 264 158 Pittsburg . 159 Topeka . 10, 080 98, 601 5, 278 1, 503 113, 959 73, 003 139, 764 73, 003 160 Wichita . . . . . . . . 71, 500 KENTUCKY. 161 Bowling Green . 182 Covington . 38. 144 4.9. R44 2, 958 6 Ere 4,487 >m State a: 88. 433 88. 433 * Statistics of 1893-94. a Erom district taxes. nd county taxes. 363 164 165 166 167 168 160 170 171 172 173 174 175 176 177 178 179 180 381 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 EDUCATION REPORT, 1894-95, site 3. — Statistics of receipts of public schools of cities of over 8, COO 'inhabitants— Receipts for the school year 1894-95. City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. 3 From all other sources. Total. Kentucky — continued. Frankfort : White... Colored.. Henderson . . II opkinsYille Lexington*. . Louisville . . . Maysville*... Newport .... Owensboro . . Paducah .... LOUISIANA. Hew Orleans . Auburn . . , Augusta . Bangor Bath . . Biddeford . Calais - Lewiston* Portland . Rockland. MARYLAND. Baltimore . . . Frederick . . . Hagerstown. MASSACHUSETTS. Adams . . Ames bury.... Attleboro . Beverly . Boston . Brockton . Brookline _ Cambridge*. . Chelsea . Chicopee . Clinton . Everett . Fall River.... Fitchburg - Framingham . Gardner . Gloucester _ Haverhill _ Holyoke . Hyde Park.... Lawrence _ Lowell . Lynn . Malden . Marlboro . . Medford . Melrose . Milford . Natick . New Bedford. New bury port Newton . North Adams N orthampton . Peabodv . Pittsfield . $2, 666 "204*809’ 22, 967 8, 614 14, 376 45, 609 8, 900 13, 984 7, 702 11,759 6, 599 19, 393 26, 635 5, 925 214, 726 ”23*666' $10, 380 $572 $13, 618 274, 099 487, 284 29,016 23, 555 19, 852 319, 500 21. 000 341 4,739 121 52, 324 36, 908 34, 449 200 34, 692 16, 800 20, 000 6, 700 28, 000 110, 689 12, 600 914, 086 441 $51, 376 500 178 0 40 662 ’* 3.4 24, 690 31, 759 13, 949 137, 324 18, 565 1, 132, 474 ’"*74*396' 18, 100 24, 918 459, 144 550 *38,* 629" 25, 418 *2, *497* 773 99, 450 315, 265 90, 999 1, 430 3, 282 316, 695 94, 281 42, 979 59, 074 178, 547 118, 484 84 2, 805 62 59, 158 179, 352 118, 546 32, 282 92, 011 91, 513 187, 918 38, 950 119, 554 244, 000 215, 500 149, 553 50, 400 60, 755 25, 000 33,311 190, 576 29, 600 48, 150 44, 979 36, 000 63, 000 0 339, 000 441 1, 007 32, 282 0 360 7, 356 580 2, 087 38, 950 119, 914 251,356 216, 080 151,640 4, 337 1,088 2, 609 650 658 0 60, 755 47, 006 25. 329 33, 311 194, 913 30, 688 141, 609 48, 591 46, 636 36, 658 63, 090 r Statistics of 1893-94. Ta 09 i> 223 224 225 22G 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 STATISTICS OF CITY SCHOOLS. E 3. — Statistics of receipts of public schools of cities of over S ,000 inhabitants- From City. 1 State ap¬ portion¬ ment of taxes. MASSACHUSETTS— continued. Plymouth . . Quincy . Salem . Somerville . Spencer .... Sprin gfield . Taunton ... W ait liam . . . Westfield .. Weymouth. W oburn Worcester . MICHIGAN. Adrian . $3, 363 6, 229 4, 000 4, 745 Alpena . Ann Arbor . Battle Creek _ ..... Bay City _ ... . . . 13, 451 Detroit . 96, 725 Escanaba . Flint . . . . . ... 10, 772 2, 484 Grand Haven . Grand Bapids ...... _ ...... 31, 011 Iron Mountain . . Ironwood . . . 1, 471 3, 653 Is hue min g . Jackson : District Ho. 1 . . . 3, 845 District Ho. 17 . 3, 877 Kalamazoo . 7, 789 Lansing . 6,559 Ludington . Manistee . 7, 834 Marouette . 3, 642 Menominee * . 4, 716 9,881 Muskegon . Port Huron . 10, 480 Saginaw : Ea,st Side . . . 11, 429 Wes Side . 9, 373 3, 600 2, 274 5,702 Sau t Ste. Mario ... _ ... Traverse City . West Bay City . MINNESOTA. Duluth*.... Faribault .. Mankato . . . Minneapolis St. Cloud. . . St Paul.-.- Stillwater . . Winona .... MISSISSIPPI. Columbus . J ackson . Meridian . Hatchez . Vicksburg . MISSOURI Carthage . Chimeothe . Hannibal . Jefferson City . 5, 600 5,922 7,500 4, 999 3,988 6, 650 21,000 104, 114 4, 077 74, 128 4, 762 12, 707 Heceipts for the school year 1894-95. From city appropria¬ tion or taxes. From county md other taxes. $29, 246 80,114 121, 891 295, 000 29, 862 242, 170 89, 704 63,410 37, 300 40, 724 50, 170 394, 405 18, 835 13, 164 36, 871 44, 000 52, 343 535, 068 545 0 0 0 0 859 34, 244 14, 614 218, 540 29, 047 23, 651 34, 746 28, 005 57, 057 58, 222 2ZO 1, 350 2, 316 479 34, 991 18, 500 26, 270 43, 509 23, 608 27, 800 101, 243 50, 180 12, 042 25, 622 36, 949 2, 900 6," 1.82' 417 4, 557 3, 032 562, 801 17, 500 198, 500 35,810 47, 838 400 168,913 5,791 4, 674 14, 500 6, 763 15, 500 323 (24, 176) 12,729 |.._. 28,949 .... From all other sources. 1, 397 0 0 4, 883 155 125 1, 215 406 7, 410 686 2, 245 2, 230 283 9,063 40 3,291 328 16 544 793 697 563 830 199 2, 261 *'270' 335 4, 000 3, 590 560 467 Total. 6 $29, 246 80, 114 124, 011 295, OCO 243, 567 89, 704 63, 410 42, 183 41,738 50, 295 395, 621 22, 604 25, 227 48, 281 49, 223 66, 480 634, 038 47, 246 17, 384 273, 632 30, 743 28, 654 31, 922 67, 162 68, 551 43, 153 25, 058 31,530 60, 365 24, 305 33, 843 118, 481 64, 110 28, 726 45, 882 405, 019 669, 176 21, 977 441,811 46, 3G3 65, 554 24, 100 13, 008 23, 000 32, 765 17, 277 36, 066 Statistics of 1S93-94. Taj 280 281 282 283 284 285 280 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 ,312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 le 3. — Statistics of receipts of public schools of cities of over 8,000 in Receipts for the school year 1894-1 City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. Missouri — continued. Joplin . Kansas City. Moberly . Nevada* .... St. Charles . . St. Joseph. .. St. Louis _ Sedalia . Springfield . . Butte City . . Great Fails . Helena . NEBRASKA. Beatrice . Tremont . Grand Island . Hastings . Kearney . Lincoln . Nebraska City * - Omaha . . Plattsmouth . South Omaha . NEVADA. Virginia City . NEW HAMPSHIRE. Concord . Dover . Keene (Union district) . Manchester . Nashua . Portsmouth . NEW JERSEY. Atlantic City* . Bayonne . Bridgeton . Camden . Elizabeth . Harrison . Hoboken . Jersey City Long Branch.. . Millville* . Morristown .... N ewark . New Brunswick Orange . Passaic . Paterson . Perth Amboy . . Phillipsburg“ . . . Plainfield . Rahway . Town of Union. Trenton . NEW YORK. Albany . Amsterdam Auburn $60, 369 $3G2, 174 $19, 774 22 199 137,’ 003 $1, *211* ,*299 4, 452 43, 629 6,667 41,633 74, 291 146, 927 3,163 2, 575 3, 154 2, 424 2, 221 3, 764 37, 087 3,532 4,016 «21, 723 1, 865 20, 451 1, 665 17, 503 21, 527 a 12, 433 95, 812 50, 679 11, 400 265, 701 17, 018 & 11, 533 11, 064 366, 296 21, 423 38, 069 107, 429 11,858 14, 726 9,276 13, 050 45, 459 ’ 16," 027 91, 907 63, 612 10, 334 11, 645 (21, 174) 18, 193 9, 678 18, 651 10, 890 4, 651 64, 217 12, 533 222, 701 12, 906 L 535 23, 702 28, 582 37, 000 27, 676 24, 814 45, 710 11, 673 105, 000 34, 321 4, 100 2, 884 111, 465 0 13,373 15, 500 224,418 20, 706 14, 800 89, 571 10, 000 19, 551 38, 190 9, 500 21, 150 35, 613 79, 608 229, 640 2, 804 1, 625 7, 393 8,589 11,728 10, 781 15 445 17, 283 10, 506 68 994 483 295 743 80 1,412 0 19, 666 2, 693 8 929 292 563 561 82 2,319 187 422 Statistics of 1893-94. 70, 000 a From State and county taxes . 5, 165 ...| *2*574 b State, coun "Ta 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 256 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 STATISTICS OF CITY SCHOOLS, SEE 3. — Statistics of receipts of public schools of cities of over 8,000 i\ Receipts for the school year 1894- City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. new YORK — continued. Batavia . Binghamton . Brooklyn . Buffalo . . Cohoes . . Corning* . Dunkirk . Edge water: District No. 1 (Tompkins- ville.) . District No. 2 (Stapleton) . . Elmira . Flushing . Geneva . Glens Falls . Gloversville . Horn ells ville . Hudson . Ithaca . Jamestown . Johnstown . . Kingston school district . Lansingburg . Little Falls . Lockport . Long Island City . . Middletown . . Mount Vernon: District No. 5 . Newhurg . New Rochelle . . New York . Niagara Falls . North Tonawanda . Ogden sburg* . . Olean . Oswego . . . . Peekskill: District N o. 7 (Drumhill) . . . Plattsburg . Port Jervis . Poughkeepsie . Rochester . Rome . . Saratoga Springs . Schenectady . Sing Sing . Syracuse . Tonawanda . Troy . Htica . . Watertown . Yonkers . . $6, 261 21, 008 419, 952 130, 713 a 12, 718 5, 344 7,464 3, 482 17, 515 5, 034 5, 629 5,345 8, 415 8, 501 5, 183 8, 178 13, 492 5, 481 7,811 7, 927 5,018 11, 012 6, 808 18, 215 13, 932 6, 790 696, 069 7, 151 6, 236 7,477 $20, 054 84, 000 2, 282, 363 914, 688 38, 775 17, 342 31,986 23, 902 58, 585 21,971 21, 522 13, 809 31, 925 21, 903 7, 000 22, 208 44, 508 21,439 28, 001 29, 215 17, 500 39, 250 99, 302 22, 600 94, 331 59, 603 3, 996, 232 38, 214 29, 878 19, 409 From county and other taxes. From all other sources. $2, 575 1,822 41, 248 4, 602 1, 664 389 0 5, 455 2, 019 2, 007 253 601 1,310 378 4, 873 7,655 2,386 1,359 5, 272 400 4, 802 40, 047 1, 587 2. 409 21, 231 115, 380 994 725 1,234 11, 593 1,984 6, 356 7, 424 12, 580 113, 351 8, 069 8, 218 10, 332 4, 048 48, 684 5, 100 a 29, 603 26, 219 11, 290 14, 405 NORTH CAROLINA. Asheville Charlotte. Winston . Akron . Alliance. . . . Ashtabula . Bel] air e .... Canton . Chillicothe . Circinnati . Circleville * Cleveland . . Columbus . . 14, 438 3,405 12, 792 5, 964 128, 008 131,831 43, 957 34, 000 8, 916 16, 358 22, 393 39, 725 405, 000 16, 444 45, 506 25, 329 18, 650 257, 152 21, 000 114, 549 97, 000 35, 000 87, 577 10, 000 7,500 1, 794 1, 008 1,140 361 1,702 999 663 $509 1,680 1,390 1,980 2, 186 1,883 1,059 4. 500 116, 647 90, 603 31, 472 0 936, 088 387, 899 26, 075 5, 781 561 483 '722,' 857’ 1,461 769 58, 505 6, 396 110, 840 3, 167 * Statistics of 1893-94. ED 95 - 59* a From State and county Ta: 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 36 EDUCATION EEPORTj 1894-95. LE 3. — Statistics of receipts of public schools of cities of over 8,000 in City. lleceipts for the school year 1894—1 From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. OHIO— continued. Dayton . Defiance * . Delaware . East Liverpool" Elyria . Findlay . Fostoria . Fremont . Hamilton . Ironton . Lancaster . Lima . Lorain . Mansfield . Marietta . Marion . Martins Ferry. .. Massillon . Middletown . Mount Vernon *. Kelson villo . Newark . Norwalk* . Piqua * . Portsmouth * _ Salem . Sandusky . Springfield . Steubenville Tiffin . Toledo . Warren . Xenia . Youngstown Zanesville . $28, 544 $281, 211 $5, 123 5, 094 3,392 2, 873 29, 338 $203 (16, 536) 20, 571 3,754 3,302 10, 000 5, 685 3,034 6, 429 23, 083 55, 000 280 20, 574 46, 289 5. 898 4i 386 59, 654 21,643 . 807 793 634 965 944 503 112 623 12, 200 30. 753 27. 754 48, 066 87, 258 31, 791 28, 249 142, 015 OKLAHOMA. Oklahoma . 106 38, 811 742 I 109, 469 (65, 340) 847 1, 181 6, 721 25, 445 23, 525 0 2, 087 1,019 500 650 134 2,170 60 970 35, 777 98 35, 962 3,682 1, 375 925 108 755 2, 684 2, 299 262 249 26, 931 971 587 OREGON. Portland . Salem . PENNSYLVANIA. Allegheny . Allentown . Altoona . Beaver Falls . Braddock . Bradford . Butler . Carbondale . Carlisle . Chambersburg . Chester . Columbia . Dunmore * . Easton . Erio . Harrisburg . Hazelton . Homestead . Johnstown* . Lancaster . Lebanon . Lock haven . McKeesport . . Mahanoy City * . 17, 178 2, 085 284, 186 4, 378 31,543 506 103, 457 31, 563 32, 085 8, 198 8, 746 9, 857 9, 636 13, 235 9,068 8, 752 19, 433 9,498 9, 376 19, 685 36, 337 43, 381 11, 316 7, 235 19, 621 33,119 16, 574 8, 000 21, 355 13, 655 (244, 769) 2, 942 78, 146 841 69, 267 425 20, 028 269 2,018 23,331 391 38, 967 706 29, 388 183 23, 532 139 9, 605 220 13, 558 231 42, 370 822 15, 824 0 313 18, 846 59, 927 1,210 1 .. . 117, 209 955 5, 161 84, 070 357 27, 143 3, 319 24, 107 64, 548 59, 380 11 268 30, 148 11, 000 0 0 66,613 536 19, 554 * Statistics of 1893-94. 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 STATISTICS OF CITY SCHOOLS, 5LE 3. — Statistics of receipts of public schools of cities of over SrOOO inhabitants- City. 1 PENNSYLVANIA — continued. Meadville . . . Mount Carmel . . Nanticoke . New Castle . Norristown . Oil City . Philadelphia . . Phcenixville . . Pittsburg- . Pittston . Plymouth . Pottstown . Pottsville*.. . Reading . . Scranton . . Shamokin . Shenandoah. . . South Bethlehem * . . South Chester . . . Steelton . Titusville . Uniontown . "West Chester . . . Wilkesbarre . . Williamsport . . York . . . RHODE ISLAND. East Providence . Johnston (Olncyville) . . Newport . '. . Pawtucket . Providence . "Woonsocket . SOUTH CAROLINA. Charleston . Columbia . Spartanburg . SOUTH DAKOTA. Sioux Palis . TENNESSEE. Chattanooga . Clarksville . Knoxville . Memphis . Nashville . . TEXAS. Austin . Corsicana* . Dallas . Denison . El Paso . Port W orth . Gainesville . Galveston . Houston . Laredo* . Paris . San Antonio * . Tyler* . Waco * . Receipts for tho school year 1894- 95. Prom State ap¬ portion¬ ment or taxes. Prom city appropria¬ tions or taxes. Prom county and other taxes. Prom all other sources. Total. 3 3 4 5 6 $11, 825 $29, 106 $1, 695 $42, 626 8, 031 11, 128 $2,327 21, 486 9, 701 19, 370 802 1,190 31, 063 14, 975 21, 633 36, 608 18, 172 32, 379 1,174 51,725 10, 752 30, 386 38 167 41, 343 1, 000, 000 2,563,497 3, 563, 497 8,862 14, 050 3 559 23, 474 241, 159 801, 877 53, 175 1, 096, 211 9, 640 15, 165 57 171 25, 033 10, 592 9, 282 114 19 , 98 8 13, 228 25, 117 38, 345 17, 055 13, 761 58^ 047 139, 776 5, 188 203, 011 82, 413 194, 592 3, 796 280, 801 16, 105 23, 324 23. 867 40,324 19, 934 28, 885. 1,810 50, 629 14, 615 28, 425 6, 630 15, 420 0 170 22, 220 10, 702 19, 731 392 30, 825 10, 493 29, 190 0 468 40, 151 6, 440 13, 452 604 20, 496 8, 987 20, 892 3, 979 33, 858 39, 985 93, 878 1,284 930 136, 077 30, 608 63, 430 94, 038 24, 271 32, 495 598 57, 364 4, 155 30, 514 1, 000 35,669 4, 217 a 20, 058 b 8, 861 1, 173 34, 309 5, 681 61, 038 5,367 72, 086 8, 379 117, 447 352 126, 178 28, 992 516, 118 0 22, 738 567, 848 7,714 67, 000 2, 875 77, 589 31, 883 37, 464 69; 347 4, 200 10, 367 43.2, 14, 999 c 9, 663 28,986 38, 649 a 20, 000 20, 000 1, 000 41, 000 C, 289 5, 383 347 12, 019 1,629 8, 959 29, 132 1, 619 41, 339 3, 500 10, 008 52, 024 6, 400 71, 932 81, 310 75, 000 156, 310 20, 664 32, 994 900 12, 219 56, 777 36, 420 37, 345 613 0 74, 378 9, 766 9, 800 218 900 20, 684 5, 308 15, 673 111 21,092 15, 727 28, 598 2 221 195 46, 741 5, 414 19, 724 ’705 1, 002 26, 845 32, 937 40, 000 2, 156 453 75, 546 41, 680 29, 840 6, 038 77, 558 9, 187 9, 187 8, 494 10,400 150 19, 044 44, 926 49, 537 8 94, 471 5,153 8, 285 20 13, 458 14,306 27, 640 160 42, 106 * Statistics of 1893-94. a Town taxes. b District taxes. c Prom State and county taxes. 18 Ta 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 38 EDUCATION REPORT, 1894-95. le 3. — Statistics of receipts of public schools of cities of over 8,000 in City. 1 From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. 2 3 4 5 UTAH. Ogden . Salt Lake City $15, 397 44, 779 $29, 200 175, 687 $6, 741 53, 734 $1,201 7,773 VERMONT. Burlington Rutland. .. 1,658 2, 500 30, 000 32, 000 168 VIRGINIA. Alexandria. Danville .... Lynchburg. Manchester Norfolk.... Petersburg. Portsmouth Richmond. . Roanoke . . . Staunton... 1, 529 4, 844 9,135 4, 837 13, 002 10, 086 4, 888 33, 810 5, 572 2, 655 13, 500 12, 823 32, 016 4, 553 34, 872 13, 078 11, 232 118, 439 10, 386 10, 694 0 0 1, 055 0 0 0 558 0 41 1, 928 2, 457 462 WASHINGTON. Seattle . Spokane .... Tacoma . Walla Walla 6, 2, 4, 161 552 610 117, 50, 107, 144 315 959 36 430 29 WEST VIRGINIA. Huntington. Parkersburg. Wheeling 3, 022 15, 928 35,’ 037 . 81,445 1, 023 i," 317 597 238 WISCONSIN. Appleton. Ashland . 564 39, 000 6, 500 Chippewa Falls Eau Claire . . Fond du Lac*.. Green Bay . Janesville . . La Crosse . Madison . . Marinette . . 7,555 6, 275 4,492 5,594 11, 721 5,894 282 Merrill . . Milwaukee. . . . Oshkosh . Racine . . Sheboygan Stevens Point 105, 780 10, 533 9,865 282 4,358 Superior .... W atertown * 6, 653 4,781 15, 000 50, 000 17, 000 19, 835 1, 800 58, 700 29, 056 30, 750 8,700 384, 861 45, 500 35, 000 49, 836 15, 000 110, 000 5,997 3, 937 8, 177 6, 061 4, 308 6, 089 12, 155 6, 221 5, 870 4, 000 115, 000 12, 000 10, 684 4. 077 4, 557 525 1,323 816 465 839 2,569 5, 045 653 7, 981 7, 537 250 588 291 178 3,014 308 W ausau* WYOMING. Cheyenne . 24, 515 Statistics of 1893-94. STATISTICS OF CITY SCHOOLS. 1869 Table 4. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants. City. Expenditures for the school year 1894-95. Permanent invest¬ ments and lasting improve¬ ments. For salaries of teachers and super¬ vising officers. Current and i For even- incidental ing schools, expenses. I Total. Birmingham . Huntsville. .. Mobile* . Montgomery. Selma . ARKANSAS. Fort Smith . Hot Springs Little Rock.. Pine Bluff . , CALIFORNIA. 32 33 ; 34 35 36 | 37 38 39 40 41 42 43 44 | 45 46 47 48 49 $1, 750 1,882 35, 000 1,500 12, 788 21, 218 646 27, 579 166, 535 1,872 2, 082 45, 511 San Francisco _ _ ......... _ _ _ Sau .Tr&sft _ _ Santa Cruz . . . 44, 984 13, 699 25, 337 56, 041 16, 334 70, 609 4, 284 102 Rt.ocktnn . _ _ _ _ _ _ COLORADO. Colors, do psprings _ Denver : District Ho. 1 . District Ho. 2 . District Ho. 17 . Learlville . _ _ _ _ Pueblo : District Ho. 1 . - . District Ho. 20 . Trinidad . CONNECTICUT. Ansonia * . 12, 285 1, 344 Bridgeport . . . . . Bristol * . Danbury . . . 6, 390 20, 347 2, 000 20, 000 Hartford . Manchester Meriden . Middletown . Hew Britain * . 16, 825 119, 053 18, 000 Hew Haven . Hew London . Horwalk . Horwich* . . . . . 0 Rockville . . . Stamford* . . . Waterbury . 48, 251 •877 29, 962 Willia/mantic . . DELAWARE. "Wilmington . „ . DISTRICT OF COLUMBIA. Washington: First to Sixth divisions a . Seventh and Eighth divisions c. * Statistics of 1893-94. $32, 771 3, 605 64, 577 23, 924 10, 880 38, 984 16, 000 43, 203 12, 080 52, 182 * 38, 000 20, 650 28, 750 209, 334 207, 921 27, 914 84, 350 27, 415 52, 140 844, 985 78, 980 27, 219 47, 493 46, 801 187, 964 89, 522 57, 464 20, 527 31, 432 31,198 17, 702 23, 460 101, 755 25, 000 33, 204 169, 088 21, 538 58, 138 16, 475 31, 438 240, 622 25, 172 36, 966 20, 469 11,000 42, 626 83, 636 24, 125 102, 347 686, 875 $6, 075 959 15,192 1 2, 385 1,873 2, COO 14, 186 13, 560 17,! 6, 216 5,600 46, 364 23, 079 5, 426 15, 226 14, 541 152, 570 5, 089 19, 815 91, 203 99, 249 43, 393 41, 746 7, 311 25, 773 27, 049 5, 887 45, 799 12, 052 7,583 34, 878 12, 256 86, 111 8, 690 5, 950 8, 097 8, 661 22, 814 8, 364 32. 973 $721 2, 148 559 663 666 5,997 579 3, 457 a Principally white pupils. 14, 267 6 Cost of teachers. c Colored pupils only b 3, 244 2, 498 $38, 846 6,314 81,651 61, 309 14, 040 40, 857 19, 500 70, 177 26, 740 92, 120 52, 200 27, 512 34, 350 283, 277 397, 535 33, 340 103, 596 37, 145 68, 763 1, 043, 066 102, 700 77, 292 81, 007 163, 341 333, 254 149, 249 169, 819 32, 122 57, 307 58, 247 41, 632 149, 457 33, 000 52, 309 259, 587 31. 121 114, 182 * 35, 368 60, 519 451, 783 52,441 42, 916 28, 566 19, 000 51. 287 158, 158 33, 366 165, 282 950, 540 52 53 54 55 56 57 58 59 GO 61 62 63 64 65 66 67 68 69 70 71 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 Table 4. — Statistics of expenditures of public schools of cities, etc. — Cont City. i FLORIDA. Jacksonville . Key West . Pensacola . Tampa . GEORGIA. Americus . Athens . Atlanta . Augusta . Brunswick . Columbus* . Macon . Rome . . Savannah . ILLINOIS. Alton . Aurora: District No. 4, west* . District Ro. 5, east * . Belleville . Bloomington . Cairo . Canton . Champaign . Chicago . Danville . . Decatur . East St. Louis : District No. 1 . District No. 2, T. 2, R. 10 W. District No. 2, T. 2, R. 9 W.. Elgin . Evanston: District No. 1 . North Evanston, No. 3 . South Evanston . Ereeport . Galesburg . Jacksonville . Joliet . Kankakee . Mattoon . . Moline . Ottawa . Pekin . . Peoria . . Quincy . . Rockford . Rock Island . . Springfield . . . Sterling . . . INDIANA. Anderson . . Brazil . Columbus . Crawfordsville . . Elkhart . . Evansville . . Port Wayne . . Frankfort . Goshen * . . Hammond . . Huntington . Indianapolis . . Jeffersonville . Kokomo . Expenditures for the school year 1894-i Permanent invest¬ ments and lasting improve^ ments. For salaries of teachers and super¬ vising officers. 2 3 $1, 294 1,504 1, 280 $37, 119 11, 961 10, 611 13, 400 4, 792 7, 500 1, 200 5, 665 3, 727 1, 340 1,698 13, 181 2, 344 22, 000 1, 726, 551 4, 288 16, 460 52, 138 0 21, 238 33, 349 3, 639 46, 793 2, 975 4,542 44, 379 9, 808 75, 000 49, 041 1,000 2,470 9,944 14, 980 28, 871 9, 187 10, 302 7, 956 3, 470 9, 695 28, 249 550 11, 608 48, 502 15, 086 15, 525 * 119. 688 49, 500 10, 870 26. 105 47, 358 13, 000 89, 994 15, 897 13, 939 31, 035 33, 412 43, 918 19, 373 20, 000 15, 000 3, 492, 123 27, 106 39, t o3 6, 250 28, 022 3, 520 42, 205 30, 020 4, 002 12, 259 21, 042 30, 949 a 26, 000 49, 010 16, 730 15, 962 33, 373 22, 179 17, 410 107, 325 45, 732 57, 350 34, 783 54, 548 9, 051 31, 118 11, 338 * 17, 368 15, 870 22, 405 102, 498 65, 943 17, 373 12, 624 16, 745 23, 289 268, 381 25, 000 22, 403 Current and incidental expenses. For even¬ ing schools, $5, 577 2, 131 2, 697 1,369 16, 450 600 5, 526 4, 753 29, 643 5, 003 12, 822 lo! 014 17, 643 5, 566 6,800 931, 008 13. Ill 13, 442. 1, 800 22,790 1,150 24, 113 19, 002 2, 361 9, 083 9, 447 36, 675 20, 196 7, 485 6, 508 15, 848 6, 843 2, 700 29, 091 14, 660 17, 466 12, 635 13, 754 3, 207 6, 944 3, 911 11, 685 23, 921 14, 132 3, 448 2,303 7, 046 172, 475 $503 138, 642 390 299 ..... 722 805 0 * Statistics of 1893-94. a Estimated. 112 113 114 115 116 117 118 319 120 121 122 123 124 125 12C 12? 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 159 351 152 353 154 155 156 157 158 159 160 161 162 163 164 165 166 167 108 169 170 m 172 STATISTICS OF CITY SCHOOLS. Table 4. — Statistics of expenditures of ptiblic schools of cities, etc. — Conti City. 1 Indiana — continued. Lafayette* . Laporte . Logansport . . Madison . . Marion . Michigan City . Muncie * . New Albany . . Richmond . Shelbyville . . South Bend . „ . Terre Haute. . . . Vincennes . "Wabash . Washington . . . IOWA. Boone . . Burlington . Cedar Rapids . Clinton . Council Bluffs . Creston . Davenport . Des Moines: North side . East side . West side . Dubuque . . Eort Madison . Iowa City . Keokuk . . Marshalltown . Muscatine . Oskaloosa . Ottumwa . Sioux City . Waterloo: East side .... - West side . KANSAS. Arkansas City . Atchison . . Emporia . Eort Scott . Hutchinson . Kansas City . «, Lawrence . Leavenworth . Ottawa . Parsons . Pittsburg * . Topeka . Wichita . KENTUCKY. Bowling Green . . Covington . . . . Erankfort : White . Colored . . Henderson . . Hopkinsville . Lexington . . Louisville . May&ville* . . Newport . . Owensboro . Paducah . . . Expenditures for the school year 1894- Permanent invest¬ ments and lasting improve¬ ments. For salaries of teachers and super¬ vising officers. Current and incidental expenses . 3 4 $33, 000 22, 520 19, 337 1,000 9, 533 0 33, 877 26, 165 28, 916 $32, 024 20, 190 28, 182 16, 991 28, 122 20, 087 31, 730 36, 813 39, 079 12, 358 40, 519 84, 121 22, 000 12, 000 $15, 213 6, 934 18, 793 14,146 4,566 13,377 12, 763 22, 856 7, 430 20, 798 1,012 0 4, 208 563 3,047 13, 795 28, 996 465 0 34, 545 53, 800 382 4, 100 12, 080 889 1, 100 19, 000 62, 905 44, 173 37, 978 55, 651 17, 805 74, 971 17, 200 37, 592 78, 455 54, 039 13, 000 20, 318 30, 165 27, 110 29, 130 24, 000 95, 208 9, 514 ' 4,000 15, 302 39, 489 17,101 30, 450 7, 304 18, 193 7.500 24; 022 24, 441 34, 335 5, 456 13, 108 3, 536 23, 065 9, 493 2, 100 48, 209 6, 841 1, 544 936 1, 000 2, 301 16, 827 19, 976 20, 991 20, 310 19, 541 55. 389 20, 978 35, 769 13. 911 2 066 6, 098 33, 301 10 20,"66o 10, 473 13, 184 12, 456 18, 000 61, 585 49, 841 64, 255 5, 085 4, 732 40, 049 11, 033 11, 387 1, 525 1, 854 5, 895 4, 108 12, 856 11, 574 10, 485 17, 000 9, 350 398, 848 4,650 40, 446 19, 517 20, 792 1, 505 1, 996 81, 958 13, 057 2, 029 5, 908 Eor even¬ ing schools. 5 0 0 0 $130 278 0 0 0 10, 337 500 0 * Statistics of 1893-94. 18 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 a 72 EDUCATION Table 4. — Statistics of expenditures of public schools of cities, Expenditures for the schot City. 1 Permanent invest¬ ments and lasting improve¬ ments. For salaries of teachers and super¬ vising officers. Current and incidental expenses. 2 3 4 LOUISIANA. Hew Orleans $301, 141 $254, 572 Auburn . . . Augusta* Bangor . . . Bath . Biddeford Calais Lewiston . Portland. . Kockland MAINE. 0 $4, 692 0 649 4, 000 29, 546 13,691 21,000 a 13, 321 35, 313 19, 752 21,366 11, 030 33, 340 80, 979 14, 739 9,200 9, 783 6, 938 10, 674 2,130 17, 340 26, 799 4,817 MARYLAND. Baltim ore . 117, 089 Frederick * . Hagerstown . 9, 609 840, 112 238, 490 8,528 . . 55, 277 3, 386 MASSACHUSETTS . Beverly . Boston . 397, 983 13, 700 Brockton * . . . Brookline . Cambridge . 35, 423 2, 890 Chelsea . Chicopee * . 35, 000 8, 479 20, 000 Clinton . Everett . Fall Biver . Fitchburg . 102, 694 15, 000 15, 031 Framingham * . Gardner . Gloucester . 5,068 Haverhill . Holyoke . 67, 203 493 Hyde Park . Lawrence . 28, 317 40, 350 0 2, 675 500 38, 379 Lowei 1-..-. . . . . . Lynn . ' Malden . Marlboro . Medford . Melrose . . . Milford . Hatick . Hew Bedford . N ewburyport . 3, 123 48, 849 Hewton . . . "N"nrth A dnms _ _ 7, 097 H orthampton . 0 Peabody . Pittsfield . . 1, 157 2, 636 Plymouth . Quincy . . Salem . 22, 603 Somerville . 118, 206 Spencer . . 1, 500 Springfield . 50, 451 Taunton . 0 Waltham . 22, 303 1, 182 Westfield . Weymouth . W oburn . . . 1,802 143, 586 Worcester . 20, 800 13, 261 17, 335 22, 000 1, 533, 484 73. 179 215, 593 70, 292 c 20, 204 21, 669 43, 486 157, 712 68, 002 c23, 379 19, 284 54, 684 68, 693 85, 273 29, 280 87, 786 167, 148 152, 223 76, 984 34, 902 41, 280 32. 147 18; 094 23, 387 101, 962 22, 116 109, 887 30, 165 32, 812 24, 790 44, 900 21, 250 57, 126 74, 455 131, 086 17, 781 136, 072 62, 913 48. 179 32, 765 30, 812 37, 960 274, 263 6,700 5, 750 8, 083 509, 190 25, 681 58, 461 19, 207 11, 931 17, 862 d 63, 514 37. 625 9, 998 32, 259 22, 820 31,857 8, 356 34, 505 80, 411 60,162 I 32,443 16,368 17, 102 15,386 ! 6, 812 6, 501 37, 561 7, 662 30,339 9, 416 12, 501 8, 500 15, 667 7,013 24, 110 40, 494 8, 587 51, 653 24, 914 19, 144 8, 820 11, 269 9, 584 103, 575 statistics of 1893-94. Estimated. ncluded in other items. c Approximately. dDoes not include expend and the like. 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 STATISTICS OF CITY SCHOOLS, Table 4. — Statistics of expenditures of public schools of cities, etc. — Cont City. 1 2 MICHIGAN. $16, 774 Alpena . 771 27, 000 4, 996 377, 314 Bay City . 0 9, 262 Iron Mountain * . Ironwood . Ishpeming . 3, 551 Jackson : District No. 1 . District No. 17 . Kalamazoo . Lansing . Ludington* . Manistee . . . 16, 369 1, 725 145 2, 300 23, 467 15, 158 11, 246 2, 542 266 100, 000 Marquette . Menominee . Muskegon . Owosso . Port Huron . Saginaw : East Side . W est Side . . . Sault Ste. Marie . . . Traverse City . . . West Bay City . . . MINNESOTA. Duluth * . Faribault . Mankato . 7,000 86, 723 500 22, 453 Minneapolis . St. Cloud . St. Paul . Stillwater . Winona . 7,675 MISSISSIPPI. Expenditures for the school year 1894-£ Permanent invest¬ ments and lasting; improve¬ ments. Eor salaries of teachers I and super- j vising officers. Current and incidental expenses. Eor even¬ ing schools. Columbus . Jackson ... Meridian .. Natchez _ Vicksburg. Carthage . Chillicothe . Hannibal . J efferson City , J oplin . Kansas City . Moberly . Nevada* . St. Charles . St. J oseph . St. Louis . Sedalia . Springfield . MONTANA. Butte City. Great Falls Helena . 11, 749 33, 319 ”3,’ 243’ 176, 095 335, 801 2, 070 11, 383 1, 423 3, 000 ■ $16, 640 17, 256 32, 453 29, 225 49, 308 460, 480 12, 650 30, 809 12, 680 179, 970 16, 395 14, 500 22, 550 28, 500 16, 006 37, 785 31, 963 21,435 28, 913 17, 645 21, 694 42, 676 17,000 29, 297 57, 467 37, 802 13, 024 16, 217 32, 337 116, 616 15, 500 18, 488 480, 090 14, 500 342, 197 24, 386 46, 007 9, 000 10, 250 21, 229 12, 122 17, 293 17, 9, 24, 10, 23, 248, 14, 11, 7, 89, 999, 31, 27, 66, 745 23, 590 35, 071 $6, 556 6, 002 10, 019 15, 623 17, 296 202, 840 13, 351 6, 965 71, 638 10, 774 3, 565 11, 630 8, 878 26, 491 19, 311 19, 025 8, 275 9, 335 20, 641 6, 380 11, 980 41, 614 19, 833 5,037 14, 887 16, 140 10, 000 181, 225 9, 977 86, 728 9, 007 . 15, 942 1, 775 846 5, 983 7, 681 7,047 117, 018 2, iio' 79, 501 345, 182 10, 791 Statistics of 1893-94. 23, 895 26, 608 a The sum of the items is $1] $511 9, 888 4, 465 292 293 294 295 293 297 298 299 3 DO 301 302 303 304 305 306 307 308 309 310 311 3L2 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 EDUCATION REPORT, 1894-95. Table 4. — Statistics of expenditures of public schools of cities, etc. — Continued. City. Beatrice . Fremont . Grand Island . Hastings . Kearney . Lincoln . Nebraska City Ora aka . Plattsmoutk . . South Omaha . Tirginia City . NEW HAMPSHIRE. Concord . Dover . Keene (Union district) Manchester . Nashua . Portsmouth . NEW JERSEY. Atlantic City * . Bayonno . Bndgton . Camden . Elizabeth . Harrison . Hoboken . Jersey City . Long Branch ... Millville * . Morristown . Newark . New Brunswick Orange . Passaic . Paterson . Perth Amhoy _ Pkillipsburg-... Plainfield . Pah way . Town of Union . Trenton * . NEW YORK. Expenditures for the school year 1894-95. Permanent invest¬ ments and lasting improve¬ ments. For salaries of teachers and super¬ vising officers. 2 3 $599 2,099 490 557 0 Albany . Amsterdam . . Auburn . . Batavia . Binghamton . Brooklyn . Buffalo . . . . Cohoes . Corning * . Dunkirk . Edgewater : "District No. 1 (Tompkinsville) District No. 2 (Stapleton) . . Elmira . Elushing . Geneva . . Glens Falls . Glovcrsvillo . Hornellsville . . Hudson . Ithaca . 104,960 32, 597 3, 205 2, 004 1,139 1,253 64, 543 8, 002 2, 220 9, 986 36, 473 537 326 939 22, 807 16, 515 15, 557 C24, 583 490, 691 108, 218 30, 635 44, 533 4,296 5, 000 $24, 514 22, 056 20, 946 17, 841 15, 985 83, 312 15, 803 252, 325 12, 396 28, 414 16, GOO 32, 033 20, 500 12, 220 71, 895 34,162 23, 377 26, 983 45, 344 17, 043 137, 546 60. 038 11,400 103, 569 296, 697 28, 557 17, 224 15, 946 390, 142 28, 157 32, 096 28, 471 145, 622 13, 191 19, 145 33, 643 14, 123 20, 339 92, 622 1S3, 514 51, 847 15, 051 74, 991 068, 153 G33, 513 39, 149 14, 469 20, 808 5, 875 13, 684 59. 662 16, 330 18, 393 14, 123 28, 941 22, 634 13, 125 24, 848 Current and incidental expenses. $6, 059 10, 579 9, 537 7,513 24, 288 32, 238 6, 226 127, 695 6, 190 11, 552 16, 889 6, 866 23, 543 "*6, 707 20, 770 19, 916 6, 254 16, 003 20, 652 3,600 84, 439 17, 267 4, 437 5, 776 120, 047 5, 358 15, 053 19, 271 46, 069 11,192 18, 531 4, 656 11, 362 48, 014 13, 405 6, 188 20, 445 454, 240 135, 875 11, 634 5, 861 6, 104 Statistics of 1833-94. 1, 820 . Included in other items 14, 285 16,412 13,477 3, 602 5, 384 6, 358 8,195 8,928 8, 488 For even- ng schools. $300 157 5, 000 0 500 1,800 6, 569 «532 26, 463 252 267 1, 521 4, 000 6, 126 650 637 890 0 b 36, 833 10,901 2otal. $31, 172 34, 734 30. 483 25, 354 40, 763 116, 407 22, 029 380, 020 18, 586 59, 224 48, 922 29, 876 19, 360 202, 290 56, 180 30, 084 47, 753 65, 260 23, 297 191, 146 83, 895 15, 500 138, 764 387, 705 47, 828 22, 800 22, 974 601, 195 41, 517 49, 636 59, 249 232, 164 19, 317 31,524 52, 500 18, 779 32, 338 199, 010 233, 357 88, 703 37, 754 110, 993 3, 183, 809 1, 270, 980 50, 783 20, 330 32, 020 10, 549 136, 187 106, 709 29, 807 36, 528 19, 407 39, 595 35, 829 22, 053 37, 156 b Salaries only. I 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 STATISTICS OF CITY SCHOOLS, Table 4. — Statistics of expenditures of public schools of cities, etc.— Cont: Expenditures for the school year 1S94-E City. Permanent invest¬ ments and lasting improve¬ ments. 1 2 new tork — continued. Jamestown — . Johnstown . Kingston school district . Lansingbnrg . . . . . . Little Ealls . . Lockport _ _ _ Long Island City . . Middletown . . Mount Vernon:. District Ko. Newburg _ _ New Rochelle . . New York - - - Niagara Falls-- . North Tonawanda . Ogdensburg * . . Olean . . $3, 465 7,456 657 27, 422 15, 137 11, 764 356 22, 378 3, 176 37, 222 1, 508, 169 27, 684 3, 787 1, 536 Oswego . Peeks kill : District No. 7 (Drumhill) Plattsburg . . . Port Jervis . .. . Poughkeepsie . Rochester ... . . . Rome ... - - - ... - - Saratoga Springs . Schenectady . . . Sing Sing . Syracuse . . . Tonawanda . Troy . tJtica . Watertown . . Yonkers* . . . 5,616 2, 040 375 165 63, 344 1, 418 19, 237 3, 806 1,340 102, 475 1, 000 300 11, 157 8, 000 52, 316 NORTH CAROLINA. Asheville . . . Charlotte . . . Winston . OHIO. Akron . Alliance . Ashtabula . Bellaire . Canton . . Chillicothe .... Cincinnati . Circle ville* Cleveland . Columbus . Dayton . Defiance* . Delaware . East Liverpool Elyria . Findlay . Fostoria . Eremont . Hamilton . Ironton . Lancaster . Lima . Lorain . Mansfield . Marietta . Marion . Martins Ferry. Massillon . Middletown . . . Mount Vernon v 16, 262 3, 745 38, 598 130, 860 154, 687 98, 682 39, 051 21, 411 13, 083 1,000 9, 867 0 39, 574 10, 234 For salaries of teachers and super¬ vising officers. Current and incidental expenses. For even¬ ing schools. 3 4 5 $44, 272 $12, 095 0 14,458 5, 866. 24, 003 8, 169 23, 954 9, 311 15, 575 7, 657 36, 065 11,155 83, 59.6. 28, 446 $1, 273 21, 526 7, 032 0 46, 065 24, 986. 50, 995. 21, 6L0 28, 278 12, 402 3,. 397, 035. 1, 129, 622 165, 644 26, 646 12,461 296 18, 892 14,703 18, 905 6, 500 . 33, 881 9, 362 0 7, 170 2, 388 16, 700 5, 930 20, 325 6, 853 37, 109 16,308 303, 331 97, 055 5, 580 19, 900. 5, 223 0 29, 961 7,369 27, 105 6, 430 13, 091 5, 514 195, 756 76, 900 1, 518 17, 000 5, 800 200 115, 387 33,019 0 94, 792 20, 630 1, 444 31, 540 69, 318 30, 372 11, 520 2, 900 11, 268 67, 232 34, 076 . 18, 057 6, 031 18, 600 17, 333 58, 105. 29, 300 . 26, 400 679, 358 155, 609 9, 606 15, 900 707, 322 335, 713 7, 038 268, 710 102, 326 217, 327 98, 109 1,214 13, 000. 18, 214 5, 568 0 15, 514 13, 633 0 13, 994 4, 080 36, 567 14, 205 13, 298 16, 602 7, 145 49, 000 23, 500 22, 697 7, 563 18, 350 4,207 0 35, 109 11, 402 250 11, 382 28, 657 12, 939 20, 716 8, 501 21, 639 13, 500 21, 823 20, 738 6, 646 15, 800 | * Statistics of 1893-94. 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 J6 EDUCATION DEPORT, 1894-95. Table 4. — Statistics of expenditures of public schools of cities, etc. — Conti] City. 1 OHIO — continued . Nelson ville . Newark . Norwalk * . Piqua * . Portsmouth * . . Salem . Sandusky . Springfield . Steubenville . Tiffin . Toledo . Warren . Xenia . . Youngstown . Zanesville . Expenditures for the school year 1894-1 Permanent invest¬ ments and lasting improve¬ ments. For salaries of teachers and super¬ vising officers. 2 3 $11, 459 2,300 3,630 1, 500 25, 819 456 $8, 983 32, 674 13, 650 21, 398 25, 427 17, 539 33, 363 67, 707 28, 463 3,923 142, 660 2,500 40, 465 8, 675 19, 740 187, 183 17, 487 23, 856 66, 646 40, 090 Current and incidental expenses. For even¬ ing schools. 4 5 $4, 725 34, 627 j 10, 814 10,006 10, 630 j 20, 462 1 8, 401 1 13, 207 j 71, 181 . $723 11,713 55,927 30,364 OKLAHOMA. Oklahoma City . 11, 280 OREGON. Portland . Salem . 22, 861 1,153 197, 693 21, 042 46, 312 20, 273 PENNSYLVANIA. Allegheny . Allentown . Altoona . Beaver Falls . Braddock . . Bradford . Butler . Carbondale . . Carlisle . . Chambersburg ... Chester . Columbia . Dunmore* . Easton . . Erie . . Harrisburg . . Hazleton . . Homestead . J ohnstown * . . Lancaster . Lebanon . . Lockhaven . McKeesport . Mahanoy City * . . Meadville . Mount Carmel — Manticoke . . New Castle . Norristown . Oil City . Philadelphia . Phcenixville . Pittsburg . Pittston . Plymouth . Pottstown . Pottsville* . Beading . Scranton . Shamokin . Shenandoah . South Bethlehem South Chester . . . Steelton . 178, 547 17,331 52, 332 3, 714 35, 320 18, 813 3,139 16, 931 869 900 82, 034 6, 160 26, 459 626 94, 015 13, 329 42, 000 21, 229 159 50, 494 2, 321 17, 720 1,276 11. 284 24, 340 1,000 482, 352 627 282, 280 8,850 143 15, 601 25, 844 214, 563 33, 748 8, 337 847 999 201, 516 45, 253 57, 000 16, 584 21, 788 26, 468 21, 511 16, 030 12, 403 14, 086 39, 092 15, 095 13, 905 65, 560 18, 952 31, 075 9, 454 3, 944 14, 547 6, 2S4 9, 903 4,540 5,935 8, 967 12,677 4, 175 0 39, 460 40, 165 76, 484 42, 182 827 74,411 41, 187 23, 085 10, 483 17, 011 41, 096 9, 800 52, 190 22, 052 (a) 16. 610 11, 977 12, 000 6, 500 23, 845 0 50, 673 16, 979 23, 862 7,476 12, 697 5, 292 275 15, 300 10,441 600 38, 050 13, 067 26, 814 34, 863 22, 476 15, 557 175, 377 905, 768 12, 526 4, 248 503, 115 264, 067 12. 143 5,805 300 12, 520 5, 149 372 26, 468 25. 770 9, 630 25, 900 44, 969 124, 198 43, 060 6, 097 26, 312 12, 254 360 28, 830 20, 961 18, 634 945 13, 429 9,593 0 18, 175 6, 896 1 * Statistics of 1893-94. a Included in the other items. STATISTICS OF CITY SCHOOLS, 1877 Table 4. — Statistics of expenditures of public schools of cities, etc. — Continued. 478 479 480 481 482 48:> 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 Expenditures for the school year 1894-95. City. 1 Pennsylvania — continued. Permanent invest¬ ments and lasting improve¬ ments. 2 Eor salaries of teachers and super¬ vising officers. Current and incidental expanses. 3 4 Titusville . . . , TJniontown ... West Chester Wilkesbarre.. Williamsport. York . $1, 383 537 28, 918 51, 867 13,918 30, 172 $20, 352 11,937 17, 220 75, 204 51, 232 29, 711 $11, 605 3, 205 8, 970 18, 761 28, 340 11,092 RHODE ISLAND. East Providence . Johnston (Olneyville) Newport . Pawtucket . . Providence . . Woonsocket . 2, 949 11, 219 10, 848 124, 871 26, 239 22, 423 19, 809 51, 601 78, 108 357, 749 34, 257 9,830 8, 693 23, 453 29, 690 149, 227 13, 588 SOUTH CAROLINA. Charleston. . . Columbia _ Spartanburg 1, 080 144 57, 165 12, 206 5,846 2, 104 2, 072 SOUTH DAKOTA. Sioux Falls . 26, 323 13, 996 TENNESSEE. Chattanooga Clarksville . . Knoxville. Memphis . Nashville , 172 947 12. 495 40, 174 11, 691 35, 933 65, 463 129, 280 1, 810 1,209 5, 016 22, 093 14, 535 ! Austin . . . „ . . Corsicana * . . Dallas . . Denison - El Paso . Fort Worth.. Gainesville . Galveston ... Houston . Laredo * . Paris . . San Antonio. Tyler* . . Waco* . . TEXAS. 10, 116 1,891 170 262 0 70, 845 434 122 31, 299 15, 828 59, 984 9, 339 11, 4Q4 16, 080 4,204 17. 162 2, 763 40, 383 6, 358 19, 974 4, 176 68, 000 16, 836 61, 474 14, 133 10, 672 1,641 17, 000 1,400 81, 629 14, 011 13, 079 1,139 37, 920 5, 440 UTAH. Ogden . Salt Lake City 0 115, 422 32, 673 148, 854 23, 081 104, 456 VERMONT. Burlington Rutland . . . 21, 519 24, 280 *22, 154 11, 170 VIRGINIA. Alexandria. Danville. ... Lynchburg . Manchester. Norfolk _ Petersburg . Portsmouth Richmond . . Roanoke Staunton . . . 0 8,386 92 8, 750 0 0 0 377 15, 236 14, 634 27, 186 7,128 31, 864 19, 107 12, 514 126, 944 15, 005 12, 294 4,542 3, 286 4, 832 2,169 7, 956 4,615 3, 727 24, 081 3,489 703 For even¬ ing schools. 0 $1, 800 25 108 1,529 3, 223 32, 164 2, 472 1,503 0 Total. 6 $33, 340 15, 679 55, 108 147, 632 93, 490 70, 975 35, 227 39, 829 76, 583 121, 869 664, 011 76, 556 60, 349 14, 422 6, 200 40, 319 41, 984 12,900 41, 121 90, 006 156, 310 50, 754 17, 900 73, 339 20, 284 20, 095 46, 741 24, 412 84, 836 146, 452 12, 747 18, 400 95, 640 14, 340 43, 360 55, 754 368, 732 56, 969 45, 000 19, 778 17, 920 40, 404 9; 389 48, 570 23, 222 16, 241 154, 178 18, 494 14, 374 Statistics of 1893-94. 1878 EDUCATION REPORT, 1894-95. Table 4. — Statistics of expenditures of public schools of cities, etc. — Continued. City. Expenditures for the school year 1894-95. Permanent invest¬ ments and lasting improve¬ ments. For salaries of teachers and super¬ vising officers. Current and incidental expenses. For even¬ ing schools. Total. 4 5 a $47, 335 $173, 250 26, 546 73, 508 47, 298 138, 614 * 21, 971 5,259 0 18, 930 29, 481 24,195 108, 731 37, 003 89, 649 26, 276 5,457 21, 435 15,515 54, 402 6, 1G1 29, 335 5, 777 0 29, 750 10 , 666 74, 666 23,261 84, 829 24,937 53, 999 15,410 70, 645 5, 226 18,804 87, 867 $1,749 a 5 1 o, 547 10, 475 273 5S, 579 12, 525 0 107, 402 10, 594 57, 485 5, 448 22, 330 31, 746 550 111, 005 3, 254 15, 155 7,086 23, 703 6, 612 30, 074 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 WASHINGTON. 527 Seattle . 528 I Spokane . 529 I Tacoma . 530 Walla Walla WEST VIRGINIA. 531 I Huntington 532 Parkersburg* 533 Wheeling . WISCONSIN. Appleton . Ashland . Chippewa Falls. Eau Claire . Fond du Lac * . . Green Bay . Janesville . La Crosse . Madison . Marinette . Merrill . Milwaukee . Oshkosh . Racine.. . Sheboygan . Stevens Point.. Superior . Watertown*.... Wausau* . WYOMING. Cheyenne. $22, 066 663 1, 853 401 16, 791 23, 383 473 4, 230 1. 387 5, 774 40, 000 28, 431 1, 949 {a) 2, S86 50, 000 8, 981 687 12, 240 303 $103, 849 46, 299 89,463 12, 290 13, 270 21,119 67, 745 29, 263 18, 572 15, 505 34, 657 21, 787 18, 199 24, 000 61, 568 29, 062 26, 804 11, 629 485, 931 44, 945 44, 877 37, 910 16, 195 66, 469 11,598 16, 617 23, 462 * Statistics of 1893-94. . a Construction of buildings and issue of bonds in payment thereof is controlled by another depart¬ ment of the city government. Table 5. — List of cities containing 8,000 or more inhabitants concerning which no school data are available. States. Cities. States. Cities. Alabama . Anniston. Hew York . . Hew Brighton. Hlinois . Lasalle. Peekskill (District Ho. 8). Streator. West Troy. Louisiana . Baton Rouge. Horth Carolina . . . Hew hern. Shreveport. Raleigh. Maryland . Cumberland. Wilmington. Hew York . . Cortland. Rhode Island . Central Falls. Edgewater (Rosebank dis¬ South Carolina . . . Greenville. trict). Tennessee . Jackson. Kingston (Districts Ho. 2, Wisconsin . Manitowoc. Ho. 3, and Ho. 4). Table 6. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants. STATISTICS OF CITY SCHOOLS. 1879 •ajnjTpuodxo $1, 212 3, 800 4, 125 3, 395 15, 000 23, 975 37, 832 27, 158 27, 638 24, 773 23, 632 11, 738 14, 500 11, 640 • © ■sjaorpo SmsTAjadns pun sj.a’qo'eo j " j'o earjBXBg © « $4, 475 ©©XO© © © CO XO © CO XO CO CM©©*— <© 00©t^H © H H © CO CM © tr- © © 00 © tr— © O r— 1 t- ©COCO©©© CM ©OH©© CO CM* CO CO t- (MHW^HCJ 00 © © © H H CM H CM H H r— i H •Aj.i9do.id jooqos jo anjcA 19 oooooo o oooooo o ooooo O O O C© o o o o o h © o o o ooooo © © © © CM © O © OC © © xO © o ooooo xo* cT co' xo~ xcf to* cT cd' m cT cm* xo“ xrf © © xn* cT oo* H (M CM H CO CO H © O H © L- L- H xO CO H © •sxooxxos qSfq jo jaqumjq IS Hrt0ri0ri ^ °HriHr,H r— 1 i— 1 i 1 i—l •s§uij -jts jo sjBas "jo joqumjq © © © © xO © • © © XO © © © O 'ICOOOO O LO O (M lO • OiTJOOOlO O • 00 (M iO o XO CO O ^ CO XO • OW'Vr-iCNOO O *000x00 •pasn sSatpxraq jo joqranjq 2 H 00 OO O 00 CO © 00 H o CO H H H CM CM T—i xO © H XO H © H • ©iD^OO 1 © © 1^- © CO © 00 © H CO © » H • L-» © • © C- OC H © H L- CM XO H H * © • © OCf • OO 1— • H~ © r-i xrT CO IOOO'h©* XO * CO • I> D IO o XO © © H GO ■ • 1 1 •U0ISS9S UT Axxuujou 9J9AV sjooqos oqj sAup jo joquiniq 000t>00 O t-NOONO CO IO I> O W [- NO 00 OO 00 OC OO Q Pupils enrolled in public schools. 1 pujox © 900 331 571 436 370 403 813 925 1, 409 1,336 1,019 1,246 1,138 1, 123 800 878 1, 273 518 900 ’9XBUI9X K3 O O O CO CD CO CO XO CO © © H • H * CM CO © XO © CO CO CM O L-- o . cd io © CO OC © CC O0 xO IO 00 CM CM H • lO . H CM XO r— CM H r— 1 CM CO © © XO © 1 XO • H © 400 1 •sxooqos ojBAtjd pun x^tqoojud ur" extdn^j ft 25 2°S° <5 oooio-tHi o ! o © o m o in iniA't>' c-- in o' in' ■*£ -t* City or village. ALABAMA. Bessemer . Eufaula . Ju lore lice . New Decatur . Opelika . Tuscaloosa . ARKANSAS . Helena . CALIFORNIA. Napa . Pomona . . . . Riverside . . . Santa Ana . Santa Barbara . Santa Rosa . COLORADO. Aspen . CONNECTICUT. Branford . Derby . East Hartford . Milford . Naugatuck . 1 i ! I Table 6. — School statistics of cities and villages containing betiveen 4,000 and 8,000 inhabitants — Continued. 1880 EDUCATION REPORT, 1894-95. 1 •ajnjipuadxa ibjox - $10, 685 25, 802 18, 357 5,216 16, 014 7, 250 2, 075 8, 657 ICOOOOMWMOO • (MOCOOOOt^'HOO • HHHOOM^NOO • c© tHTjTcot^^tHofcaoo • ^ i""H rH rH HH ] •sjaoiqo SuisiAjadns pun BjaqoBaj jo eaiJBXBg © 51 $7, 580 14. 317 8, 891 4, 700 12,430 5, 568 3,800 tHOinOOOOOOO® lO O Cl Q Cl CO O 05 O O O ^OCCOOCOkOkTJOOOO ^ ® o’ rH o t> r> rH CO CO CO rH rH rH rH ■^jjadojd xooqos jo enxB^ 19 $16, 500 56, 000 70, 000 9, 050 35, 000 20, 000 OOlOOOOOOOOO OOlHOOOOmOOO OOCDOOCOOH^OOO cT in' hT cT in' co o iff oo o' cT •sxooqos q$iq jo jaqmnjq; 30 V* • H H O r O • CO 00 O H* O O O • CO tH o in o o 00 'OOlOO CO m cc m o o o © C5 O O O rH ^ H O 1M H rH rH H H m OWCI CO CCDOC-lr< CO CKMCIHHHHCOIM •9XBK 59 * I f l l l I Z 9 Cl H H CC H Supervising offi¬ cers. •1BXOX « rH CO • O O 00 O rH 00 1 Cl H Cl (M H H • H H •aXBiua^ 11 ! Cl OJ •aouBpuajjB ,8^Bp jo j a q xu n u ajB§a j3§^- GD 82, 644 176, 016 104, 854 30, 320 129, 770 87, 586 68, 000 229, 946 68, 300 152, 744 192, 375 161, 205 122, 525 142, 043 141, 000 212, 400 170, 940 •uorssas ui Axxbujob 9J8av exooqos aqj eAnp jo jaqxunxj 1 ** Wt-OO (N O© 05000 00 05 © L" 00 r—i rH rH rH rH rH rH ^OOOHClOint'O^H COQOM>CfjHXODa HHdHHr HHIMHH Pupils enrolled in public schools. •IBjox © 755 1,238 777 522 1, 009 625 490 514 Hoinom o m h m co CO CO H Cl Cl oo o o m rH CD rH in HI *H 05 00 CO CO rH rH rH •aXBuiaq 430 595 408 319 240 275 I o h *n oo i rH — < CO O . d CO CO CD 582 481 410 680 701 •9IBH H 325 643 369 306 250 239 . 140 531 615 537 lO h O O HI CC OO O t- H in Hi co CO •sqooqos ajBAijd pun x^Roojud ui extdncj M lO © .© © O©© © © © O T-l Cl ■ 1— 05 ©ITS© 05 © -^ 50 05 ■ Cl HHW .-1 o m o in o O rH o 00 o rH rH CO CM ‘f68I ui uoxjBxndod pajnxuijsjj « 4, 000 6, 000 4,000 4, 000 7, 500 4,500 6, 000 6, 000 6, 000 7, 259 2, 500 6, 000 5, 207 O O O • O O O O • O o m o • m in* in* co • co 1 City or village. H CONNECTICUT— contin ’ d . New Milford . Wallingford (central dis¬ trict) . West Haven . W estport . Winsted . DELAWARE. Newcastle . GEORGIA. Albany . Griffin . Thomas ville . ILLINOIS. Austin . Batavia (eas side ) . Belvidere . Centralia . Charleston . Duquoin . . Edwardsville . Galena . Kewanee . Litchfield . STATISTICS OF CITY SCHOOLS. 1881 10, 518 19, 990 11, 075 80, 405 15, 000 9,750 12, 814 13, 150 15, 172 11,400 16, 940 15, 000 10, 400 15, 000 9, 845 12, 000 14, 938 11, 550 19, 646 108,602 21, 000 23, 000 11, 870 9, 750 17, 778 12, 000 18, 000 26, 712 14, 632 8, 000 4, 132 9, 634 17, 711 11, 907 12, 5C0 10, 236 11, 575 5, 921 13, 137 8, 155 43, 633 12, 916 6,300 9, 744 9, 955 9, 925 7,800 11, 585 10, 500 9, 660 10, 060 7,733 10, 500 11 175 - IT mu Mg 33 of 6, 520 14, 367 8,720 14, 400 10,149 6,895 7, 511 10,660 8,942 10, 826 6, 673 11, 500 7, 1G9 iililili mill mu mu £§§§■ 111 iiiiii r cl iC'o'lO r-T CO O H CM (M rH rH rH t— T- tH rH rH iH H H rH irHrHrHrHrn 1,150 725 1, 450 850 1, 500 900 600 900 720 850 950 860 800 1.20(1 987 1, 068 1, 100 1, 220 1, 347 1, 200 1, 200 860 750 1, 400 1,000 1, 500 1, 285 850 450 1,045 0 1,080 1, 230 1, 039 n ! CO TfiNH ! (M -<' o' ci cs •Apradojd qooqos jo qiix^A © £££8 § :£ggg :§&§£§ ■fc’XOoqos qSrq jo aaqrau^ j " ^ ^ ^rHrHrHrHrHrH^^MrHrHrHrHrHrH^P;. •sSutj -qis jo spcas jo jaqumjq ill 1 llsills lilt If illlll Hr-T t-T r-T j rH j rH I rH •posn sSuipxinq jo jaqnmjq © OCO O t-C5C^^OOOOO^OOOT^OCM°^jOCQP- Regular teachers. T*M>X t*? ■©Xrraax 1=1 CO%H rH H Cl Cl S S&SggSg-SggJHggSs&a •©Xrjq; es O L'i-^inTii'inHiiHti''*Oc4'o'e8'o''td' iiiiiiiiiiiiii ini isi i in§ it imi i Sggggg£gg S8S33 :gg£ :S :£§£§ £ r— i T-HrHrH ' r-4 ' 1 1 t— 1 •rH'rHrHrH £ jg^ggggSgggggS ^ 1^lHrtpHrtrHrte,lHrHlJrHpH^OrtrHrHrt0,THrJrHrHrHrHrtrHrHrHl_IlH PHt-ll_IrHlHrHrH,H,H7#,HHrHrH,-l,H.H 11 ill illlllslg ilsllllsll : ill issls 1 rH j r-T j rHM rn%H rH rH rH | rH t-TT_rr4'r4'P4' j j j rH r-T r-T r-T 11 rHr-T 11 rH 1111 HH 0 0)00 SSS3 ^0O(MHOJt-XO(MMXt-OOC5t>^l>OW^t'Q^Ot>OOCOHOO(M lO rH 1 — IT — ! H H T-HrHrH r— i i — 1 l — 1 rH rH H H lO H* CO LO ooci co :8£853§Si8sS8SSS®&3S8SiS5 £ ££ -J r - 7— to 05 05 05 rH SSSSS;SS£SSS8S i S&SSSSSSSSSSS^SSSSSi £ cl CH N Si 8 Cl rH C<1 a s; as r-HtOOqoqoqoq^^rHrHrHOqOq iHNiOHr(CO(MH«WfOOHC}HWH(MCO rH « rH r-H oq tH ^ rH ! CO rH 05 CO rH O CO rH H !HHCIOWMHNHCOH^^WHClr-;HHOCCHWH(NCIH IrH CO cq co co cq co 05 LOHH 05 Ol rH ' H CC O L- C. L- Q ‘J U-i rH sllsIllllSllllllllsl lllllllllllll 3 g'gg2s2s'||||3|s'2|rs‘g'8's' ;s|gg"s'|fs's's'g2 s §H s"s rH rH 11IS1IS3I111 S 2 S 8 S' 8 5 2 2 8 2 S' HrHHCqCOrHrHrHHHHH ooo>ooo8cooooogaooo8j>-ooaDaogt>8t~-cB<»ai§^g8c»§8g§oo «! m rH rH rH rH rH r-i rH rH t*H rH m rH rH rH rH iiiisgiiisiisiisisisiaisiissisiis gssssissssgisnss r-T rH HHrtHH HH HHHrtH rH HH rH rHrHrHrH rH rH r-TrHrH 1 ill i i in iss | ill!! § i §S :§ S :l§iilS is! ISl'Ill 1 il§ : : :§hJ • t> t> ill i §1111 i i is IS ii 1 iislllll ill ilslll 83 : iSS g i : rH 1 • a i i o rH loo ! ! i 450 775 149 : igS !SgSS : :8 :§§§§§£ :§§ Table 6. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 1884 EDUCATION REPORT, 1894-95. •ejnqipuadxa jejox H « $25, 000 18, 000 11,195 16, 000 15, 000 15, 000 11,586 6, 440 9, 527 8, 500 8, 520 9, 220 17, 274 7, 249 9, 953 8,000 14, 768 3.0, 162 5,000 11, 598 13, 000 •saaoipo SuisiAjadns pun saaqouaj jo eatjupg § $12, 000 14, 575 IgJsllS llUSIlSilIS«iai ^t>t4'aTc4'od~ ia‘inc^'rH"Tq'«ot-^ci'ifti>o'co"ooooo5t>’'r4' •j£q.j9dojd jooqos jo anje^ rt $40, 000 80, 000 mil! iiiiiiiiiiiiiifii S3 Sf S 8 S8 ® S' 3 8 8 3 8 S 8 S S S 8 S' IS 8 g •sjooqos q§iq jo Jaqranjq 30 iH rHrH,HrH : ^ ™ ^ rH rH rH rH •s£uij -qis jo s^eas jo .raquinjq; H 1, 200 1, 700 1,200 70 678 878 1, 150 675 600 700 690 1, 460 1,099 600 1, 250 1, 080 1,007 1,048 1,040 575 1,272 1, 199 •pasn sSutpymq jo jaqumjq <£ H 0 CD CDiO^lO^tM lOCOLOCO^lOCO^CO COHtO^NtOM Regular teachers. TO>X ■ajeuioq; H ■appt M H (NLOHHCOHCNH co co co co co et Supervising offi-- cers. Wtox « HHWrlN IeO IoOOtH ■' • O O O ' rH CQ •OFM © HnHHHW ! HH O -HtNHHHHH ^ ^ ^ rH rH rH CO •aouepuaqqn /pup aSeaaAY - ii- iiisii iii&igsliiiiiii is j r-T r-T r-T | rH •aouupuaqje (s/up jo j a q ut u u a juSaj§£ y QB 133, 740 166, 252 158, 009. 5 93, 632 960, 525 133, 299 156, 691 97, 628 79, 460 115, 839 115, 412 187, 417 135, 710 100, 293 178, 080 102, 507 123, 311 131, 840 181, 210 159, 120 162, 170 161, 920 139, 912. 1 188, 474 •UOI8898 ut /qunqou 9J9Ai gqooqos aqq s/up jo aaquxnjq 1 b 180 178 180 180 176 195 180 190 180 160 179 180 172 180 177.5 180 172.2 157 184 155 175 180 180 176 156 178 Pupils enrolled in public schools. qnjox 55 slislill! IsSIsalllllllSasl rHrHiH rH HH r-T h'hHHHHH •apuuax s i 1 ill |S S33S3SS38S23iS§8g l : 1 jSS is llsllliilllllssll •sjooqos aquAijd pun pnqooJ'Bd ut spdnj 1- l 3 : illSig 5i§8§§188se§-!3ss§i H68I ut uoijupidod pajumijeg; l ** 4, 000 6, 000 7, 500 4,000 4, 000 4, 790 5,150 7, 000 4, 250 4, 000 4, 200 5, 500 4, 500 7,000 5, 000 4, 279 7,000 4, 500 5,000 6,000 5, 500 5, 800 4,800 6, 000 6, 000 7, 000 City or village. H 4 J] ill Fergus Falls . Hastings . Hew IJlm . Owatonna . Rochester . . . St. Peter . MISSOURI. Bonne Terre . Boonville . Brookfield . Carrollton . Clinton . He Soto . Fulton . Independence . Kirksville . Louisiana . Marshall . Maryville . Rich Hill . Trenton . Warren shurg . 'W'ebb City . STATISTICS OF CITY SCHOOLS. 1885 13, 995 19, 931 30, 028 20, 713 6, 725 8, 730 8,595 14, 687 14, 437 12, 231 6, 400 14, 829 18, 000 9, 301 13, 818 19, 188 | 14,622 8,948 21, 000 16. 000 10, 682 25, 797 8, 400 25,893 12, 000 16, 318 10, 539 8, 398 20, 908 13, 020 1,324 12, 600 4, 776 16, 149 22, 929 25, 925 9, 273 12, 246 16, 490 15, 644 5, 825 6, 250 6, 321 8, 590 9, 653 8, 150 5, 800 9, 401 13, 000 7, 900 11, 056 12,251 10,051 7, 750 6, 025 5, 500 10, 000 7, 624 7, 704 7, 380 13,350 12, 000 10,470 6, 325 5, 185 15,548 9, 045 3, 880 9, 700 13,787 7, 818 1 16,541 ! 17,940 54, 000 75, 000 80, 000 59, 835 20, 000 34, 500 18, 000 32, 000 55, 000 40, 000 22, 000 50, 000 50, 000 1,600 45, 000 S3 rH rH rH rH rH rH -H rH rH HH -H jrH |rHrH jrH-H-l rH (NHHHH ' (M 1, 500 1,460 1, 402 600 800 630 720 1, 200 586 620 800 400 900 1, 000 670 700 500 550 1,048 778 650 524 1,048 850 900 700 1 III issi rH rH | Hri' n THW(NHH(NNH(N^(NHHHW W tH (N i> «o fO tH S3 : &S533 SS : sssa-sssasgsasssss 5°*ss&35§§8 I-I lO oo of ; jh tq" m i» ; gT cJ jtT of in' ® •srootgo .onisTAjadns pUU 8J8l[0li9J JO BOIXBIpg i 5SISi§8 11 lllslllSIlsllla ooffl'oo'ccoo' cfcA ed'w w't-hw cj oT t-Toi" w o' -sf txT co o •Aprodoad xooqos jo onj^A Si gSSS :££ r SSS3S •sxootjos qSrq jo isqmnjj QD •sSutj -jib jo sjbos jo joqnmjq; fllslfl il gillslllillllll •J33sn sSaipxinq jo jgqumyx © (N(TQ C (M N ^ CO ^ W C5 O W K O s © "3 th°x s° a is&asisassssssa •9XBOIOJX aa^ssaa £3s§-s§ssssa§3g.8§ ■9IBpf « O O tH tJH ! H H C* r-1 ! lO O CO ^ ‘O O O (M LO X ■ CO CQ Supervising offi¬ cers. e? & HNH i H ^C3 CQ CCI • > tH • tH ■ • r-i ^ rH ! ! HHH ■9XBUI0J & OH ' 'OMH r— • O i • O 1 O • * • CQ ' 1 'O 'O •9IBK © 'oouypuo j|"B A]inp aSmaAy © llllr-l i IS llSlsssallsIS i| : rn t-t -t : •oounpnojjy (sAi?p jo joquina ojsSojSSy llsSlal IS IIIbIIISIpSII il ggsggsg gsf SSISSs'asSI'alS iS •uoissos UI AXIBUJOB 9J9A4. BXCOqOS oqj s A n p jo joquiujq; SISsISI §g ssg'3gg|sgsggg§g Pupils enrolled in public schools. •IBJOX 1 © §111111 IS IllllllglllSlls ,-T grirtM r-TrJ ,-f rd r-T r-T •0XBUI9X to .£3jS§13 IS sSllllllSSSlIls •3FR h II illll 1§ ISlillllSIlllSI •sxooqos ojBAiJd pun x'BIxI00'IT3<^ al sxtdnj M IIP ! il P i iSf i jlll js is is T68I ut aoipqndod po jTJcarqs^x; « tp co • tP tp o' c- oo Tji in io t-^ t> 10 o t-i o 10 -si t> o o to City or village. new York— continued. Saugerties . Seneca Falls . Tarry town . Waterloo . Whitehall . White Plains . W ooclhaven . . . NORTH CAROLINA. Durham . Washington . OHIO. Ashland . . . Avondale . Bellefontaine . Bucyrus . Cambridge . Coshocton . Delplios . Elyria . Greenville . Hillsboro . Kent . Kenton . Nelsonvillo . New Philadelphia . Niles . IlSsIS i : r-T O' — ^ I> H? GO* k • ; • STATISTICS OF CITY SCHOOLS. il i i i SS1111 !l!-!ii!!liiill!iii is : j 8 :35 sS'SS^^S'SSa^SS'^S 17, 979 16,711 20, 000 V- 1 16, 238 OO 12, 008 OO . HSiiSifiiii 1 !Sllllli|ail!ll!S!!!llllIllJll M\ cTwc o' n o' t-' a o d o i>" af ^ o l-- wT d> af o' wT c> to r-T o' oo ® to i> o o m i -'10 1- h h o" ; t> o' r4 cf • IIIIIISIIIII 1 §11118 li!!l!!I!!l!!!!lliil ill 11 j §S3S|§SSiSSS'g S' 88'gggS :SS§'a'SS§3ggSg'§S§SSgg jg'S SS j . . ~ -j— n* rH 900 1,000 1, 200 Us! tH r-Tr-T il il 1 li!l°s°Ilfs! i : j rH rH r-T rH r-T r-T r-Tr-T j ll«§!lllslllll! i ! t-‘ r-T r-T HHH HH j rH CO^O CO CO iO CO • ^ O fO iC O ^ (M ^CO^CQCq^HCOCO > Cl co !ocqhwcoo3*oowwcohm coo • §3 JS 8 co 8 S i38a3SS8388 j 8 :8 : o ooa 3858 ig&8 8 S :S833.SE333.3 : OHIMOONHO^COCOIO t — i rH Ci H Cl n rH n n n H 8 :8 : CO ^ t- o cq c ^ j -M O CO hH INMOrilOHNNOnM • owHt>cio:qcoHi>iOH CO ! Cl Cl rH • rH Cl rH CO ! *H Cl j^rHCC ^ O j'* j C3 • • ' HHHHNHn • Cl ' r-J rH • • O th ! o ■ > ■ 7— < 1 O ' • O 'HO *00 • CQ ■ rH • • >00 • 'OO • • H - ! o C1H H(M • i— 1 rH rH hH O rH rH rH rH O rH rH iH rH rH CQ • HHHHHHHHNHH jrH^rH^ rH rH \ If SssSilSl il ! SSIlsI isisllISlIilsllfiSl r-~ r-r : : ,-r j -r .h- ji§ p tii!^ mill! i min Imsnmmmm ||ggS|||SS'gg' § ||SSfS :sgssg|sssgsgsg|g|| in § ifg 3 lO • 1 Mi||«o§oaM?«x«»o»|S*aS|®oa»S§ o P! I S§iill2iiiSS i illlHsSIISIllSISIalg 111=11 r-T rHr-TrH HHH j r-T HHH r-T r4 HH r-T r-T j r^Hr-T 111 1 hT r-T llllSiseSslI i ISSIlsglssIllllIlllI ilsgl Sis 1 liiiiiiiissi 1 iiisiisisSimiii^ii ii§n 111 1 sill® Is If l i il § iftgg§s§gig il il i ialslliSlls ill il ^ 4, 500 5,000 5, 000 5,500 5, 800 4, 500 7, 000 7,000 1111 1 lllllllll if!llil!i!ll!ll!illl 1! f j ;© d i> a S d !> d ift d ■ t' ^ o' -w ift lo o o' ^ to o i> l- iri i> uj i> o’ u Oberlin . . Painesville . Pomeroy . : :® : : ijlii IsSlg, CHPP>[ w apaKoneta . "Washington . . Wellston . . . Wells ville . OREGON. Astoria . PENNSYLYANIAi Archbald . Ashland . Bellefonte . . . Bethlehem . Blooms burg . Bristol . Connellsville . Cons lioho oken . Corry . Etna . Greeusburg . Greenville . Huntingdon . Lansford . Mauchchunk . Middletown . Minursville . Hew Brighton . Ben o vo . St.Clair . Sharpsburg . South Easton . Suubury . Tamaqna . 1st 3 : ® ? P -r, 3 ■-£'§ o • [ 1111 §ii "fi'ei; «c 6 • U -i p3 i Table 6. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 1888 EDUCATION REPORT, 1894-95. •ejnjipuedxe jujox « $20, 276 22, 295 17, 000 5, 920 13, 112 8,278 9, 467 10, 226 13, 941 12,119 18,451 •sjaoipo SuisiAjedns pan sjoqonej j'o Boijuxng e* $18, 035 16, 347 15, 000 2, 865 10, 324 5, 302 11, 550 6, 550 7, 984 8, 548 5, 169 7, 528 8,060 12, 450 •j£jjodojd xooqos jo enx'B^ ft H $150, 000 70, 500 75, 000 25, 000 72, 000 27, 550 24, 000 42, 330 30, 000 32, 965 71, 748 58, 813 75, 000 100, 000 •sxooqoe q£iq jo jgqraajj; GD ¥4 HHH j ^ H •bSuij ■jib jo sje9s jo aequmj^ 1,474 1,348 900 600 742 1,000 950 590 480 1,200 1,180 1, 224 1, 300 750 •pesn sSaipxtnq jo aequmj^ 03 H CO H CD o 05 C5 O 00 tH tH 00 CD IH H HH t- O) H H 03 H H H t-i H H H HH HH 1 Pupils enrolled in public schools. qnjox ft 1,888 1,536 860 495 730 869 1,053 649 456 1,212 1, 118 1,419 1,381 697 •exntug^ - 1 945 736 425 270 428 395 548 244 224 657 553 743 711 352 •9IUH * CO O kD kD 03 H kD ID 03 iD ID CD O CO H O CO 03 O tH O O CO ID CD tH tH H O 00 H 03 CO H kD H 03 ID kD CD CD CO •sxooqos ojnAijd pun jBiqoojnd ui sjidnj M 030 kD O kD kD OOlDO 003 O kD 03 kD 03 kD 05 CO Ok003kD kD H 03 tH 03 03 03 H H H 03 H ‘f68l ui uoijiqndod pgjuunjsa; « 7, 000 5, 000 4, 500 4, 250 6, 500 7, 000 5, 500 7, 500 6, 150 6,000 6, 000 5, 500 City or village. H RHODE ISLAND— COnt’d. Cranston . Cumberland . Westerly . SOUTH CAROLINA. SOUTH DAKOTA. Yankton . TENNESSEE. Johnson City . TEXAS. Brenham . Brownsville . Corpus Christi . Greenville . UTAH. Logan . Provo City . VERMONT. Barre . Brattleboro . STATISTICS OF CITY SCHOOLS. 188$ II afoo t— 4 rH 17, 062 4,738 7, 046 :§ la 13, 614 4, 593 9, 940 5,136 16, 419 15,108 14, 230 16, 598 18, 733 20, 474 22, 350 13, 595 15, 000 17, 500 11 SSI SI slllllslllllll 1 as t^eo in 00 ^ 1> ®" « » r-' o' 00 O oo' ffl' 1> o o' 3 IIS 3$3 ss S ^ 58 8 S S 8 § 3 5 S8 : S l il • r-T in 1, 400 1, 000 825 1, 270 782 300 900 950 860 1, 200 1,200 1,000 1,200 1,150 615 640 H CO ^ 27 24 19 19 sss iC o o S& CO lO 00 19 14 18 25 15 25 22 17 17 HNH lO lo irT cf Cl C l ^no (M a •9IBK •optcaaq; 2 i W I •9IBH •aptaaq; •9I»H •a^BtuaA •9IBK •9XBOI9A ^ ■ oo © © © • © o © © • © •9IBK © • © © © © • © © © ct © © © © CO © © © T? • © © © © 00 Tf CM © © © © © 3d © ^"2 9 § W) ^ © •9IBOI9A •9IBJ\[ •9XBtU9A •9IBK ® O ^ VO Ol W 00 O rp - o w t> lo (M • a ihhwhwhhw • > ^ a o © H Ifl . £ 3 O <5 B •<1 p p H eS <5 § "* M M 2 >C© Oh © : g-g § a to ^543^-ai c o „® « ^ hj p .9" £ es-- O O ci® g” : spg m': . 1 1 .a£ 9 S 1 -a* PCM : : :«jWpWwasbo £ £.2 © © . _ QJ ' >5 w—t : *-» 'l2^f)i1§OoS5,2 it STATISTICS OF PUBLIC HIGH SCHOOLS. 1891 oooooooooooo OO lOOOOOOOO 30 *000000000*0 0*0*0 O O O o o o o o o o o o o o o o o 0 0*00 csf CQ r— T CM* o o o o o o o o o o o o 0 0*0000 WHcldioco _ _ _ _ _ __ooooooo ooooooo oooooo ooooooooo ooooooo *0000 00000*0*0000 0*0000*00 CO 03 00 Cl H O W O O O CM CM CM ooooooooo O *0 0*0 o o ^ COH CO 00 COHr^CvKMCO CO • CO • ■ CO CM CM CO CO CM CO CO • ^ rH CO CO CO ) CM • co o I> 0 no ^5 O lO (M Cl I i^fic^i>t~o*o iooooco iQJOOOOrHOCM I »(0 O *0) 00 Cl < I *0 CM O O O I O O O *0*000 o • o *o o - MOtMO^i o o o • o a o o oooeooocooo O CM O CO o o o cq o co o cm mooooi OOOr— lOO’-HO O O O • 00 cq (M o o Cl H O O (M O O *0*0 O • O O • o o • o o oooooo (NOCCOOCOI 00 O O CM lO O • H CO 00 I O O O O CM * 0 0^*00 NO(MC50HiCLO^rHO(MlO H H CO *0 CM CM CM H CO H to O lO OO lO l> C oc-rnoo*o*ocooo*o CM CO CM ClMT? rH OOOlOOMN*Ol OO^t-*OOOLOO 0 0*0 t"» 00 CM o H CM H HHCCHt- *0 O CM CM rH CM CO O CM H O i CM rH CM O CM rH CM CM CM i ^ : : : ^ : i^g ' p. ® § ” g T e® S o-dg s S S a S'- ® cq ffl kh _ o e-i w -r 3 a .2 t£3cq^33i=i^j® . ^ £/} © OJQ , r— ( H & £ * ' ' • § iig H4O S ^ £ ^ g-2 ® © 2? . risajaasMSa saifi^s <3 SH ch Eh o’ 3 Mi4 co I® 9 d ,j ® © § 2 <1 £ d ^ O 2 HHaj ^ t-j Ph OH ^ p d O ^ W 3 H t-j 1-5 3 H g • .-2 w § ■ 1» "o O 2 0000« 0 w) : s s - fcp ■ ■ • • -g tp 5 *8 so R © *3 ^ © O O © ^3 .3 JZ 33 T© d© 3© 3 be HP4 "o j© © o o o o^-S f" ^ 5 ® o o o o o £\3'©r3'©'©'©d©'© |.3>g.9> WON 53 o „ o o H O fcJQ - §“3 ■§>§ 3 f, >.3 ■§ ®3l - 5>® §-s.9> Wna-PW 3 a : pi © . ^ . u • <3 : o ■jj - s g> ®ll ft 2' P3 r£ t/2 72 P c3 S d I Sg” : a .§ s § § SSfl® HHPt> < o j-d N CJ o © o £ OT O S(5e $ s ai.O fcJD -a a ^23 §3 >-p ® ,. ^ fl o © s h « a 1 b © 15 a 5^*1 sr, Sf'S PO^Or-cS^. 5 <0 a) o E?S S^243s ^^cqcqpqMOCOOO b a ^^•3 p'fl32-£|“ o d 3 t> a ai « © O oQHsawwwtEi 03 | to © .2 3 ® ft a O Ph 0 © c3 ‘S a ■ 5 2f; b < CM < LO0GCOOOHMO HlOOGOOOO *0*0*0*0*00000 OOOOOOO See also supplemental list beginning on page 2016. Statistics of public high schools , 1894-95 — Continued. 1892 EDUCATION •sn^'exedd'c ogi^ua -xos pm? ‘ojn^mxnj 4eSni -pjinq ‘epunoiS jo erq'eA oooooooo OlOOOOOOO Ol>OlOOOOlO oooooooo oooooooo OOOOCOOOiO ^ocTco co o 03 o o o o o o 10 o o •£re.iqi[ hi eoinrqoA o o o o in m •801} -OB} .£jb}T[iui ui 8}uopn}g ■bjbojC ut osjiioo jo q}Su9q; CO CO 03 • CO CO 03 I CO CO LO H CO (N W CO CO CO hH CO Students below sec¬ ondary- grade. •ejBuio^ 19 CO CO ICO lO l>- • 00 »C l> »f5 lO L^5 1C O CD W Q OOO 0300 O CD o: Q LO L- > CO ^ CO O ID IN ^ H r-i lO T— 1 • T— 1 H H d r-i CO 03 •9IBH 18 co oo in i+ o .int-tciawoinoot-o ooo ©100 o in CO 00 ©5 • '*COt+>-HaOCOCO-3i'^©(M mm i-l • .-( HHH • rH 00 O H 03 03 •9IBH e H o jo 03 O O • 03 o o j rH • CO • LO • • I 0 0 Gradu¬ ates in 1895. •giBura^g; 21 1 ° ;° • o O hH • r>* O O 'CO ' O QOCO rH O CO CO CO ■3FM 14 o jo HiOO O • cc o o • rH O LOCO OC O O j"" o O 03 rH 03 03 03 03 CO O O O O •91^K io © t- 1- ; tc- COOlO 00 CO O 03 o O O Colored sec¬ ondary stu¬ dents in¬ cluded. •9XBUI9j[ 9i o • o ° • ooo O' ooo o o •OIBJT 00 o • o o • OOO O' O O rH o o Stu¬ dents in sec¬ ondary grade. •OTBUig^ o ^O^lCl>XiOiOlDOiOiOlC(MOHLO lOOOCO © O CO co no H Th H 03 CO ^ m t> h* C3 CO rH 03 03 ONOOOOC5THimOiDOiDOOCD ^ © t> © 00 03 CO rH rH (M lO N CO H HHWH Hji 03 03 O rH Second¬ ary in¬ struct¬ ors. •eiunraj HHOHHON 'NHHO^i • « d • CO H H rH CO O OH •9IBM HC3COHC3HHHnHdHH rtf rH tH CO rH rH rH : u & : : : Js j ;gS 0 • > • 2 o C2 ^ i §<« & i .2 c,-5^.q S a *© : Sf :’3,2 £ : 3.2W § r r_w .a B w .+ i— i O »-t J3 Q.-+ o s °r£l” 'TLrP • t> © . rq p^SwpgPHoQO^Og -gfe *&h osc'h J^cSWwMd-gil © © <3 ir> t* © t^i flOH © 0 > O £{-4 • H Ph . o +> l2 .-SW tJ d © o o © o ; : .02 : : : :pj : . . . cc . ■■i iw-s >.s ; ss a o t^z jo 1^1 f §>r HW :hW o o © c o o • ©M • o .02+3 ©op 2 '5 © opdoO 02 - *3 w t> pa fcc : OB'S O X « © O'^'oB’gpio i.|nsi“ir HbW W :w fc> ll © O I 02 © Pi r— * ■— i CD i2«®®n t> 3fcfcO©fcPMOczi>f>l> : :^5 fr\ ro • ^.ei S^'3 • © il fl CC 03 Jg-s « 2 ® gg g II §,2 OO HHn 00 o o cc oo o H 03 CO OOO -H< i O O O ’ilbu: STATISTICS OF PUBLIC HIGH SCHOOLS. 1893 O O O i cThToT > o o > o m o o o m o o o o o o o o o o o o n o o o o cToo o coocoo in'^f o* o o O CD m o m o o o m o < to co o' in' in' ad" in' cf ooooooooo ooooooooo ooooooooo cm o co m o O CO o oo oooooooo I^CO^COtHCO^COCO^COC ^^coco^coco^tjccocococo )HWCOCOCO^H* O O »o co tc- 04 m OOOOOO 04 01 o O 04 04 • 04 0 .000 m • in o o in o o • u- o ' co ’fcnn 't^ < OrtL^ *04 l un o o in o o iino4coinccmoo m rH O CO CO C4 H O 04 o • tjc co o co in 0 NCOHCOO^^OOO 0t-0c0in04040404 m o o m o o OOHOl>iOi lOHOOOO)^O^HOO OH00004 040( 1 co o co m o O O rH O CO 04 O • O OI 00 04I>OL-C0000 C0t-0^01^0404c0 co co © 00 m • o rH O n 04 • 04 04 • m 0 00 o 0401-00 o mt> • o ot-o • © OOOOOO > O O O O 04 o • © © © • o O O rH o o 0000 OOOOOO O O O O O T OO • o o • o o o I 04 rH 04 in r-. 04 iCIC0 01C5OHOHt*OC0i0^WOOOt-C5Oin^OC4O^OC(M0JOH^OOOOO I 04 1— t CO O rH CO 1 l CO © 04 © © CO 1 in L- 04 Tji O ^ 04 C4 CO t> C4 10 C4 H (M I CO H o H O « O ^ 04 rH • 04 CO CO O 04 rH m in 04 CO n co h co m o H 05 HH H It — IHC4Cs4C0rHH04 04Oi 104 04 04 00 04 rH 04 rHC004C0rH04t-^C0C0tH O4O4H^O4O4C4C0tH04 ill II0SII-I3 zrJT. IIs i |I31 i&f’VB IlSfil ?■ |CP OqqH g H P H ^ ro Eh" g 2^ r_ I 0 B O cj - „ ;5-s §<§' iC © © tS C3 P © PP>h J^d^ccd ppd^PWPPP o o o o .Ppl o o CO«2 bcfcj S3 • 0 *,5 : 2 • o • 0 o^2 :.^P ppa 3"o :©.a>5S oCJ.Scg P O'*'*' vs §.2* IPP^W ti*it(t«ii*iOifi i i'S : i i i i : : ::::::::: : ^ : »•■■•••••••• d « • 1 » • ■ t ••••••« ^ . * • • O ••*•«. . • « H »••••»« • • Q • •■«(•• ; »•••••••■••• ^ Q * • 1 • • 1 ■ • • 1 1 • • lr-< Hr • t • fiititaiii. b£r A • • • • ^jrj ■•••••• ::::::: :P 0's : :::::::: tod & : 5 -p II 111 H ^ M 2 o 0 h • H C3 000PP soo ©00 oooooooS^^i £i_fe0&0 oWW s Pi a-9 ci te <0 SI o ^ ®fc £S 00000000000000 j>> 50 &HgS5d®o s* M n QjrlH H d H ^ H 95 g * ce ©'S.fc § § hr> 0 . ^ o o h> _ , 9 sii ' aag^ <3,© cs: nan a 2 |jo I §o| bfi ill btr: ppp' Sl3PPPPOdWWWP,ppppS^3ftOOPPP4PHP-iPHpa2i/2 02a2a2 IlligWPP^^ c« eg © ^ O ® • & 2 P i rt § JiS g s.g-fl.3 c3 g iO CO •o^h 1 ** CM^HHCMHHCMCOHCM HHC'lHHCMCQH^HHiOCiO rH rH Name of principal. W Benjamin "Weed . Darius A. Mobley _ Chester Wetmore J. C. Ray . L. W. Babcock . W. F. Hall . C. B. Towle . « : :s sdte « s S§W l ct 2 HH r* Mo^S c i s p * CD :f * 3 : © £ 3 . k a l a AVm. Shumway . J. H. Allen . H.E. Smith . W. F. Keim . G. B. Turnbull . Orville Pennock . W. G. B arris . Wm. H. Smiley . Edw. F. Hermanns .. . , Cbas. A. Bradley . 1 W. J. Wise . Name of institution. « 1 c c V J 5 . do . Armijo High School. . . . 'Ffirrl. lir.nl 5 0 1 ) ]c i 3 l < . do . 5 « * D • ' 3 : : loot 1 : : . do . South High School . High School . . do . . do . High School (Dist. No. 1) High School (Dist. No. 2) Manual Training High School. 1 High School (Dist. No. 7) State and post- office. CALIFORNIA— COn. Stockton . Suisun . C.1++11T. \i jt i'l : S 3> 3 ; 2 © i '®J 3 ~ •t> Ventura . Visalia . "Winters . Yreka . COLORADO. Alamosa . Aspen . Brighton . Canyon City . . do . Central City . Colorado Springs. Crested Butte .... Delta . Denver . . do . booooHdn'+LOCN Th LQ iQ lO kO LQ >Q iQ C. E. Ch: STATISTICS OF PUBLIC HIGH SCHOOLS. 1895 oooooooo oooooooo oooooooo irTccf O ‘ ~ ~ O CM ^ CO t- CO LO O O O O O 1(0 O o »n IQ t> O O lO (M o w CO CO (M (M rH (M CM o o o o O O O CO to o o o O CD O O o o O O o o o LO CM o o o o o o ■ . “ O O LO O O CO ‘ oo o co i o o o O O O o o o o~ LO o'" o o o o o o o'" (M CM o o o 05 O o o o o o o lOOxfi ICOCO^^^^^^CO^CO^^ •tH^^H^CO'^COCO CO^riC ^ (M ^ ^ ^ ^ Cl C: ^ ^WMOHrtCDOOCOiOOO > — t' - H CO CO (M CM CO CM CM CO rH o O O (M O iO CQ i (M H CQ CM CM CM r-H OlOO HCQH OO « in lO L' ^ O IM O CM '■& lO O rH CM CO CM CM O ^ M O CM CO ■ O O • O rH rH O O i HOiOlO • O O CO O H • O Hoooowm ric co o o ^ io IHO00OCM • 05C5000000hHCO (M^OOQOll rtf H CM CM O i rjfHOt'OOCO^Ni CO O o O rH CO 05 O O O H«HCO- < O M OO O O Ol I CM O LO - CM rH rH CM O • O O rH CM lO O CM O CM I 00 CM tH rH Cl (M rH rH rH M CO r ((MHOHHi m © 5 rcS ?h o £ t i>r3 © Jr§P® t © © © .2 3 ^ & . ©^ . s^w..§Fs” . g3. : : a •* o :3a 2 oooooooooo f^'o . o ®o pV2 © _ sj o o _ _ P o> h='»St)?apflfer S'0 c3a>SSSP^© O >ic8 “ <= rt © o op.90© a d ■si t: o r* O 03 I® a 2 1 a rQ' .§«§<§J£«W |S : g I«2l3 sS-S &wS I* .9. 5hic§ 9 R hi ^ «^U SpNtd „ a © R c ^ O oo o m te o ■ 13 v oW S. K © p ^ • s _,l_l Ph^ § S • rv] r-H H c © H O • w^6^^S?.w III rC r— ' O ^ • © Q ^ hr ^ ^ 3 - O p»N TO »-i fH sS.2=3fl'3o‘S’S'Sffl'U®.H ©HF-ltHCSO^CScDCDScScS^n^ .C3 C3 ;£ ® r* -th > pqmpqpqooQQQOOHWOciseJ (3i;ooooH«nT)nnot'CoooH caco-^mot-ajcso O 05 Oi C33 OOOOOOOOOO*— ' 40, OOO 56, OpO 5, OOO 50, OOO •XrcjqTX ui eauinjo^ ooo o cq o o o o CO CD o o o o o id id ^ Cl o LO H CO H ID -HOOOOiD .OOOOOO CD H* O O O !>• • O ID O O ID O CDiOl>COiD * O CD rH (M Cl Cl OOOO * 0 Cl ID O • CO Cl Cl * •soxq. -obi iCjBXtirai ui exuopn^c; « •eJBai! hi osjnoo jo qxSu8rI © « CO Cl CO ^ CO H< ^ rH Students below sec¬ ondary- grade. •oxBcna^ © CO O O CiflMO^OOCO • • O O • o • o Oi CO COCOCOOO CD •• rH r Cl • CS H ri rH 1 • • tH • rH 1 ( II • ID O O CO CO O ID • O Cl CO 0 • ID d Cl •OX^M 3D r CD O OOCOOOCDCDO » *0(M0 • CD • -H rH Cl OOt-O rJJ • * . H * CO ! cq 0 0 0 cd 0 0 * -H 00 CO Cl i ID rH Cl rH Collego prepar¬ atory stu¬ dents in gradu¬ ating class. •axBraa^g; O. O rH • O O O CO O rH O O O O O rH • O CO 00 • d • Cl rH • •oxbj^; © H O O • CD O o • 0M»H0H00'#00'il • rH * rH ^ rH e) . 2 as ci 2 Q 00 •eXBuia^ *3 O CO O tF o c- CICOC3t>GCDl>Ot>l>HCOl>DTHOOH CO 1 CO O H •aiBj^x 14 O CO O CD O OHCOHHiOiOClH'DCqClt>OOCOH Cl 'COOH Preparing for college. Scien¬ tific course. •axeman 13 _ O O • O O CD CO • O O • • O O • rH Cl O . . 0 * * • Cl • •oxbh O O • O O • id rH cq Cl O O • |OHH • ^ O O • O (M • • CO rH •oib^; O r oh | oo cq O^OOHOnlO-fOiOrtM • rHO CO Colored sec¬ ondary stu¬ dents in¬ cluded. •aiBraaj C5 O O CD ID O o • tHOOOOOO ; O O • ■ O O O • iH O < •OXBH ao 0 0^-1 (MO o • O O O O rH O O 'OO • • O O rH • • O • Stu¬ dents in sec¬ ondary grade. •oxBrna^j CD t> O HHOODl.OlOrfDiOH!0^iOHHaOlOCDDOCOONCO^ T-iDiOCOH'(MDCOL'' © O CD O lOlOt'HOlftOClOOCClCO(MD(MCqDI>OOOr>COH'CDH ID O 'HHHHOCICC^ •C0H > e c w i . do . Central High School. . . . High School . Lewis High School . High School . . do . .Ir. - do . Central High School. . . . . do . Union High School dept. High School . . . do . State and post- office. CONNECTICUT— con. New Canaan . New Hartford .... New Haven . New Milford . KTnanlr Norwalk . a ?l i c, Poquonock . Portland . Putnam . Rockville . Seymour . Southington . South Manchester Stafford Springs.. Stamford . Stonington . Torrington . Wallingford . Waterbury . West Hartford... West Haven . West Winsted. . . . Willimantic . W indsor Locks .. . (MNNS'IflNCICUNtlMNNNNWCIflC'lfinNMNINM STATISTICS OF PUBLIC HIGH SCHOOLS. 1897 o o o o o o 0500 o o o o o o o o o o o o o o o vo oo vo cd o' o o o ooo o o o d cvT t— ~ o o o o o o o o o o o o o o o o o r-T d* io vo co o o o o o o o o oi>oo CO d* iff rH o o o o o o o o OlMOO VO o o o o o 1-0 O O O VO hohwh ooo ooo aio h Cl Tfi d d CO < ' Cl CO CO CO ^ 1 tH 00 l CO (M ^ 10 ^ T}) • ^ ■ co co o H oo W CO I> lO T—i HnWnH oioci . co t>- O d CO . oo co L- Ol r-l lO CO CO O CO "rf d CO rH CO O 05 CO 05 lOCOOdd-^ O rH o O d O O O O o d r-i d d T KNWd^HOlfldlC I d d d Cl d ^ ^COCJO^OQOOOCJCOOOdO) »Od^ rH 05Ht>. VO d CO 05 OOO • O O o I>IOC5C0 10 05 t>OCi 05 o t-h ci o o d CO 05 CO Cl d rl d tH d i • d d rH d i is a BS XU +? pfS 4-3 a £ppd£ g-b ® 3 fl S3§ a >,o 1 P-g'grs | : v2 £ §t>.2 : . > . . (S h §1J goi >_J (Ei .OH d p papqWdPW xn m |®3 §ho Pop a « a _ s a a’S fn uCn cs ® a g pq ® a © SH S (j OSk . B H B fe 5*^ ®H,M Pf4p oil! 02 o o o J1 ll yibc S ; b 2° ! o a I CZ2 W oB g §°*> I fc£-r-f 2 ^ hH aw*jw ^ ?5 ® ^ C3 rH -rH -g-Sg-fc-g ® a OHffi P O 2? SH 02 , tifl W o <=o • >5 • B : a . B s-ag :S'3tso rBaj B^D B bjO 1 9 bDg bO • ce bJO > bfi w :££wp w :p3p£ O 4J -B 2 © b MhH n ® a BOPOfljjO a w a P 5 xn fej’’*'*- S«B v,.2£a b be WpSH HPW IlfSf-s III fell O bd $ a * .9 g a o a o .n& . ®o ®c3 ®a2 i ® © a 3 s t> •\z\'&xnxn^- q F h a S 1-3* § fc ,3 P O rB asii p >» >.-*2 50 ® © BIB « !> B+?bl ,® > © B a -a B o3 a ° BOB .2^ ® +=+) a 2 2 '3 r <" us POBHni'rtdc) Wfccbw^MhW rO o O £ « ^ o t> W co jg-g, ’rt r-H O^i ldC0Hu0C0t>00C5Oi t-COOOHd CO O O l- N t- d d d d d d ddddddddcid co ^ vo co r- oo 05 oo co cc oo oo oo co d d d d d d d ED 95- -60# Statistics of public high schools, 1894-95 — Continued. 1898 EDUCATION REPORT, 1894-95. •snj'BJRddi? apijua -ios pun ‘axnjiujnj ‘sSui -pjinq ‘spnnoiiS jo anp?A W « o O • o O to ‘OOOOOOOOOO • O lOOO o O O • o O . o ‘OOOOOOOOOO • O • O O O o i© o • O O • IQ *00000100000 • o *ooo o CM id 1 O GO ' CM • rH O H CQ H O CQ O • • CM 00 CO id ■68- 'OH • 1 rH CM r-i • 0 [ 500 •AXBjqix tit eainnjo^ « Hi .1© oooooo CO CM O O O O O O CO CO CQ i© CO o o o o • LO iO • rH rH • ooooooo • o o o o • CM n CM •gat?. -01?!}. ^J"t?!}IjriU Ul SJUapnjC; 3 ! : Mini •sxGa.£ ui osjtioo jo qi^uo’j § ^ ^ ■ -h< !M -at Til rH HHOCOHCCHCO • CO CM • CO Hi Hi Students belo w sec¬ ondary grade. •apunaq; © i© O ^(MOhOO^t^lMN no GO O Hi CO rH t> CO O (M CO Th ilOOlCCM * 00 lO W »0 W H OCOh O iG H CM -QCMCOCMHO O CM CM . rH O *-H •01UK 3D H 215 323 13 4, 040 1 60 31 19 77 77 60 O H CM H • « N H O CM 00 CM O 05 O CO H C3 • 00 CM CM Hi O ICO C5C4rH • rH iQ College prepar¬ atory stu¬ dents in gradu¬ ating class. •airman 2 • • OCUO0O ' : : 03 : CM rH rH • ZD • ' iO O rH o •9IBK © • O • • ;OCl rH cm - : rH • CO • • © rH o Gradu¬ ates in 1895. •aiumaq; 15 I> 05 OWiOCOON H< CO ZD rH CO o t- HC5G rH OCO in O rH o •9TBK n * ^ O ; ; ;03© rH CM H O CO rH Hi 00 O CM O rH o Preparing for college. Scien¬ tific course. •axeman M : i ° : : :° : Hi CO O CO • • O ■ • CO O 05 • * m •ai^K 3 . . O ' • ■ O -0< 05 ZD o CM • • © • • 05 O iO rH • • • CM • Clas¬ sical course. •aprcua^ • . eo • • • oo ; C rP4h © c i'c ;£ ;tr T. E. Hollingsworth.. W. W. Daves . H. L. Sewell . Jno. W. McWhorter.. C. A. Crews . R. B. Daniel . Carleton B. Gibson. - . J. W. Beck . . Wm. P. Fleming . ■RnKt T. Mnnn | E. H. Clark . -2 a -+3 GQ JJ © <© a « It son Street High 100I (white), ay High School (col- i School . i’ High School . nan High School... s High School . t School . in High School _ lemy . tute . lemy . lo . l School . and Female College lo . i School (dept) . i School . . .*03 : : :m j : ... bo ... Cl : : :§ .*-< : : :o 3 O © Or2 ® 3 • u c3 £ fl^alg© " 3 W rH *D HH W ri— j ^ t^ci^ tL ; ti bQ 3waw :ww . . * r& hr • • ■ .h +3 ® dd O : : p . rH © ll ■©5 « Q -2 5 &§ d ■ PitL i-i a vu ® f3 © OrisJ MM a o — i rt ~ © os-S 03 C3 i im«£ S § , a o o u OCO O r-H CO«OHCaMT(ilOffll>Ct©OHNM -^(lOtO 03 C> 0303030303030300000000000t-HiHi— IH rlHH cq c? n eq m O • HHHH 'HNOHOH 'HH ' .1 r-l H H § § 2 gS^S-Ss &£*| g§S£g 1.1 &g^g.S5H 25s 5-g-g 6,19 ^22 *W«^h ®Ho g^^.H a J ^ JSh&Hrh^ N g?! g g ajMpH Pn^Oi-sC3d!^i-3^-si-ji-joSf25?'H^:E-i^^r4'-sP4pHdh5 111 I: ii*3a, fifl^! Statistics of public high schools, 1894-95 — Continued. 1900 EDUCATION REPORT, 1891-95. •snjBJBddB OTj15.ua -tos puB ‘ajujiujuj ‘sSui -pjraq ‘epunoiS jo oujba 0000000 •iCjBjqij ui eauinjo^ ■soij -OBJ. jf jbjijiiu ui sjuapnjg ■sjBa^ ui asinoo jo qjSuo"! o-^^jicoroMfOco CO iOWt>0(M r-i ^ •®T*K •ajBiuoq; *®I®TC pig § b+3 02 © •aiBiua^ NHOHOi SNMH •0JBK • 00 < • • © +* ■ 15 gSJsaSag’*- la 11313$ Wi*i& ^hSSShh^!S|0 di O 6 %< I'Sm'3 . d • 5 b> • ® Cu • * S-i • O a §J= j.S -S si I §.s S«o‘C § s M o ^ ^ u § . . SO -Hi r H ba §0 02 ^ pM ►a’fc ko a gj 2m o - . . o 2 >>>--•$, 0 CS 02 ; ■ ■ > © R OOOOOOO O^ 0 o « g be © 2 ®p ■ ■ • ■ • ; ; . o esp P^>5yoo © 0 : • ■ eg © ,rR © „ P- fl S a a'gSs-! § rt b © -R S'® ^ aj .r- 'p cj os' © .a 2 Ph ^ 'S '£ S ©jj bCcS'Ci ’"' •rH M S-. M r~£ KKCJWOJr-'HO cocococococococococococococoeo (M CC ^ 10 0 t> 00 00 00 00 CO 00 CO CO CO CO CO CO STATISTICS OF PUBLIC HIGH SCHOOLS. 1901 o o o o o 10000*00000 rjlOOOONi ONrjCOOCOLOt>^^( CO OO [>(M ^ LO H C: 10 CO Oi I- CO C5 - OOlOiOCO OOMrlH O ^ ^ rH CM OHC1 » O O OOO OOOOOOOOO O O O 00000*0000 o o co OOO iO O i — too o ' CQ (M O CO LO 10 W o o o o o o ■ I O lO to O O O HlOiOlO- lOCO^^O^ l>COl>OI>i MMrjOCOOI>HCO(MiOt>CO(M( I O (M t>(M CQ i — lOMOWrlHCfiOlN CO (M ^ O d CO t IlMOO^HCOHCUMHCqi o o o o • o o o ^ O Tf 00 (M O O O o rH CM • ' lO Cl CO O 'CO OOO o • o O 'OWOW O • O O iO O O rH O O O O O rH O • O O rH O © O 'OHO (MrHOOOOOOOOO OOL-^O 'OOOCQOOrHOOO OHO O O WO CCH(MOHOHOClC0HClOOOOC0OO(MC3 I CO tH ^ aor P 5 pi ££3 : g£ : s : gj * a ss p 3iXSua g-9fioaa3Bas as I • O J3 r • & I S3 .j_-' ■ ft 5 ^ P MbHWbOooR! ftT © ^ So a o Pi joO: 2 © ®'=e „ NO s . ^ d os. O =3 .W ^l^dlj^p^sp. feMS^gljag* •° • S°A M bfiO §d 3ft 03 O SW O S d r. 03 )> P £ ft?3 OH W£, 'Hr CD fcXJ £w g.s gw® 2 © bo H^W -n d rd o > " g'S > ft 2 ;t c»o *- “co W-'Edd^ ■®wlll w r, © fc» © o o * ®M wjgjd-Sd' - : P S fcfiESbjO :p^W^W _ „ J b d .3 -2 'a d Pr2ft_3i3 £ a § o a ft §53 £ r-j ^ ^ CO K-H-P r 3 ? g ^ ' £) .2 ft © 1 Mh® U~ 3 fcj)d o o o ooo o o £ o o o o o o o a d „ ,d bjo 2ft M Pd O gr cqpq^pqpq d >, cs PISO it’ , . h O 3 >s® w> araPcSdPPcSccftftftftftftft^ft DOOOODOaOOOOOOODO O OH33«T)UOO|>OOfflOHN«^LOCNWO)OHW 0050C50C5000050000000000»HrHT— I COCOCOCOCOCOCOCOCOCO'^'^^^^Hh'^^^Hi'^^-^ 'WOhXOO « 2, 000 2,908 1, 200 ©OOliO^OOOiOOOi-OOt^OOOCMOiOO HiOOCKNHQOOOOl^OOiOO H O CO CM rH CM CM CM CO rH CO © CO CM CO rH IO ■sdij -ou'}. ,£r8jr[iui ui sjuepnjg e* : I:::::::::::::::::::: •exee-f ut esonoo jo qjSug-j; © rtf -$< H* CO tK 3 O tj O W p4 ^ o f ai J g 02 ^ ►-3002^^E4h4t-3C/it-oP1Hp4l-3l-5E<>T<^,-5w)O^H ■ 02 • '£0 • to o ;a~- §02 :H o « 2 ,2','1OOOOOOOOOOjCC rd r— _cj-r-'rlrriPrt»Ti»T^r^rrS'T^'^^2. 0 WB'dunoi-ocQOHfm^LOtooajfflOHMa) TfTfT)ii#T! ©w^wc L'3MHHt'N^OOCSOOTji ■ C\1 © t-H © rH • ^ • . • rH • ^ h i M M” N :°g o © • rH O o o • • .... "o 15 • © T— i © © 1 © • © © :° : : : i iw 3 :S3« © CO CO (M ©^ j : j :°° • T-I ©©©©©©© HH ©©©©©©rH©© j©^ j © © j • © o O | |H © o © 0^0© rH ©©©©©© © •© © © © © © © : © © • © O * © © j • © siiiiiisiiraseisisiiiifiiiisiiiiiiiiiiiiiiigiisss Statistics of public high schools , 1894-95 — Continued. 1904 •sruirntdclT? oqi^ua •ios puB ‘sSut -piinq ‘spunoiS jo otiiba ooooo-^ooooooooooooooc CO NNCOlOOOOHHINMHffllNINi ‘SOB* -ob} XjB^ipui ’m sjuapn^g exB9.f ui osanoo jo qiSaaq; 'H'^CO'^rij(COCOCO'#COCO'^l^'^^ U-3- • ^X5 g so a gr 5|obt •oixnno^ OOt^CSOHLOifl HWMw*OOHinQ HHNHOCH !OOCCH>noOOOOl ' CO Til Cl O lO LO O H CO tH ICO (M O 00 XMOOOiOOOOiOCO^ht-T^OOhO P WPP W O' pp; © . ca obd s "n: ' ' • ■ ,© • ■ • d P o >S a rt : : § 'S : ® § § :jg_§ © 2 fl © ' : ^ ew §-§©«i^-s2 c2 2-?' gp.S^ spq o^Rtc l^'sr ds V o'gpqtfl SlsSd.jodw^sS^iSiS.S • d :o : © ’.2 £>0 2 2 2 2 Bfifl Pd. c3’S.2 o d u e8 '! .5 =3 > rr. o Pp © -gOfiM ,-H £3 jr>.s * © p CTtS o®®o®So^^os'2g®.2§c^- - 'r © © © © P P o K2 .2 .2 l2 l2 o k2 pppppppp^^^g^ m©b~x©©i-ici • • d • • O • 1 d d CO O • O rH »HHO • • O O O opiiso '(Maoco^HtxN^onnt-Tii ixrswniat-THOcoiaH'Oi'MOONnTio '§S !OHNO««N«Ht»OHL'5H(NH^H«aeSOHT|IN'#l I i— i 'Ht-HOi O d o • : O LO • o o o • £ O o • 0 50 ■8 d • CO CO o • d o o rH • rH o ^ j £ O o • 0 SO . 4 00 o o o o cooo o d 0 20 O d o rH o rH rH o o o co j CO o o o rH d 01 o O lO O rH o O rH OHHO O CO OC1H O O O o o o o o o O H H H O O o o o o o o o O O O tH • rH O O O rH • © O O O O d O O O r> o o o o o o r-J • o • O O OrHOOOOOO O C O rH • • o o o o lHOOOOOr-IO 3S.Sg33g$§SS3ftSS8SS8§g8“gS33®38S§g§3SSS8SgSc-§Sg5§a§§S§ SSS^SSSSSSSSSSSSS^S; ‘ScSSS^SScSSSSSgSg OOOOOlO ;ss liH • d 'OOHC^OHOOHrJiH ' M O ' IWOHvN • rH 'OLOHOM (NHHWnHMi IHHNNH^HHNi IOHWNHHHHNCL 1 fill i a^H -a li pills s31i! Jipid!| § a?-S = P jjp^oPpp gP pW t-D F^-S Hs GO p P H5 O H.^ HsP^PHp^l-jaQ^ldf^PpGG^dp PQ <4 Pi cl s>ai e h C3.1 ! 3-2-3 ■ B a;0 • !33 s ©*a :'S.S,3.S «s fe I 1*1 p'«i“ mp4^ p p a t>-. B g- 3 gj' -Ip 3cHP ^opp || S&, ;3.5P^ \6 1<4H .2^ S>p l.i|g :§| 1 r— * ^ i£l i^a-s . a3 © o §*8 :£S&§ o£b'"oooooooooooooo2ccWcgoooooooooooooooooooooo - - -. - r$ -a a3 'S rs -d d d d d d d d d d d d d d d d d d £ ©.ddddddddddddddd gal^as ~~ ^ bJD * * ' * * * ' 1 ' ' ' ' * ' l> bfj co bJC c$ * • • • • • * • . o-h Cj'H :::::::::::: : :hhwW 0 Ifllllll oooooooo.„ If * ip ^ce §^2 :PH o I ■B 2-g.SS • -d III IslSllialHiisslIlglllllsillBSBSBBSsglSllIllsIilgllll Statistics of public high schools , 1894-95 — Continued. 1906 EDUCATION REPOET, 1891-95. •sn'pxeddis otjt}ho -ps pin? ‘ampmmj ‘sSux -piinq ‘spunoafi jo onp^ W « $3, 500 16, 000 20, 000 5, 000 30,000 9, 000 14, 000 10, 000 20, 000 14, 000 G, 000 8. 600 20, 000 10, 000 12, 000 5,000 5,000 4, 500 16, 000 7, 000 20, 000 50, 500 9, 000 8, 000 75, 000 3, 500 •XiBjqp ut soump^ ?! 11— II !g— I j jiaissagiggsga* •sap -oc; Xn?q.ijiut nr sjnapipc; •sanal ui osxnoo jo q^Suap l Students below sec¬ ondary grade. •opmo^ © T=1 S3S C3 CO rH 172 1 *9PK 38 *8S S3SgS3S§Sgg^gs3§g5§§§ 04 rH rH 03 C4 H H r- ^ H rH CO 150 1 College prepar¬ atory stir- dents in gradu¬ ating class. •opmaj b © • • O * © 03 © 03 CO © • • O © 03 ^ « i ^ . •OPK ' c: H H ci H 'HO ■ * : © rH 03 © • • rH O CO • • C3 Gradu¬ ates in 1895. •opura^ Cl HI ro in ’t' C3 t' r. (M H LO H HI O (M t> CO O Cl •opK • rH 03 © © rH • t-h CO (03 Preparing for college. Scien¬ tific course. •apurajj 13 0 25 CO 03 O • rH • C3 • o •9PK « H o © CO 03 © H 03 « CO i-1 ' CO i 00 Clas¬ sical course. •apmo^ 11 C3 t-O rH O O © © j © © 03 ! ^ • © •opK © • o 03 O © © © • © © CO CO j 03 i ° Colored sec¬ ondary stu¬ dents in¬ cluded. •apmejj; & O^OrHOOrHOOOCOOO © • © j r-i lf5 © • • © rH •apK 58 o « o «©© • O O O 03 O o © • © • © (03 © • i ° Stu¬ dents in sec¬ ondary grade. •oxnnioj OOWNONHOONOO'fHMOOOOOWOOO’ \< |J i I i £ II 12 » I £ ;T id \< C. F. Ganmer . ' P II -j ^ is® >2 £ !£tr 5>©r- y Iff: |OH, MS = WS^ jii e-i *£ 1 John Scrugham . Name of institution. High School . . do . _ do _ > c up . ffi) "*■ . op . . do . . . do . . do . . do . - up I . °p . > c i- . do . . do . 5 C 5 ^ > c I'C 1 o o c ct: > o c Sterling High School Wallace High School . . . i i «r;c C'O'I 3 i 5 O i 'a State and post- office. H ILLINOIS — cont’d. Kockton . Koodhouse . !| !! Rush v ill e . St. Elmo . Sandoval . Sandwich . San Jose . Savanna . 44 ll >i c «2!X II Shannon . Shawneetown _ Sh.dhvville _ Ij 1 % >a j ; « ;2 135 PS ! £3 i mi |1 8] \rz i • ^ igl i : : liji ; ; d 1 > ; loS gSgg§38§2§SS8§S32S:2!2S532§-S5S38SS »IOIOOOOOO<5!SOeOfflOOfflO»S3»OfflOOO!50530 STATISTICS OF PUBLIC HIGH SCHOOLS. ill! ro^*o 1907 iillliiii ill i*iiig-sSs§!isBgig5ISiS 3|SS £§§S§§°|§gSS§S rH CO'^''tfCOCOd^a Spq g gajd ^ ^ t? cri d:-s P hi P ^ ^ PQ <1 hshi hi Statistics of jiublic high schools, 1894-95 — Continued. 1908 EDUCATION REPORT, 1894-95. •snjBJBddB optjuo -ios pun ‘ean^mjnj ‘eSux -pxtnq ‘spunoaS jo onxBA M « o • o o • o O • iO O0 • tH <& ; rH oooooooooooooo • O O oooooooooooooo • o o CM o o o O O O O O O O O © o • o o n O 6 H 00 00 6 CO 6 oc o w O N • O CM CM CO H CO CM CO ^ CM j CM 5, 000 O O i© © o o O O to o o o O O lO o o o cm" oo 10 16 © rH HI rH CM rH •jCjBjqtX ui 69inrr[OA « « o o o o o o o o CM~ r-T b- oooomooooc^o OLOOCXNOhOOlOO CM H CM H n CO COO Hi © o »© CO O CM 50 o o o o o o O O LO o oo o CM 00 lO rH rH CM •soix -obj Xibjixiui ui ejuopnjg « •sjboj£ ui osmoo^o qjSaoq; © « C0C0Ht^ CM CM rH r— i rH rHiH n n (N tH CM t> HI rH •0FK ® T=l 212 430 431 7 118 146 XH(MlOCDCOWOlOOI>aC50(MOH^I>XOlO Cl 00 CD lO 1C O O H Hi o O lO CO H CO Q H I> CM tHiH tH tH tHtH H H CM tH CM CJ HH College prepar¬ atory stu- dentsin gradu¬ ating class. •OXBOIO^ H 2 23 0 • O CM • CM j b- j © j o o b- • ■®I*H © COC1H • O O H CM | O j o • o o TH j 'o «8 OD °> ^ i OCMHt>CO©iOCO •9M 2 COOWrlH^C5HONt> CM CM CO O CO CO CM 'COOCOCMHCO^OH Preparing for college. Scien¬ tific course. •0XBU19j[ 12 i « ; H o • cq . • : : :° ^ i ■8F1 o J Hi j j : : :° : i-1 00 • ^ i Clas¬ sical course . •oxBuia^ 11 SOI o • rH O O . kO • © • • iO l> CM •oxbk 1© i.8 : o • O O rH 0 01 : : : • CM • rH Colored sec¬ ondary stu¬ dents in¬ cluded. •OXBUIO^ 1® o o o c o CO • rH O • • ;ho O O rH rH o O o o rH O •9FK 1® o o o o o • CM O O • • • iH O • • O O rH O O O o o rH O Stu¬ dents in sec¬ ondary grade. •oxBraa^ ON^OOHOOOHCOMMOlOCOlCOOO^OON^HCOifWON CM O HI t— r— l^r— iCMCMCMCMCMr— I’^r-iCOCMCMr-lHCMH CM rH CO 00 O rH •OXBK © HiinOffl'#OMOMHHiMNOHIHHONL')Tflfl-inOM r-l tO Ifi HIM HMMMnHHlrtNMH nHH nHNW^rl Second¬ ary in¬ struct¬ ors. •oxntnoj C5 O CM CM • • • O rH O O rH rH • H O O CM CM O • •© J • H O CM CM H O ‘0IBK * CMCMCMCMHHCMHCMCMCMrHrHHlOHCOr-lCMrHHCMrHHrHrHHCMCMCM rt c3 ^ a: co S ; §Hk\8 a « ^ S 3 g ;M ^ ,5 S ^ d H H ^ H n H H P3 ^ o.c3 §h ® g o o TflA ^ O © o © © 5 ^ as bO OM bX) £ P-StS5! © E ^ u 0 r_ , bi) £> ^ ^ ^ ^ | gig a ^-s^o & o o s o ® 5 s.™ o o o O S 3’£ t't>l' STATISTICS OF PUBLIC HIGH SCHOOLS. 1909 oooooooo oooooooo oooooooo 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 o OOOiOif. t> o o Cl 10 0 o lO T » O 1.0 O Cl O O iC O O o NOON N CO H ^CO^COCOCO^''tf''tf^x* CO N N O O N N t> rj< O H lO ^ O CO O xj( NNlONNOOC WHClHOi CO t> LO LO CO i M H H O H O O I CO CO O CO H O LO O N O LO NOCOONHrU > o o o • o NOOO O Cl • lO t> O Cl o o Cl O Cl o ocio^o OHO • O • O Cl Cl • O O O • O • o I lO C5 N lO CO I I CO L- Cl Cl IHO(OMOI>COIOH ' O O O CO Cl O CO HON- INNCOHNNNHHHi IONNNHHHHi ; : >> ; § *g : J2 • o * W ■ g*s! >>a : s ,rO m ca ® ® « a PR ^ ^ bO _ ^ S®OrrafL^5’,Sa'3''-' ’ ' ‘©3 • ' ' -p & . , H’i ®^Ho e-~ o g^-S-S t ” A .« 9 S o ® «i 2 1 5 .i m N-* ^ S d P *1 d P o P d P P d f : a 6 1 og-^AdpH =jpd OH |fl I'Sp “ftj 9 J o jg.§ Jco^'p J jP^dp £pd d<1Ph: :^s :,o to ; WrtroS O • •••■•■•••• . : • • : • O o ^ o • • • ■ ■ . ••••So ■§£.§£ > n OOOOOOOCOOOOOOOOOp :dp£p . . . . CO o . . . . . . OOOOOOOOOOOOOOOOOOOOOOO b/O® o o o o o o > g ® « ObC-O at- ;p p > "o 2 PI p p > ca O O O P OOOO . . a ce'>-2 2 22 § I a ; t; o ; co « _ o ; ■ pi'-s 3^ -p O Op t- nMOti 00 p< ® ,a P< a cjcjpfflflmmd® CO = OCP - -J-'' O Ob F S'0 O 33 05 03 +j a a o ■p .a • 0^2; dddPPPPPPPHpPP'PPPpK&PPPppPddddddddodddWWWWWWWWWWW cs a O I* fH TjLOOr^OOCOHNCOHUOCl OOOOOOi-HT-HrHrHrH^Hr-l. l> t>- L- tr- L- L- t- U- C- I l(MCOHlOOUCOC5OH(MCOHiO0NOOOO! I Cl Cl Cl Cl Cl Cl < ICICICICOCOCOCOCOCOCOCOCOCO^^' ci co -H in c r- co c. o ■ • I> t- t> I Statistics of public high schools, 1894-95 — Continued. 1910 EDUCATION REPORT, 1894-95. •sn^BJuddu opting -tos pur? l9xnxxu.inj: ‘sSui -pixnq ‘spuuoiS jo enxBA M « 000 *t$ • • ooo • • o o o o o <=> o o o o o o © o o o o •OOO • 'OOOOOOOOOOOOOOOOO •OOO • 'OCOOOOOOOCOOOOOOOOO • o’ in I(i • • H © o o 6 »o w lO CO C id 00 LO 6 « IQ • CO r-i O ' • r— 1 lO HrilM tO •_C.iBjqr[ m 69ixm[0A 55s 200 oooooo .000000000 ooo oooooo o^o oo iiooiOHHOmot'OOioiMinoaoo OHT? O CO .-^OCHrtO OHCMrilMOHH CM TH* r-T I TjT CO t-T O O O O -9BX •soil sxu9x>nxs H « : £.n;xr[[UL m •sjt39-£ ut osjuoo jo qxSuoq; © « Tj< Tf^CO^i^'^^CMrJiTitT^COCOCCCC'^TjiCOCO’^Tjt 1 (N (N CO ^ W rji Students below sec¬ ondary grade. •aXBora^ © CO 1>- r— i KO lO I.C (M • O h O (M iO »C H 0105 100 .t^OOr-HOO^O NrlHQ • HCOHLO rH r* O O O H : 1 C H O SjS'gS 5 to la -9' o b- •9113013^ •9X^1119^ •91^ NNHM 'HHOD1 'OOHt( CCmHNHMBrimMIN KNHNHNHMN • tH 'zSn q t- ^ 3 &L3^d a ?«- a i^r^wo^! fcc« g'qrS1^pH f. « r™ O £“ ® ^ ■ tjo s « P-'d . ->e qa s « q j" °2o "S* g %S5 s * « 3 ® >i o a u: - • >> ! • £ :.3,ci ; l2 a . w ® 'O . jogS^a ^ w ro^^^r4i-5tS3W gW Jc> J I l^cq^ai-gccgb gM ®32^: S j “ 8 W)J°. ®W.3P o W ; co -d-d 5.2? 3W ac-a ^02 ^OOOOOOOOOOCOOOOOOOOOOO a W S 3 £ •rH O .o d o a > §* o § :os : q : g £ g O g 0^5 / 5 >,0-2 ® ® © P3 V jp * ® '2 2 ^ h3 S3 ^ c3 r ^ ! ,®, R H ^ c3 cj cj i d © a; (y © -n -h .h t- -h > bc^.q ,2fis» O ('OOSSOHNM’dOOMtQ lO lOlfHf!33!S!SOO®®0!0 t~t-t~t-t-c~i--t~t~c-c~i>’i> O^MO-^KbOt-'OGOO-^ClO-tl t~t-i^t~t^t~i-t-i^t^aocooooooo C~L^C~t-C-t~C-t~t-t~t>C-t-C-C- STATISTICS OF PUBLIC HIGH SCHOOLS, 1911 8,000 75, 000 ill'll 1111 il 1 i isas0' “33" a ; 1 8 5, 000 10, 000 15, 000 8, 000 10, 000 5,000 2, 500 2,500 io'c'Tio in 10, 000 1,500 5, 000 5, 000 0, 000 8, 000 21, 450 8, 000 5, 000 52, 700 30, COO 5, 000 1, 000 4,500 I I^ISS8 ISiSSi SS:S ii rH ■ 80 250 200 100 800 300 300 .. 250 Ills- lls :$eg 1 Sllsl il r-TrjT J ^ Hf •<* co ^ ^ co ^ c© c© ^c3»c3«tj ■tk ^ ^ co ^ co Tji c: : ^ co ^ co ^ ^ 1 Cl CO CO ^ 1 CO CO '■# tS< CIS 03 jl ggSgg §§■§§§ 3S°8 3§gS§ §as g3°8g&ggSgg 1SSS ll ggsgg ggggg tH '§s°g 11® • 00 Cl O CO O : ;00 ;© ; • o o * • ' CO rH ^ CO j ON H4 HOOH • Cl o o '^(NOOOO • HH • O • « 1 1 rH O o • • 'HHNH • o o 3 O CO O rH • d o o ■O^OOO^COO N^t^OO,!M Cl O s S3 -tf *- © ffiS -**■«> © lO © lO © © © o © © © © © © © © iO n rji H O o C) © © © © ©id © © •eoij -oi?j A jbjijiiu ui e^uopn^oj sivoA ui osjuoo jo qjSuoq; CO ^ CO ^ CO CO ro o .§ ■p’i § M 02 ® •©XBraa^ t- © 04 O ® CO < © o csino •OPK © © (MO® i iM > . • ff> ™ t-. jj a •aX'Btna^x *» gP"|P'3 •8FM © CO • lO • CQ • > .grtf » « S O cB^+a- O ® PI * O o , § bo •9X^919^; ic 'ooocoia •op-’R •gXBrag^ oooooo ooo co • o o o i oooooo ooo it-ot'enn^oowioiNcacoiOoioiofflwia coco* ICC>lOrtM(NH^MCJ’#i-l 04 H (Q rtH rH •9Xt?K •9X'Gm9kq 'OMOHNi •9X^M > rC a p. - m « ® u cj >j a_ 2- pq >jCh cS ® a ^ j 5 cJ-h “ c ify1 w n I g S^l §3 ii g£ ®,£-c ^ fiflS od2 a o ; a £ ^ a Ms| £'15 w^g -5 Fh Ct5 72 S fcDfl'o p/> oV>i3 5 O m 2 ft'n ^i§§'g'g3,|i»?1s Vila's Itftftf72tfltflt«020202 S c w w © © .d .d © ©r m A to 02 >73 ej c>-g 11! 72 02 02 1; ® ,.0 73 a 23 3 ,a a3a3 •441 43 W a a a ooo 72 02 72 INClTflOO 00 00 00 00 00 00 00 00 00 00 00 00 do CO 00 00 CO do ao CO OC 00 oooooo oooooo STATISTICS OF PUBLIC HIGH SCHOOLS. 1913 1 illll S' :“'"'=S iiliiiii jlllllllilllilllll ; S' £ gf ^ ” * S 15 gf “ ^ *» £ S' : 2, 800 5, 000 20; ooo 30, 000 125, 000 100, 000 12, 000 300 . 4,000 . 150 150 160 400 HslalIa§lSl Islll llSISIsl .. 150 500 300 1 300 .. 1,600 5 358 H .*0 ^ (N CO W H H HH CO HH • HH CD CO C3 CO CO CO H 3 .. 3 .. 2 .. 3 .. 4 .. 4 __ 1 HCOHNMHCOHC: 5 CO 1 HH rH CO lO • rH HH CO i II l 12 176 133 j£3 S°gg|S§S|§^Lt:ggg|ogSg||2§^^§Sg|§Kg|g 8§ § 3 gg e/" ^ «" t> O O HH - o TH o O o • • • 00 O no • i ^ i • f CO o o O 00 - (MOO o 00 CO CO j CO CO CO HH O O OCOOOWOCOOOnONOCqt'HN H O CO t> O HlOCl !M vj ea g © oc ■0TO H}('35>sC a a O 1 S®3-S « © fe © t, ' 1 > 1 a ' O S © ' • ' rrt 1 p S -£ ^ ' © ©5'®* ^ « §0 £ 20* t> b-5 oi: t>/0 >> : © 1 2 ; S o B © Q S . Pi”. iH«W.Ba'WP 'P--2oi;?:«^ro§fi'o^sfls 'pQH'2pn®ic5ScuSatt ■ & -bJ b . . • . r o © o o o IfX §o S © H.© __ © PM I .s°r 2 § S ?2 §d,3 ^ 2 2 rt a. [5 S3 cS fill! fill i<2 © 1 S'S^^g'ga iS jj « © © ©?© § § sx’c £ s 00 C5 OH(MCO HlOO I OOt— (t-Ht-Ht-Ht— )T-HrH' C5QC3 OOQ QQQi CiOHtMrOHiOOt-OOCiOHClrOtflOCOO lHC^ClCVJ(M CO m © © (M O © • © © © (M © © (M M ^ -H ? a 6 § g.S'S ® ^ ^ .1 |jsj g<4 g^&tieiod §p'“ ^oHpdHd^^hjdHHP^MpdH pMHnPPd^HW^frdPH^apddHSpMPHdPHd^ J s'i ® ® a aH-a a ® - a ^IsiSlWSS, a 0? o,£ g a-®^ £ o © Hr ; m ; ‘.rt • :3 : • §'o \S o --See fcJO- •l^arS o -r , 3^^ e/> j3 *-i J a c3 ^l*§g ® n s sas lrtOO be, 12^3 LSfW 2 ....... Jm ©*§ 00000000000000000^^*^^ PftoW a g* rS ®! MH a aH a o ■ o a a in >j a 43 • . a +=> >5 s ® S.'S fS : a ®o o — . •*■' o o ^ ro jd ^ Q • rj*r< © a g?p3 2 g|oo a 3 S-S-5-5H b s-g te^-S S § a a £ la g-g a « £.2£ S a a a.S^ i® ® s g g J^.2i2i?r3r2r2^ §8gSgg£g,s5«&S S'g-a g g : DOOOOOOOODOOOOOODOO OOOOOOUOPPPPPPPPPQ I >5 CD _ go | M £a © © © C P PPPPP 21 SPaSssiM !S?2d£2£25!i2!2^:09®SrSSfS^JSfS £;£22Sr^£ico^ir:)0r^Ci0©©-H*INON .OOO . in O O O O O O "OOOOOOO i O o 00 00 O CO • rji O lO LO lO lO *C0rJSL^C0^H^> , •- S W)® .2 2 ® xs a ® "o £'rt'® 0 gS* OftS ®W>c3© ■ ©piino^ •0FH NNrtOMW iHONW O O O ■ CO O O O • CO •QPK O 'OtHOHON^OHOlONi ctOHNinwcoHOTf W) © a to floS ®td Li '3*2 a •oibuio^ ■OFK o o • o o o • o •oXBrnoj pj.2 g Q co o •OIBH •ojBuioji; ONOOO os •OIBH ooo >00000 OOOOOOrHOOOO OOOOOO >0000 •oiBtnoji; J>3 pi o •OIBH fl-Si • o .a £ © H-k ° XJ1 ™ ® •OIBTHO^ ICO ■ 3 ® O 'P 03 o o Sj s-lp a • © O -*3 ... PI © ® ©■£ £ 'Si® b s1.* j t. ?© h-jz; S-g s £*£ I.-; S b3 ** ® d o „ __ JO Pi © ® pq h s 2 cjjiiRera® PI -H © « m ^ P>! !t> -so jp«HI ^^WdMfisddWcoi-jSdc o Pk . sg © M c5 a 2 b be 3 H e3 rd a % 3 l>s © ® ,-g ted oil fill's s^II^ Jo a . . HH a 3 g § fen ©^2°©! I *00 05O.-l-G0 _ _ _ _ _ _ _ _ _ _ _ _ _>0000®>— 1>— 1>— IHrlnHHH OOS0505030C303CSC2C30000000000000000000 STATISTICS OF PUBLIC HIGH SCHOOLS. 1917 OlOOOOCOOCMCM tOOOiO o o o OOIM o o ooooooooo lOOOOOOOOO OOIOOOOOOO !M0COOOOOlOOlf)OOO rH CM CO CO CM CO H OOOOOOOOO ,000 1.0 000000000000000000 . — . . — . . — .. ./-v /-.» i I — ■> /-~i k_ i r — \ <— -> *— \ t — ) d5 o U- o O O lO O iO CM CO CO H CM CM H CO H COCO rH OOOIOIOWI lOOOOlOlOOOOOOCMOOlO L-lOOlO'HH^Ot-OO-HOOOO I rH CM CM CM 40 CO O CO CM CM ^ CO CO CO CO ICO^t^eOH^^CO'^^COMTtfCOCOTHCOCM^CM^COCOTtfHlCOTtf^T i GO CO Th> !>“ CO CM CO CO ' HCOQHOOOCOOO( CM CO rH r-i CM H i »0 H H lO CO CO O CO CM CM CM CO » CM CM [> CO O O CM O ^ O O O O O rH CO H O CO O CO LO CO lOiOHiOOiOhOOOOONOHOO 'COHOCOCCOIOL-O (M oo O H O CM O rH CM WONOO^OOOOOlOl>CM^UOCONOitOCOCOOXCOO(MCO^CM(MTHWOOl>NO^I>C5HiOCMUOiO^ )t>OOOCMMOHiOlOCOt>CO^COCOHCQHHOLO' CM 05 CO ^ CM CM 'WCOO^iOOHOOOOtXMWlOCOCOiOt> CM » CM O O • iO O O O • O rH O O O O O rH O OOlO • lO O O o o o o o o o o O O O O rH O 1 CM rH n CM O CM CO i I CM rH CM CM CO i CMtHHCIHiHCMHi O *-« a as — \ h •/= ! : a a s u’B. a .. ^ © g >> t> H oooooooooooooooooooooooooooooooooooooooooooooooooooo g j ■g’g a am^^r ,cs ca a o pi teWSHHt a &c® s cSf© PI c3 j^r! '.S c3 <3 £ is PI O O HHH K >;PhJ r) «2 bfipJ o © ^0 '© 8 ^;-a.rt fee® c ^ 3 a .a 8 © -s a .E3 . (D Pi O ■ ^5 & : : s - &ai J && © © §•§ 1 »-2 © j 19 Is g g.2*S Ji§a 1 1 i I © 8*8^ 1.9.2 © S ot : a e3 _ o p-2 to t>~. (3 . c3 cS ®: sasi OOOOOOOOOOOOOOOOOOOOOl > o o o o < Statistics of public high schools, 1894-95 — Continued. 1918 EDUCATION REPORT, 1894-95. •snpjuddu OTjtiua -ps put? ‘oau^m-raj ‘s2ut -pjinq ‘spnnoaS jo enpA M « OOOOOOOOO • o O *00000000000^0 • o o o OOOOOOOmCD • o c-> *oooooooooc^^oo «ooo OiDOOOGOOOO • O o .COlOOOOOOkTiOOOO O • O o 00 h rt d is t- dci-# • cd oi i id -li oo ifi d d in ci d o d w d • © id" Tg C<3 t-l rlrtrl IH t r-i N r-llOr-(r-l r-l CO C-J d * IN i-l •j£j'Baqxy ui saumjoA « O lO O .OOOOOOOOOlOOOOOr^OmOOOOOOrHOiO O CM O lOOOOOOOdO OlO^OlOOlOiOt'COCQOOOOiOTj'H iO 0 * rH WOCQH W C4WHOHOHCO rH CO CO O CO l- H * r-i 5 * S ® S-i © •opura^q 19 Hinoooooooio-loooH ■ wtscdr — hnoohooo^ -oqoooo ot-ciooet - *lOH (MM KNOKIOOIOH LO l> O O M 1OOCO1-1O Hrl T— 1 i — 1 W l— lr-1 ■ n (N t— 1 i—l CC i-H HrlnW • rH -s| o ^0 «a J •ePK 18 Ml)N-#lflOOOMlOOa!0 'IS OOOlONOOOHIflfflffl unot-io in ci c: ns t- rs in co ©o ■ © t- © © -f © © © © © .-i • t- 10 t-h its CO r-iea HrtH Hrt r-l © r-f HH ' H CO CO H CO H CO H O Preparing for college. Scien¬ tific course. •opumj 13 o 00 • • 1 • '© 1 • • • • * rH • O O ..... .«... ox j— ) . . i • • Clas¬ sical course. •epuio^ 11 1 . JCO • ' O O ■ ■ |-^HH© ' © • J • 'JO© • © © 1 r-i •ora © • • * CM • • O in « • • CM »H CM rH • t> • • • • O O • O O • rH ... . . rH * • ' 1 .... . (74 . Colored sec¬ ondary stu¬ dents in¬ cluded. •opmoj © o rH O O 'OHOiMCO • 'OOO • *00000© *0000 •OPH 30 o rH O O 'OHO ■ O O CM 'OOO • 'OOOOOOrHOOOO Stu¬ dents in sec¬ ondary grade. •opuraji; NiONCOOO^t-HONOOiOOt"fCOtiO^COOOin(MCOOOiOOH^ t>HCDC4HCOH!M^O(N^QCOxilHLOLO \|i H H H (N H IN iN O CO •oppc © CJLOCOOCCOOht'iOHHOOCOOOHOCOO^iOXOHCOQOOOOM ^ CO H W 1H H w CO M (N CO CO *~1 (N (N CO HHH t - CM CM Second¬ ary in¬ struct¬ ors. •oxnuie^ ^ • CM CM •,'HrHrHCMCMrH 'HHfMHOlMOHHHHHHHHCOHO •opK H HHHHNHHNHHHHC’KMHHCCHHHHHHHHMHlNHH Name of principal. M Miss E. C. De Groff. . . ML. Dakau _ G. W. Bryan . Mary I. J arman . W. W. Davis . TV. H. Hopkick . A. M. M. Dornon . E. E. King . J. TV. Wiilterson . Laura J. Brown . H. It. TVright . D. L. Newkirk . E. F.Schall . G. E. Hancorne . H. H. Monlux . S. B. Stoneroolc, jr _ Chas. W.Hackler . E. J. H. Beard . C. E Steming . E. W. G. Yogenitz - J. E. Johnson . Horace C. Coe . Charles E. Smith . S. E. Reed . R. W. Olmstead . P. A. McMillen . TY. E. Fleming . A. W. McPherson ... F. G. Miller . Geo. N. Dunmire . Name of institution. « ! i .............. o . . Higli Soliool . . >0000000000000000000000000 ::::::: : :::::::::::::::: : :om : State and post- office. 1 H iowa — continued. Missouri Yalley . . Modale . Montezuma . Monticello . Montour . Montrose . Morning Sun . Moulton . Mountayr . Mount Pleasant . . Mount Yernon ... Murray . Muscatine . Nashua . New Hampton. . . . New London . New Sharon . Newton . N orth English North wood . Norway . Odebo’t . Oelwein . Ogden . Orange City . Oskaloosa . Oxford J unction . . Panora . Parkersburg . Patterson . HMWr|ilO(OI>KaOHNMT«inOM«(»OHSln-#in(Ot'OOfflO i'-t~i>t^oooc'oocooooocoaoaoao©(3s©©aj«>eiai©©© OOOOOOOOOOOOOOOOOOOOOOOOOOOOOrH STATISTICS OF PUBLIC HIGH SCHOOLS. 1919 O O O C o o o < o o o < > © © © C > o o o < » o o o < © © © O < » o o o o « OCOiOO' COOOOTtU> 10 10 O CBO CO (M O O O OOICI tO o d © © © to © d >o © oo © © ooooooooooooooooo lOOOOOOOOOOOOOOOOO c^mooooioooooooooooo lOiOOOOCOiOM^OOCQOODOOCO H ^ 10 H ^ rH d 00 rH rH © © © © ' CO © © © i rH W(M( © to © < 1 to CO to i I r— 1 05 d C H0HrHW0r}(0(M^i o • o o NO « O O © © rH © © © © © © © > CO © CO CO Ttf C0l>^rH^CM©C0r-JtO © © CO rH © © © © © ©©© •©©©©© ' © © © 03 CO CO to Cl © CO H* o r-i^L^t^COCOlOOCO I OOH©CONr — I N CO N ^ ^ Ttl C^ N © ’ O © © © © ©© • © © O © © •©© * © d CO • © 1 NHH 'NNH©CO© -NCOHhN©(MO Id • CO © rH d © rH CO i i© ' d CO © H d H H 1* i% JJ| -1 §§1 gj| j til « llllil §1 si m -I p Jj ^ H ^ d d ^ oEqHdjjs^J o 2^'W . d d ^ g cc H HSd^H^HOdhjMOeHHaidd^^HHdd^dHMO&odOcod^dQSddHSddSSdi-i HHdHHi I rH d rH © Cl i h3 & • -s’* m • rP '• to • SI ooooocoooooooooooooooooooooo o ® oooogCQooooop'#-‘ooooo_o rPrPr<=irPc£r=:'PS-C',3'^-Pl-^rPrP|rPrPrP''" h>W S po * CO CO CM LO CO 00 CM OC CM rH CM CO rH tH CO CO CM O t> O OOI>iO CM LO if5 ■ 'COOON 'OlOO O CO 0 0 co ooo Gradu¬ ates in 1895. •opmiojj W rH COiOCM^LOOrHCMCOCMCOOCOOOOOOCOCOCO HH rH TH CM r-» rH rH rH ^ CM 0 0 CO '®I«W lOOOOOOCMCMLOCMrHCOCMOOOOCO^LOOfHOOCO CO ^ O O rH Preparing for college. Scien- tific course. •oXBtao^ M O • O ■ 05 ■ • ' O -T-I T* • LO rH • O • rH • -9FH « • O • lO lo • • O * CO LO 0 1 .... 01 Clas¬ sical course. •oxurao^ 11 • o LO O O CM • O O CM LO CM • . 0 • 0 ,0ra © • O LO O O CM jOO rH CM rH • • 0 • 0 Colored sec¬ ondary stu-" dents in¬ cluded. • OXBUIO^ © o o •O ' O O O 00 O O O O O O 0 0 0 0 j ooo •0IT?K 30 o o jo 'oothooooooo O O 0 0 • OOO Stu¬ dents in sec¬ ondary- grade. •oxurao^j b . OLOOOOCMOiOtHiOOO^O'HOLOCMOOiOOOOO H< 00 CMid^COCOL^OH(MCMHHl>HnQOOCQCOOCl CM rH HCOH •oto © WI>OOMlf5COHOOOOOCOH*I>l>C5000Mt^lOT|iCON CO H< HCOCOt^CMlOHHCMhQHCO ^ CO H CO CM H HH CO Second¬ ary in¬ struct¬ ors. •OXBUIO^ | CM CM rH rH CO CO | CM H CM O H 'HCOCOOHCOH • CM rH tH CM • •0IBK HNHNHHnrlHriHHMriHHHrtM H H ^ H rH ca rH Name of principal. W E.F. Sanders . C. J. Cooper . i a > ! eS l< S.T.May . Albert F. Burton . J. W. McClellan . F. F. Strong . M. E. Crozier . . H. 0. Wilcox . Geo. H. Mullin . Win. Durant . Annie S. Newman _ F. E. Finch . E T. flnffeen _ S. H. Sheakley . T. illin/n T.. Smith _ \l |t* 1 h ! ni : c 2 C !fs ip= a il .H ‘ P • £ 1h £ 2 : c i i ! a ; g] j 0 1 p. 1 c ! 1 !< : a : : : :! : : : :h • : : 1 P G) ^ Q) ini3 oho Name of institution. i High School . High School (dept.) . ) ) 1 >c irz G i . do . . do . . do . . do . . do . West High School . High School . .In _ s O C > c > c > c J c > c t nz . do . High School . do . State and post- office. H iowa— continued. Tingley . Toledo . ij ; e <1= Victor . Villisca . Vinton . Wall Lake . Walnut . Wapello . Washington . Washta . Waterloo . Waucoma . Waverly . *5 ) \ > P \£ >'a * c i > a il & > < +: > s l-c £ ) a > a Whatnhftfir _ _ 1 Williams Williamsburg .... Wyoming . KANSAS. Almena . Altamont . Americus . ioioioomimcimooooo0O?Dcooo^M>t-t>* Hrtt-HHHHrtrtrti— iHHHr-lHHrHHHHr-'r— IrHi— 1 HHHHHHHHHHHrlrlHrtHHnHHHHHH STATISTICS OF PUBLIC HIGH SCHOOLS. 1921 ©OOOOOiOOOOOOOlOOO oooooirioooc^ooi ^lOHHn -H CM rH o o o o o o © o o - "■ O O 05 oooooooooooooooo OOOOOOOOOOOOOLOOO oooooooooooooooo O O O O O »0 O 10 O O OOOOOOOO OOOOOOOO OOlOOOOOO I O LO Cl O CO I lO O © © © r-JirSOOOOOOOiOOOOOOOlClOOOlOOO< CQt-OOOOOOr-H(MOOOOOO0 O h H O CO rH 05 05 >rln(NHW — COMWHHHOO • o r- O O O O L- SCH'OCOOr-OCO • O Ol O O O O lO -HO Cl r-l Cl Cl H .HHClHd rH O O O rH O O ( o r— o h i - c HdiO CO CM lOlOOOOOCOO HO 'COOOOOOOCM o o o • o c OOClHd • 05 O OO 'CKMOOWHiOO cioodi 05 © CO rH CO *05 00 OC1 • O CO 'l>Ot>dOHv3b*C0ClWt-O> 9 ■"SO PI do-g • * S' S £>5 £ ® 5 d • Jh ^ ^ S PS S-S *2-2 H Ha t/2 IHl-oi-jl-sr'RI-ihjt TO _ « 3 <» o -h o.2 S P 3 Isa-gfl :t; :^§§e-a : '^4* Vila’s 3^ > 2 ® 9 9° fe § 8 g P'0 oO © >.^1 g g © ®~ m3 : 2 3 g S © ©"S ^’3-5o^ ell'il S § si ® J 8 I ft 3'SlJS'S BSgl'SSSl 1 -r— H0(CSOj35r3cSC’C,O j H « 0QQ000OO cfci ZZ ©J ^ rj 0j_jr_jjj^CJC^(U •>— < r-H O pH m ^ HHwpqpMWWPodoooooubooooooooPQPpPPPPPPPPPOOoooooooaW S g . O ^ ^ ci O c3 ' © c3 ■ <-h -h 1 ’—{ - O ; a I Cl CO H 1-0 O I 05 CO lO © I )OOiOOOOOOOOOOOOOOOOOO- lOOt-OOQOi 105050505 0105 01 05050505 05(050505050505 05 050505050505 01 05050501 ED 95- -61 Statistics of public high schools, 1894-95 — Continued. 1922 EDUCATION REPORT, 1894-95. •supjJBddc oppno -pa pm? ‘ajnqsniiitj ‘sSnt -pftuq ‘apnnoxS jo enpA - O O O O O O ' o o o o o o 1 o o o co o o o o o o o o o o o o o o o o o (M LO ^ O O o o o o o © m soranyo^ | -0^3. ui s^nopn^s ! -sj m 9SJH00 jo I © 1 I e* I OOr-'OOt^OOO OOCOiOtOMMOO CM CO L- lO rH CM CM O T—i 0 CO CO •CO^^^^COCOCOCOt^CO'-^CMCMCO' CM rH CO CO ^ © w t fcaS ^ * 3 fcflco pS p-o ^’-2^-9 § 6 •9X^019^ OCOQOCCI CO CO H O CM 1 1-H • © CM O^ClOCOt-ON lO CM O © C O •aiuina^ l g cot)Nant'0®ioBOOOHiMN’S«on O ci’ C5 CO 1C ^ CO CO !M < •a^tna^ ’• •apK I e> •apma^ •opK OHNOi (N CO CO O •apmo^ O © ■ O I-J o •ap?X ® O O • O O O i 1 a 2 ® © 3 fl O q-§,S es pH © a.rt sa a 1 ^ L © ® tJ a •r^®®oS®'©C® ig-g §^I Isl I g-g-g^^^-g I g “3^fl“45*«wS8»s<3«>-c! > > 2-^# © a-2 o =^3 5 OHClW'fiOO^OCCJOr-ieiCOTHOOt'QOOOHClCO^LOOt-OOO CO CO CO CO CO CO CO CO CO CO ^ ^ ^ -rt ~ti -H ^ lO 1-0 lO O iO lO kQ ICO to kO CMCMCMCMCMCMCMCMCMCMCMCMCMCM- 'OOrHOOO^OO • 0 ox CQ • 1 O ^ • • • L- • © ■ r-l ro ■ • o ■O ' lO 'OOXiOOOiO^O ■ i ^ i co ; co CO CQ • o • • • UO j O joOLOONO - : : rH CO • CQ | O O CQ 00 O O • rH O ! ° ! • • o 2 • o o o « s° CQ • 00 CO CQ O CQ O Cl • ■ • O ■ o 'OHHOHOO • CQ O • CQ • ! ! ° © 1 OHH • I II • O ' • ' O 1 O OOHCONH^NOOO • ■ • O r-HOrHOOOOOOOO rH H »-H CQ CO O CQ O rH CO ■ H • o ' • • O 1 o OOOr-iO • rH o o o O « ' 1 o • OrHOOOOOOr-IO > 00 r+ HOHO rH CO • CO _ • CQ H • • rH • • 'HOHOHHfMHMOOH • O O • H 'HHOrlW ' rH O O • 00 rH • • O CQ • rH • CQ ' t— I • HNHHHClHrlrlHHHlMHHNWNHHHHnHHHHNHlMHHHHHHHTjiHHlMlMHHCOHOHHM Statistics of public high schools , 1S94-95 — Continued. 1924 EDUCATION REPORT, 1894-95. •snxujuddtj oijiiua -ios x>nn ‘aanxTUjnj ‘eSut -pxinq ‘epunoaS jo ani^A M « ooooooooo ooooooooo oooooooooo co o c4 o4 io io o' cq o ■€G-Cq rH C1H W 3, 500 10, 000 20, 000 50, 000 6, 000 12, 000 3.500 3,000 3, 000 1.500 800 2, 000 1,000 15, 000 •iCjBjqix ui eanxnxo^ « « OHlOO loooco CONO * io O O C4 • O io t}4 . O © ■ L— -Hi • O • nrlNHrl 00 O O O rH CO HMlflNOOOOrHOHOOON L^COL-^C-CaC'l OCOOCOCOI>OWC5^NHQOP) rH Tjl d -HI rH rH H CO i— 1 © © © rH © •axuH © H • •9X«R * 15 .g tj • § rp g m «* « •axeman j INH^HNHNr-M NOHO •axi?j\[ H £ : 2 ® -g >» o g o &-P ; r ® 43 ; § ® : ; © © ^ «H 8h = O p.® . g Pit) ■rS© a a © © 43 75 S a ’z? 1 ? ci ® B ? 2 ’5 I 2 S :<3 S^^Wg-gap oPp Sp 543 o.-g-q a ah.^. i-iP^PPbPdPHPd^ P^PoHPHohJPP^PH ! o o 5 o S o S ::::::::: :Ufc !o ::::::: : :WSp ■g-g •;!::::: i'g ©.§ « „ . . . . . °2'X! 00000000 043 § ©«2m“ O o o 0^“®^"!^ pp'O'O'OfO'O'O^O'O'OrO-ie oP p ^ S’B'B'B'b op h P P o fciC &0 ; be.fl o be be 5> •p • ® : m ;p : >5 ; o , g , H :®Q 4 fee < ^ :0o!C2h® PH a, g«> Mo P6P : :PP beg &ea © EcPPPo ■ 9-e.a p 'O _ > a — -g go bc-g 0 .i r i c2 ^ “ rH “* o 'tj 03 «M spao. te g ® fe^r -43 « § 0 w 'OX)g©M>’p ci.® 5® 2.2 03 ® : * a £ 3 ® $ a ®^-g-g !«(ScScs.Soo®.2.Sooo iOPPPPPppppppp awci«^jingt^®ooHi cscoosciscococscococococoi uotoi> i co CO CIS I CO CO CO CO CO • d • O Cl - CO Cl : a rd.fci '® STATISTICS OF PUBLIC HIGH SCHOOLS. 1925 ooooo *oo *oo ■ o o o O O O d d O CO Cl ddrjiOrtKJCOOOMO O O • O ■ CO CO d icrpin^incioaoco d ' d r- 1 C l 1 Cl • O O d o o d • o o co o o COOOOdOCOCO I d O O CO O T O • o o o O « O ' o o o • • o o • • o o o o O d o ooooo 'OOOOO ^cocoodocood t>* CO H O d i ® a 5' n 6 OD+^rC fl ® ^ « y d 2 o £ % u p-J - : S ; 0 H .^Orthbn»S I £ i^|W^0^|c!jcq2^^HO|O ■B £ 8 gjAOfi d v- S d ® * SSaT! d’d’S <4 Stt £ ® CO d §£ ® O §3® g *^3 3.0 df* bWbado^'Md^ ”Otfh;P3b^ % ® a f ^ g ^ ;P3 ovP Kd o ^ O'H r-1 O fn O to2®®StfiS92 pi w m bOc 1—1 s ^ f> ^ ^ <1 <1 COCO HdCO^iflCOt-COCOi CO CO -Tti ^ ^ ^ ^ ^ ■ . “ CO CO CO CO CO CO CO CO CO < f Cl CO rH m CD t> moHdco^mot'OO Yes ; number not given. Statistics of public high schools, 1894-95 — Continued. 1926 EDUCATION REPORT, 1894-95. SV** •snjBj'Gddr oprjno -ps put? ‘o.mjiu.mj ‘s£ui -pimq ‘spunoaS jo enpsA M $35, 000 10, 000 15, 000 2, 000 36, 000 2, 000 10, 000 15, 500 2, 625 3, 000 6, 000 2, 000 © o • • © © © © • • © © © © • * © tO Hi ©" • 1 CM t- rH rH • 1 •Xre.iqTj hi saumx°A « o o o o o o o o o IflOH rH rH ooooooo . O .© to© o© iO (M Ih © • to • © rn © (M rH Hi CM • rH • CO rH © © © .110 © • CM CO • •soij -oej jLreqqui ni s;uopnjg 40 •saBOjfui QSJtioo jo qjSae'j © Tj< rH COHiHHiHiHHiHi Hi Hi Hi Hi HHHHHHHHiHi Students below sec¬ ondary grade. •opiuo^ 19 i I 1 ■ OOOOOO^-IOOi-fO * ■ OO -tfO 03 t— • r-lr-l rH i. ■# OH 100 CO '• t- © © © • rH QB H • 1 « ( O O O © (MOHOOCOO « • OQ OT kO 0000 • rH (M r— i it ^ lO r ( H »0 ' tH © o O • rH College prepar¬ atory stu¬ dents in gradu¬ ating class. 17 OO^OOlO © ' rH CO © © © CQ ©• © © •© © rH 1 •opK S O Hi rH o CO rH © j © CO © © lO J O' © © rH© CO 03 © j Gradu¬ ates in 1895. •ojeura^ lOOOCONOHOCQQOONW ON H © • 04 coo O HlO © © Preparing for college. Scien¬ tific course. •OJBUIO^ M in eo o o ■ © • © ',© © • • © • © ' © © o j ■£>FK A rt oc-^o j © * CO • © © M 1 © M © • © © tO • " ! Clas¬ sical course. •oXboto^j 11 00^00 © © c in: Boynton High School. . . HiorJi Snhnnl _ i • ) • • ) • • i : : i . . 1 o o 113 VJ » .* : i : : State and post- office. rt MAINE— continued. Bangor . Bath . Belfast . Berwick . Biddeford . Booth bav . Boothbay Harbor.' Bowdoinham . Bridgton . Brunswick . Bryants Pond .... Buxton Center.... Calais . Camden . Canaan . Cape Elizabeth... Castine . Cherry field . Cornish . Danforth . Dexter . Dover . Eastport . Eliot . Ellsworth . Eairfield . ISO 00 OOHHM'jHOOt. CO 00 CO 00 00 00 CO 00 CO C3 O 05 03 Oi 03 03 03 05 0300000000 CO CO CO CO CO CO CO CO CO CO CO CO CO 00 COCO COCO CO -**! tX -*JI ^ -<* HHrtrlrlrlrtHHHHrtrlH i— li— I rlH HrlHHHHHHH STATISTICS OF PUBLIC HIGH SCHOOLS. 1927 o • o o O 'lOO O ' o o t>^ • o" • CO 17, 000 13, 500 5, 000 2, 800 4, 000 1,300 O O o o o o id 000 ‘e 3,000 3,000 G, 000 OOO o 'OOOOOOO • o « OOO O 'OOOOOOO ' o « OOOO O 'HOOOOOOO ' O 1 H CM CO • CO © CO © H • OOOOOMOOOOO H O CM CO CM CQ 01 ! io i a • CM JO O t> I O • ioMOOCOOOOOCTOOO g CO M O H M i a a OOCOOOlOOOOlOCOOOOO ca CO CO CO CO H CO rH i-l i-l lH p is ' p J u ~ 13 c !s^£ ifc^Wis i ihPQOh A. K. P. Smith _ Wm. E. Kinney . Geo. C, Slieldon, A. B . Isaiah Trufant, A. M . Chas. P. Barnes . Lyman K. Lee . Henry B. Smith . Frank E. Hanscom. . . Wm. L. Bonney . . E. L. Fisher . Albro E. Chase . C. N. Perkins . E. L. Haynes . C. C. Spratt . Harry Landes, A. M. . E. P.Dver . . 0. H. Perkins . F.W. Hayes . Geo. H. Stoddard . H. T. Abbott . W.H. Donovan . C.W. Pierce . F W EifiAld •/ \ 1 IS Ic Percy Bartlett . Jno. A. Cone . W.W.Eich.... . oS'sSs o'3 « J ^ § k§i3>3*"-*-^ ~.SSSkS.5£l°~£,S ^ 1 © t t5iZiOCO^P4p4pH ; T3 £, +=> & rt o ^ VHYHzfimmmifiui H (M WOt^OOO>OHNn^LO©l>OOC)OHN HHHHHW(MW(MW(MCM(MW(MCO CO CO Statistics of public high schools , 1804-95 — Continued. 1928 EDUCATION REPORT, 1894-95. •Sn;BJT?(I(lTJ opriuo -ps pan ‘ojn}iu.inj ‘eSux "PITnfl ‘spunoaS jo onpA M « $6, 000 12, 000 3,000 000 ‘8 000 ‘I 000 ‘01 80, 000 55, 000 4, 000 7, 000 © • © © © • O © © • © © cT • © CM • •Aacjqq hi sotnnpA « loo . t> o • (MO • HJ • i CD O O ID O O O O • •TH OOCIO o o o • • rH O CM ^ ^ rH CM • • o 0 © © © © © © © ID ^ rH CM CM •boi^ -oi3% A-nmqiui ui ejuopnqs H & •s.reo.£ ut osinoo jo q^Suoq; © & ^ ^ CO CO ^ ^ -* -cfl CdlO-cilTjl T* CO CO CO CO CO CO Students below sec¬ ondary grade. •OlTJUIO^ © H ©©©CO 'OO^OOO T-I o CM rH • CO Cl — 1 CO O © rH rH CD ID © 00 © rH jH 00 L- © rH O •opK QC rM OOO^ • 00 O CM O 00 ICO CM H • CO CM rH CO © © © 00 !>- © © CM lO rH © 00 lO 00 © t-* College prepar¬ atory stu¬ dents in gradu¬ ating class. •opuioq H ohooio o o o • o • • • ID CO • • ; ; j 04 •01 *rc • o jooo O © T-I • uO • • CO CM • co • ■ Gradu¬ ates in 1895. •op?moLq 2 no © o o o id 04 O O CD © O rH t> ID ID © CO © CO © th no i> •op?K 3 CO • CO O CO CM : CO © rH © O CM • • CO CO CO J • CM CO © © Preparing for college. Scien¬ tific course. •opuio^ 2 • • © © CO : : M ; j • • j © ; ’OF! 3 • • © © © : : ^ CO © • • • : i j H • J © rH Clas¬ sical course. •opmo^ 11 ; co o t> uo °^ : : : • • ID CO j j© rH © tH • n O CO 1C : « © rH • • • ; j no cm . . O C4 Colored sec¬ ondary stu¬ dents in¬ cluded. •o^buioa et © • O O T-I o o o © © j © © © © * © © qsd O • O o o © © © © © • © © © o j o o Stu¬ dents in sec¬ ondary grade. •OpjUIO^ n OOr}1CMt>l>OlOOOHO © • iD 00 O h- O 00 O CM O O CO rl CM H © r— 1 © rl CO ^ • O © CM CM HLOHH CM •9F1 © cDHoecwt-oo^w nootol o o oo hooci no CO H CM rl CO CM rH CM rH CO • CM r- H CM H rH 1 CO Second¬ ary in- struct- ors. •opuioq; * ! HHH iTfNHOHH j | ^ 04 CO O CO j 04 • rH CO •9FK ^ j rH T— 1 ■^IHHH rH CO r-l H t— ! 04 » H 04 H H © rH Name of principal. « F. L. Trapley . C. W. Averell . A. A. Badger . Jas. B. McFadden _ D. E. Bowman . T. A. “Roberts . . E. C. Mitchell . T. C. Chapman . E. P. Munsey . John S. Hill . F. A. Soper . Dr. Geo. E. Staley _ W. F. W ardenburg . - . A. S. Kerr . E. J. Cook . E. K. Wilson . W. A. Henneberger.. E. C. Harrington . E. C. Chenoweth . A. G. Harley, jr . M. S. Harper . Name of institution. « High School . . do . . do . . do . > c . do . High School . City College . Colored High School - Eastern Female High School. Western Female High School. Academy and High School. Buckin gharu High School. Seminary . High School . Academy and High School. High School . State and post- office. Maine— continued. Vinalhaven . Waldoboro . Warren . Waterboro . Waterville . Wells _ West Newfield. . . . Winthrop . Wiscasset . MARYLAND. Aberdeen . Baltimore . . rlo . . . do . Belair . . . Berlin . Cambridge . Catonsville . Centerville . Chesapeake City . NOOOiOHNM^lCCD NOOOSO rH CM CO r* ID © CO lOiOlCCOCD(DOO0CD (O COCO t'- L- L— t- IH tH tH l> Tji r* ^ r* H< H< H*> H« STATISTICS OF PUBLIC HIGH SCHOOLS, 1922 O © o o o o >o o o c4 o o o o o o o o o o o o iruoo o o o o O to © © © © © o o o o o o o © m o o o o o o o o m nlOT*1 O CO CO Hi Hi H< • CO rH CO CO CO CO CO Hi rH CO Hi H< Hi CD COlOO HOD H H O O H Hi CM Tji O Hi H CO h hi CO H> (M H ® K3 it^OOO O OHCOC5COO C5 l> r- O • © • • O O • O O O O « 00 CM Hi (M OCOCON > CM 00 © ©©HJLQO0 00' rH CO « • • . « o • O' o o • o O • rH HO • • O O O © ©o • CO CO CO OO H H ' LO © CM • © « C© ICO CO ICO CM M CM Hi CM C3 CO H H tO H 00© • (M,DiOHC5HrfHl>CO©COO r-l rH • rH HHH rH rH lO H C"5 H ' C I- © O • © O • • rH • (M ' rH • CM CO Hi • * CO O ' lO 1 f 1 CO tH • • M CO © © • © © -CM rH O • CM ID ID © CO • © CO © Hi © © O • rH • rH CM • rH rH o • • o o o o • ° i i • © • © o © © © • • © • O • © rH I • Hd O © ©O H o j o o o o o j o ; • . © . o © © © © • •© • © •©© • •© • © © O © • CM O CM CM CO H H H O N LO O M 00 N ^ Tf»l> CO N CM CO © t> ID Hi © CM ID © HHOOCOaoOOCTHOiOlO r— CO CO (MCO H M CO rH © HM M CM rH M CM (M CO 1^- r— < H M CM ? CO 'S 11^ • ■ et!c U|w r£3 o'H O _ a >4! H.SPg* <1 M bo". .9 rt O bO £.q.S ej g Tl ® § £ oufl £ © fc 9 j^l^ojo^oooo © .. r-L '^'fcC >5, lei O 03 © . O © nS ' ^ ^ © c3 c3 ,2 to OH H :w Oc^ >> © Scc^; o £ -J ®‘Sr^'§ g g g® g a ® | g.g Cw ^ ^ ^ *rH O -a ^5 o .2 P m tc a © 3 ^ •P rtrd S fl-J rf irt O N 00 O 00 00 00 OO 00 00 !(MM^UO?OI>COOO' ICO lO lO lO ICIOIO ED 95- -Gl# Statistics of public high schools, 1894-95 — Continued. 1930 EDUCATION REPORT, 1894-95. •snq/s.mlcE'e o-gijuo -pa puc ‘ojnjitranj ‘eSur -piinq ‘sptmoaS jo onx^A « i $12,000 8,200 34, 000 •© • © O © © lOOOOOOO© '2 '222° '®©©©©o©© •© > © ® ® © "©©OO©©©© • O ' © © 1ft 00 *CMCCi©lOC>ci©© ■ CO • © CO O • O r-l 00 M M • ■ CO CM • r-1 O • © O © • © O © • © © 10 • »rf © CM | CO O ut souinp ,^ « © © © pOt-OOOOOrHOOOOOmOOOkO . i C GO o t»THOOifl»OiOOO^OiO»0 0 OO-^VOC- . p— IO XQCO^rtHCl^OOOOQHO GO i— < • h ci ^ cf «T ! ©OOO ^ LO W O CM CO © ci~ • CO ' 00 •soij | -ora .f.i«)ixiai ui sjuopnjg 5 . . o « • © « • • t*- • p- • . . • • to . • . th • • o « • • cm • co • « • p- > • cm * . • . i •satJO-C ut osjnoo jo qjfiuo'j; © « ^ ^ -n I Students below sec¬ ondary- grade. •openo^ 2 ■ t-O . t— © © 'OOOOt-OHSOOOOOOOONOnOOO . . 00 1 © o © ■ . ■ CM C5 •opH « • - r— 1 T- 1 (M rH tji H • CM i— ( r-i TfitOCJO tH CO •opK 14 WOO *00)COCONlftWCOHO« 'NCOHCOWOOM IO • CO n HlO H • T-irHrH CO © CO © rH CM j <2 . fcjod PI to 'Ch ai © u ft Scien¬ tific course. •epuio^ 2 • © © rH © ® j CM O ' • © • • o O • O » iO * © © CM © j •opK i=l rH © © ; © © j CO o O • O • ‘Cl iCOr— iOO^OOOOOOOOr-f • •OPK oot^ • © W © OOOONCOOOOOOHOOOOOOOO j Stu¬ dents in sec¬ ondary grade. •oX^ma^ ! COCOO HOOQOttOHIOiCOCOCOOOWOOOfflWOOWHOOOOW 1 — 1 CO 1 P“ CJ r-f r-i CO — 1 r-< • CM r-< -9I^K ! © O O Cl 'OlOOHdMNOCOWOOONOOWiOrfUO^CJOOH'O Tt< i-H • ON^^COCHCOOHOC^C1^HC^U-(N CM CO GO O P- • O HHNN r-* y~i Second¬ ary in¬ struct¬ ors. 'OXUUIO^ HHO WOOWNfO^t'HOOQHlOOHCOHilCOWH 1 W W t* 00 b- CO < O lO CO d LTO CO : t- ^ in L' (M »0 c l800'*' CXMiOOHCOCOOM- ^ O CO >a^lOttOHlO»COOHNHn»p ITPOOOICNWO 8888: 3 22 0 Cl o • rH O O O • • CO 1 O • o o o ■ o o o o • 00 o rH o © 1 O 1 H LO CO O 1 O Cl • • rH • -8- Cl 00 CO bj ClOlO • nfj iO 00 • Cl d dt>Cl b- CO • o COg^O^O d o o 00 -H lO O OlOHH LO 0*00 t* Cl • O HiOOO CO ^ rH O rH Cl O CC ^£OCOW«OOOCOOO^O O O rH rH O lO b- M OOOOO TS 0 O i .» L'- tH • •9IT?K Q D o ! go o o ! o o lO • lO • Hi T— 1 . CM . • ’ © © co • © • * © « • © • . • CO © © © © tC • 'CM • • © -h IT. • . • , o Cl College prepar¬ atory stu¬ dents in gradu¬ ating class. •ojuiuo^ b ooojiHiion M CM CM © , © (M Til r* rH rH • 14 OOOOOiOi^CCOLO^iflWO COOJeOOgr-UfSrHMCOT-IOr-l-^lO© Preparing for 1 college. Scien¬ tific course. •ojuraa^q 13 OOO • 1 T-H o o • © © o H< rH ©©© 'HraraHHON •© •9FH « O-IHOHOOOOOOW © 00 rH rH©©(M(MCO© »jS CO H<- CM © H OOOWlOMOOOlOW CM rH rH O H< r}Uf5OC3OOf0HO OCOCOrHrHH^O 00 -^1 cm co CM O • lO CM 1 • CM O H lO lO O O O O O OOM^O CO CO O O CO I 'OOCOrHOOCOCOO • o • o o o co o 1 H CJ O (M l'- ‘ O OHO OHCOO O O O O O O OO *000000 O O CM • O O O rH O rH O 'OOOOOOO • O CM O O O 'OOOrHO ■ O *0000000 • O lOCOOOuOiOOCOCOt-lOOOOCOi COHOCOOOCO'^COCOOHOrHCC *cococooocoo^cococooiooooo»oocoi HWCOHMHCOn CM CM O CM CM CM ' OOCCHxMHHi I O CO rH rH H iHCOHOrHCM^OrHOCMrHHCOCOCOHCOCOT *0 0 r, £ o H C3 1 CM rH CM CM H O i <0^0 ! a .2 ^ g p-m Ph' ssr J on® a o TO •2h ri!§ J -Halt as!l oP SPhH 3 o ® ®pj 2 o-g 90® '■4 H 9 S < 3 • a i j © 5^pqMgH M: 4 SpPcQ o u ; ; ; ;p3 • ! . - ho ■ * * 1 |rj 1^| § 2 § £ ISIS'S,® . CJUH, VH • ■ © • U A S ■ fl ^ _*> £ — « rH F-H C3 .pgj® ^ .• a ^ P • a 3 ~ -P k. b. • J2 9 Zl OOOOOOOO O-PO CO g 043^ C^rilS CS2Ph -U © Jg o ,a -3 rp o ® •H o CO O o o o.a^ o ° ° °,2,2?9 2^42,2 ° ° ^ ^ .2^ .2 ,2 42 a^ © o ovo o o o o dP :::::::: :p p : : : :pp£p : : :oW P O o ,OrOa i.s ^o«43 ai o o ^o ® S ©"3 -2SJI g1*BWtS -H § 0 0 0 O * ® ® ' ® •? H H3 1 C a a 53535l8§o^SbbbbbPi OrHHHPhPjH CPP PPPPPcocococotocococococojoce cp bX) Ph c3 +j b£l M r— "TA B CB ® W) b. !-i o fl a p W w o'a1^ £g ^ - 9 9 "rt P rP ffi ° ® a o ■ a fcO® S p.^ -S -S -2 -S "a ^ a ® ® P a (> t> t> ocococococOMtoHHHHHPPPP'P'fPr^PP g a o^ s CS CS cj a « a COOOH(MCOHLOC£)t-COOOH(MCOHlO O^OOOOHClCOHiOOt'OOCiOHClCJHiOCON . . . i io io io lo »n 10 io io io io co o o co o o o co o 0 p p r> t*- t> u- - _ - - cdcoocDCOCOOOCOOOCOOCOCOOCOCOOCO Number not given. Statistics of public high schools, 1894-95 — Continued. 1934 EDUCATION REPORT, 1894-95. •sh}t3.it3(IcIb opi;uo -ps puc ‘ojn^rajiij ‘sSut -piniq ‘spunoaS jo onp^ $10, 000 40, 000 4,010 12, 000 4, 000 87, 000 4,000 1,000 20, 000 12, 000 6, 000 20, 000 56, 000 2, 500 mm |i xT © o ksT r-T • i cowoo • 000 'OSI 009 ‘I 000 ‘n •XiBjqjX ui saranxoA « 450 100 75 100 800 100 600 95 1 jssss ! . < l ■ L • * c Ill j co" • 150 11, 955 •s»H -oi.q ui s^napn^s H & . . CO . « : : : : : ...... co • • c 30 . . . : : •sjBa-f ui osanoo jo qxSuoq; 8 Students below sec¬ ondary grade. •apraoj oooooaooaoooo j! j a* i‘ 3 j0005 8g •oppt 18 oo^o^soossoo° • is i jooio ^ o College prepar¬ atory stu¬ dents in gradu¬ ating class. ■opcuia^q N t> O CO H 1 ClOO OrlHNONO COOIQMOOCIOO HtO •opK CO O • O O O ><0 Clas¬ sical course. 11 CM O O 00 • • O b- O • O CO © o © o : - : •opK © N.*COOH * O 00 kO • O CO CO o t> o OOQO^OO : - : Colored sec¬ ondary stu¬ dents in¬ cluded. •opraa^ 55 o o o o o D a J l Si irf1 is Grace T. Pratt . Edwin N. Lovering. . . L. H. Owen . Edw. It. Goodwin . James Jenkins . G. E. Marsh . Edw, E, Peirce . Wade Millis . A. E. Curtis . Name of institution. High School . . do . . do . . no . . do . . do . . do . . do . . do . : il NI ill i.#tj MSI ^■stk • o o - jj 3^ fi . do . . do . Classical High School. . . English High School High School . Yarmouth High School . High School . . do . State and post- office. - MASSACHUSETTS — continued. Webster . Wellesley Hills... Wellfleot . Westboro . West Boylston . . . . t : a-g 11: 11' vvestueia . West Hanover.... Westminster . West Newbury. . . Weston . West Springfield . |i 1 jij 3 3 J " ife y VV llrumgton . Winchester . Woburn . Worcester . Wrentham . i Yarmouth Port... MICHIGAN. | Addison . 1 Adrian . ooo t- t'- t> S3 STATISTICS OF PUBLIC HICH SCHOOLS 1935 o' ao o' tj* Tf' in’ o' «f jo 10 88 11 ill! ilsllsigiSilsSlllSlllllis&Slot-lSas&S r-T r-T rtT rT i ill i o' ill PHI cf HHdHHH©oH©HddHHH©HHHHHHOH©HooHHHHdHHd©HHHHH • h h o h h 32' 'g§Sgg-Sg°|3Sg§g§§S£3$gS|83?; r: H O M H O CO O ^ O CO LO H C l CO CO © © CO HI>©HdO0 b- d © © © 00 d O H 24 o O H CO O 00 CO rH o d 5? © d © no • © • d © © © 8 O i-H o t> CO • d ■g § - d © O ' o 8 o ■ ;8 ©OH © © CO © © d © © ©' o • o 3 ^ i H d ' o © © • © © o © ic © H d © © © © © d © o o 0WC200 ■ O O © ■ © © © © © © © © © © H © © © © C d O O O CO O o o O j^OOHOO © • © © © © © © © © © © H © OH© jg^SSgSSSSS^gg^^S&SS^SSSSSSSSSSSSSSS^Si^SSSS'-SSS :3“5388^3S;3WrtS§0g8885888^00£®«88c3§aS80M8S*600§90:8SS;'5;,i,;38.8. > d -LOHC5H • H © H ■OCl>OH CO CO ©^ 1C • 00 ©~ • • rH H lO Ol rH © © © © © • © © © © © - © © © © © • co' cT cT • © • ©©©©©©© ©©©©©©© © © CM © © © ©'©'rH ©~ ©00 © © 04 ut eoran^o^ !** « ©©H<©©©©©©©©©©©©© Ot'OO OTfrtllOOOClHOOO O H H H L- (M CO CO © © © © © © © rH lO © © CO © © © © © © 04 »0 © © © CO l>» © © © 04 © T* © tH •soiq -obj "ut squopnqs •sjbo.'C ut osjnoo jo qqSnoq; | © ‘^H^T*CO^rO^^^^COT*C4^rHCOCO^'*i<^C4C4COHtfCO'if) rH • rH 04 rH CO rH 04 04 HHH 04 L-HH College 1 prepar¬ atory stu¬ dents in gradu¬ ating class. ■oimuotf | £ Cl OCOOH • 04 O CO CO O © © 04 © © d j CO © (M OC30ilHHlM^^OOOOOOH © © 04 H t* © © CO C4 CO CO CO •OIBK 3 ©04rHrHiHO4©04©O4C0© Preparing for college. Scien¬ tific course. •OIBTUOji; 2 00 © • • 04 © 04 © • • • • rH © • SS • • - © rH o Clas¬ sical course. •OIBUIOtf CO 00 © • j j © © © © • © 04 © o •op?K 2 HCOHCO(N rH S'! CO ^ HOHOCOH^I •oibk © OOb-OHHMOMCOU^^Q^OlMOO^CWOON^OLONOOOOO (M HCOC4H HCOCl^^HN HHC1 n H 04 CO m © rH Cl Second¬ ary in¬ struct¬ ors. •OIBUIO,! 1 ^ OHMHHH • c . do . . do . . do . . do . fin 3 C 3 O C ! T3 " . do . rlo _ > o o State and post- office. MICHIGAN— cont’d. Colon . © .9 > g t 1$ i 3 tO 0 i a t- > o C )OC Croswell . Crystal Falls . Dansvillo . Decatur . Deerfield . Dexter . Dowagiac . Dryden . . • ‘ 05 : ■ CS Q. <3 : £ cs.i > TJ « Pi 1 3 9H aP J g-g o J. i a <3 eg e 1QP1P1P j 1 a ) C - £ In; IP ■jj : ; : £,§ | • -S& : :- > |p3-g a g C. E C 3S A P i : .. Ill 3 a d 3 43 p j.PhP !| J ^ c A P< P Fremont . Gaines . ^0005OHWMTHlfl©t^00aOHNC0 »C»OiO?OCDCOOO?OOCOCOCO^^l-I> I>- t> tH t> !>■ I STATISTICS OF PUBLIC HIGH SCHOOLS. Illflllllllll ffl im" O in lO oo" O H o" oo' H N 8 * '* 8 § S S 8 ' * £ 1 ^ s"" § s" " § 8 8 §8 S' caVra 1937 in'ofT-fco'io'gfin' llllllll-llg rH rH l-T !1§3-Ilg|§l!ll!ll° of of t— r r-r « lg-§§gg§g|S8g!!-§l|g|s§|!!|g 8Sgg°8 :S§fe|?2g|g|S-S||SgS||gg|g| 111 rH S :§£S£8£!§ggg5S8§03 OOCNN 8 o so O 00 H< r-l O 03 03 tH lO 03 • CO 03 03 0 11 1 0 0 • O 00 rH O O O O 03 £ 03 iH 03 o o o SO HO • rH O rH rH O O O tH • 0 m ■ ^OO'OOO^OMMHOOMOOOO^MHOO^NWCOiq^TjKMM^ 03 03 rH Q5 rH CO rH tH 03 ° CO 0 rH CO LO LO O tH 03 03 03 ^ |nTHrJ(HH^MOHt>OOH HOHOHOOOlNOOl CO CO 03 LO 03 CO O • 03 CO • 03 O tH 2OHg Ci d 0C LO lO 03 20 0 ^8 O tH O O O LO CO 03 03 * 01 CO 03 5° ig 00 O LO O rH HO^ CO LO 0 00 O OOCOH o o o o LO O ° ! • o • It I 0 O CO LO O O LO 0 LO O ooin o o o o 03 O T— ( • . o • LO OHrj< 003H O O tH O rH O O O H< o o o o o LO o o o o o oooooooo OOOOOOOO j cq o O O CO 0 . 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CD o _ : A OOOCOOCOOOCfi^^O’b^OOri^O b'drbb'3brcrcrc^43-g^cg b l nj rs © ,b "b © i/j ; bD ; ;-g : :bi S«®flS®3o b, We b' © o'© o 2 .9 += +3 ^ +j +> a a CJ fD cn .Z: o rZ a nj ^ ' 3 ^ 2 3 o ® p4 CC c^ 2 <0*^ dn CO o (0^1-1 PcS^g^' _ _ _ O O _ - - - ^ l4JV+J+3+J^ w u w mPh^iPwPhPhPhPhPh^^ o So 6 o v' ^OOnbbh z: ^ ^ 2 to . ^ o id U-P ^ c3 cJ © © rH CM CO LO © M CO O © ^ Cl :: O 1.0 CD N CO Q © H Cl o ^ LO CD r- : (»OHN«Tiaa®l>OOfflOHNr3*flO©! _ __ tDt'NI'l>t't>t>t't'f»00 00 00 00 00 t0 00C0 00»O0)0!QraO0)OO CJOOOOOOOO=©>r^r-(T— I^HI— II— iHnnH 00 00c0tx300 00 00 00 00 00 00 00 00 00 00 0co0 00 00cc00 00 00 00 00 c0c»00c000 00C5C5OO0>C33A 22 rHOOOOOOOOOOOOOOOOOCDO CO O O O CO O CM O O CIO OOIOO MOWN CO rH CO CM T-irH O CM rH CO c4 r-T 750 o O LO o o IO o o OiOMiOHOOO CO t> H H CO O CD cT CM •eoix. -onx XaB^Tpro; tn sxnapn^s « •sji29-£ ur esrnoo jo qxSag'x O « CO^^^OOt>H(COC:CMl>00 •9FR IS CM Hji ^ CM OhHCO 'OCMOOCOCMIDOCMOCMCMID | t> CO H CO O CO H Preparing for college. Scien¬ tific course. •oiuura^ 13 ■O'* :M : : O O ■ O ' ' o 1 I • CM O rH • O ■ • • • O 'OOOO o •9IBX 1 « i r (Min i I I ^ : : O O • O ' • © CM O CO 'CD 'CM • • CO 'HOO rH Clas¬ sical course. •gptuo^ 11 CM t> j j O O jo j o rH O O • • O • • CO CO • o o O •opW OT • ID ' a O O • O • O rH o o • • o • • CM CD • O O o Colored sec¬ ondary stu¬ dents in¬ cluded. •oxuuio^ | * ■ooooooooooo ® O (M O © O • o • o o • • o 1 • .1 o •0XBR GB •OOOOOOOOrHOO o o • o o o • o • o o • • o o Stu¬ dents in sec¬ ondary grade. •oxumo^ * OM^OOMOOHClOOl^^ClCOMH^OOlCiCCOO^OOODCOCOO CO CM CO CM CM O CM CM rH CO rH CM tH CO CM CD CD ^HH CM CM CO _ 0HN0lfl(M0t'0t>CCt>0HiC^L'5 00b.0^0(MH^DH^M CM rH CO CM HHHH rH HHOHHO lO CM CM CO H CM CD CO 1 Second¬ ary in¬ struct¬ ors. •9XCUI9JX * H CM CM H • rH CM rH rH rH • • • O H CO O rH CM • CO O rH CO CO 'OHrUH TO h .-! 'HHHHHHHrlHHHHHHHHMHr'InHHrtHNHNH principal. M nock . Bourne . ttenden . lark . s worth . rris . mtice . ailey . . Vinkle . >orn . larlow . immons . . ! § j oV.^f 1 > S=3 c itt ’ 4^ ! m "a 1 r- g ; : : : : :9 • tn ■ □ ■ c b ft® S • c ; ® s © a < r-3 i H (H rh h, o d) 1 £ ! © I'd ? ‘d Jk $ Jk hi Jk $ ‘ 'd £ , dd."'’® . kw . « esi-i A © Mo o .a •d'd fcX) 2 « in^i ‘ _d too 39,3 =1f •2 po3 o o o o o o o CC .=3 O MO hj o g®T« ■|y £>H §1 © o ■§“'3 fcc-=! o d d,d eS c3 O XflTJl> O-rj © © -d rd 32 02: O > a > h ©M'S a “ i +3 >2 >5 © *2 JC'-flPHWQr J Cy ©rH ! 02 02 02 02 02 02 «202EHHHHEHEHtltlr>^>-p>^^^^^ g? ©^NcoTjHioioi>oofflor-(eqco-diftOL-MO!Or-ifqM'#inffli> (M W (M OJ 03 (M (N CKO CO CO CO CO CO M CO « 'll -f 't ^ ^ ^ ^ 05C505C50C505050 C5050C50C505GQOC5Q03005C50CJC STATISTICS OF PUBLIC HIGH SCHOOLS. 1941 OOOOOOOOOOO OOOOO 'OOOOOOO 'OOOOOOOOOOOOOOOOOOO OOOOOOOIOOOO OOOOO • O LO O O O O O -OOOOOOOOOOOOOOOOOOO OOOOOOOOOOO OOOOO 'OOOOOOO - ^ ^ ~ - OifllCOO OOOOOOCOOOOOOt-OOLOOl t> o lo o cm *o»oicif5ooociOHHiCcooo 10 o 10 ^ CO LO CM t— i OOOOOOOOOOO o o o o o o 0 0 0 0 0^0 CO O lO o o o o PM go % log t-sH^hs p £ O to O O O CM O o O O O O O CM CO CM OOOOO OOOOO O LO O CO O ocoot>-oooooo< OLOLOt-LOOOOCMOc OCOOHt>t>lOOCOi — 1' OOOOOOOOOOCO CO O O O ' 'OOOOO OOCMOOOOOOOOO' <0000000 LO CO H LO H CM OOOOCMt^OOOt>Ot^t-LOO H O O CO OO CM LO CO CO O OHHO H H CM CM CM lO H CM r-H H H rl CM Oini^ODOMONNOOHOLn . L5COOOOOOOCOOOOOO0 CM O CM O CMOOO 'OHO 'COOOCOOOOOOCMOOi OOHCCO O oc CM CM CM ' CM LO O O O LO O 'OOOOOO OOCMO 'OOOOOO CO • O O CO o o ■ OCOHOO: o o o o • o OOLOOCOCOOOLOOOOI^OO h:ohooi CM • O CO O • O OOOOO CO • O • O LO CM • O LO O CM O LO lO O OOOOO 'OOOOO OOOOO 'OOOOO • O O O O O rH O O 1 CM O H CM CO C— H CM O i • CM i ICOHCOHCMH»HCMi f CM H CM H t g ;Mg| • ■ K; ■ • ■ • o m • • -05 £ b ■+=! es IlaSis-ggSiSeg <1^ P ^ pH ! ippHPPH^HSPd^P ooooooooo oooooooooooooooooooooooooocooooo a • ® g g b ggr3.g g a ^ © § w >^4in;jnj ‘sSui -p[itiq ‘gpunojS jo onpA UCi § LTION REPORT, 11 illiilil ii 594-95. iiiliiiiliiiii ^gggg'^g § ss s § I :§!!§ 3 jsSSS •Arejqij ut Bourap^ "1 350 538 . 500 . 1,000 600 338 651 . 2,500 300 lEiiass O • • CO aft * CO H CO rH CO •opK © (M |COKNHH^OHOO • 0 • . ; CO © • ■ © © •HOH • • '9FK © CQ • C D CO • LONO^WC°°(N ■ o • HO • • O O • Cl rH © • j Colored sec¬ ondary stu¬ dents in¬ cluded. •opmo^ a O © O O iH j • 00 o > •OOO 'OOOOOO • o • o o o o o X oooo j • • O O 1— 1 •OOO 'OOOOOO • o jooooo Stu¬ dents in sec¬ ondary grade. •optuoj 1* gsssss5|iigs;gsaas25;gsass8g.gs« •apK ^OdcmO^^^H^OTf-OOOrtt-OiOOLOQOHOrtiClX^ HHHhWHCOrlhHOHWMINHW^HOH CO n CC H ^ (M CO IOHHH Second¬ ary in¬ struct¬ ors. •oxrinoj ! WHHTjUOHe5fflWNBHHN(MOH'>#H'#NHHN'^HONL'> •3M HHHC'l HHO^COHWHHHHClClHHHHHHHrKNHH Name of principal. M Rebecca Ashley . C.E. Guthrie . M. it. KoDinson . O. M. Searles . A. P. Paulson . H. L. Bagley . N.C. Titus . John N. Greer . TV. F. Webster . W. W. Hobbs . C. L. Sawyer, A. M ... A. M. Webster . J.G. Newkirk . John F. Giles . R. C. Dewey . Pete W. Ross . E. T. Critchett . Alma B. Stanford _ J. M. Richardson . L. H. Ford . A. M. Dresbach . C. D. Lewis . E. E. Loc.kerby . ij | i mi Name of institution. « High School . . do . . do . . do . . do . Central High School. . . . East Side High School. . South Side HighSchool. High School . . do . . do . . do . Central High School. . . . High School . . do . . do . . do . . do . OOOOOO State and post- office. H MINNESOTA— cent’ d. Little Palls . Lu Yerne . : ;jd jii hi Mapleton . Marshall . Minneapolis . . do .*& . . do . Montevideo . Monticello . Moorhead . Morris . New Paynesville . New Him . Northfield . Ortonville . Owatonna . Pine Island . Plainview . Preston . Princeton . Red Wing . Redwood Falls . . . Rochester . Rushford . St. Charles . 6661 8661 zuuu 2001 2002 mu 'OOOOHNW^lOOt'OCCJO' illilllllllili; illill STATISTICS OF PUBLIC HIGH SCHOOLS. 1943 §2; Tji d C SSSS’SS 111111 s“s's'sa sllllllslllsl N H 1 '1111118 S § i 1 1111 easier CO CO CO • CO 00 r— £3 filial! t^ial 8S2* 38 d 111?, all pm |g|3 ;88S388 =3£: 3883888 g!3328|8883o333 2§g O 1 O 1 O • • O • lO O T— i •dr— id d '.WON * rH CO CO O d O ^ O oo-^odooo dOor::io:iodo o • o cc © ^ O O -=« • O N r-< O t~ O :0rH :288£ IWHdOOOHLO d • O O CO o o o © lO © CO © t O Cl o ^ o § : :Hr : d o • o o O • © tH O H(Nt>00 lO O ' CO © d d • © d o O O la 'OOOOOOdO O O o o o O'© OCOr— (OOOOOO • o o © o o o o • *00000 O • O ' * o o o o o &?'rt|gS'!SS®§SSfe]3.SSgSgic-§gl 00,0^000,0 jj^ooaig^poaH^ do 'lO^LCHdONdlOClHCOHdOHHCCCO^H i^SSS 3^8 : r-i • d S> bDS a • s*g fH^cWog fed |3 feSfi-sl :hH <130^ S drihS H ^>-d‘ I I o §l| nil w 4 S| "H H „ • ■§ g bflbCS i!5|M|gi& in to i-o W EH ^ E-l ^ ‘-i & W 32 If lllll1 ill .S& I? — ’ _ sjl e § : .a • i ® j|5. 2 E I „§ §3^§ ^ijaaga, ISllSllf oMs a si 11 2 •43 1”1 t|11i 111 =>§11 llillli il3lllll!!!l3l 1 6l”?l!i- t>r4 © W -^l-g'S - Hir S hO Statistics of public high schools, 1894-95 — Continued. 1944 EDUCATION REPORT. 1894-95, •sn^tjj'Bdd'B oijijue -IDS pUB ‘gjUJIUJUJ ‘sSui -Pltuq ‘spunoiS jo onx«A w « ooo ooo o o o o o o o o o o o o o o o o o o © o • OOO OOO OOOOOOOOLOOOOOOOOOOO o • OOO COOL'D CQlOLOOOOOOCOOCOiOOOOt^OOO o • CO cf rH 00 LTi COHOHOC1H CM CM CO O m rH r-T ■ -££■ rH rH CM CM • •ifaujqiX ui sanmp^ « « co . • ooo ooo lO • • CM O Cl «« rH CO O .OOCIOOOOOLOOOO O .o LO lO O H o CM O O O to .CM H CM rH rH CO rH rH -,- .: :. •soi'j. -dbj ./Cjbjtxiiu ui sxuDpnjc; « J [ | | J J III *sjb9£ m esjnoo jo qjSuaq § COIM"# t- rH ; CO CO CO COCO iLOMilCO'tilHCOTf COM-# rilO ■ . ~3 SC' IS o * -£ © P 02 (-, © H O h u •ajuina^ 19 © O CO to CM lO L'llCOOOWO^OOOiOOHO^Ob-fl CM tH »0 lO CM CM O CM CM COCOOxjKiOCOiOCMCMCMOOrHCOCMCM^O CCH00 rH rH CO rH CM rH •ora 18 05 00 0 ici-f LO LOOOiOOOLOOOHLOOO>Ot-C50^CO O CM H< HhO NTjfOWOWOHWnLOOlMHHCO^tt CM CO tH rH rH CO rH CM Collego prepar- atory stu¬ dents in gradu¬ ating class. •opuno^ is Cl « CO O Cl o o LOW • o • • ■ ■ o o o CO • •oinpi 1 ® 1 p. O j O ip> rH O o rH CM • O • ■ • 'HO o CM j Gradu¬ ates in 1895. •oxuinoj 1 « 1 **< ' won • o o o o C— CO ■ O O ■ • ' CO 04 © © j ■3FM 14 ooo • o o o : o CM Cl • O O • • • rH O o o j Preparing for college. Scien¬ tific course. •oxnuioj 13 1 10 5 5 0 OHIO • • Cl Tfl • 'CO Tji CO •oxopf 1 « H CO 1 CO Cl o j XOO • ' CO ■ • o CO • ■ • • tH CO Clas¬ sical course. •oxuuiojx; 11 OOO ' • O !3‘ I^o • 'HOC 'CM • CM • * rH • 01 ;;; 1 3 15 1 •oxbk IS ono ■ • o j oi ■ ' o • • O tH CO ' o • 00 • CM Colored sec¬ ondary stu¬ dents in¬ cluded. •9X13 UIOJ I® O O 1 • • o o o o • O 'OO • • 'OOO ! ° •OXBK I* 1 oo i j i° ° o O ■ O 'OO • • 'OOO • o ” o *•© -aicuia^ | 1 " COCJONOONM CO © Cl •oiu inoj o h ic io o h o -t :i rjuoTf ccr:HCiC4H ' N H Cl H O O I a v> o CO r-i xn G p . o^W 0 • ■ — i^cs « 2 =^r2 2S®g£-g~ s-g is t - O cs => c s 2^s;2s„^fqrtaHHSti£o« pH* hWpHo^'W gp£ O Lk:m ^ «5 3 H d.P t-3 1-2 e4 H W P4 P t-s hi f4 ^ W o 09 H ■ M *•2 "w ■ :% r=! o : o ,2C O ' >®,© So® 5c bo's ajc o 5 So M °M 221 W'SW'S 2 © 2-2 “S &+-> a £ ® o Pl cS'S WhPi Ip la R® O O ~ H ~ ^ 43 - AMP g'g'bc": 1 1 § £ ijfl .£? " oWo **" t-"°' g" g ® 0 287 ° :S 100 200 0 ° is 15G 580 500 375 200 200 109 350 500 55 0 0 635 500 500 900 200 120 308 .. 5,000 .. 1,350 12 150 150 120 200 250 .. 1,112 200 300 ^ CO Tj co o in cc 3 .. 4 .. 3 .. 1 ^ CO CO o“ COCO^rfliHCOCOCOCOCO'^COiH'^^COCOCC )^-^C0^C0in^C003C0C0C0O3CO °£S2gS8d3££S£S|g3 -Hlg gaSSS3S3S§ggSd3§g£ 3§§S§ §S£Sgg3|gg;S|§|3ggS3S3§£033 O ca j j o co j t^ooco 03 03 • © 03 © CO C5 • 1— ' © 03 © 03 03 CO • '^HW©0© CO - : : O O 1-1 CIOON 03 • • © 01 03 rH rH • 03 © O © 03 00 • • 03 © 03 © © © o ° i m o o oomn os co o ^ t>incococo©t>©oo©o©©»n©©mco©oo | © co 03 co th rH CO o • tH o o OONW 03 ^ © ^ © 03 '(M©©t^C'1HI>^OCOH(MCOOC'1 • CO 03 03 © CO tH o 03 03 © j ' © © • co m • O 00 ■ • ■ M 1 • • m • © ^ m 03 © © • © © © - CV1 O CO CO t> • 1 o o • m rtf | © co • • • ^ © • © CO © H CO © • © © © 1—1 • o o m o . m | CO © © © i ° i 03 © • • t> 10 ids © © © © • © © © CO lOO^ O 03 j ^ ; m © © © • © • 03 CO 03 • • in 2 i^g H 03 © © j © 03 © o o o ° i ° ! o j o • © © © © © © © ©©©©©£^©©©©03 ©©©©©©©© • o o o o • o • o j o • © © © © © © © ©©©©©©©©©©1-1 ©©©©©©©© ■ °rrof,St'^2SS?^ 3SS58388S8§S5§£§§S53Sl8g§e>S003§Sig5S s°ss O O MhI 22222SSSddddddddd dl22222i222l2l222l22l§S§IS2§S§S2 Statistics of public high schools, 1894-95 — Continued. 1946 EDUCATION REPORT, 1894-95, •snjBxcddB oijt;u3 -tos puB ‘o-injirunj ‘sSat -piinq ‘epunoaS jo M $15, 000 10, 000 y, 500 o o © o o © oooooo ©©©oo© oooooo oooooo oooooo TjT uq ^ d" ^ otocMt-T^Too HH CM CM rl rH 200, COO 5, 000 10, 000 25, 000 30, 000 3, 000 10, 00Q •AiBjqix ut souinp^v « iO CM HiQO CO L- CO CM CO o o o o o o ^QH OO OOOOOO© lO . .oooooo lOO OOOCMOOOIM . .OOCTlOOO) - CO L- O rH H CM H H • Cl CM Cl H H C4 rH ^ CM College prepar¬ atory stu¬ dent sin gradu¬ ating class. •opeuia^q 17 a> ° i • CM CM CM O O CO rH CO • • O CO • • O i i t •opK © H ** rH • • o CM j j © Gradu¬ ates in 1895. •opraaji *3 wi © tO CM O rH rH iQOCr H CO O O t}1 O rjl • 14 (M M O CO CO O CM O. O CM tO CO CM O tO O CM tO O O CM • CO Preparing for college. Scien¬ tific course. •oxuupjj M & : o • . o • O * O OO CO H O •opK « i ° ! . © . O f O CO C3 ^ 00 • CM Clas¬ sical course. 'OIBUIO^ 11 40 O CO o '#(5 00 • o 00 CO CO o j o o • • o •9PH 2 £ O CM o CM CO to • CM to CM O jo© ! i CM 1 Colored sec¬ ondary stu¬ dents in¬ cluded. •oXBuro^ © oooo^ • *©o© 0^*0 CM • • O O O HJ • o O O © . •OIBK » i ooooo • • © © o O to o o o © © 1 © © © CO • Stu¬ dents in sec¬ ondary grade. •QXBuia.q |* OO OiOCMO^OOOOOt> t* rH CM CO H C4 X r-t l> CM ^ CO Cl mHhHOO •OIBH !• O tO O O OC C5 O CM O CM C5 CM W ^ OC HO OrthO ^CSOO CM H rH r*HCO ^ Cl H H CO H Hr-»^fCMOcOHClHCMCMH 'Second¬ ary in¬ struct¬ ors. 1 •oXBma^ r~i * -tf J i— 1 O • rlrtO iOONOOCHHOHNfi 1 ! •OX^K h CM H CM H CO H H CM H- CM rt rl rlNHHHHNHOMHHNHr rl Name of principal. M 4> H ft? a % w £ % c8 >_ i\ ! j ri §a \ ; « ; > 2 N 5 £ ill :li„ *3 £5 ;3 eO § lag i^o5< IN 1 = ^ jiCB jwp *j xn • £n‘r" ^ «c O w Wh Ip i y p ! c : a* is j i 1 p. 1 ) ! += i 5 if 1st A. It. Alexander . .Tna D TT.nitf j c Ij i» j « 3^ Jno. T. Euchanan - G. N. Grisham . P. N. Dyer . S. C. Rogers . W. R. Holloway ...... TP. S. Dearmont . tZ2 || 1m > • ! . Name of institution. « High School . Wilb e rfo r ce High School. High School . ; c Douglass High School . . . Hannibal High School.. High School . dr> Graded High School. . . . Academy and High School. High School . ".In 5 C c C ) o c Central High School _ Lincoln High School. . . . High School . . do . . do . . do . .In ) o State and post- office. F=< Missouri!— cont’ d . Pulton . anlto+.in >> : i o nt 3 ooc 5 3 3 1 c > i— + C, Hannibal . . do . Harris . Hartville . Henderson . Higginsville . TTnl/lpn a |C > Z n : C jl > c - e > - III > j p 1 C 1 ! i g Jamesport . •T nul ! n c 3 "c J1 Ct ) f— Kansas City . King City . Kingston . Kirhsville . Kirkwood . 1 Laddonia . ! t— I CM MrUlOCONXQOHIN to tO to to to to to to to CO CO CO Cl CM C l CM CM CM CM CM CM CM CM CM CM CM CM CM Cl CM CM CM CM Cl Cl CM Cl CM Cl CM STATISTICS OP PUBLIC HIGH SCHOOLS. 1947 11111111 11111111 3SS8"S3S O N O O IO t-" O" «' N t> H N H l> ® e O i !iP§miBil§iPr§is“s rH- r-T r-T i-Tcf of r-T « -tf'tf-'tfCC^'tf^TjieOCCeOTHCO^COCqcSrC^'i'COCqc-J'^COC^'tfr-tCqcOCCCCCOCqcCCq 1 IIS SSS3iS5®S&"sssS3gsSSss£SSSiaSsi§ssSsSi00SSiSiS I isl CQ 1 O o (03 O O O 00 f-l O O O f O ^ H C Cl I OIOWWWOO! ic CQ O CO <03 JOOOOO OiOCCOgWCO^O _ m. _ O ^ H Cl !M O Cl I o o o o o I OOOOOOOO oooooooo o o o o o ooo 'ooiocooohoooo 'OOr-to • » o o o o • 'oooooooo * 'ooooo 'wobno §S.S;2S3}2g38§gSS5“g®gg8®SS3S“00S3SS£§g3SSS!33§|35§s§§s§ &°S®S§gS?!§gJSSSS®S0,?§§S!SSg;: • O t- <03 O O O ssss-^ssisssggsss: <03 NOOHHNC3H • O O • H © < OOtM CON Oi ' O H O H • r-i O • r-l 'OHt>COOd^H 'LOO £ §« cl cl cl cl cl cl cl cl cl cl < Statistics of public high schools, 1894-95 — Continued. 1948 EDUCATION REPORT, 1894-95. oqijno -ps pm? ‘gxnjrajnj ‘b’Sui -pimq ‘spunoiS jo 9iqBA OOOOOOOOltSOOOO IOONOOO o o o o o o hi saranxo^ h h co ■>* CO CO 00 r-l N •sop. -ot?j RjbjhT111 ,nI sjngpnjg *s.tb9j£ m 9SJH00 jo qjSugq; IN'*'jHCO'iteONCOCOCONCO'i5 • P to U © © k. CgTJ P -xj es P O P £n M ® ° M •9X'BTO9kq OWOO>fOt'WtO(M«)OHMO-#OI>tOO-tCOOOfflC'10MHt lOOOOOOt-OSt-^OratOIOW^HNOONOtOO in to HOHO HH i-t rib-nH n wN?t •9 FK C4 C4 CO C4 §> & P W> a ® P P « ON •OinOCOOOONOCO ■ © © © © -NO -8IBK OO • © N "it © © © © N CO >H •©©©© A P . u ®; Pa •opcma^q OCJlOOf ooiaononooctHO L'— O t-H 'it CO CO i •9PR 'jtoNcooon on co h m o co o o noNL'iio- bo© .S •gprnoq; •9I«1 •gjeragj OCO'JtOOCONOO CO ■ N •or»K ONOOOr-tNO N 'NHMN s g* i-2-S O o^o •gpura^ O O CO o o o o o o o o o o o o • o o o o o •OPK OO 'OO^-IOOOOOOOOOOOO 'OOOOO • © ' o • j3 © c?© *12.31 •9XBUX9^; n tc •0I«K '©HOMNIO •9pm9Lq ONHOHNNHCHO xh «8 « •»t®K IHMHNrtWHHOHi e §l>f!JII © Sj »-p.H g jjjssbs «.«*«■< P ■ a ® 25 © as ■3 ® a a inn o^n.s § g-2.2 >,* ®*g' : ■ 71 Q ti b ob o . © iT* ^oo©o©ooo©o©ooo©o®''^o©©o©oo©o • •*••••• i • . . j 4 bjQ - . . PQH Pt . ■gs 9 xl ,rP : a > o !S o B-S >s a » on ! ® ■ : «o h^Ph cg-c= ©^ p c ° a B 2 ■ . bn XJ © A S'© O © P Or-. *|H ©i £\2 p ©s-s?>,-fcx)®^2 g,- o p B £££ ®.2© te-g tc®n3 „ tcS®©-tgcj£2rj?ca,®c-fl'«'Qncj$iyiBiU'H« © -a rp ©3 Pt3 -2-2-3 £ «s r 02CCCZ/CC72CCa2!/}a2a2!Z2EHEHHPPr:>f>P>!5::P:r?t>K:Pt?t>lS: 2 C50H(M«^lOCOI>00050t _ _ Jl islllllll 00’SVT s§l!l!S!S!l SHSS!*1S*3S1 r-T S§§||§S§SSgi^^S§§i icoTHcoHOCPNO • co o o o cq cq o NHlO«ONOt*OOOWOMHt*Cq CHCHO^^^O cq o o o r-i o o OWHClOWOOOCQTffOOHWH^ CO O 10 - o co c cq o o o • o o • • lO o CO tH CO o cq o *- lO ^ o lO - o o j o o i i ^ o CO cq CO o o cq csoogo O CO CO H CO O o :° 01 o rH - r^HO qj-O O cq rH cq tn ^ cq ci CO o • o O O O O t— 1 O O rH O o o • O o o o o o o o OOOO 1 O O O rH *H o o o o o rH O O O j O O O OH O O j o o o o o o rH O OOOOrH.OOOCq • o o o o o SSg&Ss3t“!ge,S5§gS3aSSS®SSaS§SS§gSSS fl in HHHHH«riKH«HHC3HHHHHHH,H S3 SI HHHfO CO O H tll!ll!II!!II Statistics of public high schools, 1894-95 — Continued. 1950 •snje.redd'e ogiqua -los puB ‘ojujtnjnj ‘sSui -pimq ‘spunoaS jo o o o o o o o o' o in' co cm co o' oooooooooooooo OOOOOOOOCO(MOOOO oooo^oooocot^oooo t^CO of © o' o' — T CO rjT o' o' o' o o o o o •Xiejqij hi sauirqo^y -« oooooooo^ooo t^oooooooo OOinCMOOOrflCHOrHO— -00 0 CM © LO tH CM rH CO CO O lO^Hri(MLOCO(M rH CM 008 o - o o in in in cm rH CJ ‘S91J -ot?j iSi'B^xxini hi sjugpnjg « •siHoi! hi 9SJU00 jo qjSugq; © « • CO CO CO Hi CO tH CO TjlCO-^(M'^fCfOCOCOPO-^CO Hi CO CO CO CO 'CO Students below sec¬ ondary grade". •opuuo^q Ci h H N lO N O OO CO l> CO C3 'O I> 1> i> (MOOlOCCt-t'MOOOOHinH ONONlOOO Hi^Ht'COCU^t-OOHOCMCOO © © O Hi © CM H< rH CO rH rH rH lO rH CM CM tH r-t L- rH rH *9I®K Tj H 85, 118 120 65 88 173 55 ClOONOOLOOOt't-OOOCOCO O CO O CO CO CO 00 CO 05 d H O 1- in OO H O CO H O fin t> Q CO H cc tH CO rH H rH © H CM CM H 1- rH College prepar¬ atory stu¬ dents in gradu- ating class. ■9JBUI9JJ; IS O CM O CO CM loci j H (M t> CO H n 1> • m O O O CM tH *®I*W 1 * ° • CM 00 o • rH • jcQrH j o in O O CM CM Gradu¬ ates in 1895. •axntugjj; rd OK)NOHniNC5W»Ot-l>WI>b-nC0l>OOO C-1 W CT. O O r-( 1 04 •9ITJK 14 O rH ‘CM 1 : 00 O rH CO o CO CO CM rH rH CO rH O O O Cl lO O CO H CM Preparing for college. Scien¬ tific course. •oxnuig^j; |3 ; • m • o • rH CO 00 • © O rH is I ; : • CO tH I -H • • CM m • rH • rH © CM Clas¬ sical course. •opiuratf Is NOH 'CO in CM I • O O i • m rH • CM • • © © CO •0r»w 1 © | H CO rH <±> • CM 1 * 1 * : •no « H • | © © CO Colored sec¬ ondary stu¬ dents in¬ cluded. ■opsurajj; 1® o • O O O • O O O rH O © O O O o o o o o o •9IBK 1® ° ! ° O O • O O O • O O O O O o o o o o o a m «Jr2 0 a o W) ■©pjurajf ‘9IBH 5® • o o O 00 O ' I o o o o o ■9p?UI9J[ O >j © u . m rt ■OITJK OHOHNN l(NHHn( §sa a s O cj flo o © □ r- 1 w g o ® p h w gfs-g- p S rt S's'p o’® ^ g £ o’ «3' 5 ^ ^ ^ ^ ^ o >5 g ^ ^ w ^ p,pS w W ^ ft « a .ft S ® ” £ o . FI - , ^ .P-l .r-1 .p- P.W ... .jb- 50 . gp^ci^ Jci'i oSco^Hrt .^.>$Odj<§5 pj >5.s P © © a: “ P +3 c3 © © ® P t4 q ?-l S-l f_l S_, ci ce cS cbdOcsWWW WM^lOCOOOOOHNMTiiiOCOt-COfliOHCqeC OOOOOOOOt-HrHi— < r-H r-H »— I rH rH i— IT— I (N (N CM (M cocococococococococococococococococccocococo (MN(N(NW(;iWCq^N(NClW(M(NMN(N^(MWN CO CO CO CO CO L _ CM CM CM CM CM CM CM STATISTICS OF PUBLIC HIGH SCHOOLS. 1951 000-00 00 000000 ooo-oo^ 0-000000 o O O o O O O O O ' o o 00 o O' o o o O' o o o O O' to 00 o o o o o o 000 0-0000000000 O' O' O' O O ~ “ “ - _ _ _ O' O O Q O' t o o o o o o o o o o o o O O' iO o o o ICOOO'OOOONI O OWOiOCOOOCQi o c-- ci to to io i o o o to t* o < owes to- O' CM fc— O •CO rji CO CO CO'T-I ^ T* CO CM CO 00 Tf< CO CO CO r-f CO ' ca wcoc: COHH • CO CO 03 (»'01>C5H^lOOTHrlO^OM O O O t> to O OS OS ^ (M CCJ 00 to ^ rH H(MH tH O^'OO^Hrt l O CO O to Cl rtf I' O CO O tO C3 O o o o ooo T — [ O O O O' CO lO ^ o HH'MO iQOOCOiMCOCONO^OHNOMNMWM- " - * “ O GO lO IO H cc oo CO 00 O O ( OHO'O 1 C^I ^ CO no^rf-OMifWONOi 'CO^OOCIOMCO to- < ; o o cq -Hi l> O rH o CO- COOCO^HWCIO NOC O CO O O O Cl ^O Cl o' CO O O CO ti ^ ^ dl Cl, £ >2® p o-r ^ ® © ^rQ' >?.S - r< d3 ® PI o w 2 e3' « a 5s « ofe Im^SShi f SS-gJI I* §$<§£^'§,3 g£ gg lid's ' h^o.T-M-e .m&ri 2u K.^V. =i__-._4EaX d~ .. ol oobStS ^ W Ai^m o W W»?dd Priori p4Steri£^i4J$ oSpR» £A ■ fe _ . ._ _ _ a 'o i=t 5 3 ® Pwfl 2 £ © ©, cdsdi g4!! ||| «|| gs | & ©-s sg jWWWWWWH^SHH'S^SSsSsSSsIlsoooob cj . J & Sd3 id o d " HH°§ 'o d fec-£ d ® P S' Cl £ *03 > ! ^T1 £*'Pi roco M c3 c3c3 c3 q •*- -h '■ OO O O O O Ph Ph. Ph Ph Ph Ph Ph Ph f •I © _. PcS r© idMTfiaoi TO CfJ (7J (TJ' CQ 03 CQ CQ (n CQ CO CTO - o o -' w J !MN(Md«fJddlMdlM(MNN!NfJiMd(NIMddraMdd(MdNd rH t— 1 Cq H H rH rH C4 r— i i-t rH CO ^^HOOOi^t'Ot'00(MMOOiO(00 QiO(MI>OaOOC50^iOCOHH OOHCOCOHCOL^OOC500CO(C^(0 rH CM rH rH CM rH rH rH rH tH CM CM H CM College prepar¬ atory stu¬ dents in gradu¬ ating class. •opuiaj i* O • 'OOlOlOOO j joH^OOHH oo o j ■ co 'OHimoN •apK s O • ‘OH^MOO • • © r* © CM CM CM coo * • © 'OMIOOH Gradu¬ ates in 1895. •apraaj W OOOHOHlOOClOHOCO^MOH^CMCOMINOOOO ‘H^OCMO •apK 14 OCM^OH^^HOHMWOOCOOCOCOWCOWH^iOO 'Hr^OOOH Preparing for college. Scien¬ tific course. •apuiajj; w • • • • rH 'OOOOOOOO 'OOOOiO i • • • i • H H • • O • O CM • ^ • • O •ap’K • • • • i—l '(OOOO^ON • O CO l> CO • • o • O • o • • o Clas¬ sical course. •apaioLq la • • rH • CM 00 O O CO O O O rH O O O IO CM • • • CM rH ^ • . o • ©C • • kO ' 'CM • • 1 Q I 1 II •apK © • ' ^ ■HH'fOClOOOlNOOOH • ' ' ' «-H CM • i i o • © ■ ■ rH • • rH i • • O • • •( Colored sec¬ ondary stu¬ dents in¬ cluded. •apuiajj; © OO *00 • 'OOOOOOOO ' O • III II ooooo • ©© joo •apK QD OO 'OO • 'OOOOOOOO ' o • III II ooooo *oo *oo Stu¬ dents in sec¬ ondary grade. •opuiaj; (MiOOOMOOO^OOlMO^ClOOOOOWH(MHifiOOfOOOOOOOi< lO (M H CJ H H H CM CO t^CMHOiOHrtCOHClCMCOH CM CO CM •app[ © MOoOOO(NlOOlMOOO(NHNOlOOOOOOOlO0OOO(OOW(MOfl> CM CM j-h H H rH © rH rH H H lO CM H CO t— 1 CM © rH rH CM rH Second¬ ary in struct- ors. •opuioj W HO iHMHNHHOHOWHlMNIM • ■ rH j (M rH ® ■ O rH ® • © *apK H H Cl H H Cl H 'HHHHHHHHHHHHHH 'OCOHHHCMHC1 Name of principal. w C. C. Williams . F. Skipton . Wm. F. Porter . E. D. Lehman . W. J. Taylor . G. W.Fox . E. M. Austin . : . . J. L. Fischer . S. P. Arnot . J. L. Adams . G. W. Crozier . J. A. Pease . Isaac E. Wilson . A. L. Caviness . J. E. Utterback . Mattie H. Gregg . A. V. Sunderlin . S. W. Whitman . n s S+.rin.lrW J. A. Dowden . Ellis E. Good . Mrs. L. M. Guttery . . . Mrs. J. H. Himes T _ I. W. Bender . J. M. Keating . O. A. Preston . W. W. Boner . J. W. Searson . P. Goss . D. C. O’Connor . Name of institution. « High School . . do . . do . . do . . do . . do . . do . . do . . do . . do . . do . . do . . do . f] n 5000000000 o o State and post- office. H NEBRASKA — COnt’d. Shelton . Shickley . Sidney . Silvercreek . South Omaha . Springfield . Stanton . Stella . Sterling . Strang . Stromsburg . Stuart . Superior . Syracuse . Tablerock . Tecumseh . Tekamah . Tobias . Ulysses . Valentine . Valparaiso . Verdon . Wahoo . Wakefield . Wausa . Wayne . W eeping W ater . . Western . Westpoint . M^lft(0N0005OH(M^THl0O^00QOH(MMTHiC^OC00iOHC4 cooocoooxooooaooJcsoJoaiojojoiOoooooooooHHH COCOCC)COCOCOCOCOCOCOCOCOCOCOCOCOCOxt<^H-H'»H'H<--H^H--f<-'H~H'H<-H ■ cd • • cd © • © © © • co" © co' © ©‘ I CO CO © * CM rH rH © © CM © © © © CO © 600 20 hiooo ©©wo©© in © LO © © lOinCM©© CM H rH CO CM i — i Th © rH © © © © b- rH CO CO © © CO rH © IQ Til © © © © • < © © © CM t>- r— 1 * * © © CO rH • • © CM ©©©©©©© © © © © © © © CM H H CM © © © © CO CO CM O' iMtHCO^I CO CO (N -# CO JCO'C .... oo • T T CO Td CC ) a 5 Th Tfl Th Th Th Ttf TH.Ttf Tf 1 '•* ^ Tfj TH ^ • tM rt < tH tH 1 TH Ttf H CO l> 05 C3 lO (M COHNifJO COO CUO CO rji (M CO fO 00 © Th CO CM rHCO CM r-lHCO CM rH Th CM D- Th © © © t> t- © © © © ©©©CM©© • © rH < © © -rH * CM © CM © 00 • CM • T-, • © t* rH • CM • * rH © i . . CO CO (M ^ CO 05 CO t> 05 (M lO t> O IT © Th CO © CO CO © Th I>- CM CO rH H CM HihcO N rH T* CO 1 ° i © © © CO © © Th CM © © © © © © OC © © • * © Ttt © ) © © • © © « © C 00 . © i © rH CM © CM © © ) © i i— rH * OC CM © 1 © © 1 00 © rH CO W H O CO 00 ifl lO CM CO -rH O CO O OC 7-t © j MM CM © © CM 19 3 © > tH Th © 1 rH © rH rH 1 © © © rH -tf © r- CO tH CO © Til © CO IHHC5©©©H rH CO CO © © © © Th CM CO tH i — 1 rH HHOHH-iUn HWWrHH OCONHONO © L"* CO rH CO © CO »-H rH rH CM t>- CM CO © © © CO rH CM © CM rH O CM • • © CM © • © • © • • rH • • i ° ! © rH © . © . . © CM © O * 1 © • © • © • • © rH O rH • • © rH © • • • © * • rH • • • ; ° ! • CM © • rH CO rH © • • © © rH © * * 00 1 © • CO • CO • CM o © • • • m © © oo • • © CM © rH © © CO th CM CM •© • rH CO CO © CO © © CM T* CM © © * * rH rH rH • © © © © O © 1 . 1 co dot- ’ * o CM rH CM © © © . t> rH © - rH rH rH © ^ CM CM t- © © CO rH 1 t- © 00 CM ©OO©*©© © © © 1 © © © © © © © © © © © © © © © © ©©©©©©© © © © j © ©©©© • © © ©©© •© © © © © © © © rH © © © © © © O © © © O © © © © © © © © © © © rH © CM Til CM CO CO co co co © co co co < O 'O OO CO C'l CO CO lO O CO CO O to ■ 'OONON — - rH rH CO H H © H H rH rH rH rH CM CM rH H rH rH rH - HHH ' COHH rH cm cm • M • • • • ' , ^ . . . . . • • "2 ® • • • g ^ : : g S 2 .■ ' 3 a moo HH ...» H* ! : : : rh J u J S ! ! o ' ! ® ! h / • ^ o aT \ ©.■S bt : : !ps! • © 9 .M J rr a ! fl J § 8256 °i SS N SspSWWcS r; 2 3 g^.raSS ■aWpdp flOeinj Ha O . .^-gCGMji^.02 P-iPh q ^ g 3 co 5| SppJShs a a . a& .O tcd‘^02 ^ ... 25 . - rt 3 25 . h_l 5 ® (=V-' P ill -SP3 Hj| n o a 2,2 ©0©8M0©©0000©oC^©©00©0©00©000000 . S£.S» &.a> «i w > ® u M a a: Ja § ® 2 2g 1 -SPSS'S :&u^la*.2 ®-as^©^a©iic®ps)'|j©o&i irr^fr^t^o p sp op h h p s ’573,5.3 s ® Sm s © o e « f> f> f> t> t> t> N «lopp^ 121 OAHHft00OH g'S^gao©||!r3Wp,|o|^ g.S^sa g^Ja § | |S g WHH^MSSSSSfcifcfcSKPitf CO ift CO t> CO 05 t* tH tH tH tH ^ H< ED 95- © rH CM CO ^ (NWCKMlM ^ ”H tH ^ Hi CM CM (M CM (M -62 lOCOt^OOOOHNCO' - -- -- -- t T*ThTf*HlThTHTHThH © © © OO lO n O CO v H CO CQ CQ rji ^Ji CO CO CO CO CO tJ< CO CQ CQ Students below sec¬ ondary grade. •ejeiuo^ * ■ C O CO cm O iH^OCOOinNOMHlM CO • Cl coom CO • CO CQ H H *— 1 CO CO QOl> CO • H rH -C4H*0 CQ CQ H CQ t-I 118 0 187 24 177 •er*K QB i i- o n ra m m ioiiNoosoiNHinQ o • CS O in O O iNCONTjlOHHriOO®0 ■-* • i-l T-I . & O © © H © H ^ O O H • O O CQ O • O CQ CQ © j • © •OFM s CO O O rH O • COOOCOCQOOHO 1 O - HO j CQ 'Hi Gradu¬ ates in 1895. • opinio^ I ej O O l>- rH 'Hi rH inaaoKocu- © CO H O W O H ■9i ?h 14 iJOOHH ■ OCOCOOCQCOmHO^CO H H CO CO © CO © -Hi Preparing for college. Scien¬ tific course. •apjuio^ 12 jooicoco 00 • © O • © • © • • © lO CO © • • Hi •8fT?K 12 • CS O O © : os ■ © x ■ o 'in • • o 'Hi H © • • H CO • • Clas¬ sical course. •opjuio^ 1 ^ ! • O CQ O O CO Ln in O CQ Tji 1 © • CO • • O O H © H . • © •o[«I o J O O © O t-0 OOCQOOWM^ CO CQ rH CQ H CQ Hf »0 H CQ O H CO CQ (N h H CQ CQ 'H' CQ CQ p- CQ © lOC^HNo o h n co o c in cq n m h oo © cq oc © o oo cq CQ rH Hi — 1 CQ hCQH CO H r-t GO H © CQ H H CQ H t> CQCQ Second¬ ary in¬ struct¬ ors. •9X131119^ ‘-'j 0 :a- i^COO ' os • © o-pootr* IOOOOOOt-^^ O O 00 CO © 1 oo^ocoi •©© I CQ © © rH © © • © © © © © '©CO©© • T-l •© © • © © © © 1 © CO © • © • © ||§§§§ g§S»S83§§S3§§3§Sgg.§:&gg222‘2;3SS£22§c58g3S8S5§58! Yes ; number not given. Statistics of public high schools, 1894-95 — Continued. 1956 EDUCATION REPORT, 1894-95. OXJI^UQ -108 par? ‘ejn^iiunj ‘eSut -pxtnq 'spunorS jo etqB^ M e* oooooo o m oo o o o o o o o o o o o o o co o o o OOOOOO OCQ^OOOOOlOOOOOOOOO ^ooo OOOOOO o h* LO O O O O O O m o o o O O O tH o o o CQ co id lrf to lo" O lO ^r^iO O Cl lO OH O (D O N N O NNOO rH H H H ooio t- O CO O LO H rtf (M CO O CO O CO 05 (M O CO CO rH r-T b- H H rH r-T H H H '80l(J. -ou^ Arexqiai tit s^uopn^g H « : : : :::::::::: :g : : : : : : : : •sxbo^ hi osjnoo jo qq.Suo'i 9 « CO CO C0 CO ^ ^ ^ Tfi C0 CO tH '■=* ^ ^ rtf ^ ^ r* rtf Students below sec¬ ondary grade. •oxurao^ '9 r IXMOlO 05 O H loOOOiOWNiOOrjiOINO O O H 05 CO t- U0 Cl O I> . H CO CO OO 05 CO 1> CO n d 00NOI> NHH CO rH • rtf © O CO LO CO rtf rH CO *COt-lOl>NOCO!MO LOCO • rH LO H • rH rH • •oi*W 14 O rH O O HiCOlOCDClCCClHiOHt^COOCOCOO ©rtf • rH CO Cq tH • Preparing for college. Scien¬ tific course. •exuma^ 13 o : : : o 'oiawoio 'OOHOosaoi owa • • O • t-H CO (M . ■ M T . *oi«K « o i i 00 h* 'Ob*COO • H O O 05 05 O LO > s T H OCO)OHN CC -<11 Irt to co co co co co co co co co -<* Tfi -n Tti -at io uo in imoinio lo lo lo lo to lo loioioioinioioioioioioioioioioio 10 10 o 0 000000-^ »COOOl0OOOOOOCMOOOOOO05< O5iOOO(MOOlCOOiOCO0OOlOt-Cl(X)i irT cc* o' o' ic* oo io r-1 irf cT oT irf of id o' r-T o' cd* < © 05 CM CM 05 ^ooooc t— ( O O O CO CO CM CO © ^ OOt>lCOOT-iOOI>lCOOOOO OlOrHOOiO(MOOO^OOOO^ O T-Hr-HO(MOO(M^IOIOIOOCO o o o o CO LO OOl-IOt-rHOOO C4 (M CO CO CM ^ CO ^ ^ CO CO ^ rtf ^ ^ CO CO rtf CO c COOOOtMiOO^rHCOO CM OCOCOOt- - I CM CM CM Th 1 00 txM (M O l> C5 lO CO©C-C500O5O5©O5COt>' • OCMt^OOO-rtiOOCMOO- i CO CM O ■ O < i CO O CO O lO H t(UO O i ( CM LO O Tjito O CO CM CO I O CM O O OOOOCOIOCOCMOH^OCOOCMHOCMOCO- (M O O H H M CO O O • O O O • CM lO OfOOO(MOO^iO tH OOiOOfO^OCQO ^ o o o o < CM CM O O 00 O 'lOQ^OOrl! i O 00 LO O CM O O CM O O lO H CM OOOOCCO'OCOlOCOi CO CO TH o h cm oo o o o o o o o o o o o o o o o o o o oo oo oooooooo o OO -OO OOCMOOOOOOOOOOOOOt — IOO OO OO OOOOOOOOr— I O •O^CJCMHiO I O CO ■' — CM 05 Q-^OOHlOCJHlO^t CM 1-H CM CO CM CMCMCOx^CMCOrHCOCMCMCO. CO 2 3 i|&§M g^P^H >,w ow a dPdo^ t nr Sfig 72 © © 2 t>» a « « fe ^ ©1 © © ^ «£§§ W«23 i»a^ 72 ojro72 j© bfi .a pi . o O 02-3 ©«>© n © ° ^ab ts-§sr -™ ■ I'S-SW SWS^WS“ti © © 3 2 ^ • 2 © rf) W "d P d c8 m w © bd ^IPPppp P >3 Mw P _ ^ O -rdd* a 0 jssa f-< ©.© ” a. a ^ „csW©c372flOfqp p>H pp t3<| p 72 o ^a«2 o.^ca Stiff m-S^ © _ f-> P © o '■d bo-p -g WPP o © © 'O ^ o ©‘3 «1P p § 'd r© © p © © © 72 (>,2© d© ^ 3 ■d tjn © «a.S «W © < P gg3?| S beasi o ® PH ^ ^ O Si <& 3 ©.© o • C< ^ (H www : © "© ca © r© © d I a © DOO .SP g>3 ca • © -“l©3 rtr© © « " ©©©0©^"^^©©©© ©©©©©©dddcadr© oooooooaoooo ^2 oo © ^ ^ © S %D CO Ja rl ajj © ©^.9 -d 9© 2 © r23,ii1'o,o oooo OOOOOOOO © S © IO w g o M’+lOOGCOQOHdCO’fiOOt^OOCJOHCMCO (OOOO0dONM^h^hM>h^OOOOOOOO ifliOOlOlOlOiOiOiCiOlOiOiCiOlOiOOlOiOiOifl - 1CMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCM CM CM CM CM CM < 00 00 io in CM CM 00 o oo oo LO UO I (Cl c Tf( lO C t' CO -i(M100T-Ht~ir; OOOOO IT5OC0 . o © ooooiotocx) oicoo-^cdjoootq ocicoco" ocTo •coo' •Xaeaqii ui saranioA O O O H o o O OOOGOOOOOOO O O O CO OlOOOtHO co 10 uo uo 10 o o o oo :i o o o w io io io ooot- h< cm cc o co 10 TPr 1 CO O CO CO O COrlOCJOtMOHl-^ O H rjGO WWC'COCl rH HH rH cf CM •so jx -o'BX ifjEjniui nT sjuapnjg H C* ::::::: :::::::::: : : : : :::::: •sj'bo 8. ut osaiioo jo qxSaaq; © ^^cococsca • -<* co riw -3< -di co co co ■ tji • CM CO « CM • rH • • • • ■®I*K 18 O^OCOOOO H< • CM • lO T— ( o O 1 CO OOOO CD • O CO CO CO C5 O O CO CO « no i CO CO O O . iO rp L - * • CM -f CO H H CM • • CM CO • CM • r-1 College prepar¬ atory stu¬ dents in gradu¬ ating class. *• •al ““ • O rH O 'OOO t> H O CO DO • O rH O O O O rH O rH •oppf © (M • rH lO rH i— 1 • rH l>NI>CCO H O CM O OOOCJOH CM rH ■3FR 14 - t> CO O CO 'HHO rH • O ^ ^OOCO OHO^COlO . CM Preparing for college. Scien¬ tific course. ■ojuuiojj M 1=1 ot- lOO • O • fc— CO ■ O • tH O ' ' O CM O OOTjiO ' O ... ,C0 •OPK 2 °o O O ' CM 1 O H DO © j lO r-( ' 'OCSM O O t — 1 r-H '1ft Clas¬ sical course. ■9[BUI3J “ OOrH^O jo jcOOCO CM CM O O CO jOOCO OOOrHrHO •opK © rl - O o 'CM 'HH • O 1 rH O CM 'OOtH OOOOCMO Colored sec¬ ondary stu¬ dents in¬ cluded. •OXT3UIOj[ © °° •OOO O j CM O O 'OOO OOOO O O O rH O O •OPK 00 OOO 'OOO O jOO O 'OOO rHOOO o o o cm oo Stu¬ dents in sec¬ ondary grade. •opeuiaj OOrJiiOOh-H HOOMiOt^W'OHOO id lO O !M OO^iOHM 00 O rH CO lO rH CO MOHri CM rH CM CM rH CM O CM rH CM '-tf CM O © lf5 00(M0t-0 OCiWONCOOCHO OOtOH H CM CO OC50 Cl CM CM CM rH rH CM rH CM H H H CO ‘O Second¬ ary in¬ struct¬ ors. •ojnuio^ O IMM >NHHH i-l Cl CC ,§ £ © ? £ |5f S. G. Patterson . Geo. W. Lang . A. W. Smith . W. Y. Flaherty . F. H. Hausner . J. E. Massee . Maude E. Antisdel.. . D. E. Williams, A. M . IT T Unrher ..... .... ... • 1 ^ ; r® ; ; j j ^ ; ; rd ' L, ' • l • 1 ' O 1 *f ' fl h 9 : ,af9rSccS • d '9 ■-< V? rj 'T' 9 j § 2 3 2 o ^ " o ‘3 Mp 3 2j P ,§ . * o . u ^ • ^0 • iSuDhsd^ hs's L- r-r • rH* 31 "Ills 176 100 219 230 125 75 35 107 111 304 287 327 80 237 70 102 50 176 210 39 450 746 145 18 IS i i ii rH O O O (M • O ^ O CO ^ Cq CO o cq Nocq O • O • ■ o o o !M ® (M O • CO o • o o o • O » no OOHrOH O LO OHCOHH ^ rH rH CO (M O r-* O • • © © o © © © cq rH ■ cq rH ' -rH cq o » o • CO O O ic> O rH rH t>>0 OOMHC5 O O 4 3 4 • rH ■J>rj- • • o o o no O 00 OCIO •HOO o OCOH tH • -tf O | ^ cq " is O 'lOOCO O 00 H(Md!MO o cq HC3H O O rH • CO CO O cq rH co cq CO j CO CO jo co o j a 0 25 1 0 11 « t>- O CO Cl 0 OOO oooorH^omom © m © h< ii>ocoo » 0 h< © r> in o' in in* co'hT io'hT in 00 t>T ^jT • ecT© 0 • of h** co rH m 05 © ^ H ; CO TH |H OlH •Lrnjqil at saran^o^ « © 0 t- 0 0 CO 0 05 0 0 0 co 10 co 00 I >HH 0 0 0 05 0 0 0 in om h*inoH©(Noino 00 io©©©.-H©©©o5 oncoHooiOHOoo om co 0 00 co m 05 co 05 co co 0 m co m m 05 m 05 co 0 co CO rH in' r-T r H r-T rH* •sai^ ■ov% ^jB^iprn at s^uapn^g w4 « : ; : : : • • • O • • • • . . •sa«aj£ ui asjnoo jo q^Saa'q © « -<* Ttt CO CO co hh ■«* co eo t* 0 co eo co co -<# ^ -<* -<* tK Students below sec¬ ondary grade. •apjniaj 19 <0 00 O^HCOiOiOOlO .010050 in CO CO CO ^ .TjlOfMO .0 COrji t>» 00 co h< © hi oi • ^ 0 t> 10 t>co r-i i> .comoo . m h< rH 00 iH rH • TH rH .rlCOrl^ • rH HH •0FH H odoomcooooo • © in 05 © 0 co co 0 * co co co 0 ! © 0 ci COH »H rH rH • H< • rH CM CO • i-H rH College prepar¬ atory stu¬ dents in gradu¬ ating class. •epjma^ *• 05 © rH © © © • CO 'WHO -O 05 j rH © OO 1 HO(MH OO •ep?;p[ 16 WHCOOOO • 05 rH CO •© • O rH 1 O O © © r-i CO © CO 05 HO Gradu¬ ates in 1895. •erema^ 1ft ¥4 COCOOWH« 05 H< CO CO 05t>CO^OOCOO H<(N-COCOHCO^Hl«Or^C- H^ 05 1 rH 05 rH rH •aiBK © omocococot^ncoOHOHin o5Hx^coocoomowo ooo £■* H CO 05 05 rH in 05 05 05 CO 05 H 00 05 CO H CO 05 05 © H< m lO rH Second¬ ary in¬ struct¬ ors. •apjuiaj CO H 00 H H 'HCOHinCOHHH rHrHt^05rHrHrH05C005CCCO H< rH •ap?;p[ HHCOHHtHHHH^HHCOH HH05nHHHHHH0505 O H Name of principal. M W. S. Snyder . L. L. Landers . H. L. Callahan . J. H. Filer . E. E. Hinman . IT. TVT Ceehle _ D. S. Zimmer . Marcellus Oakey.M. A H. E. Keed . Edw. Hayward . Edw. F. Fagan, A. M . A. C. Mayham . W. H. Kinney . Geo. D. Bailey . C. J. Coleman . F. H. Wallace . E. U- Merriman, A. B . Arthur E. Neeley _ R. N. Strnno- _ A. A. Lewis . M. Burlingame . T. E. Lockhart . . L. B. Blakeman . Henry Pease . A. W, Skinner . H. H. Snell . Wm. E. Freeman . Name of institution. « High School . "Union High School . Academy . Union High School . . do . _ do _ Academy . j Union High School . . do . . High School . Union High School . . do . Academy and Union High School. . do . Union High School . Franklin Academy . Union High School . . do . . do . . do . . do . High School . Academy and Union High School. High School . . do . State and post- office. H NEW YORK— COnt’d. Johnstown . Keeseville . Kingston . Knowlesville . Leonardsville . Lisle . Little Falls . Liverpool . Lockport . Long Island City. Lyndonville . Lyons . . . McGranville . Madison . Madrid . Malone . Manlius . Margaretville . Massena . May ville . Mechanicsville . . . Medina . Mexico . Middleburg . Middle Granville . COCOCDCOCO^COCOCOCOJOCOOCO TflOONOOOlOHWCC^iO CD ocoocooooooo o> a* o> a a o>- © © CO CO CO CO CO CO CO CO CO CO co CO coco 05 05 STATISTICS OF PUBLIC HIGH SCHOOLS. 1961 O 00 O © O LO o o ICO o o o t^* o o 1C 1C 0 0 00-^00 "^ocDr-iCDTtao^imnioo: rcw^jTt>~ io io co oo oj i o o o o o o o o' o o o ioioo HOOO CO io cT o o o o o o 0500 r-T ca cT *H H< 05 O 100^0005 '^050HCOiOTP05CLMOOHt> LO CO 00 CO CO CO CQ O CO (M CO O O OlO o O © © rH © © © o o o o • © © © CO O O O O rH © © • CO © © © OIM O O O H o o O IO (MOO OH(M< OOOO '0-^0000 I O O OOOO ' o O OOOO OO^^OiOOiOiONHOOO! I O CO ^ CM H cm th i HlOHi '(MlOOt>iOrf(C^iOHiO • © © ©a Si's o igob0®:^ : :^ : : : : : . o . : P : : ' pK ' S i * ^ § §2.2- © a ;er - ture,A. nings . mer. . . lough. md - , A. B . : : ; : : ■ ■ : : :w : Snflh : ® ; O o . M . 1 • • • » • 00 • S ' ;np a . • ■ h’^Rl p -H OJDw . rH w Wo Powwow ^ 4f op O 3 8S a O |W^dW^>>' £W>Wh>1 .s ^ 1 M oT ' o o w a - s u =p=S if afl ^lll-g oo a- J In »B . CD rSl l5! oS a t ®P P c oP P P ^53 n h H£P PSP • o ■ © at> cep •5 3 ©n§2 . •R • « c3 o .^.2 £ • a Op o-^i • © 02 p C02 ^ tj fee g bO w g“S §-§§§,§ *S oM'3 P«1 b ■ ®W O O02 p o rH H _500 b >! © 02 bO £w O 02 -3* o fee K-r-H » • * O U r'* ' ' CD W £> ‘ 'dS CCrH Wf S £ £§>§■ _ -appSShflS eoocoooa ooofcnpopwuoooo -T^n^r* c1^ O ^ 'd rO rd 'd oW 3 o 3 < P&> fee s w ,5-pS P? a a_a ;*S "a ”a WWW r-> © r-3 ^a5 « o a a u WWW a a ^ K a t?A a £ © © ®aa WWW rd P. '©_X A 5 wwww ©WN^-flO®^®® OHNO) OOOOOOOOOO HHH- 1 r- i~- ; - 1~ !' t- L" tr— t-— tr— c— ^ . ...... . . . . . . CM C5 CQ (M CM Cl raiC5©MlO© Cl r-l Ocf rH H# 1-t Cl rdi Cl Cl H •LrejqiX ui sounqo^y & ct o • © o t— omo o ocoioinwsraooHoooo noo O • C~ © -H lO © © LO OlSOOOOfnO-iOOHOOOO -HI -H< © I-^OIOCJOO Cl CO © L— Cl CM rH © CC CQ CO CO 00 CO 00 t-H CO©© r-T • tM 00 r-T C-f t-T t-T •SOI'). -oxU ut sjuopnjg Vi MM;;:: ; Mi *sji3a.C ui osjiioo jo qjSua'j coco • co h* oq -s' co hk th r* Hi Students below sec¬ ondary grade. •ojBinojj; r Otjowooon © mooooooNt-^®oo^ . ©co© Cl HS< lO © © CC © © OOH O O Cl © © © l.^ lO Cl CO • HOOt- H->Jtr-iCO n iH HNH Hjl Ol i— 1 i— 1 0© • ©0-1 V vi ©©©©t-oo© o-i oo©oi©o©©co©oa©©^^-i ! co t- ion mcot'O © © oo©®© t-i©-#cocooioi© , HHO i-i Hfl r-> CO Cl H H Olnr-lM . N M College prepar¬ atory stu¬ dents in gradu¬ ating class. •9xn tno£ *> vi ON^NO(M^O rH • • O O © © ‘ © iH Cl © © rH © ©O© •9li?K 2 rH — 1 H 01 © © © © © ■ MO CO© 'OO^HHCICO Cl © © Gradu¬ ates in 1895. •axuma^ 2 LO O O O o lO CM • O O 1 U- O rH ^ : ; Ht>l>HHL^OCOCOCO CO O CO CM rH CM •oim 14 H CM H C5 © CM C5 • o O • O Cl t- © i— 1 rH t> rH © ©O Cl Preparing for college. Scien¬ tific course. •aiBuia^ W rt o^o ■ o o th ^ • cm o r— I 1 CM • ; o ; O O • O CC CM O -H I •9ITJK vi HCOt> ' O O M (M (M • CM CO • ° ' O O H o cm cq O CQ • Clas¬ sical course. •9XBUI9J 11 © 01 © © 01 01 00 © © OJ J© o CO o r-i CM j O rH O rH CM • ■91 S COOOHMCOl>M O CO 'CO : 0^0 rH C4 rH CO CO rH CM CO • Colored sec¬ ondary stu¬ dents in¬ cluded. •9IBUI9J * © © © rH © © 01 © © ©0©©001©© ©©©©©© Cl©© ■8[BR 3© © © © cm © © © © o oooooooo rH O O O O O rH O O Stu¬ dents in sec¬ ondary grade. •axurao^ M 0(NNHt>N^H HOOLONOO^OOOOOOOQIN lOCJCO HCQHNHCOiOH CM (MCOlO(MH(MtOWr-(COW L'CO H HhN ‘9FM OCOONCOCO COO 00 MOCOiOOHiOC5l>HOOOCiHH LO O CO (M H !M O r-1 (N OO rH H !M CO m iO C5 H H H CO ZD CM CO Second¬ ary in¬ struct¬ ors. •aXTJmaj “ ! » • rH O rH CO • CO O lO H H H N H (N CO ^ -rji CM rH i . CM •9II?H H HHHHnOCOH rH HHHHiOHWHHHHHWHH rH rH rH a & ’3 ‘3 O 3 c a 6 « Wm.L, Harris, A. B . . J. C. Rockwell . P. F. Burke . j J. M. Dolph . Henry Grubel . Miss S. E. Eldridge .. Jas. Winne . C. B. Miller . Albert D. Whitney. . . D. C. Lehman . T. S. Barnes . J. A Bassett . F. M. Marklmm •Tno. Ct. Allan _ • i cc ® • isl* 1 a 3 ® d 'm I . 9 H H; Jno. Jay Harrison _ F. Y. Adams . Alex. McDonald . J. H. Carfrey . R. H. Snyder . F. A. Tittt . H. H. Kendall . Fred N. Moulton . H. N. Tolman . Name of institution. Academy . Union High School . . do . . do . . do . . do . High School . Franklin Academy and Union High School. Seminary and Union High School. High School . Union High School . . do . ) c Academy . Ulster Academy . Union High School . . do . High School . Union High School . - do . High School . Academy and Union High School. High School . Union High School . State and post- oflico. NEW YORK— cont’d. Port Byron . Port Chester . Port Henry . Port Jervis . Port Leyden . Port Richmond . . . l ouglikeepsie _ Prattsburg . Red Creek . Red Hook . Rhinebeck . Richfield Springs. Ronh as tar _ Rome . Rondout . Rushford . Sag Harbor . St. Johnsville . St. Regis Falls _ Salamanca . Sandy Creek . Sandy Hill . Saratoga Springs . Saugerties . Savannah . CM LO r- CM CM CM CM CQ CM CM CM CM NCOOJOHNW^iOON lOOO^OOOCOOOO (N(M(NN(N(NNN0 Cl H ‘ d d O H!MO • • t> Cl • 7 10 12 L- CO^OOOOi— (OO^^O HOlOOCOO ^ Jj ° H 0 N H 0 0 H l*h w 0 • CO 00 Cl 0 HOOCO HOC O CCn^Nt-ONOOHOW HOHQ Od QOf5NI>CCOUHO [> lH d r* • CO ^ CO l> o • m • O CO ; d r-i ‘^O 'OOMN • ' 'O 'CO O O O • O lO o O d H< O ° : ; j i o • *h o • Cl O lO HCO!M • fH rH 'OOdO ' • 'OdO O CO O H O CO ^ o o o o ° : : j i O ' Cl o O O rH O O ■ rH o ■ O O O IH ' o • o ■ o O t> O o IH o O CO CO d o o rH O * ' j 0 ’25’ 3 O rH d O O • rH O « O O d O ■ O ' O • rH OtHOO^O^iO • • ■ • CM • Cl rH d CO CO o H CO ' • • 00000000 O O O O O r— ( O * rH O O O O OOOOOO O o o o o O CO O O ; O OOOO O OOOOOOrHO O OOOOO rH • -OOOO O O O rH rH O O OOOOOO o o • o OOOO O ISSS^SSSSS lOOOHioor- ci h- in < SgSSSSSg'-’S 8 CUMlOnHNn>H71 'HNWOCOHMHNCO^ HOMMCUN (MOHHNOt}(^ • CO (M CO H n H OD H Cl CO CJ H CO H H r i CO Cl rH rH % Sg s s .3i. lljnls SKMsIl™-, 6! sssi3i mill a ^ _ £- a ffl ..if lias -111-! ®§j!^wia2dj S J.|l poS^c^dSgP tf <3oo5hi6^doQ H^h^HWd^bQf^h pooHdi-iA^oQp P awsa«^|g o O O -H rt o ja op • a :.2 ij * 1^-sS Jla^a C r— ^ £j ^ pr> £j © O O £ O O O © - sn c w a * ^rD ^ H j : :.bSa : : : :1|W.£P3 :*PaSWS §b h^p■ >>aa aaaoaao ffiMMMMCCMCoEoS 9|J«j l si rX £ _, v J a is "lI«l-aS'!|i! h 0 © t> B'-d •excuia^ © H 210 285 290 35 81 115 500 31 132 78 119 88 151 54 75 51 CO Ht to CO 0 CO CM CM CO CM O t- t- O tH CM 2 o's £ •aTBK IS 190 310 280 26 71 75 400 41 128 81 139 90 110 47 60 45 College prepar¬ atory stu¬ dents in gradu¬ ating class. •apjuia^ 5 COO CM O O tH O O O • HO rH ! 0 11 8 •apjH 9 iM CM O "HI r-l ^ rH O O O r-t COCO CM • 0 hH CO Gradu¬ ates in 1895. •axcuiaq; vs r rH ^ CO O CO IO LO O CO CO O HI rH CO CO rH 14 11 14 O lO t> H C CO H O H -H CO tH CO j ^ 00 CM CO Preparing for college. Scien¬ tific course. •aincua^ | 13 OO iO H CM H • • O • OO O 0 0 •9IUK COO CM COiOH ' 'OH OH 00 0 0 Clas¬ sical course. •axncua^ H rH O Tf O O CM 1 • O • rH O O CO 0 '9IBH 10 rH O IO rH CO rH • 1 O • CO CM CM rH CO O Colored sec¬ ondary stu- dentsin- cluded. •axnuiaj @1 OO 0 ■ 0 0 0 O O O OO O 0 0 0 .......... 0 1 0 I *9P*M 1® OO O ■ O O O O O O OO O 0 0 0 Stu¬ dents in sec¬ ondary grade. •aXBuia^ p lOlO O C5 H O lO CO CO CO rH lO uO lOlO hHO t> CO H t> H lO CO Hi CM (N CO COhJI CO CM CO CM H rH H . 0 co CO Hi •ainpi; Q OO O HCOOIOHC^OO ^O hH COO Old 05 lO CO CM rH lO CM ‘H* lO CM CM rH CM CO CO CM CM CO HO Cl 00 Second¬ ary in¬ struct¬ ors. •axuraa^ <3 CM • I> 1 H H CM CO CM H CM rH CO rH CO rH lO • CO 00 •ajUK CM rH O H CM H j rH rH H HH O OH HH HHO • . • . • • • -H • • • • C . , , ^ ^ , , *}> : 1 1 :Hp,p : ‘ '' : ;s t>j .. .|.SP§ r§WS <1 P oW ccM op ®,P P bfi B -g; iW B3 P -rs • OTS -h p P'0 CO P'S rj o «Oh«°p^ ■§S,a : p 'S-p m j=t O . o O ►—» ^ o !- u a^g“*p'o‘Wa:^o 00“ g-gl^g Jtj>§'d,§ g|§^2 ‘ '.SP’I : gW'S gp S gwp ©SS-Sf1 WP : tH .0000 rc»ioooi> 000000 © co ccf irfuo lo 0000 0000 0000 \0 O (M CM 00 O 00 I (M O CO O [> O 1C ( rH CO CM CO CD CM rH ' LO LO 10 O ic> o o O CM O 00 r-H H O CM COCOCO^COCOCQ^'rUCO^COCOCO^^ ^ CO ^ CO ^ ^ c Cl ^ CO CO 1 OIOCOCMUOCOCMOI ^^GOCOHOCO' r-H H H CM r— I 1 OOlO 'OOHCO O O iO CM O O CM 1 O OO O OO^CIOCI 10 cn- o 10 cm 10 o OOOt-COOCOCMCO ) ^ o .*0 00 00 o 10 0^0 O O CO • o 10 kO 10 O O O L- • o CO GO CM 1 OOOd^ -T*C 00 IMCOX O O O iH CM O O O O O 1 OOOO • O O O O *oo O O O O O 1 OOOO 'OOOO 1 o o • o o • o o CM LOO 10 i> 0 1-1 CO H Cl CO O ^ 'O 05 1> O : • LO 00 CM O 00 Hi 00 CM t- O O 00 t>- CM CIHCMQH iCOl>-t^OOLOLOCOiOOt>OOCM •LOt^OOCOLOOOO CM (MOH^ • rH * O 1 OO • CM rH 1 1 O O CM CO t Hi 3 W xn%, INHNH, J 0 a s ^ ® — « R*R 6 A* ^ pq <5j § ^ N d N cq o _ r ^ * -M bjD' o ®C o hH : °*£|®ta P4 r_;£ K ® ® 3 +5 © © Ph t! R^ feO , ^iSarodd^.J.®^3 .pi r fi-3 8 •£3 ® §f E 1-3 R t> o pj ® ^pn ,r d> -n ^ m a < O -2^ rR © ^ pR pa ^ r -§ n tr1 c3 R bt =S O > •H 0 P3 O 3 3 S3 R .2 ^ R o & P O 05 a, >»R w t>sg,® 05 t>3 „ . R +5 R •H eS Su o RS _: R C » OOo2®lc°OOOoS 'R'R >-r§rR_,RrOrRrRlwrv3rP M &} R 12 •c.°? §w w S,§la|a'Sr§£lH:3-§ R R S R R ®_J, F <3 c3 3 ffg'S'? 5 5<1^ ^ r g Sr g-g -§ 2o? a.flrt^-1- ; l* 5 2 ■£ w oRipRrR.SpR RRfl^hKsMt-pai o o CO Hi oc 00 rH CM CO Hi UO CD H H H H H H 0C CO CO 00 00 00 CM CJ CM CM CM CO 05 Statistics of public high schools, 1894-95 — Continued. 66 ei •snpjudde opijao -ps pax? ‘aanjiujuj: ‘s3nr -pjtnq ‘spunoj3 jo 9np^ )UC M « 1ATI0N REPORT, O O • O O O O O oo « o o o o o o o « oo o o o o o • od oo o cm th CO tH 'HHCO 1834-95. •OOO • o o o o o • oooooooo •OOO 'OOOOO • oooooooo •OOO « O O O to O • OOtOOCMtOOO • oi to Od • rH CO O CM CO • too I> H O ‘O CM ' CM rH • rH ' HH CM •iCxBaqil tit saxanpA « « o o o o o o COCOH CM CO i-O CM O H Q H ^ o o o o o • > • o • o O O O O • • 'to • to CO CD O H • • -CM • CM O CM O CM O O rH O ID O O rH CO -otq •soij sjuapnjc; « : : : iCjBpqini ui . . . •S1B9-C ui 98JU00 jo qjSuaq; © « ■»* eo cc ro fo ©a w^^rtcacoca • to « co co co co co - « CO tO lOCDiOOCO •9PK IS loioooon CO H n (M CO CiHhOOOiOOOOMH ! CDOOOOt^CMtOCO •HClOOOOr-it-HH^OO . 1000 CD CO CM r- '05 rH lO rH CM rH rH rH rH . rH Hfi CM College prepar¬ atory stu¬ dents in gradu¬ ating class. •opuia^ h i° i • CO CO • • O • rH O • O ■ • H •9PK © * O r-1 « CM CM • • O • ' : ; CM rH O • ' CM Gradu¬ ates in 1895. •eirnuo^ s O ■«# <— 1 T-1 ' O ■H C N O H (M * O O O C2 CO j t>iOCMrHCMOCQCO •opK COHt^O(MCOOCOClO^LO (MOOHLOWaO to rH HHilH HlOHDHlM CM CM HH r-! — ' rH •apM © CO O O CM CM CM CO OOOOhOOOOOOOOMCOH HhOOOCOOOO CM H H CM CO H rH rH CO CO CM rH CM CM rH rH rH i — 1 H ^ H CM Second¬ ary in¬ struct¬ ors. *9pUI9£ 1 * CM rH * O H H » rH • rH • CO r— rH « • CM rH • * rH 'OiHOCMrHrH •9PM hi HHHHMNH HMHNHHHHHHHHH HHHHHNHH . .Name of principal. « Miss Kate Boyd . J. E. Ockerman - - - A. D. Kunip . n 1C Kmi+.h G. M. Korns . . W. C. Bowers . E. TsT. Walk fir _ W. A. Smith _ i ! p i c !p !c !>j ■p m 01 O C SH > 1 k-H 5 oa ■ ® b> i M r* i • p • a ) © o M > « j •S3® 5 ‘^oSc '• d ! . > ^ H Hh E. E. C. Kirkendall . . . A. B. Wingate . Prank P. Sayrs . Mrs. E. E. Barton . H. L. Yount . J. P. Smith . . a : : : : : * ..... 0 0 • ' . ! . Eh • ,2 . o ■ © O O O O 4) O j O : 1 1 ■fe: M m \ r=l' 5® o M2 2m o o o o o o o bio 6m ocj o o rrs PP m O m Mh bb W Jfi 60 WM o o 02 : ^ § S -© © © J© "3 , V h a 2 gs.g®os £ - r-l j rH© j j® jo j i 1000 j^o jr-o^o^ooocoot- JH jo. «H j jn«>SO|gg« '(MCOO^I>NQW^aOiOO 1 rH LO ^ ^WHO. © lO ^ O H © O CO CO CO © CO M CO i-H r-* © CO M H ©^COMMOOr^M^©©COOMMCO^H© jeoo CO © :-rt : 3 i ° © I M H ^ © CM l& M © j iO M ; O j M s 51 56 1 © © ' 00 O N ■ © © O LO i© © M © CO H tr- COM 00 M M PS j j o (MO© tH • o o ^ CO CO © M »g 50.COM S3 j © 00 o • • © lOOOH© © © © © © © © © © © © 7 13 © © © • © © © © O • © o • • © O © © rH © © © tH © © © © © © © © O I> © © © • © © © rH © © © sssss §ss|ssss|ggs3sa£3f§ses“s^ SSKSS SSSSSP^SSPSSSSSSPS §53^ S^SSSBSSS&SP^g^SSgSSSSS^SS „ Ci ^ O ^ M_ CO ’-' HOHn | IN Til 'CO • |NOr"4HHHHOrin Ti< OH : I w> £ W :o W §£ 'OrO co ,y> §pp -5 § § CO-^FC !§§! Ill : !g li Iga .S'ES^a ils? jl£ ^l-g-g'gg'S^'SS^g^Sa^^ aSSSeSllllllliSlI Mil . 0 o .%> : : a 0 © m W^P : J § 5-g ^ § £ Fh ®F= W^s'-g g ® oiTJ c © += -o © ©22 0000 urSCOOC+j § W) W.SPI 12* ® g-'® ^►S P a; cS-b+5 to .2 ° ® 5^£££ O O £ S ■ pp Haiti b b £ f= • S 3 g >>-§ £2°2®>.S?o tsilllliil!3 rj- O O 00 Q : §SP2i . sssggsi I Cl CJ Ol ‘ !§3S3I ill li ^Cl^^iOONCOOO^C'J^-fiOOh- illilllllllSIlllsa Statistics of public high schools, 1894-95 — Continued. 1968 EDUCATION REPORT, 1894-95. ■en^j'BdcI'B oijt^ue -tos ptre ‘aju^xtratij ‘sSux -pimq ‘spunoaS jo 9np3A M « ooooooooooooo • o * o o • o o !>■ o o • GOOOOOOOOOOOO • O 'OH 'OONO O • OOOOiOOOOIhOOOO ' O 'OH 'OOlMlO O • ooocoocooooooocmoio • o • o © • © td h? r-i to • ■ee-CO rH O i—H CM lOHHH 'CO |©H ' H H C5 • 8, 000 3, 000 •j£j^jqiX ui saum|OA « e» 400 2, 000 100 100 213 2, 500 400 ooooooooomo OOOOOCMOOOtOCMO COtNCDO^O^CMNCqH cf o o o o o o o o lOH CO rH ...J 137 .... 400 1 •eor* -0T3% Xreqrxiui ui exaapnxg i=( « : : : : •exea^C hi osjrioo jo q^Sua^; © « •HHiCOCOCOHi^HiHiCOCO-HHiHiHiHiHiCOHiCOCOHiCO « CO ^ 42 © . •ei'Etaa j 0 an £?© ® ►. p'P © H t 1 1 00 CM iHOOCOOOffiOLOHh ■ 00 ’H O lO H1 lO ^ • lO N O t> ooc. Iioo M^C500(MlOO • CO t> lO CO tO t> 00 • Hi tO 00 CM Hi rH 3 ©HiCOHiCMHiCOtOCMtHCO tO rH COHOOMOCO IOOHCMCO CM O CM H lO rH CM •aim 14 lO CM CM rH CO tn l> rH CO • CM • OCOHCMHCMCQOCOHO tH rH O -tfi ->5< Preparing for college. Scien¬ tific course. •exeuio^ W r e* H • Hi • rH CO CO ! ° to o O • ; •9IUK • lO • to j CM d ^ o 05 O O • • Clas¬ sical course. •exeuiaA 11 to CO CM CO rH CO o to CM t- to • rH O CO o o •oi* H io l> CO • O to CO CM CM CO o ■ CO O o o o Colored sec¬ ondary stu¬ dents in¬ cluded. •exBuiaA © o o • CM j ONOHO O O O O O o o o •9IUH 0) o o • CO CO • OrHOOOOOOrHO o o o Stu¬ dents in sec¬ ondary grade. •9XHUI9A i* CMCMCiOOtO^eOCOTfliOOOCOCOrH^t^LOCMCOlOOOLO CM 00 O CO ^ CO HH^©niHCOHWWWCOHCOtOb-WOOHHCOlO^COC5HOOCliCHOlOO CM Hi lO CM O ■rfl ^ H CM O H CO H CO MHCOCMCMHHirCOCOOOCM rH CM CM 'Ht Second¬ ary in¬ struct¬ ors. •9XBUI9A 1$ CM rH CM • • t> CM CM CO • 'HHCMCMHH 'OOCMHO rH • O O rH •9IBH H CM CM rH CM rH lO rH rH ' CM H H H H 'HCOHHHHHH rH rH CO rH rH ® +3 S3 rg a fa D O © S P H. ' * 2 0 , . p- ■ « ; fn g ; Jt3 oj^; c £-3 gg ® -s ®-= ga ‘ — M g.S«.2 g-gjg ® M j . ! s oOaid © * g £^3^0 aa^H&W Hsh^H o o -C o m o ^3-0 fat J © 02 a -P'S p fcJOO o 122 P CZ2 ©Oflo OOOO -,2|§— PmP4 © O g“ © ©00000000002 ItJ'0 1 ■©rOr©rWrWr©r©r©P©P©Pw*^ rd r Se«.Sf> W W til BgfS cS 72 Ex ®- S W>5« ££o o © £d;2 9 073-5 r1 ® « t* © © So© IM ‘2 n Pfl“cS o-S ®'p £ ® ®,iOH a 2 . OOtJoT^ c >.0'jpr»k*«m53.SQ2 E >.& ^C50)(03;Iia)C^Ce^^ Ci'vHf^rHp- 3 ;OPP.flqpqQS^SSwwF^ssM ||||&; "§ SSOO H (M ^ -t< «0 00 CO oo 00 00 05 qi OS 05 CO CM CM CM CM CM STATISTICS OF PUBLIC HIGH SCHOOLS. 1969 ©ooooooooo ©OOHOC^OlOOCQC ooooooo ooooooo OOOOOOO - 'OOOOOO ooooooo OLOOicocomcoiooo^oot-^ o o o o o o 10 o o o o o co o o O O o T o o o o o o loo" ooooooo O O W W 10 O CO OOCOWlOOCOW OlOO • o o • o o • o 1 o I O (N CO t> LO CO Cl Cl lOOiOCOOl Hft>iOiO(MOCOlOOOH^OCOOHCO(Wt>(M dNCOCOdO^COtXMCQOCO : ’fOHOHHWOHCOi co o :o WOO • 10 O • O • O O rH O ^ r-i © (MOO • O O HlOHOO O O rH O IOO ' o o 000 O « O O (M vO I W H W W W H CO F O • > % £.o~ t § > a 3 3 § © ®d'g u 5’btj ® ® © o o eiejeie Jj g £ 2 ® B £ 2 g „ •XOOHWCOHlO 0 h CO O O H W opcooocooooooo ooooooo - - ooooooo 'OOOOOOOOO NWCKWCIWCKMWW Cl d W W CO CC CO CO CO CO CO CO < HiO0t>COOOHWCO HHHHHHWC1CIW OOOOOOOO •HinONCOOOHlMCO- CKWCJCKNiWCOCO CO CO CO OOOOOOOOOOO ) CO CO CO CO CO COCOCOCOCOCOCOCCCOCOCO Statistics of public high schools, 1S94-95 — Continued. 1070. •snxu-iuddu opijuo -ios put; ‘ojiuraanj: ‘sSnr -pjinq ‘spuno-iS jo onp^ w « ooo !ot 001 ‘£4 o o o o o o o o o o o o o CM O O O O oo in o in o in 20, 000 50, 000 3.500 65, 000 1.500 3.500 10, 000 15,000 20, 000 5,000 3,000 35, 000 25, 000 40, 000 5,000 tit sonmp_i « « OOO in o o CO o CO m in o * m o CM O . rH rH . O OOO . O O O O O O O O m 1-H oo . icon .oo ooo^o cm m m • rH rH • rH rH CM O rH rH h* . •soij -ouj jfa.'Bq.ipui nt sxuopnjs H e> •sj;t!9^ ur 9Sjnoo jo txjSueT; « Students below sec¬ ondary grade. *9X13039,3; © H • COmiO'rhOCDOCOOOJM • t^oao o oo to do • l>COnHC5iftWH(NO « o o t* h • co co o co m CM O CO CM • L t H CM • CM rH in CO CM • CO rH •8LT3J1 !»oooooo^oonn it'Ot'O) Q OO ^ H Tji O • NOOHCiOOCDiOCOW • m 00 o rH . CO lO Ld H !M n H H cc 1 CMCH CM < CM rH COCO CM i CO rH College prepar¬ atory stu¬ dents in gradu¬ ating class. ‘9XBUI9JJ It o ; O • rH rH O : i : • rH • • O ' H O 'in ■op*K o j O • rH O O - ^ • rH j • CM • CM O CM Hi Gradu¬ ates in 1895. •9XUUX9^[ O CO m O O CM H CO O CO CO j tH O CO Hi O O O Hi co cot- CM •9XT3H 14 O CO COHOC5WOOMO(MONH O^CJOQO^MOOOCO lO 1^ HI HH in HNCOH rH CM CM CM CQ rH CM 0 CM CM CM rH CM Hi Second¬ ary in¬ struct¬ ors. •9X13019^; HH j tH 'OOtHH | rH • O • rH • j CM CO .H ' O • CM O HH • H HHHNHHHOHHHCqNH HHHONNrlrirlHH H CO rt bo© bJD ® £ a £5 ® S u.ar Uj k> H ■ g : kJ.S ng s s ... * » S bC : W 0-.W H OH © . kT . OP5PO ^ « o 5 9 q§ cq &'© 2 2 §! 5p4 Ho^Ma j ! bo :0 | ft © a">. | 1m»gH pq pq , a £ 23 O .£ M M ~~ .sa eS : be ;W : a :3 03 o o o o o o«=r o o o o o :60 : £ . o :H ©: o © 9 £•* § &J0 c?^ ”bC oS^ ‘w © © © © c £ Hs l_3 bo c3 ® « © . loS bed £ S .2-5 bo a od ® £3 OW .® cc An 3 w O &f>3 qa ft.2 *3 32 © © © c ’© .2 £ ,» o « 0'S',, _ '©.£•& £ £ -S 5 ° ® ° e ® is o.s-SAA o o o H ^ ^ _5 _3 a ^ ^ j ^ h| £ O fc/)3 o o ioot-ooooH:i: COCOrOCOCO-HHi— H' oooooooo- CO CO CO CO Cl CO CO CO t • m CD tH CO o o o o o o < CO CO CO CO CO CO c CO o CO o o o CO CO CO IN'- McCon- STATISTICS OF PUBLIC HIGH SCHOOLS. 1071 £ 8! CO LO cf cT o CO cT o cf ^ co 11 111 1 11 t- co cT cT oTin r^Tr-T llllllllll 8 8 r-r^«r. §;§5§§§ °§8§; :iii°iaisiii t-t §8 lll°lsslssas£ sills > ^ CO ^ CO CO CO CO ^ ^ ^ CO ^ ^ ^ CO ^ ''tf CO CO ^jl CO ^ TH CO CO -id CO ^f< : gg££§ SSSfeB'SgS i . §§§§§ g§§SgS?^8§.8<=i3^,8S.||g|88:§^^ |gg|s.§gs • ^ ' CQ 1 O OrHOOiH 1 O CC t> CO ' OI r-4 • O • ' CO rH • • • ' O 'COO ' O • • > HHH • O O O O • « o on cq O O CO O O 1 CO ^COOO^QMO^CaQ^NOOOOiiQ^Nii :^OWCOlCCOt>OCOH^COLO(MO O CO • id o • ^ o oooooooo o oooooooo 01 O O <01 CO CO O id < ci ^ o ud :: cc ci co cum o o o o o o o o o o ciooot>o o o o o o o oo o o SfSSSSS®^ ’§3.”S38S 3 co « o 00 o X Cl o gs: I O 1 O O O ( I o CO CM CO H J iWNrlHi >rHOrHrHCqOiMOOOO I O O O H o w n o © © • hh co o • ■ HH H CO CO OiOHHkOOC5H^t> O 1 O O 1 • • 1 *9I«K © IOtHOHH • 'OO • 'CO ' ' CM • • CM • O CO 1 CM CM tO 'OH • • • • Colored sec¬ ondary stu¬ dents in¬ cluded. •9[^HI9J © | »o=th I jooooo O O ' CO O O rH • j O O O H O • O •91®H SB tHOOO • 'tHOOOO O O • ' O O O • • O O O O O 1 O Stu¬ ll ents in sec¬ ondary grade. • ope uia^ h> tHHHHHCOOOO»0 0)OHHOCOHOHHCOOCO^hCOOOiOOOOOHHCO(MOO 1 t— ' rH CO OO t> l> T-I COrHrH b r !H 1 ip Jas. C. Fowler . C. C. Middleswart _ Evan L. Thomas . W. H. Nicklas . Mr. L. E. Booher . G. B. Bolenbaugh . C. L. Williams . L. E. York . Florence B. McClure . H. H. Frazier . Miss Lida Baldwin... W. H. Sehibley . J. E. McFadden . B. D. Hirst . Dane D. Bates . C. M.L. Altdoerffer .. \ai jfl cu oW „ o MSiw2bOc8^l^c8’HfccHi^rt.HK | -g^-S « a g’§»«oUQHhqSfcg W cocjtiii®o((n)®®®®® „ ® s O O C5 Sag 32§ b£ 3 g.2 J. T3 bC ^ 6*3 fa £ ® 8 £® • S'Sjjl.g <1« Wh?^ 4J4--P+--P ^ ^ f- S-, ^ o o o o o 1 to co t- cc a o i l io*^ N0CC5 OH!M( i(N(NWlNMW(NW(MWCOCOi _ iCQCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCQCOCOCOCOCOCOCOCOCQ STATISTICS OP PUBLIC HIGH SCHOOLS. 1973 I o o o o o o ooooomooo ©oooocooo© OOlOOO-iOOO oooooooooooooooooooooo oooooooooooooc^o OOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOC- OOOOOOOOf lOOLOOOOiOOOGOOO OOOOlOOOOOOOOOL— o lOOOCONt>iOOC3(NTjiO(OH(N{OW^COO Ot> OOQOCQOOOOOO^iClO^iO O (O O CO (M -t>0»-»t^OHH,s o -B t! H 3 , © ® .oSi3fla;3-S^S : O . S H 0 C8 3 00 « J P Sf>d bLW ©p jgd o gl^^dd^Wpq'pqci iSs © _ 3 2 . ^ CD o - ® H fl ^ S S? S Is lOh § 1 |i3 a o o o e © o Q ooooooooooooooo rd'd'O'Si3'cj5r!SrS1i3'ti'lj-C’C-0rSrti'«TJ'dn3-3>TS 05 &JQ nW '■'-'©OOOOOO’mS ooooooooooooooo r3rClr3r©l,3,©,©r3rt-gr3'Cjr3r©r3,©'©'0'P'©!'d'S'©'©SH3fT3 '00 : : : : : : : +? % m pw ® 03-rt pq W <3*^ Sdn tc® *3 3 j t>> © a 3 bC (=i.S . S.3; 1=1 5' s>>:5 c /T^ . . . © gr: R O O O S ' © c. ooooddddoPpPPHPPuppppppppoiPfiiPPG’PPPPpq! 000.33=0000 H 5 o ; «t— i O ™ Jq bI)P o o'© Pc+S g © p 32 P ©.5^ +3 "ci ^ ^ ifixninw. Cc|CO'^lOfflt~OOC50r-l-OOC50'— IlMMTUlDCDf-OOOO- 'CMOO'^lOtO 2j2,C’;t,^'^^'«,1o®‘ninincocnioioincoooooo!oocDt>t't>i'i' eocococoeococoMcofocofococcjeofocococococococococococococococococosoco cccoeocococcdscraeocococococococo Statistics of public high schools, 1894-95 — Continued. 1974 ‘sn^nanddn ogiqua -1, is put? ‘oati^tuanj ‘e^nt -piinq ‘spunoaS jo onp3A M « $9, 000 8, 000 36, 000 4,000 10, 000 23, 000 2,000 4,000 6, 000 18, 000 50, 000 4, 000 • 0 0 • 0 0 • 0 0 • 0 0 • 0 0 • 0 0 • t> 10 * 0 co ; Cl ; rH 4,050 78. 000 40, 000 100, 000 , 25,500 •iaeaqn ui sguinp^ Cl « 000 c- 00 .010 O O O H< O CO O nOM O CO CO lO C4 O • CO O OOO .O OC 10 10 • lO CO rH • rH O CO O O O 180 OOO O O IO Cl 00 CO 1 512 1 •S3I}. -on; j?JBqinra "ui e'tnopnqg « •sjbo^ nr esanoo jo q^Saaq; © COHCIHCOCOtHCOCO COH O H H 0 Ci OiO Cl CO tH • lO O^fOCCOHO^co Cl • CO Cl rH rH r-i 1 rH rH • 1— 1 • • | T£8 ’ GO OhHQlflO^W© Hi C© *H < t'lOWHWOHOO CO CO CO . O O lO CO rf 0 H t- Tji rji ^ tCO Cl rH rH 1— 1 « 1 — l rH • rH | 818 1 College prepar¬ atory stu¬ dents in gradu¬ ating class. •oprata^ ir CO * • O ’ O j Hi • CO 'CO OO • »H O j^rH •aim © CO • • O • Cl -Cl • O 00 • jo rHM-H O Gradu¬ ates in 1895. •epnnaj 13 rt -d( ONOQO'-.lflCOHOOlMCOWHNOONlftO H N H .-C H Jl H H NHCO Nhhtnhoj 1 01 rH CO •arm ; © | oonniflOOiMH h ^ o n r. ir) © o ^ ?i o t- n © n ^ o o S ® > °^72° 3 A iw o^-xvj S^q :?2hOo^ rP © “o -d"© to ® a ® ©£1 © O fcfi • pH 'o © o ,a =c >-s W ' rO o 73 |2CJoooooo0® |^^'©'«'©'a'OTS e Si !72.P I w : : : : : :«w ©000© j 3 p 3 ,3 © ® 5 3 .2>p©p3shPpp o©.p.p.p_pooo 72 72 72 72 72 72 72 72 72 © !J2 .2 ©3 3 3 3 •« > © t> f* ^ ^ s* « ^ a o © © hn fcn © &. _ a a > § s-c-c 5 2 a >•= .a © © © s--^ a ®s 3® ® . cs-pS.-o o 73 73 72 73 72 72 72 7272 7372727! 73’H HHBHH rin-fmst-ooooHM^-tiotst-occoH 00®0©000-Hr-I^H.-l — IHH- I r-H ~ (M 03 (M'M(N(3J(NINIMNMMN!NNCMHH© ©H o o O O (M O O rtf o o co o r— l oo ^ o t-h to- to CM CO 00 ^ o O lO ^ O t- Cl CO ^ 10- CM ' - lO r-i , OiCO^OClOH OHO H CO l> 55 CO :=J c 43 ^ ok* ^ •Qltjrae^ •9TT?M IIM1O00 'OH l«(MM • tH IOWOHN 'S w< S ^ 1 5 «' •9X^019^ lOOOiN-f «OH( IMNOOi •9^M OHHOO' IlMMOHN' •9IBH 5 0^: ® . 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MOdOpPnP • 00 • * rH • :::::::: :]?i . . . , . . • »=M • • • i • • • O ■ (-4 1 ■ 1 a " 5 PS § M .'2 eg Hq o ^ £w ® © £ JE5 ®‘r^ ^ &j ® w W i-j ►© i-s co lio lEJ si R o —•* o o o ^ o o I^H hq r& ® si ^ ^ fcdO ■ ■ it o o r£rd'd Sfl -d ® >s tJ o‘s 9 S ® ® ■° 0-3 § § ■ICS3NN > m h; ^Ml jals ■9 — « ^ CliJH • m «^(Mjooo5cont>oino^Ori©c^^oo ■omin^ooco(NoDt>r-ioot>(ML^ lOHM CO CO t— CO O ^ CO t— i CO OCOiOOO^CO^t>^C5COWin(N(OO^HOCIOOO |H(N(MCOCOO^H0HCI ■ CO ^ o CO 00 rH O • in - O i-i O 0 ST - rH i 00 O CO • O O > o j • o o • ' o coS m oo • in O CO o m o • o • o ■ cq • o ■ (NHinO^WHC • ^ • rH O O rHOOOOOOO • • O O O O CO O CM T-l • o o o j o rH • O O O CO O O o 'OOOHOOOOOOOO • rH S^SS^Sgg^S^^SS&^gSSSSSSSS^^SSSS^^SSS^S05^^ lOOHMOHN 1 CO rl H O 1 O • O H • ^ ■ t-I O ntf CO - O O O o ^ iH Hti CO •son -OXU ifjTUTIIin xti s^uapn^g H « •sjuai! ui Qsxtioo jo q^Snaq; G « #C5-j('!H-^C3COeO T# ^ CO CO Studeuts below sec¬ ondary grade. •9JUUI9A © H (OOn^LOOt^OOOOiCO^COQ^OOOCnO CO COQQOOHO 1- Cl OlOOC'UOO O OG rH r-* rtCl HH H rt O ^ Cl ^ tH 100 222 773 130 153 1G9 •9I«K » H lOCOiOHOOC'10ffli000 1>0»QOOOOD'f O 'f GO O b O CM CP l - CM O O O O rH O GO rH r— 1 rH H W rH r-l H ri lO ^ Cl ^ rH to O H* O 40 to OrfOflH^ CM CO rH rH rH College prepar¬ atory stu¬ dents in gradu¬ ating class. •epjxnoA * rt • * o • o • * o o to • 'OJ>oeoci * • ; Ci ^ j j •9p?K p- I O • o • • Hh rH CM • • j CM j rH j Gradu¬ ates in 1805. •OIUOI9A »3 h CM CO CM lO rH *h CM CM JO CM O 'HiO^WOOPWQWnOQ^^lO h*< ^ rH • rH CO rH •9FW 1 H COCMTHCOCOCOCMH*THiO^O^CM * CO CM o o • * • • Hi O • *0000 'OCOHO • . . rH • iii i Clas¬ sical course. j "a^nuio j : • O O ■ • CO •HOtO *0-^000 • O Tj< • S • • • •ainw IS o o o * • o M t i CO O H CM ‘O^OHOOCOO.W • rH CM CM :- : : : Colored sec¬ ondary stu¬ dents in¬ cluded. •0IUU19A © o joo jo rH O O CM O rH O • O • lO • O 0 15 1 6 w rH *00 * O CMOOOOOO jo j CM jo 0 I 01 0 Stu¬ dents in sec¬ ondary grade. •0IUUI9A | n O ^ O o W CO O O H CO ^ OC O -O H LO H C ^ CO LO O o GO Cl O hic r : ::; ri cc n :i ^ o cj oo - ci c h ;; l- r- o ci r— 1 CO CO ’9IBK ■5 OOH»^HOOO!OHOHCC'100H(OOOOHhOOCOC1PI> Orl^H C'l*OHCl^rt(MCOClCl'^COririCOH^(MH(NH lilg O o ■9IUUI0A | « j(M ’ho * |HBOOHH ;hnoh-chohoh^ ;OH •op?K HO^HHHHHO(MHCOH(MC3(MHCU-HC1^HWHHWH P p eS •q SH. g$2j! § jjisj«§'§tj giS • | rt §P |ct5££rg.« P P d p > p cWW £ r". S So^ © cf ] H '5 P c r^OH Pp*1>PMKl-5GpGF^r-'pJZiP,P:/iPi<^H-3ie=i*-5p*"iP-''3 ‘I i l-g :p; o fcc^m « PS §5 5,8,2 2i 1 < . £•© 3 © 2 a 5.S :Mc 'rZ SB CSrP 02 W : » £ : • rd 0 . : s-g • • p^S-w S a cs 3+s B © Sh ss-a^a 'g-S O fl fl © P *** s stc 5’5'd S S'i'? a g-g 2 fc.g'gjj w r^-2 3 a (3,© £.2 o,®^ gr1 ©g§£g£®2§2:g >,222222c3c3cSceac30 a w Ss £5 O •p © I—! ®’® s fcc| WPPpppwppppPGOOOPffiPPPMPPWPtdW ?DM»OOH^M^iflOl>OOOOHNCO^lC©Na3 050HC3M ^^^^lOl^OOiGiOOinLOiOCpOCOtOO^OOCDt'h^h COCOCOCOCOCOCOCOCPCOrCCOCCCOCOCOCCCOCOCOCOCOCOCOCCCOCOCO CCCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO STATISTICS OF PUBLIC HIGH SCHOOLS. SN’S S' S 3 S 8. S S “S 1 ®“S S’ 3 s*°"s 1979 11 ss IS II 1—1 s§s§si"§li“ SS12«iS :£§|gjg g cf II! 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S> S c-Sio o o a^.-a a a flri> r P EpOttEfcd^oQsa I 3 of sm a a © if: -a 3 .cb^jW : * s -mhI . aa ai 05 © m IH ® r I 3 ® £ ; p g S m ! ■£ x a g 1 *«j_a5 ^ © CS.S £ a IS 3 © 03 hC eg fiM «-H C_ CJO ~ a a a < o * '© ® § f-i l> ■ H '-CV^ h o *Soa © m SV M a oo a ® a ® © a a ®W:")'zi-2 iaaj’a o_X3 A * *rn 02 O fcaoaJ O S-Sm O O O U bs fab': : : -s'ti oja £333-SD©'i* a >> a Is S.a - B a ,_ P hf) • p— ( C 5-1 Q k. 5h ri CS ^ C ^ ®©c3^®o®=S <^-00000 > O O O 10 o 1 o o tr— o co *0 O O OOOOOO 000000 o o o 00 o o ) CO CO CO W CO (M CO 1 CO ^ CO ^ 1 CO CO d CO CO Cl ICO ONOCO CO O LO ^ W H Cl rH O to 000 ' o d d O O O Cl H CO O H O TH l> • O © M-H l> Cl CO CO Cl O O 00 • o • o ©do « d o o o o *oo O • O ' o • o • o OO '0^0 *cooooo ' o o 10 d o t- ’fiOCiOOLOCOOCP d d CO t-H Cl h h T-t 1 t> X o O 00 CO O LO LO 0 H lOCOOLOOl O cc LO d •fOLOO^^OO^N! *-0 t>- ^ iro u- cl ICO Cl CO CO [ co o « d o • o o 1 LO H CO Cl IHHHClHHHOHHi IHHHdOHHHi J jjj ^ g : m g ££ sa a ® .2 a ^ ^ a •” a 5f'S g © b g • F • -^ © a £ ; g © © P ijxicjiP.L^ ©■£ a a m a 1 S’2 b S S ; gl.S’S'S&SSg &°J S8§|g>s • • •. va . -k. : . . . ok • . .2 • ao a u o O 2 ■ ' dc 2-3-9 iaa! < • , « til t Hpted • • ©•>>. • • -.a h) a d5 F a h) hD r^t : da^ h>’ III-5 0 r-H rfl e^l c 5 -r3 P QbObr- a ; ; ' : : a : : « : : C5 © >-.0 ^ rj H g ^ ^ P.3 © _S "o 2 03 ,'~iW ■ r—t co o ^ c: fg SoSoa^ fee • w a <3 rt fH © . o» > a bra «-§sSs§ aoaaaai a a © 73 ® a r©a 03 poo >-. a a a B © POO NOOOOHIM to O <0 1-1- l' lOiOlOiniOtO CO CO 00 CO CO CO Statistics of ’public high schools, 1894-95 — Continued. 1984 EDUCATION REPORT, 1894-95. •supauddu ogipra -ps pun ‘9Jtpmanj ‘sSui -pijnq ‘epunoa3 jo anp^ M « $31, 350 OOL^OOOOOOOO • o o o o o o OOH-OOOOOOOO • © © © © © © O O O ID O O O O O O O • ID o o o o o t> o w id to w if j o o o w • oo no cm id" cm o CM rH CO tH CO ID CM ID 1 HHHH^ O O O O o o o o O id ID CD CO CM rH •Xjujqjx ui sauinpA « o o o id o © o o o • W lO O fl O 05 OO • c own lo ^ • OOOOOOlDO o id ID © © © CO iH H H CM CM O © O • •sop -ou| jfxpiqiui ui spapn^s •6JU9X ui esanoa jo tftSuaq; « • . . CD • . . CO • © « H ^ CO CM CO CM CM CO •o TO 3D H *OM^DOr^inOO^DOCOO(M WWOP-iO^COHOClDClOOH CM rH r-i CO CM CM CM IDOHOOOOO CD h» 00 O b-j °0 JD O CM •H' CM CM College prepar¬ atory stu¬ dents in gradu¬ ating class. •aptua^ h CM O ID O • O O 'OHO • O O CO o • O rH •apH i « ** O »H O O • O O ' Cl H H • O O ID o • O CO Gradu¬ ates in 1895. •apuia^ rjt rH lOOHnOOOClCOCJO^HOHWHCM rH O CM ■9PH 14 O rH OONHOON^WOO • O CO ID CM rH rH O CO Preparing for college. Scien¬ tific course. •apraajj is CD CO • O O CD j ° j CM ■9[«R 12 ID • co © r> jo j Clas¬ sical course. •apuia^ 1 H o o • • ' ' CM CD f 0 fZ z CM • O 00 CD •®PM [2 CM O ' rH • • rH CM ! | I CM CM ID O • CO CM • CM CM 00 Colored sec¬ ondary stu¬ dents in¬ cluded. I -apuia^ I55 o ooooooooo O © © © • o j o •9PK 1 3D o ooooooooo o O O O • o • o , m 6 £*< _E a %£ a a a” © O >)S © Ut* © «$-£ m « ■gpuiej •or»H I » lowceofflooco® •9['BOI9wtj; H5 •9FR -£j - osSfl +? ja t o ilNWHH. P || 3 ® Jj>| O 05 HI 05 frOI . . 9 : & : : : : a : : : >> 0 O ^ a a : § to © : - 3 ® ® d 2 • fcJD C5 02 • H 3^111 § g g 1 © 0! rj © OP i P h-:' p "1 ^ .X; ^ m ccS !£§f ! . © jhstf i£p • t, ° h® -a -oil* .d -© -c .2 .d •SP :§!s^ W HnW ft . II I ■< S'g q.9 M H> w 0 IS* *1* h H. © © ® afP o gcc « o 03 wo S-p ^ b ^ r tn o o 3 o ® ; .2 -a aU & J^g Miunoi'OoffiOHNw>»tn®t'OOfflOHNra t^t~t~c~t~t-t-00 00 00 00 00 00(»0000000500505 lOOlOlOlOtfSIOtOlOlOIrtlOtfitfSirtlOlOiOlQlOlD STATISTICS OF PUBLIC HIGH SCHOOLS. 1985 o o o o o o o o O O tH ooooooooo 0500000000 OlOOOOOr-iOO hT iff cf o'* r-T xjT cf CO rH r-1 ( CD erf cf , OOOOOOOOOOc OOOOOOlOOOOl OOOOOOlOOOlOr r-T iff O' Of iff of tf o" cf r-T o o o o o o o o to o o o o o OCOHCO^OH't-t>CD ClCOlOt>HCOCOCOHCOOOOOO O H LO N LO C505 00H ) o oo o to O H Cl < HNNNOOO I H O l> 00 tCO CO i <00 1 Cl CO H Cl O • rH rH Cl rH CO O O i IHCUMHNi bJO ® ^ “< £0 :«2 02 ■ H 3 • &jDE?'§d® ■ o a -rt 1 -a •W td =3 ; o-d” « :oLcj'0'0 - See i C/2 S-g-g ^3 a cc o .9 a O W§ ^ •3 .2 02 02 !/2 ijjlj :i 2 bfl rj Xi h 'O ^ >, § H -SH .£f>xi c xj >=xi 85 aH^ *' — O © S.E. Q ^ J o a 015.3“ ■ • ImS’I sli0" I s§'|§|§1 SB&FH : :* w :^EHra5w :•.•3 o o S|2«! ■3 £ tka, 0^WW.t 0 r-H . OQ . r .g^j'o E 5 £*.2 no'S CS c3 . x o .a 05 x! 2 a t> kfl £\=? ® • ■ • £s . ' ■ 0 ^3 ■ • be-3 0 . ' 95 2^ 3 5 © 2+3 J a 0 £ ! <0 6 3 s > » »'2°:i § 5 >33^.9 a 2^'E a a S g 3 § PrOOOO O o 3 o ® bM t> _ _ _ c_j bJD £3 —1 C O O O .2 r-i »r- n rO O ® a £ o 33 te OX> ■p ®W 8 o > o t o .3 H o 2 fn u sV'bx.Ti : a x ^ 22-^ S 2 S 9 • 3 , § S ^252,2,2^^ (M CO H iO O I OOr-iClCOH^iCOt^OOOOi OOOOOOOOOOOrHrHrHi lOCOCOOOOOOOOCDOOOOOOOO -) CO CO CO CO CO )OH(MMrJCOCOHCl< >cocococococococococo< ED 95 - 63 OOOOHfMCOHiOCC _ _ _ rHiHM o o o o o o o o o o tH CM rH 00 O 40 250 100 •sopq. JTj^Tpim up R^Trapn^g « : • •sraajC hi osanoo jo tftSua'j © « CO CO Ti< CO CO ^ CO CO © (M CM m co co co * Students helow sec¬ ondary grade . •apuuia^ © H CM IQONO^IO (MMONHOH 10^0 O^Ct>C3 »0 CO CM if. O ^ LO O (MO(Mt>^in^ © ~H ~H QO^CG Cl CM r-l rH rH rH rH 00 H O COOt'NOO Ci ^ 00 rf r-J O Cl © © © in ONh O CO CC O iC C e t" LO — CO 00X0 0 O • 0 8 © j © © • • •9p?TC © O • rH j 'H rH o © • © © j « Gradu¬ ates in 1895. •apumajp; 2 o o O CO ^ O CO H © © CO © : : : '0T®H 2 O OOHH-H-f rH © © CM rH CO « • Preparing for college. Scien¬ tific course. ■opuraa,^ M 00 o CM j © O 0 TI 0 m ; ; •0FK « 1ft o CM • tH © © . o © © • • Clas¬ sical course. •apnma^ 11 CO o © l> O0 rH © • © 00 m • •aiBK 2 rH © CO O in rH © • © 0 . Colored sec¬ ondary stu¬ dents in¬ cluded. •apnuraj © © © © Cl j j © © © • © © 0 • • ■0TO QB © ©©© j :® © © • © © © j j Stu¬ dents in sec¬ ondary grade. •apmna^ | fr 00 CO o lO N O O OCOO^COOO HOO O CO CO CM CO CM CO iHtHtHCO HHH rH CO rH •aFK | © O^COHOO Q I> O O t> O X O Tfl © © 0 CO CO O CO rH CM CO CM (M rH r-i CO CM rH Second¬ ary in¬ struct¬ ors. •apmna^ » rH 1 1 H H H H ©HO ■ '© ' --rH- •epuH rHrHlft^nC* rH .HrHrH HHHft rH Name of principal. M C. C. Justus . R. M. Doak . .Tnn O. Wri ffiit, \ > fi® . t— > ' 3 : : : c3 • . r3 ‘ ■ ■>«> : : : (.2 £ ® rt a jg§££ !£S3 3|r 1sWh4 Hp; ■bsri PA i— 'll J H ^ c ? r K iP • ri : b« : 3 < • B + | W)HJ | 1 ^ i4 e- :^P A 4 U 5- HP jcdh & c P J t ! c P- ; h i% > 5 fcio2 : L2o $ § ® 0^3 rQ Wp^ P3 ’riri H Name of institution. « 1 Swannsylvania Acad¬ emy. Bogart High School _ TTicrVi S1/.V./1.U 3 5 3 ? ]z 5 . do . Male and Female Acad¬ emy. High School . 3 O « Jrzr: New Hope Academy. . . . Rock House Academy. . Male and Female Acad¬ emy. TU rrli' «nUr,rU . ...&do . A ^a.lcmrr onrl TH o-N School. THnrU e/rUr.r.1 5 3 c 2 J s0« 1< High School . Powells Yalley Semi¬ nary. Academy . State and post- office. H TENNESSEE— COnt’d J Oak Grove . Philadelphia . 3p 3 a 0 0 37 h A Ripley . . . Russellville . Rutherford . St. Elmo . Sale Creek . Sherman Heights. *5< r6 at w o- : 23 2 i.2 2 o'g 1 ^3 g 7 3r2-g, . 3 IS .2* t sHH b • ei sic 2^ - 35 c 3 r— f. Z 3 a ■iH> C c 3s j 3 r 1 i : : : : : : : : ^ * sc : •P- g B ^ §>3 p. J ||® | 3 & ca1® 73 £ 00 © O t-4 cq 00 inoomococooomoi d T-l ■ O 0 O T— [ o « ^ o • o 1 CO Cl • o o d CO O O CO O 'ONO d m ci o o in 00 o o o o co m © 1 d o co o 0 o o O o o d o O ' T-l O d O O o rH OOHOWMOd d O CO CO o o o O H O Cl O • d O Tf< T* T-i O T? O ) LO H O ^ ^ CO O • O • CO O d rH O t- O OO ' d t-H tH d O ^ O O • d o o 00000 • o 000000 00 00000 00000 000000 00 o • o o o 00000 O O O O O 1 in d co o 1 co d d co in d i ooooooi>oinint- ^•Od ^d^COH^rt I d TjH H O omoco-^oot — f h co ( ■ r— ( ov o in d co ^ d m l— WHOd .dOr-HrHOOO CO d • H Cl 1 IHdHdHHHdi ddHHHd^ ( Cl H d M r IC1HHHHCC g © 13,2 >>43 ooFt C3 ® a 2 W W o H d " - fcc.is) a o ■£p £2 §d| & |*.s >, ® 5 '1 1 «ha fS “ . .P3 j • fflOjsq ^ R43 ^ 02 . ' . R ® X ^ R . .R-g H d R o §20 .gj3 rSr^NrhRhR^ORRO* hJHdRRR'SwWRRhJR^^^ RR ; 043 t» o . ri tZ2 ■ ■ ■ 1 R .r o :gfl-3 : 00® CD to 0 ~43 W) 00000 >>:43 go“ S o SQ 'o O ' 00000 0000000000000 ;o3 43 rs 'O ' :<1 w : :S Wr h o 2 sags SR |^l!!l:lilllsis 2-2^ >>o i’Sg RRRRRRRR p- RR> d © o 9 'R 2 2 n © © o o Safi.2 c3 cj 043 0000 05 d 02 4 OO Is'tg § 0CG I ,2222 0000 rt © ffl iagR® S 2 £o 33 o o O U 33 00000 43 £3 © ^3 bJOrt.2 a .a r '3 OOHdWilinOhOOQOHClM Ct-t-t^t^t-t^NNNt-XCOCOCO ©oocoocffloaooooo cococococococococococococococo 'CociOHdco^not-con o r-i ' )C5Q05C30C5QQGQ OO cmrfiLOco^cocoHcinTfun OOOOOOOOT-^r-lrHrH^rH cocccocococococococococococo Statistics of jmblic high schools, 1894-95 — Continued. 1988 EDUCATION REPORT, 1894-95. •enjuxedd'B opxjua -log pxre ‘ajnjmjnj ‘eSui -pXtnq ‘spunoiS jo 9tix^A M oooooo -ooooooooooooooiooooooooo OOOOOO *OOOOOiOOOOOOOOlO(MOOOOOOOO OOOOIOOO •ooooooHoifjooooioi>oooi(3ccocot>oo OOHHCl 00 • O rH c4 lO lO lO (M‘ CO to C rt O ’ rH ^ CQ rH Til r-i CQ CO -ee-CO • CO HH(NH (Mr-i© 100 50 •boxj -ouj jLrejixinx ut Bquapnjg H « •sj^iC ui 9SJU09 jo qjSaaq; © *< CO CO • ^ CO ^ ^ CO rH CO ^ CO CO ^ ^ rH ^ © CO ^ tH ^ Students below sec¬ ondary grade. •ox'Biue.g; 19 ^(M^CO©rH©^OCO©^©i0O 05 00HClHOMH<^)t>l>Cl CO ^ (M H H 00 rH HHH rH lO rH rH VO © 00 •9XBM QC ©mcO^HCO©OCOI>iO©iJO©UOiOCvUDHOlOC5©t>©COOOOCDiOlOir3HlO H H ©rH rH rH rH rH CO HH rH rH © CJ College Xirepar- atory stu¬ dents in gradu¬ ating class. ■9XUCU9A *. H O CO o o ■ • ■ • • © © rH © © © H< © « • OOH« •oX'Braa^ ■0[*H © © © © © ONi •9XBK iHHNeqHWsqNi . gH-S t>54J © ■ _ hC • ©fl © 2^ d • ^ d 2 q o nj x ^ ^ uj ,rH ;ow.P^H :«2 :§3 :W^ ‘ «2 he. ft . r— ' © dta t>'o ; ; ;.m*a o o o o © o o o ®a2 o o ©W o o +3^'T^'CjT3r©r©rCJra_fl^rCjr ■& rg bm : : : : : : : r© .w> : : : > ft! w> qM :::::: :^W >» 3 o o © ■d'©r^ a.S'fl -0 a.9 3 fl ft 3 3. 2 0 • > >45 P 0 03 » © 3 > ; o’S'cS :hoW 'p§ £ 2s1 2^* ■ - C3 C«r^ 03 : o o © n,«s ,© M J'S CU r • ■ r— I ~. . t*>h H V M n d ,r1 i; fl n o ll ® a p,i g 3 S'pB ©>£ 3 * _ Srtc3ciOO©s-l^^®®-'-'73cSs3®-"01ci©© PqOOiiO0CCKWwWHbMMMWWhi^^ ftp ftft «0^000>OH(NM^WCON00050HNM^lOOI>00050! HHHHNNNNNNNNNNCOWrtCOMCOCOCOWCO' “ftCOCOCOCOCOCOCCCOCOCOCOCOCOCOCOCOCOCOC STATISTICS OF PUBLIC HIGH SCHOOLS. 1989 liiiiiliipiii W,HeON^«r-~IO«oaf CO < rod" r-T cd'cd' t> of Iff to~ o' iimiii i ii -in i ill 1 i : an to hhn : jsf jsf" j£“S s ; 2*8 Isa! II S|°§ || S3 S3 ' CO "^Ji CO CO • -H SSS|§|g|||SS§| :S88S88S8 :88§g :S38S8S :833S|j888§£| o o So §;2o3|g§3S3§S;ggg :58g2S8S2S !9S §££3538 :88§S!3£S8t?! O rH O CO O CO O - o cq © © o co o © o o o o o o 01 I 0 HHOMOHO : o CO o o o o O to o o o cq rH o o o o cq co O tH o o O CO o CO o o N CO OO CO O CO o O O O CO ^ TH o t> CO o o 0 13 22 HHOMOHO o o lOHOOO o co o to o o cq »— 1 o o to o o O 00 co (MLOO • t> 00 • 1 t> o o o o co o co o O 05 o o j CO o 00 81 8 CO o o • 00 00 • oo to iH o o COOO-rH o co o O rH CO rH O 01 ” is tO tO tO tO tO t> GO 7— i C© CO 20 3 OCOCO^OCOtXMO^ ^ o o co cq to © HOOC1MH CO rH O T— 1 O CQ 00 O H 00 rH 8^ OtH(MOOOOOHOC1 cq o O H lO O lO h o to n h h cq cq O O O • 1 — 1 0 r—i co 0 in in in • nnnio CM • r-T CO • • • ■soij -oc; Arejuror UT sjuopnjy •sreoJC tit osjnoo jo qjS norj © e* ■'* C® CO hJ< ^ rj< h* tK -i* CO hH h* -3 hH rH Ci rH CCS C5 nil h}< ^ Students below sec¬ ondary- grade. •opuno^g; © vA <• 93 < ■ ■ OOCOO ■ iM hi in 10 O 'OOMOlOHOOOHt-r i IC5 . © 05 t-t- CM 1N1MN* • CM -hH 00 -H< H ® H in in N • CO i — 1 tH 1 tH • r~i rH rH i— 1 rH * iH "Hi • » • •®I«K 30 H o t- • * . m«o® i h ® n in o iioaoLninooinoncoiM oci 00® L— iffowcn® i rH tf® © -H< O O) Ol O OO N lOOO College prepar¬ atory stu¬ dents in gradu¬ ating class. •©ICUIO^ 17 o CM O O CM m CM • • rH • • o o o j oo CO -^ © © © © rH © © I •OICK S3 ** o co co 0 • 0 m 0 • « 1 rH ' • o o o • o in co^jqooohcoo • : Gradu¬ ates in 1895. •oxcuioj; CM NOOOWHO O O CO CO O O CO N hi w '®I«K CO OMOHOiOHNHHlfiOOHOlfl CM ^riiy|(HON^50HH Preparing for college. Scien¬ tific course. •oxcuio^x M o ^ m • o o • • « • Til • • ■ OfOOlOON Or«dt^OOOOOO CM rH CM & wi o CO • o o * • • O CO (M l> O 00 HOCOOIHOHHCXM Clas¬ sical course. •oX^rao £ 11 o CO O O CO 1 — 155 X H • O O H H O Ol HOOHNCCMOlCiQ ’9FH © CO OOOCOHOOiifN • O O O O 00 lO in O W H O ^ 50 CO (M Colored sec¬ ondary stu¬ dents in¬ cluded. © o o o o o o o ■ © © o o o • o o ©©©©©©oo© • ,0FK (30 o o o o o o o • o o © © © • © © ooooooooo • Stu¬ dents in sec¬ ondary grade. •oxcuiojx O OH^HOnQOOriUOOOOiflOOJDOOCOOOOOOOOOQOH rH (MTjiOQcOCOCOinH COCOCMCOCMCOrHCO ^COH(NCQ Ht?HO ,0FH © b- ^WOiOOC5(MXWiOOWiOt'OOOiOOWTHX^O«'fMOi1 r-i i — i Cl (M n (M (N CO ^(MrHCCr-ICO Cl COlOHHHrtHOCUO Second¬ ary in¬ struct¬ ors. •oxcraoj; rH 1 M H H (M H 50 H * rH CO CM CO 'COOCOHMNONOH • CO H in •®FM ^ rH rHlHrHrHPHrHrHrH^r-|rHt_l^lHlH^rH Name of principal. M n a c o +: ci t- 3q p| *"® t H h Arahftllft Horton _ | • • 1 ■•§.■' P ' a Jnj <2 : £ ® O ^.^joC!3 | l.'Mr' tfflh* oHhh et :PhHR ci ^ p . — jpq i i i i i : U§ §1-3 j ® i ^ ^ w ^ M. a ^ ) P1 hi H >=1 Ah C > 1 1 1 1 • 1 • • 1 H 1 • P *H ® !'-H‘n'SH©r^r;3 :flor3c3ci®k2.tPzrn ihilfi .1h ch^.H Name of institution. « Academy and Graded School. > > jc b" j Whitcomb High School. High School . _ "do . . do . Central High School - Phillips Academy . High School . . -do . Academy . High School . Black Biver Academy . . Academy . High School . . do . People’s Academy . Graded School . . do . High School . .....do . . do . West High School . High School . . do . m o p( r— ' 6 5 ° a ° "c3 C/1 Y* VERMONT. Barton . JO ! i it ! Bethel . Bradford . Brandon . Bristol . Burlington . Chester . Danville . Enosbnrg Palls . . . Pair Haven . Hardwick . Hinesburg . Ludlow . Lyndon . Muddlebury . Montpelier . Morrisville . North Bennington Northfield . Poultney . Proctor . Quechee . liandolph . liiohford . St. Albans . in ONOOOOH^lCOTiUflO^OOCSOn'lMWTjdOOhOCOOHWrt O OCiOCiOOOOOOOOOOi-l^c^i>ooco(X)oocooogococooogooogoooc30ooooxooccooxoooo CO cococococococococococococococococococococococococococcco STATISTICS OF PUBLIC HIGH SCPIOOLS. 1991 o o o o o o cT tT o' r-T CC~ iff o o o o o o o o o o OlNiOO oooooo .0000000 *0000000000000 ~ O O Xji o o .0000000 'OOOOOOOOOOOOO OOlOiNOI OlfJOOOOiflO 'OOOOdOOCQOOOOiO OrlNHH O H(NC30 o 0 o o o O O O 10 00 O "H O (M COCO (M 00 oooooo OOOO lONWOOOO O O i — < O OO O O ICO 1 nOOW(MH0HOOHMLOl • O d I>- OO O O ^ CO O O 1 ' O Mi 05 CO H (M W 00 • O O O O 1 00000 OOOM^O o o • o o 00000 IOHO O CO O O O O O O rH OOOOO OOOOO ' d O O O O 'OOOOO 'OOOO OH • O LO Cl O lO * o o • o o 00 • t- o 0000 O CM H CO O O (M H C O iO O O M O ’ 00 O • • CO Cl rH CO o d O O O '0^0000 ' l> O CO H c OOOOOOOOO O 1 00000000 00 • o o 00 o ' o • o o o OOOOOrHOOO 00000000 o « o *00 (MOOCCOOCOOOI I O H Cl H rH Cl I O O O O O Cl tH OHOCOOHtMH • O tH O * rH O O tH • O * CL| • 8 j^tcSd aHo^. sW © . S3 ■go .3 : d g . -.© p ® p s*! tri r-1 . 0 © 3d ®tri wo dS 0,0, 0.0. rP 'rP ■ o ■ o • m ; m \ p ■ pj ■ pjd : cjd : ssss © ©+s O © 2 P ° Sooo rp32PH02 0 t>> a © Ji ;-p p © o o^2 © o ■O'ppjp'p © rt D£ — : « a : - :®§ :«> O'© ^vp a _g £S u >s.S © © © O O p pq pq pq pq pq pq e?WO.p a>-H fc A >~pq e3 p 5 O ® pp y ce fe a ; w> B ’ ~ P_r p § ® : 3© §«2 g © g J §|a-g.3 §.s g.g^-2 aEP'S Is ©-S 2 p 'S ©dSddSa o s p § ^ 3 '3 p o § © . 3SOOOOOOOOOfl33333dWSW33i llOB^OOaOHO] Cti-^ HMW^oiNcoraci coco I CO 00 CO 00 00 00 GO CO CO 00 KCC0C5MW05C3W COCO [aqxqjqja^qjqjs;1010101010101^010*0'00'©^0'©®'0'©'©'©'^ loocoooooaoocoocoooooooaooocooooocooocoaoooooooooc _ ~ _ ■ - * CO CO CO CO CO CO ICOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO Statistics of 'public high schools, 1894-95 — Continued. 1992 EDUCATION REPORT, 1894-95. •sup-redde oxqxua -ids pun ‘axnxiuxnj: ‘sSat -pxmq ‘spuuoiS jo a tip A W « o o o o o o o o o o O O O tO © tO M o' 1-T tO •ee- O O O CO rH ClHL-HHHOO(MHHlOCC iO O CO ^ rH (M rH rH •apK * H 67 41 250 34 200 ...68 00 O O O CO CO O CO ^ oo^iCC5CO H(NH(MnOCO CO ^ lO c ■ s — : « a ^ a (D ® | agl cq^tC wd< Jno. M. Colaw . F. W. Wheatley . Wm. R Smith ftfio. Mp/K’. ‘Ra.in _ Jas. E. Shields . A. P. Bolling . Julian P. Thomas _ J. P. Marshall . I. C. Fletcher . J. L. Sheppe . Lawrence Dougherty. D. A. Pittard . 0. C. Brewer . G. B. M. Zerr . . . ; Dr. L. L. Cole . I Daisy D. Nurney . ! P. St. J. Wilson . flnn C. Perrv _ '"j i £ ;a ) 5 < F. B. Fitzpatrick . P.rlw T, .Ini in Mrs. K. R. Richardson C. Y. Chapman . 1 Name of institution. « High School . Oak Hill Academy . uLj . op . ::::::::::::::: v°p«; > c Peabody High School (colored). Peabody High School (white). High School . Cumberland College High School . . do . Greenwood High School. High School . . do . .b» Academy . Kings Fork High School High School . fin >c Clifton High School . Trio'll Snlinnl . do . Gladeville College . State and post- office. VIRGINIA— cont’d. j Luray . McGaheysville. . . . \ • ' a ) 1 ' _is ; s I ® ! o §1 isfciz ) i !i 3 C ;i2 Petersburg . _ do . Richmond . Rose Hill . Round Hill . Salem . Snowflake . South Boston . Spring Valley . 1 Stevens Creek I Suffolk . . do . p c 'b i !h j £ ] p i a (E- Toshes . 1 AVn.i’rftiiinri Westpoint . 1 Wise . i-MMCO-<*m©C~00 05 t-t-t-t"-!.— c— t>t— tr-» 00 CO 00 00 00 00 00 00 00 wnmnnnojM en OHIMM-#lOfflI>00®OHNW'#LOfflh 00 00 OO 00 CO 00 00 G0 00 00 G5O5C5O5G5C5O5O5 ooooooooooooooocoooooooooooooooooooo COfOCnOOCOC'QfOfOfOMfQMJ'JObrOOOCOCO I I i 1 1 1 1 25, 000 27, 000 22, 250 40, 000 50, 000 30, 000 21, 300 20, 000 5,000 STATIST il-lii ncs of ii j i i :§ ; : S PUBLIC HIGH i iiiiii in ®S8~!'Sfrr "g” SCHOOLS. iiiiii ill! srsv ig-^g 1993 mu sgfsss" : 175 2 100 300 200 1 : \t ssiiSiii§ SI»9Sg* g i—l t-H ill °1 :§g s' :°SS : : : :S :g :;:::::: : cicoco-^wcoeioiccwco • ci ^ co co m t*^CaH«0)HiaWOON(MOn 00 t}< CO O CO OH(MHH ■ rH O O tH rH lO • • O ' HHHOHHOHOOC^ 'HHO rH • • i-i • HWNHHHHHHNHHHHWWriO HfOWHWHHH HHrlHNHHNHHNHHWHHHHHHW »f|fi|!lf .S .or. \%$ W I ?OOOOl°Ot'OOOOHl?1W^W Ot-OOO): §ss§§!g!illi§|g§ iigg; ED 95 - 63* si .Sftcj o o o o o ^3 ^3 TS 'C >r3 | fill ®1 1|| f V £ Ss*.S >=3 I MOllSSaHtSiSSSsiiSlaiSfSSfSs^ Illllllllllllllllllll Statistics of public high schools, 1894-95 — Continued. 19S4 EDUCATION REPOET, 1894-95. •sn^JB&du opipcio -ps pus ‘oan^imrij ‘sSui -pymq ‘spunojS jo oiitb^ ■ o o o o 10 in < lOiSin^CTCOOOO! oirsoooooooooooom .:e>ceo©05Oeis« •AJBjqi| tii satunjo^ 00'^0c5000000^'ij00000000cm000 T-iocnmo'i<>-ic;oo-i 03 rjl CO H t- CM CO CZ t~ ranINNHOCJHIN •SOI!). -ob). jC.i'B'jxyita ni siuoptBjg ivaS. ni osinoo jo qySao'q ! © ! e* rfi oo co n ( i ■># - i-^’^CO^ri'CO'^^COCO a) >> •OTumojj; ! © ! & OCIOLOOHO^O CO CM H 00 CM H O P- rH r— ( CO CO r-i N CO COO (M i i O O i tO CM O W, o o cc ■ o ^ .oooowt-ox 1 lO O CO O CO C-l LO Cl >2 CO CO O H — 1 CO CM T— I CM H •9X^1 H9£ | ^ I I ^ I §1* •3I^K •9XRni9^; CM CM • O r-i • O CM tH CO ^ O • O CM 1 O O CM , OCOOOH^OCMCMOCMOCM: OCMOJOCMO^POOrH^OCOCO ; rH CO ^ O < t?§, ■P © •oiBtae^ l M •9FK •QyBuro^ •OI'BpJ O 'OOrfC IB h -S'® ■oyBino^ o o o • o oooooooo •OI'BR o o o ■ o • o o o o ro o o o i •ojbuiojj; MCOtSrtNHOO ■; t> ® o n ~f c o: o o n o -f co io t- o co ONNWI>«lH©i •OIBR «Ot*OON' CCOO-fOL':. CM CM CO CC i •oyBino^ © >;C © til ci as •0RR bC fif£ i> © „ uc i o * .5? ;0.2^ © £^©=^5 £ § §£ 3,2 £.-£.2^ 2 2 S 2 §'a+3 ft • © m3 WJO aJg 2 2 2 2 £3 O *P ■— * I— I 5 C ft ’^^^r^^CSCSrtC^O©© pff *2 1-2 O ^ p fcJO .2^3 ■c-S a 3 £ g floo 03 C 03 C3 C3 O l _ eococoeococococot Colbu STATISTICS OOOOOOOOOOOOOOOOOOO 0<=>OQOOCCOOOOOOOOOOOlD OOOOOCOOOOOlOOOOOOOOrH o'lO cq t*Tin N^xocot>moLoooco^ rH rH rH Oi CO ^ CO H (M CO H OF PUBLIC HIGH SCHOOLS. 1995 OOOOO *000 ID OOOOO *000000000 • • »oooo 00000 *OOOL^ OOOOO *000000000 • • • o o o o OOOOOO *000^000^0 *000 H lO in H’ O (M »C H • rH I rH CH (M H H (M H . co cq in HOX CO L- CQ O co in MM»nOX^OC3MOCO(MO(MX t>C5om(NC3HO^ © cq m h< (M tH rH CO cq ^ rH OOOHNXNO « in ih co o o o in • co rH cq oi cq • (Mh « ^ t- oo • u- m rH * in rH Oin> CO £>» .NWHXCDOHH ■ rH « rH - cq O O © CD CO rH rji -H cq H rH H cq rH rH Ot'OHiOMlOO » oo m ci o co co »h • co rn cq cq cq • m o j lOri<|>»ir50NOWl>Orti(Ml>OOCQM M(NMC0HHHLCH^Wt>(MW<0^tC0H O L- CD CQ H CO CO (M « m (M (M(MO 0CO CO CO CQ ^WCOiOHOhcOOO CO«LOO(NOLOOWT}iCOGO(MH(MiOiOH05l>l>HI>^Tj g © a ! ^ ^5 r© jS e3 O'© • PI O O rtf 53 M £ H« g ^ 0— ° ^ 1:3 If® ^ ©g^j-8 _ ^ m ^ * Iflllllllllg M.S§ g g Sg Bs‘§1 § «& 2 0 5=2 g*. 5 -gSssr © § o §2 i> w § a StS 2© a o o o n, IH+- fl o3 s??s§lSI§ °|| Ilia's Statistics of public high schools, 1894-95 — Continued. 1996 EDUCATION REPORT, 1894-95. •sn^'B.redde oiqxua -xos pui? ‘9jr4rajtij ‘eSur -ppnq ‘spunoaS jo anjB^ $5 e* $7, 000 OOOOOOOOOOOOO ' O O O uO OOOOOOOOOOOO • O O O iD O O O O O O O O O O ID iD • 1— 1 O O d m io in 0 ^ ci d o' io ic 16 d • o id HH^OH ID 00 CM rH CO • CM CO 10,000 OOOOOOO • OOOOOOO ■ CM ifj O O lO 1C O > tD O LD O CO* O 1 CO ID rH L"- * •NjBiqq ut soainpA « 230 OOOOOOt^-OCOOiOOOOOOOOlOO LOiOOOOOCJiOC'O^COiOOOkOOOiO CM rH O L- CM O Or}10(MCO(MH^^CM 00 rH N H CO OiDOOOkDOO OCMOOOCMCOlD hcdcdh^cmh^cmcm •S04 -ov% AJB^ipai hi sjuapn^g 3 •s-real ui asjuoa jo q^Suaq; 1 Students below sec¬ ondary- grade. •ajBaia^ St OlONOUN • O O CM CD ID O CD CD O • •OCOIOHCOCOOCQHIMCOI-DCMOOOOH • • H 10 CM O rH CM CO rH rH •op*K 00 oo^tcoco .00 OHOtO . CO CQ H CO . rH ■ O . 00 O O CO CO CM O CM 00 lD -h C5 b- O O CM O • .OOeOiDCM^ClOCMCMr-iCMO^OOL^iDO • • ID CM ID rH CO rtf H CM College prepar¬ atory stu¬ dents in | gradu¬ ating class. •ajBuiaj 17' MHHH rH O O O t> CO 0 j tO CM O ; 00 CO C0C0OOH4CCiDHC0051>^OOMHiO^OO W^lOCOH^COH COOCOCQX(NHHCO®HC1 lQ — LO C4 CO C H CO H rH •0I®H i* C5HOOO^WOOOHOiOHHHM'OOOClOOt>CO^rilC5inooaCi HCOTfMNHiOCO(M(MiOtOClC4LOHH CM CO rH CM H CO H CO (M CO 00 1 CM H Second¬ ary in¬ struct¬ ors. •axmua^ vs HNHHHHCOW 'Ot>HH(MO ' CO CO CO rH rH • • WrlHHHiO • •aiBK HHHHHNHHHOOINrtWHHOHHHHHrlHHHHHWH Name of principal. w 6 2 ii A. H. Fletcher . E. E. Campbell . A. B. Dunlap . J. E. Hoyt . Anna E. Anderson... W. P. Robenson . TI A.Vietli _ A. J. Rogers . S. A. Hooper . A. R. Jolley . p i . ij F F P. R. Boylan . W. H. Lyon . C. H. Maxson . .T. F. finnan t, _ _ W. L. Morrison _ S. A. Bostwick . It. Ti. Bnlrn _ E.L.Eddv . . 0. J. Schuster . R. L. Cooley . E. E. Sheldon . J. F. Sims . H. M. Haskell . Rufus H. Halsey . Grant E. Pratt . Name of institution. « Medina High School - TT i nr Ii finUnnl ...“do . - do . . do . . do . . do . fin East Side High School. South Side High School. High School . > c . do . . do . iln _ . op . > C . do . fin >00000000 U rj rs t; rC> rs ^ State and post- office. WISCONSIN — cont’d. Marshall . 1 ■ ® ; © s J "3 ^ pa l g a £ o_ 5 2 0 c c |! ■4 N fl 0 f~ 3 c3 c3 © <1 Merrillan . Mi.lflW.nn Milwaukee . ' . do . Mineral Point .... TVfnn /Irw-i II : p > c i £ : J\ >ia! 5 a £ a : 0 0 - \ S ^ ^ | !© t ■ % 1 c '> JlO > '5 \Z w — : i&C Oakwood . Oconomowoc . Oconto . Omro . Onalaska . Oregon . Oshkosh . Pepin . NooooH«o5'ooosoH(nmT)tK5fflt>ooooi-iNm'#ioto NNCJnmrororacQMoicoco^TtiTif-n-fTji-fTiiTti-fioiftininginin 000000000000 O 00000000000 0 00000 STATISTICS OF PUBLIC HIGH SCHOOLS, 1997 11 cT to liliiiiii lllllllillii \n § rs s “ s“ M"“ ss s s ® s § ilS-llllliiillSlll-li-lill v-r t-t co- iiiiiisigsirs qllllssi r-r cococo^CO^COCO^^^^-rH^^TH^^rHi 17 108 1 170 § £-SS33£0g§|g0gS2g£8g3§||jg 108 553 8 17 1, 130 3§S rH rH 1 90 80 53 242 60 106 0 140 400 295 283 0 167 42 80 90 52 84 159 1, 608 100 192 145 s1-1!k“1°§sss5s 104 564 11 8 1,130 . O O O O CO • • O CO H CO • J i— 1 • O o o o o » • 'OHONWHH i ^ i ! Ihhhoco 1C o • I^HH 1-1 : • O O ' r H ' o LOHH HI HiOH - o o o o • o O O rH O o o rH O O HHOO 8® O O O ’^35 2 I] Ph Ph Ph p-< Ah Ph Ah P-i Ph P in c I j|S = |3lI||: |« SsfglS Jl^lllll Jllll 1 igjf!lllll!ill1 ig£|§P!*jS|iesisis lisfSpS IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Statistics of public high schools, 1S94-95 — Continued. 1998 EDUCATION REPORT, 1894-95. m w •Qt'BTXia^ ‘9IBW I O 'hHHOO INrOOHW 9 S 8 © . Ph,J «2 rP to >- ° S'S §§n MW p P o •enjuxeddB otjtjuo -toe pm? ‘ojn^rnmj ls2?ui -pijnq lspanoj§ jo M e* oooooooo o OOOOOOOO o oooooooo o cm cx5 1> or m o t> o m T— 1 ^ CO rH rH ■ee- 30, 000 30, 000 •jCjBjqii; ut somtixo^ « « moo . oo o o m o t-coo ■ O O O L— 00 rH ^ • CM CO CO rH 100 450 50 •sotj -oii% j£jbxt[t«i ut ejuopnxs « • • j m » • • • • ■ ■ •eXBO.f UI 9SJUOO jo T[jSuorx © « ^ CO CO ^ '*P ^ ©0 ^ CMrflCOTit Students below sec¬ ondary grade. •oXBtno^ a H 113 110 77 2, 280 71 280 130 151 102 510 221 63 •oxt?rc <® ** N (M O O M O O CO OHH « m rHOoomoL^r-cNj oh o • m rH C4 (NHH m CM • cm ' College prepar¬ atory stu¬ dents in gradu¬ ating class. •oxeuiojx h> \ ^ O O I iH O pH O O o o •a™ 1 © HO ioOrlOH • « o o r-> T-i • 1 ^ to ^ OH •9XBTU9JX IS Tfniot-TjLioo ot- O rH •opjTC 14 CO^COCOCOOOH o tc- O i — 1 Preparing for college. Scien¬ tific course. •oxBuia^q 13 IO 00 j © o CO o o ; •ap?K IS oo igo^oc j Clas¬ sical course. •OXBUIO^ 1 * T-> O > © O t- O O ■ ;C0 J "OI'KK IS oo ;®ocooo j — Colored sec¬ ondary stu-" dents in¬ cluded. •QXBUtOJX 1® oooo ;ooo o o o •OX^K I GO | . oooo j o o o o o o Stu¬ dents in sec¬ ondary grade. •oXBTua^ I- OOOCIOWNOOO CCCOOHC4 (N (N CO CO (N 00 CO CO rtOHHH ■9XBK © oooNOONNt- cm oo co m o HHHL-HIXMH rH m CM tH •gfebsjgpfl el P o H © (> £ $-1 bd 03 • • «|,S1 j a .*11 o^s a^'S% o cS^EeIO TO 2 TO" . P3 3.2 P3 o ^ o o o o P3 ^ "P -P ^3 bD . „ § =C TO CO 02 «2 k>5"—' C3 w c3 § mohp^co OOH^lCC^lOO OHHHHHHH • * o o • • CD O . • o o • • irT c-T ; ; -e© 450 0 4,500 4 • ^ CO • O i OCOOH CO i m rH CM m CO t 1 o :"d ALABAMA. Bessemer . Birmingham * . . . . Decatur* . . . PortJDeposit . (lieu AIIp.ti. _ Hanceville . cm ro 'rn m co CM CM CM CM CM CM ^ ^ ^ ^ ^ ^ 1999 STATISTICS OF PUBLIC HIGH SCHOOLS. o o o o o o o o co o o o o o o o o o o o lOICCOlOO OOOOOOLOO O H O 10 id CO Cl O o o o o o OlOOOOQ o o o o OlMiOlO O n CO CO id COCOt CCLOOOOiOO ^ H(Min CQ Cl CO 00 to CO CO o ^ co co ro oooooocicoo CO rH — 1 id CO Cl O 03 H rH o o o o o O O lO CO t> O ' ^ CO O O O O ' o O 1-1 O tM O o • o o • o Cl CO (M CO H l> Til ( CO 'kOWHi H(N(N rlNWHW a W^.aP duel's 5 • » t-i o ■ • £|2gJ.eq£, cco^p gfl. gg PI ^3 -2 be %II1 *^Sm^s-h. g |oM- H ^ fe: p.a .^3 la A 6X1 m'S © ri&SgS il»!^ « o o ^OOOOOOO Tr ^ 33 o Wr5 . . .si c| 1 : o o o pi o 'Hill <1W : : :pm o o c o o fl ft? 5o ® a U1 fl bo 2 6 w. ? &?■§ ® 2- r-t P O > ^ O .H h H - r- fi ££gdl3f 26 SS31 >-3> PI E3 fi ^ ci be r' ^ r . -/ -A © .3 ©6 P O _, o P3 g <1Sme © OS i ■=* in o t- 00 <35 lomm locoto Statistics for 1804-95, received after the preceding table had been closed. Statistics of public liigli schools — Continued. PUBLIC HIGH SCHOOLS REPORTED IN 1893-94, BUT RAILING TO REPORT IN 1894-95— Continued. 2000 EDUCATION REPORT, 1894-95. •enjnaudd'B 01j15.ua -tos pan l9J.nj.iua;iij ‘sf>ui -jqmq ‘spunoiS jo onje^ fiei -l H MOWOOOOHOH |NH i-H ■api <5? 0rH?HrH rH rH ,H rH rH j CQ rH i— 1 HHH^H ^ Name of principal. M | < < L. H. Carter. A. M _ W. B. Lynch . B. C. Graham . i s il :s A. J. Carey . 4 -R TWRan W.Y. Martin . L. B. McCrorey, jr _ R. G. Branch . C. A. Crews . •T .T. Greer _ ■ fl ■ :'J | jia !^|C; \3**\ ; w ^ «i i II i if= t || !* s i! i3i L. E. Bevis . J. L. Strozier . 1 Namo of institution. 1 £ i F ! L 2 33 JD d : fc : ll 1 a !~rd ,= _fcJDM b. f f 1 1 CZ2 j/j p|l|l] High School . Talley Grove Academy. Rockville Academy . High School . ‘ . On.tr Urnve Hi oil Krlinnl ii5 iii 121 :3< i Washington Institute . . High School . _ rin > i ^ | OC5 o rH O -HHH CQ (M • CQ o LO O CO (M • CO o rH Od rH • O rH CO O | 3 O t>caOOin®NOI>Kl01CJNOniNr!(H t~ t-H 00 i— t t> M ' Tj'N(NWHOHHCOHMWCO • CQ CO CO lO • O • 5 • rt co ^ © ■8 *-31 ^l§a •epsnra^ © Ff CO CO H O kOHI> OHLOT3iCOO(M©Tj<0 H©1>0 Cl CD CQ GO rH rH O O rH t- O o O CD CD CD O 00 rH •9FK s (MkOCOO CD CO CD O0CCl,^O*1,CCt>O OHH ca CD o rH rH r-* O kO kD LQ CD CD rH College prepar- atory stu¬ dents in gradu¬ ating class. •oiutuo^ j • o to O O i-l © © CSj' ^2 © (si O ,© t 'd d “ © o HO' 5p- adH h a ^ d © .* i-s s a s a h 6 . © r @3 ; "d H bi ' • ^ s w r’. f2- ^ m r_’. ' dH d Pb-W ° • ■ • . - O .rd . K, S . bdP^OOOQbw^HQhl>S^ g E cs 5*2 ^^^oo^^oooooocoo© ac g< fci) "I ; tuo J ‘ w w w w w SwS Bp I ; ; o D a o „.g-g Sg ji 8<0,g*' STStfJ & eS S3 I § § si i §>.2S flWK a %% I g S fl-d'S g g £ ^ O O'Sr&S.S fl fH H U H0 § © ® © cS 9 if8 b»- 1> 1 4£d : ^ ; ! o ' • ^ j;;;*;;;;;;;; ; »OiO>rHOOOOOt>LO ivOlO OOOO OOOO OOOO o'er 00 10 O • CO IT} O OOOOOOOO rUOOCCOiOiOO iO CO Til O OC4(N OOOOOOOCOOL-OO oomooooo lo o o Th ^ o cod H O LO QHCO T* COCCOOOiOOMO (M CO O 00 O .OOr-H loiot- lOOHCO 00010 .00 VO OO .OClOOrHOlCOOt- O ■ L'- OI Ol O - •• 01 • O • 01 • O o CO O (M • O rH -OiOHCO OOtH 1 O H LO ^ (M H O O • CO *00 01001 1 O «io OHIOd o^^coo • o KMOOKM^OOOHOCOCOOOHLOObCOlO ■OCOHCOOOiOCOOlHCOH O^QONOQ^OLON^OOOt'OC^O Ol Ol CO CO OHOMOOO^HiOOO^irjO 01 01 o 01 O O O T-H o 00000 ! O O O O rH O OOOOOO OOOOO • O OOnOOO OOOtOHdiOCOd^COOt^rtiCOOlOlNIM-HCOOlOCOr-IcqCl rH iO -H dHdOQCOOOd Ht rH iH 01 01 CO HOHQ t-OiflOO(DOOM(OCOOt>HO(NO^OO(M H Ol 1 — IMLOHCOOrHCOCOH CO CO H (M H Ol H r—i OOOHNH^OinWOLOHCOOM(MOWl>OCQLOt>0 HHOH Ol tH HTfiOCO CO (MHO COCOOl COHCOHOMOHCOlMHO^NHOOCOHH CO H CO CO O 01 Ol CO CO (M (M (M H H (M H O • O J Ol rH rH ^ CO LO *00 0101 J rH 01 rH LO ' HHH Ol HHtHHCOt — irHOlCl 'dHOdCOClOHO j HHCOHHHOHOHn'OlHHH ' rH rH O rH 'HHHHH HHHHHOldHClCOHHHHHdH • H H J. E. Smith . M. P. Ken worth v . Gazelle Holstead . J. C. Bennett . E. B. Daniel . W. X. Crider . W. I. Long . Clarence Messer . A. B. Goss . S. J. Einley . Susan Paxson . J. W. Cradler . A. K. Jenkins . J. W. Marker . Mrs. L. E. Wilson _ Miss Sara L. Garrett . 1ST. G. Richardson . C. H. Kegley . L. G. Scott.... . E. E. Lark . Ef&e Erazier . B. M. Taylor . G. H. Olmsted . J. E. Luckey . A. L. Brower . W. J, Dean . D. A. Tear . E. M. Green . T. J. Rollman . A. P.Heald, Ph.B.... S.M. Cook, A. B . A. B. Carney . E. C. Eear . Geo. E. Eose . W. J. Yeoman . H. S. Rogers . Maude Be Con . A. Ludlum . S. L. Eogleman . W. S. Allen . S. I). Erazier . J. C. Gibney . John Groendyke . Mrs. Lucy S. Best - Geo. B. Deem : . C. A. Strong . Statistics for 1894-95, received after the preceding table bad been closed. 2004 EDUCATION REPORT, 1894-95. -los Y -i>i™ •SUJBJ'Bdd'B OTJIjnO uu ‘ojnjiuanj ‘eSui j ‘spuuoxS jo onjaA M « $2, 000 5, 000 OOOOOOO OO • o ooooooo oo ' o o cm o m o oo o om • o t> rH CO H H H 00 m CM • O rH CO • CM 4, 500 17, 000 •^aBjqix ui seuinjOjy ;> « o ■ o o o m o o m cm oo cm m 2, 000 0 250 0 0 617 0 0 6, 000 ■eaij -ovtj ui sjuapnjg « • ■ • s •sjreal! ui 9gjnoo jo qjSno^i © « ! i r Students below sec¬ ondary grade. ■9IBIU0J S5 H -*COOiO -<# co in io m m o oo co oom o coco coomoo* h co cm m m m cm th h . GB lO lCnn o ooocot> oom co mo H< o m o c Hr* Hi co hi O -H CM O co rH CC > • 1 • College prepar¬ atory stu¬ dents in gradu¬ ating class. •OYUUtO^ * ° ; Hi . o o co o j m • O O rH '9rBM s ° : CM • o o CO O • CO • CM O rH " Gradu¬ ates in 1895. •OYBuie^ 15 j O OOOttOOOHM C3 lO LO O OCO OOOOOOO CM CM rH IH CO CO CM T-H co »—l CM rH O CO H H O '9lBK © oot-omoioHOoio rH o m cm mo o m cm oo CM H CM LO CM CO CM H iO CM Hi rH C4HH m IH Second¬ ary in¬ struct¬ ors. •epsuia^ o rH • O rH • CO H ' HH H< rH O rH O — ' • rH O CM CM •aiBH H COHCMHi — IrHrHHHH CMrHCO rH rH O rirHHHr "■< ^ /-V « g •■1 H .2 P | 8 °2 9 += © g o.-B § PH ■ -<1 ilit! I . a =3 /5 ® 3 Sis *^Ww. . . © ill >> © o §)©A P P ^ Ph ^6 o' w s i « o _3 © ®+= P its § i H«as& O > rQ 02 2 tx>a p a o t^oicomot-cocoo m o o HOH03COO o o jo ° 1° • j o O • • • CO o • • o o o o • i ' • O • O rH o o • o CO rH O rH • o CO m 03 rH rH 03 03 CO ‘OHHON LOHHHO • rH 03 co o o m m 03 CO O CO H o u- H Cl m H (MCOOOCOHOH rH O • Hi rH O O CO m • 03 O O O CO m 03 O O 03 rH oo o m 11 1 3 1 OCOOOMIOOH OHCOOOHHCO rH o o o o 0 0 0 ooo o O OO *OOOO03OrHOOO OrHrHOOOOO O O O rH O ' O « O ooo o O OO 'OOOOOO 'OOO O ' O O O O rH O HCOHOfOO®^ o O O M O m O CO m h- N CO (N TP CO (N 010HnClClCl t'XOOlflWOOOOHOO'^CONIM^ LOt'NN WmTflONt-'^OOUSOlfflOt't'Nai-IOOOCOOCI iHffrtNOHHfl o c d r-1 ; CQ (M rH o o o o o o o o o o o o o o m oo o co in o o Hi ^in Hi .wtooin HI H CQ 00 I> OO CO lO C5 lO O ■ CO O CO CO (M in H CO C5 00 CO CO o co CO r-l T— i HiooomHHioocom rH ! o in rH in (M rH rH College prepar¬ atory stu¬ dents in gradu¬ ating class. •9XUUI9^[ 17 o MO^NOO O O O rH • CO t> CO rH • CO 3 Nl>iOOh^OTH r— i Ol>HCQ * l> t> C5 l> Hd H d CQ m • cm o o Clas¬ sical course. • 9XUUI9JI 1“ O H< OriNCOOin^OH (M H Q O LO lf5 OdH^LOlflCOHO(MOHl>O^CO!M!N CM CO r-i H CO H rH t— 1 t-H ■ovew t-CldQOmOCdfOC^mt'CJOO-^OJOOlOCDlCt- ^ 00 O IT. O O W HNC3'i(i-iCm'(M'd< CO CO CQ HH r-l . ess . Jd ^ • • .d © 8 .d f-i w^w1 fcflg to w^S o co rd,, bti o §1 g*®g :^P {Z5W < :p ft . rri © gl <5 ,0 W) § © !“2i!sr3rS£s ! 3 Pf • >q d ^l.drr)®Sod!OmrtwH L Oh cjOf-H S ® O M o bJ0,O ‘SOlpr^ O a © 'g g a © j 1,0.3 ,T3 i||gg>» ^I?§| -^lf50hOOOOHNMTfUOOI>OOfl5onuM^ OOCD«DOCDC^l>D'l>l>t>t^t>t>NOOOOOOCO cocococococococococococococococococococo HiH*HiHiHiHiHiHiHiHiHiHiHiHiHi iUOOt-COO CO CO 00 oo CO oo CO CO CO CO CO CO STATISTICS OF PUBLIC HIGH SCHOOLS. v o o o o o o o o o o o o o iOO(M OOOOOOOlO 2007 o o o o m i lO CO CO O O iococoo^c:oooi ' o o o o wt>oo^o HLONOOO CO ^ O CO ^ CO • J^H'8 g g § d p ^3 & d a gHl:? ki,d © a if ‘ o tir/) ‘ iv zn be © ^ o tod m c*&m ©'d.d'd ffiCS^n;) 0a1 fg § :~Si.£P : -,2C o«5w joHeq jSM ^ © o © rdrdrd>T3 bC T ^ © © © o ^3r©r©r©r© 1 S . © ■zl ;®i 73 C3 > t> o gO 5o g 3 a tL - > © 43 >s • O * ' ’(D •dndr©:PI->^©-jiy • ‘ rS ■ * ■ » a | si * as J gS31|-p g-a-d g i : s a Alai'S 3 © d §.a ^^^*0 0 g a^r WpqpqoOWHfihjM^S^^O^pF ra ^5 § © g.2 h £ a> ad : ©\a 5h t> P A S? IlSWNOOCSOi O H fl M ' _ _ _ _ _ _ _ , , „„ 00£01ffl00!fflffl®000 COCOCOCYJCOOOCOOBCOCO'^^T* 'OOHClWrPWCDt-COOO- COrHiCO Statistics for 1894-95, received after tlie preceding table bad been closed. alistics of public high schools — Continued. PUBLIC HIGH SCHOOLS REPORTED IN 1893-94, BUT FAILING TO REPORT IN 1894-95— Continued. 2008 EDUCATION REPORT, 1894 -95. •SUX^JBdd'B 0^IXU9 -ids |)ub l9anxinjuj ‘si?ui | -i)Itnq ‘spunoaS jo 9nxt?A M « ooooooooo o ooo ooooooooo o ooo ooomooooooo o ooo odidifloooo’dod in t^dd' -€£-CO CO t-H ?$< III! | II Students below sec¬ ondary grade. •oxnrag^; £i r o 00 co o co o -at m oo in o o o co o o r- lOr-irHOO rH i-l HC (M CS in u- rH ‘8IEK Q» 1 w o O CO rH t> O 00 o o o oo o o OJ'M HOO rH r-i O CM CM 00 SO College prepar¬ atory stu¬ dents in gradu¬ ating class. •oxBura^ | * 1 H CO O M 1 H O 00 M CO OlOlM HO CM '8FM « ^OOHHOHd rH OC1H CM T-H o O P © o O <3 •9XBUI0^[ ^ocisoohoooi t- lO «SJ 00 o •9I«K I i1 O O f 1 1 •91'BUia^[ •9UK •9X13019^ •9XBK O > gS-| i5'©34^ coArfl O <3 -< g|| IS^H^gSjf A ® o c £® c ti ; ; g '5b S : : o a rr3 3= 3= a H o rj |3 £>f. a ,w> >w g H © bfl : £o: B a -£ t>a fcjQ 03 * © S d _ O P fjj d *3 <■» ’3 £’^rS a §3 © o C ^ hg CS a CJ !j ® © Sk k. ocaiO COCOCCCOCOCOCOCOt* 'THiflCOt^QOOSO ”H< ''H 'H- "H "H ICO I ^ ^ ^ ^ ^ ^ i STATISTICS OF PUBLIC HIGH SCHOOLS. 2009 O CO oo CO O 1C 05 O O O tO oot-oq (NOOJQ o © o o o rH 0 (M lO CO WCOlOOOl o o o OiOOOO CO t> O H o o o o o a LO o o o o O C5 00 W iO O G H lO U O5lOO0OOO^LO^iOM 00 OlOCOO!05t>ONMMM 05 05(NCQI>OC5^HHHt-iCO IOOCOOt>COinHQ( O O pH O < O CO CO H H 0 <01 O iH NNNi I >© 'SM 43 g Ofl gh®-H a o a so® ad > >■% P ..g ..S ®2a"-3qo©rr'r£ 'O -g § P § *3 T3 -2PP ® rd ■j © ^ C/2 a ga be © bo «M*3. <1 P s££3 ,2,2 Pi 2 pi lw §£ j§>02 J/} ® bJObD a ® ci ® § ® a _® ® 2 S 5 3 S 3 ^ © *H t, ^ ^ ^ wdd d 0 c3 3g ® © ® >5. t- OONOOkOt'^O O .O CO rj( O O HOHOOCO^H O - CM CM Cl H CM Second¬ ary in- struct- ors. •oxnuia^; W HO CM CM 'HOHOH • hH • • |(MHNiOOOO^«NO •OX'BPT rH H CMHHHHHHHCMCMH HHHHHHHCM - rH rH Name and principal. ft ¥m. E. Hoover . W. H. Seitz . Miss C. P. Bippman. . L. E. Wagner . Geo. P. Chatterton... 0. E. Halterman . | Alice Cunningham . . . S. C. Murphy . ( ) \ & eg : c jr fc E ) E i< i c • p ih : E 0 J, J P ,-S < = P3 +H fl « I" rdS U P. Clark _ B. J. Beach . E. Sehnee _ Eliza Grove . S M. Sark _ ti ! i o « L i 'p :a i H p c: c jl- ; II ■ c \ c. , S- ) r- Hampton Bennett 3, M. Carr . 1 Name of institution. « Higli School . High School . j o o^c - op - > c up > c > c Deerfield Township High School. High School . ) c College . Hi. orh School _ _ do . > o c : ns he > c L do i o o : -r n State and post- office. H NORTH DAKOTA. Larimore . Mandan . OHIO. Andover . . Baltimore . Batavia . i ! c I'c Iff ; > ! 1 > <£ Iff p c L& ;‘P ’TP • f- 1 ct 1C 1 a 1 Sc Clarksburg * . Congress . Cortland _ Crawfis College. .. Cuyahoga Eafls. . . Delaware . . Dunkirk . Edfferton _ 1 : > p| -.2 ■* u ! O ! o 1 f=H Eranklin . Erazeysburg . CO^lOOt>OOC50H(MCO OOOOOOOOOOO ^lOCO^COOOHClW^inO OOOOOOrHrH-HrHrHr-^rH STATISTICS OF PUBLIC HIGH SCHOOLS. 2011 o o o o o o o o o o o o o o o o cThT o o irTo* o o o o o o 10 o o co'hTcT o o o aTirfef o o o o m oo o o o o oo o o o o o o to o o o o 05 *0 HH NC^COCOOlO KNHCOH OCOI>OUC!N CO Hd^OlO(M^COCOiOOa)O^COCO t> O t> O LO LOOIM 'ONWOOMCO ©NWMONNHWNWOWOWH1 CM o o o o O O O rH O CO LO 00 Cd O lO CO b- 00 BO ■ pi m - s® | § f4Mp4B^Pj -2 a® 2 Si 1|b M £=2 J gj* 83"® « § ©S ® © © © © M ^3 “ H'-HIMMNiMNIMNWMlMnnclCOMmCOCOCCtO^THttTtTfrf'HTtl^i^oi.OiniO 1221212l210iaiSin‘Ol<;il0‘nii)l0lfl‘0ininini5ww,oininininini0L'5cinif5ioiflin & £ <£ o 'S L Is0 H * H oH Pi P)rp!^ Sh P-l 'Z B V®0^flS g C O Iz; c w © fljscbiso © ^ 7 pqOWP^BP HICOOOOQO lO lO lO O lO iO o lOOiOO|OiPO HP Statistics for 1894-95, received after the preceding table had been closed. 2012 EDUCATION REPORT, 1894-95. O g « p •■S H •2 PS ■s o 5 Pi GQ P Pi to P o o H o to P M 3 o H P w p Pi •snyB-reddu opijua -ios pun ‘aanjiujuj ‘sSui -pXinq ‘spunn.iS jo eanx^A W « 000 ‘l£$ CO, 000 15, 000 O • 'OOOOOOO • O O O • ‘OOOOOOO • o o o • OtOOlO^OO • CO CM tO L'* tO • CO 00 CM CM CM C5 CO tOHHHCO • • l>* •soij -0EJ jf-injni111 nT sjuapnjg H « • I 1 1 1 ( 1 •• 1 1 1 1 •sauaef hi 9SJC1100 jo qjSug'i © « i ^ i : i05 : : i : i : : : : Students below sec¬ ondary grade. ■ojumaj 11> t- o CM 05 CM OWOOOOOOhO .004-000 CO CO tH . CO cm CM . rH CM CM O tH '91® EL ® 05 CM O 05 O H< O to O 00 O -OOOOOO CM CM • O CM CM rH - rH CM o o College prepar¬ atory stu¬ dents in gradu¬ ating class. •axmuajx P OOOO ; O CM xti • | • O CO CO • CO •9IUK 16 O O O O rl O (M CO • ■ ■ ■© CM CM • CM ! irraau- ates in 1895. •9[CUI9j[ i W 1 H O OCOt-HCOOSiOCOCO^OO ■CONIOO^MIO r-i T-H ’ rH (M ^ tO CO CM ■9l«F 3 O i— I H lO CM tO O tO O l> ^ 1 CO O ^ O CM 05 Tf t> 4- CM Preparing for college. Scien¬ tific course. •9XUUI9j[ 13 ° : • o * o ■ o o • o t— • • o O CO •9XUH is ° i COO 1 O • O to • O O • • rH CO CM Clas¬ sical course. •9XCU19J 11 ^ : OO ' O O O CO 4— O tO • -oococ '9TBH IS : OO 'OOOO^COrji • • O O CM O • rH CM Colored sec¬ ondary stu¬ dents in¬ cluded.^ •axuuia^ © O .COOOtHOOOO • O O CM CM O O O O • rH • O rH •9XnH 1® O r-i 05 O O O rH 0 3 0 • O O O r-i O O O O rH rH Stu¬ dents in sec¬ ondary grade. •9X'BUI9l£ \* CO O O OOMO(MOOCOOOC5lO^OOCUO^COI>WOO H CO H COH(NlOt>C:^HWlM05CO^^(MH(NOHHCMO Cl r— 1 CM •9XUK ® kOCOCO Ofl3^(MOONOO^^^(MOOOO)O^MOOTj72 rii ® • £ej p . . P t> CbkP a . ^sppi "W an pHb OQ o ° 2 o !/2 as -g as bc*^ O oo o e O o 2 be 'I a 5 w> i=P&» ’’’ ' ' ^ ■rj . © " 2 P Zj P .os PPM be O p2 _, O eg CO (k a ef. be 5 P --h a : a : ® : ® .'GsiS O 05 C3 S • C\2 fn>- M 1 rf H ^ C3 '“j ’Sjs M-ajl sip ►>* ®ll 2_§” a |=| || igl! IS If t3ll>?i! Ilf 111 U U 3 C^c5c^©rdO^L3L2'Dh265w2£cr}0^g pkK, h>- £► cqWP5 OOOOOOSMWhlSS^OMr/)^®^?? CO H< tO CO^COOOHNCOtHiO©^' zq coco CO co CO O t- t> N L- l^ t> I lO O 1C LOiOiCiOiOlOlOlTjiO»OiCLO T+l —H •— H STATISTICS OF PUBLIC HIGH SCHOOLS. 2013 1 1 a ^ 6, 000 2, 000 16, 000 1 rH mu NH«H 15, 000 11 CO 345, 000 1111 1,500 1, 600 2, 000 1,500 2, 000 1,500 32, 210 1,600 6, 000 1, 400 400 200 0 is 0 0 50 36 30 200 250 §° O 0*0 £ : 0 15 150 25 0 8 :S ° ° gSgSlsSSS^SSSSS SS °3S co ££ ss °ss a CO CO O O • CQ o OHi< lO lO O CO H T— 1 o o o H* - O O rH OO O O © CO O O ^ MHONrl rH o CO o o CO o O rH OC^l OOO © ° •apjxnoj ■®I«K kA SO O -H O — ( Cl -H O O O aoocooo S b • r3 S? « 6 ft54 “I ° ■apiara^ •9IBJT © ! o o • o o o o H CO O H CO O •3P?TH3£ 2 o -ooooooo O O O rH t> -™ 3 oooooooooo 0^0 ' WN bJD © g bx) •3IXJOI3J W ° •9P»H •opaura^ •OTO ® (MfMlOOOOO© m-^o^iNOO b . .9”d o ® s ® p,3 O o ,§o •ojpina^ I & •0IBK ® O O C M LO I •9[T5uiOj£ ^ ■ tH ^ O ■ fl a 9I«K ® | ” SOOOMNOOO •epjxagjj; tfl 02 P ® •9IBK OOHH 'HHNN ' t- , IHHHNCqHH HHM 'ClCinHMOHOHH A 1 >> 5j=| g^2 05« w 0^2 rH P 3 9 arts «P5 d § o B ^ ^ f4 1 * . i * l * . £

O Cl H 2f rt -*SMflSH5£ ©02 o o tc © o ■pH© «d-S'S CJC y72 pa o o o co-P O © O © «■ oW a bo OH co p !«£ a SSsS^bi opp o P ii ati bCp >> - g 9 O^rM d .g j 5Sp®3|il|§ H* ,-i ,r^ ,-h Q ^ co r*^ c3H2 j 2 © S'g -g ^^ti2oo^i3ss^®op(i) C0C5OH(MW^WC0t>Q0G5Oi ooooo©©o«ooooococdo( STATISTICS OF PUBLIC HIGH SCHOOLS. 2015 o o o o o o o o o o o o o o lO o o o o o o r-T -a* ^ oo crT o o icTo O CO o o o o o o o OOOO .OOOO OOlOO lOOOO C00t>0 •OiOiCN OOOO OOOO OOOO o o o o < o o t- o 00000 000 O CO O r-i NOCOCOOO^OOO L^M^HCO^HOIXN CM rH Hr? H 1 O O (M O 00 O £'• ' - - — , o t'- ( r-i CO Q*rOO^i O'f coo )OHC0t> O • O CQ CO CO O CO o OOO O O -H O < CO CO CO O < W O O CO ^ H I O O O CM CM Tfi O OHHCOOO CM O O rl O O rH O O O CM CO 'OOOO O^^OOO CM 'COtPOOO t> CM 1 CM O O O O O O O CO O ' CO O O O O CO H CM CO O CM OOO 'OOO 'OO 0000000 000000 CM O O • O O 000 • o O 'OOO 'OOO 1 o O rH o o o o < 000000 O 'OOO CO CO N CO CO o o OCOOMO 1-0 IriCMCM^HOOCMi O LO CO H O • O 1 CMCMCMCMt— ir— {rHCOCMr— !CMi — ! CM rH I O Cl H CO ^ H t Pi O xn . £2 bO h § M OfStaj ■ © • § £> * Z1 ZT> & ^MPp^ ®W£P ^NHbjP? © q pi £ 0 ® «tri § ££ 0 pP 0 S‘H^gH^^flp5|gOg® P cc 9 r.1p: H3a2pdHa2i-saiHF^<1i-sF: ' © d I T* +J ! 1 Si (=1 d £ 3 3 ® fl n,®2 m ^ f>j cC U pj ' S© , ^ ^ ©A > n o cS a M 3 ©■£ © ®,d § id c o ?8 a MS?® PQ ^ <1 m . <0 .0 s ®-g -8.S © eo^ioo^oooo- _ _ _ 10 to 10 10 o 10 10 co o o o co o o “>0000000000000 ( Cl CO TfliO o > o o o o < ■ _ - - _> o o o o < OOO OOO ^ ^ O H C l CO ^ LO o t- p- !- t> t> ic- 0000000 l>COCiOn(MCOr}LCOI>OOC30 l>I>t-Of)COC»COOOCOOOCOCOCOO 00000000000000 H CM CO ^ IO C5QQOC5 O O O L- O 469G I Wytheville . 1 . do . I llober 2016 EDUCATION REPORT, 1894-95. ^ ft •sti'vexedd'B opting -tos puB ‘ojn^tujnj ‘sSni -pXinq 4spun.oj3 jo orqeA •jCjBaqq hi eaumxo^ ’SOI} •ob}. nt s}uopn}g •siBOiC ut oeanoo jo q}®noq o o o o o o o o o o o o O iO O O O lO ONlOOMt» OOOOOlOOOlOO 3 ® £?a> ® K. 313 -S P'S cj ^ ® ° 60 U2 n •0I^H © 5* •IgJ ai*1 "1 3 fcfioo S’# a tn ! a g’-S* ,8 &* ° ■opnio^ •OIBK 3 3 • Prt ^ g ®« •oiBinoj >o CO . O 1ft NMO • its i O O 01 M fflNMHMocofnno ‘9FM P) 3, JJ 6 3 © © rr; o 00 a O o I'p _, .,3-3 8 32 S| 'ts J ■ S o E7© .gf 2«'g jh -£ fl.2o O.p O >>*H © ^ 00 «« « •openra^j •0[BK •9XB ino^ ■®I*K •9XBra9j; •9xbh •or®H §=s NHNWHOONM’ O O O • © O O O O O • O O O • § S^S’E^ § © pq oW^pq^: ^ Jq rS S Female. r2 'c! 18 0 0 75 67 0 0 o 0 4 100 40, 000 2 2 20 6 0 0 31 29 10 10 10 0 o o o 100 2, 500 0 2 20 11 0 0 12 22 10 5 10 6 0 o o o 1, 000 1 1 40 18 40 26 0 0 0 o i 0 0 8 0 500 1 1 10 16 0 0 18 11 4 2 1 2 2 ' 0 0 2, 000 1 1 16 10 0 0 24 26 3 3 1 4 800 2 0 34 36 47 43 o o 0 1 10 6 0 0 30 32 4 1, 000 1 1 30 38 0 0 32 38 4 .... 3 6 7 0 700 1 1 21 11 0 0 0 0 6 3 1 0 2 2 I 2 1 2 2 3 35 20 0 0 48 57 9 3 6 0 300 3, 000 3 0 100 70 0 0 30 20 7 3 10 5 0 0 o 0 8, 000 1 0 12 16 0 0 18 20 0 0 0 0 0 0 2, 000 2 1 37 24 37 24 215 287 1 2 4 3 o 6, 000 127, 000 2 0 25 0 0 0 20 0 10 0 2 1 0 0 0 0 0 4 54 1 0 15 2 0 0 15 18 3 0 0 o 0 0 o o 2 0 110 0 0 0 10 0 50 0 30 0 24 0 24 0 4 35 500 15, 000 3 0 57 1 0 0 23 6 6 0 4 64 20, 000 1 0 15 15 0 0 20 25 5 6 5 I 6 0 0 4 0 350 1 1 28 20 0 0 20 16 6 8 i ! 2 0 0 0 0 4 3, 000 2 0 28 16 0 0 32 40 0 0 0 0 3 1 0 ' 0 3 112 7, 000 1 1 10 12 10 12 35 49 4 3 0 0 1 1 100 10, 000 1 1 13 12 13 12 19 31 4 5, 000 2 1 35 30 0 0 90 84 6 4 8 8 0 0 0 0 0 3, 000 1 1 20 30 60 40 10 8 4 7, 000 3 0 50 65 0 0 40 45 4 1 4, 000 1 1 20 i 18 0 0 37 32 .... 4 1, 000 | " 3 1 40 30 0 0 50 30 25 17 5 0 1 0 50 3, 000 2 o 42 44 0 0 0 0 15 12 o 0 4 400 3,600 1 0 16 13 0 0 29 24 1 0 1 0 0 0 0 o 30 800 0 3 0 16 20 40 0 10 o 0 o 2 o 2 4 450 20, 000 1 1 18 25 6 0 50 46 3 5 6 7 0 0 0 0 4 250 1 3 15 20 0 0 15 19 5 15 1 0 0 0 0 0 ; 0 4, 500 2 0 24 23 0 0 8 11 0 0 0 0 1 0 0 0 3 1 2, 000 4 1 10 15 0 0 90 95 1 6 1 1 0 2 0 2 3 ! 4, 000 0 3 0 35 0 10 0 2 o 1 o 6 o 2 1, 600 10, 000 2 2 20 30 0 0 121 75 o o o 0 o 0 2 | 250 20, 000 1 1 27 21 0 0 11 5 9 2 6 5 0 1 1 40 40 30 20 o 0 4 120 2, 500 1 1 25 15 0 0 0 0 2, 000 2 0 42 34 0 0 0 0 8 5 4 0 0 0 0 0 4 1 400 8, 000 1 1 4 11 0 0 35 35 1 3 0 0 1 2 1 2 0 1, 500 0 2 0 18 0 20 4 0 2, 000 1 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 EDUCATION KEPORTj 1894-95. Statistics of endowed academies, semin > State and post-office. 1 Arkansas— continued. Parago uld . Pea Ridge . i Pine Bluff . I Prairie Grove . I Quitman . Rogers . Rover . Searcy . Spielerville . i Stephens . Sylvania . Witcherville . Woodbury . CALIFORNIA. Alameda . Belmont . . . Berkeley (P. O. box 42) Berkeley . . do . Bishop . Burlingame . . Chico . Crescent City East Oakland Eureka . Grass Valley . Healdsburg . Irvington . Lakeport . Lordsburg . Los Angeles . Los Angeles (Adams st., corner Hoover). Los Angeles . Los Angeles (865 West 23d st.). Los Angeles (1340- 1342 South Hope st.) . Marysville . Merced . Napa . . Nordhoff . Oakland . . do . Oakland (964 18th st.) . Oakland (528 11th st.) . Oakland (1213 Madi¬ son st.). Pasadena (49 South Euclid ave.). * Statistics of Lame , Principal. R. S. Thompson, A. M Thompson’s Classical Institute Mount Vernon Normal College . Jordan’s MaleAcademy . Fayetteville District High School. * Male and Female College . Rogers Academy . . Fouche Valley High School.... Searcy College . Subiaco College . Stephen A. Bemis Institute . . . High School* . . . Buckner College . Woodbury Normal School . University Academy . Belmont School . Boone’s University School . Bowens Academy . Miss Head’s Preparatory School (girls).* Inyo Academy . . . Hoitt’s Oak Grove School for Boys. Chico Academy . Crescent City Academy . . Our Lady of Lourdes Academy . Eureka Academy * . Mount St. Mary’s Academy a. . Healdsburg College * . Washington Female Seminary. Lakeport Academy . . Lordsburg College Collegiate Institute for Boys and Young Men.* The Frobel Institute* . Los Angeles Academy . Marlborough Schools . Miss Marsh’s School . College of Notre Dame . Merced Academy . — Oak Mound School . Thacker’s School (Casa de Pie- dra Ranch). Convent of Our Lady of the Sacred Heart. Field Seminary * . Miss Horton’s School* . Oakland Seminary for Young Ladies.* Snell Seminary * . Classical School for Boys * . S. C. Parish . W. A. Ramsey . W. P. King . Frank Bannett . Rev. J-. W. Scroggs . J. H. Reynolds . . . Rev. S. H. Babcock . Rev. T. A. Keeler . C. F. Walker, B. S . Charles F. Bizzell, A. B. .. J. B. Williamson . . A. Cooper . W. W. Anderson . W. T. Reid, A. M . P. R. Boone . Thomas Stewart Bowens, M. A. Miss Head, A. B . J. W. Morris, A. M . Ira G. Hoitt, M. A., Ph. D . Rev. J. M. W oodman . Walter F. Jones . Sisters of Mercy . . N. S. Phelps and C. J. Craddock. Sister M. Columba . W. C. Grainger, M. S . H. C. Ingram . Jno. Overholser . Rev. Anselm B. Brown, A. M. Prof, and Madam Louis Claverie. C. A. Wheat, B. L . Mrs. G. A. Caswell . Miss Abby S. Marsh . Sister M. Loretto . Wm. F. Ringnalda, Ph. D . F. O. Mower, A. M . Sherman D. Thacker, A. B. , LL.B. Mother M. Elizabeth _ Mrs. W.B. Hyde . Miss Sarah W. Horton _ Mrs. M. K. Blake . Miss Mary E. Snell . Stephen Cutter Clark . 1893-94. a Amount from benefactions, $650. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 2023 other private secondary schools, 1894-95 — Continued. Students. In¬ struct- Colored second- Preparing for college. College prepara- 03 t-i d Value of xorajL Gradu¬ ates in IU1 V Bill- ors. second¬ ary stu- eluded Elemen¬ tary. Cias- Scien- dents in the class 0 © t>> c$ £ F-( grounds, build¬ dents. sical tific that 03 ."tn U ings, and 7 and 8. course. course. graduates in 1895. O © a r© .P scientific appa¬ *© .5 ratus. © © © © © JD j5 r© rP u 03 © Male. 1 © '3 1 & © 15 'cS a © fH Male. ■a a & © 15 s c3 a © pr r© 15 S l5 a © ft | Male. 15 a © Male. 15 a © pr tx) p © Hi r© a £ o t> 5 45 7 8 9 io 11 is 13 14 15 17 IS 19 so 21 . 22 23 24 1 0 19 12 0 0 21 6 5 3 0 0 0 0 0 0 4 300 $200 2 1 25 30 0 0 30 20 12 15 10 n 0 0 3 250 5, 000 2 o 23 0 o o 17 0 13 0 10 0 5 0 5 0 500 5, 000 1 1 28 36 0 o 0 0 5 6 .... 15 3, 000 30, 000 20, 000 1 35 25 25 20 10 5 0 0 4 500 2 9 50 62 23 15 1 10 1 2 4 34 1, 360 i o 8 9 70 72 4 3 3 100 2,000 50,000 6 o 58 0 50 0 0 7 0 90 500 4 0 23 0 o 0 10 0 18 0 2 1 38 40 0 0 41 36 21 23 12 10 0 0 0 0 3 0 7, 500 500 1 0 4 o 0 17 12 0 0 100 1 0 1 9 6 o 0 .... 1 1 1 1 4 100 10, 000 1 68 26 0 0 44 23 12 6 18 5 5 3 5 3 4 388 3, 000 4 1 40 0 o 0 16 0 0 25 0 10 o 8 o 8 1 1 60 1 0 0 29 3 7 0 33 1 13 1 13 1 4 64 1, 200 156, 000 4 | 0 36 0 0 0 4 0 8 0 16 0 10 0 10 0 4 1, 500 22, 000 3 I o 20 o o o 11 0 7 o 13 0 o 7 o 7 o 3 10, 000 0 6 0 54 0 0 9 54 0 0 0 0 5 0 3 800 25, 000 1 1 13 20 0 0 2 0 3 12 200 15, 000 3 I 0 14 0 0 0 25 0 2 0 G 0 4 0 4 0 300 1 I 1 5 6 11 6 2 1 2 0 2 0 500 8, 000 1 0 8 4 o 0 9 4 2 1 0 0 340 3, 000 0 1 19 6 0 0 1 9 .... i 3 200 1 1 20 10 10 6 10 10 1 3 i 0 3 0 10 0 0 0 126 0 0 0 0 0 0 0 0 800 25, 000 62, 000 75, 000 5, 000 1 41 38 1 0 35 27 0 0 0 0 4 6 1,000 3 0 50 0 0 0 0 0 0 0 0 0 3 0 0 2, 000 1 2 21 27 0 0 0 0 2 4 4 0 2 3 1 2 4 .... 30Q 1 I 0 10 0 16 0 3 0 3 0 0 200 3 4 13 17 0 0 1 30 62 0 3 0 0 0 0 1 1 8 6 17 7 3 4 2 0 1 0 4 700 50, 000 0 1 8 0 45 0 10 0 3 0 1 0 i 4 0 21 0 0 4 28 0 c 1 0 7 0 2 4 0 1 0 20 0 0 50 80 0 10 0 10 0 3 0 3 3 12, 300 395, 000 2 1 2 29 78 0 0 13 18 1 2 2 0 875 16, 000 5, 000 15, 000 3 0 30 0 0 0 40 0 0 0 30 0 0 0 3 400 3 1 11 3 0 0 4 0 5 6 1 3 0 2 0 400 0 4 0 16 0 0 0 54 0 4 3 1,406 1,000 500, 000 40, 000 1 0 60 0 0 0 12 0 6 0 9 0 2 0 5 5 32 0 0 34 34 0 0 1 2 0 20 8 12 0 3 0 3 o 1 200 100, 000 50, COO 0 2 0 110 0 0 0 20 0 0 0 6 0 20 0 6 1 0 13 0 0 0 12 0 6 0 4 0 0 1 1 b Amount from benefactions, $5. 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 350 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 178 177 178 179 180 181 182 EDUCATION REPORT, 1894-95. Statistics of endowed academies, semi, State and post-office. Name. 1 CALIFORNIA — COnt’d. Pasadena (124 South Euclid ave.). Petaluma . Red Bluff . Redwood City . Rio Vista - *- . Sacramento . Sacramento (12th and K sts.). San Diego . San Francisco (3142 16th st.). San Francisco (Dol¬ ores st., bet. 16th and 17th sts.). San Francisco (1036 Valencia st.). San Francisco (1534 Sutter st.). San Francisco (Fre¬ mont and Harrison sts.). San Francisco (2420 Buchanan st.). San Francisco . San Francisco (Eddy and Larkin sts.). San Francisco (1623 Classical School for Girls . St. Vincent’s Academy . Academy of Our Lady of Mercy . N otre Dame Academy . St. Gertrude’s Academy . Howe’s High School and Nor¬ mal Institute. Sacramento Institute . Academy of Our Lady of Peace . Southwest Institute . Anderson’s Academy . College of Notre Dame . Irving Institute . . Miss Lake’s School . Our Lady of Mercy’s Academy. Oxford House * . . . Presentation Convent. . Sacred Heart College a St. Bridget’s School * Broadway st.). San Francisco (671 Mission st.). San Francisco (3300 Washington st.). San Francisco (2124 California st.). San Francisco (1849 Jackson st.). San Francisco (2014 Van Ness ave.). San Francisco (1604- 1606 Van Ness ave.). San Jose (San Fran¬ cisco st., bet. Mar¬ ket and 1st sts.). San Luis Obispo . San Mateo . St. Vincent’s School . . Trinity School . Urban School . Van Ness Young Ladies’ Semi¬ nary. Miss West’s School for Girls .. Ziska Institute . St. Joseph’s College . Academy of Immaculate Heart of Mercy. St. Margaret’s School . . do . St. Matthew’s School San Rafael . Santa Barbara . Santa Clara . . Santa Cruz . Santa Rosa . Vallejo (Florida st.) . . Woodland . Mount Tamalpais Military Academy. Colleghte Institute . Academy of Our Lady of Angels. School of the Holy Cross . Ursuline Academy . St. Vincent’s Convent School . . Holy Rosary Academy . Principal. 3 Miss Anna B. Orton . Sister .M. Leocadia . Mother M. Helena . Sister Louis de Gonzague. Sister Mary Camilla . E. P. Howe . Brother Walter . Sisters of St. Joseph . Misses Way and Kinney. . R. Sumter Anderson . Sister J ulia Teresa . Rev. Edward B. Church, A.M. Miss Mary Lake . Sister Mary Elizabeth .... William W. Gascoque - Mother M. Josephine . Rev. Brother Alexander . . Sisters of Charity . Sister Mary Vincent . Rev. E. B. Spalding, L. H. D., rector. Nathan W. Moore . S. H. Willey . I Miss Mary B. West . Mme. B. Ziska, A. M . D. J. Mahoney, S. J . Sister Mencia . Rev. Geo. Wallace, A. M., B.D. Rev. Alfred Lee Brewer, D. D. Arthur Crosby, A. M - j T. H.McCune, A.M . . Sister Mary Beatrix . Sister Marie . I Sister Agatha . . . Sister Gabriel . . ! Mother M. Lucretia . * Statistics of 1893-94. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2025 i other private secondary schools, 1894-95 — Continued. In¬ struct¬ ors. Students. 1 Number in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing college. for Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Length of course in years. Clas¬ sical course. Scien¬ tific course. Male. 41 29 0 0 29 27 4 5 ] 6 1 2 106 6, 000 2 2 29 20 0 0 0 0 7 3 6 0 6 3 3 0 4 150 45, 000 1 0 4 14 0 0 4 7 0 2 0 2 0 2 3 40 0 2 0 28 0 32 0 4 c Amount from benefactions, $150. d Amount from benefactions, $4,000. 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 ,199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 2028 EDUCATION REPORT, 1894-95. Statistics of endowed academies, seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 CONNECTICUT 2 3 4 — cont’d. 228 Norwalk - . 229 Norwich (280 Broad- way). 230 Putnam . 231 Say brook . 232 Simsbury . 233 Southport . 234 Stamford . 235 Stamford (5 and 7 Wil¬ low st.). 236 Stamford . 237 . do . 238 _ _ do . 239 Suffield . 240 Wallingford . 241 Washington . 242 Water bury . . 243 Waterbury (corner Grove and Cook sts . ) . 244 Watertown . 245 Westport . 246 Wilton . 247 . do . 248 . do . 249 Windsor . 250 Winsted . 251 Woodbury . 252 Woodstock . DELAWARE. 253 Dover . . . 254 Milford . 255 Newark . 256 Wilmington . 257 Wilmington (Penn- syl vania ave. and Franklin st.). Norwalk Preparatory School .. Norwich Free Academy . Academy of Our Lady of Per¬ petual Succor. Private School (girls) . McLean Seminary . Seaside Seminary * . Betts’s Academy * . Miss Low’s School (girls) . Merrill College a School for Boys . School for Young Ladies * . Connecticut Literary Institu¬ tion. Rosemary Hall . The Gunnery . Convent of Notre Dame . St. Margaret’s Diocesan School Taft’s School . Staples High School . . Wilton Academy . Wilton Boarding Academy * . . Wilton Educational Institute. . Young Ladies’ Institute* . Gilbert School . Parker Academy . Woodstock Academy6 . Wilmington Conference Acad¬ emy. The Classical School . Academy of Newark and Del¬ aware Normal School.* Friends’ School . School for Girls . Carl A. Harstom, A. M _ Robert P. Keep, Ph. D _ Sister M. Paula . Miss F. C. Shepard . John B. McLean . • Miss Augusta Smith . William J. Betts . Miss Low . Hiram H. King Miss Catharine Aiken. . . . Rev. W. Scott, A. M . Miss Caroline Ruutz-Rees John C. Brinsmade . Sister St. Stanislaus . Miss Mary R. Hillard _ Horace D. Taft, A. M _ Henry S. Pratt . Edward Olm stead . Augustus Whitlock . Charles W. Whitlock . Miss J. S. Williams . John E. Clarke, Ph. D . Edward S. Bovd, M. A _ ■■ E. R. Hall, A: B . W. L. Gooding, Ph. D . Robert T. Sloss, A. B . Rev. James Dickson Shanks, D. D. Isaac T. Johnson, M. A . . . The Misses Hebb . Epis .... Nonsect R.C .... Nonsect Nonsect Nonsect Nonsect Epis .... Nonsect Nonsect Non sect Bapt. ... Epis .... Non sect R.C .... Epis .... Nonsect Nonsect Nonsect Nonsect Non sect Non sect Non sect Nonsect Nonsect M.E . Nonsect .. Presb . Friends (Hicksite).l Nonsect .. DISTRICT OP COLUMBIA. 258 259 260 261 262 263 264 Washington (8th st. Academy of the Sacred Heart c . and Maryland ave. SW.). W ashington . Academy of the Y isitation . Washington (1335 H st.NW.). Washington (1811 I st.NW.). Washington (3038— 3042 Cambridge place). Washington (1312 Massachusetts ave.) , Washington (1100 M st. NW.). Columbia College Preparatory School. Friends’ Select School . Gunston Institute . Holy Cross Academy _ Mount Yernon Seminary. Sister M. Wilfrid. Mother M. Agnes Ma- thaney. A. P. Montague, A. M., Ph. D. Thomas W. Sidwell . . Beverly R. Mason and Mrs. Mason. Sister M. Angelica . . Mrs. E. J. Somers . . R. C . R. C . Nonsect .. Nonsect .. Nonsect .. R. C . Nonsect .. Statistics of 1893-94. a No report received. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2029 other private secondary schools, 1S94-95 — Continued. Students. In¬ struct¬ ors. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. | Length of course in years. Number in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. r2 a Female. | d a 3 d g alding . Bev. J. B. Bleckman . Mother Annunciata . John Vance Poole, A. M.. Sister Mary Veronica Bobert L. Kelly . Adolpheus E. Harvey . Sisters of Providence . Sister M. Ambrose . J. F. Cousins . G. W. Neet . Sister Mary Bernardine. . . Ellwood P. Cubberley _ A. V. Hodgin . Edwin H. Bishel . B. H. Gordon . Bev.Theo.F. Brewer . Miss Lida A. Bobe . W. L. Chapman, A. M., Ph.D. H. L. Hopkins . G. A. Graves . E. W. Beard . J. W. Wolf . O. A. Sauer . . . St. Mary Bertha . Sister Mary Agatha . E.D. Stout . O. P. Fairfield, A. M . Bev. T. D. Ewing, D. D - Sister M. Henrietta . Sister Mary Gonzaga . Harvey Bay Coleman, A. M. Bev. J. T. A. Flannagen . J. Breckenridge . Charles W ard Macomber, A.M. Eachel C. Clarke, A. M. . . . John P. Carroll, D. D . J. A. Beard . Bev. Christian Anker . W. S. Lewis, A. M . T. Tobin, A.M . Sister Mary Berchmans . . . Miss Miriam Crumly . William W. Cook . W. A. Willis . *Statistics of 1893-94. a Amount from benefaction, $5,000. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2039 other private secondary schools , 1S94-95 — Continued. ab¬ stract. ors. Students. Length of course in years. j Number in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific ■ appa¬ ratus. Total second- arystu- dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Clas¬ sical course. Scien¬ tific course. IS <9 O 15 a Female. 6 6 *"3 § PR Male. Female. Male. ® a ® Pr Male. r2 a S Female. p2 Female. Male. d 'cS a © ft © rc3 a © a © fH d 'ci Female. r2 a Female. Male. Female. 5 6 7 § 9 1© 11 13 13 14 15 16 17 18 19 3© 31 « 1 e* 1 33 34 5 5 187 183 0 o 0 0 10 8 11 4 493 1 2 25 14 0 0 14 7 2 2 2 2 4 4 1 1 3 400 $3, 500 494 1 2 jj 7 o o 18 6 4 5 0 0 12 2 3 2 500 20, 000 495 0 5 0 109 0 0 0 0 7 2 496 3 1 50 35 o o 0 0 2 2 2 2 4 600 i 10, 000 497 3 i 58 48 o o 0 0 12 18 4 2 75 5’ 000 498 3 1 52 20 48 10 9 4 8 2 2, 500 25| 000 499 5 3 83 84 o .... o 38 32 13 9 4 3 4 2, 000 23, 300 500 1 34 11 0 0 20 11 1 1 2 3 2 0 2 0 3 500 2, 000 501 0 2 *>? 8 3 2 2 2 4 200 10, 000 502 1 1 32 26 0 0 18 14 20 10 15 10 6. 4 6 4 2 1, 000 8, 000 503 4 3 118 70 o 0 70 15 6 12 3 8 7 3 GO 1, 200 30, 000 504 2 2 32 34 0 0 46 28 0 0 0 0 13 14 0 0 4 0 15, 000 505 2 2 2 6 o o 56 89 o 0 0 o 2 6 2 15, 000 506 3 1 50 30 o o 20 4 2 0 1, 206 40* 000 507 0 2 0 23 1 6 9 0 12 0 5 0 5 0 4 500 25, 000 508 2 2 40 1 26 20 53 10 6 3 509 1 1 5 11 .... 5 0 1 0 1 0 4 50 1 300 510 2 0 24 18 o J 0 14 18 o j 0 I 0 0 7 4 1,200 30, 000 511 0 5 0 40 o 0 0 50 1 0 5 0 4 5 2, 000 30, 000 512 2 30 46 0 0 0 0 5 7 16 27 7 ! 14 7 10 4 1, 000 18, 000 513 0 1 8 7 0 0 5 9 2 2 0 0 o 0 0 o 4 2, 500 514 1 1 15 12 o 0 10 3 0 2 1 0 4 6 1 2 300 3, 500 515 2 4 60 41 0 0 12 11 10 6 12 5 8 6 6 3 4 500 30, 000 516 0 4 0 25 0 0 0 40 0 0 0 0 4 900 517 3 4 45 40 1 0 0 5 4 12 I 8 3 3 3,000 14, 000 518 3 1 41 16 81 100 4 3 1 1 3 1, 100 60, 000 519 3 0 16 12 o i 0 12 10 .... 0 0 4 300 6, 000 , 520 4 0 70 14 I 3 1 79 14 _ _ 1 2 2 3 700 60, 000 521 2 0 13 9 0 0 13 14 1 1 3 522 0 4 0 60 0 0 0 40 0 20 0 1 0 2 4 650 10, 000 523 0 2 5 3 0 0 13 20 0 0 0 0 3 524 10 0 130 0 0 0 77 0 0 0 76 0 17 0 3 2, 000 200, 000 525 8 0 47 0 0 0 15* 0 4 0 6 0 62 j 500 100, 000 526 2 3 9 14 1 0 9 49 1 1 6 0 2 3 1, 000 13, 635 527 1 1 19 16 12 10 8 10 1 1 1 1 3 400 4, 000 528 1 2 15 14 33 17 6 5 6 5 2 0 3 500 2. 000 529 3 3 38 37 0 0 1 4 0 3 25 20 1 6 1 5 3 200 60, 000 530 2 5 60 53 30 35 6 2 6 10 5 0 4 300 60, 000 531 3 0 8 10 0 0 62 50 2 0 0 0 0 0 2, 000. 532 2 4 1 66 0 0 10 46 1 4 0 0 0 5 0 2 500* 533 1 2 6 o o 10 9 1 2 0 0 1 3 1 3 3 41 534 1 0 5 6 0 0 20 10 1 1 0 0 0 0 0 0 41 0 6, 000 535 2 1 25 14 0 0 30 40 3 8 2 2 10, 000 536 3 4 37 35 0 0 12 20 2 4 3 500 8, 000 537 1 0 2 5 9 8 3, 000 538 1 0 25 5 0 0 20 15 7 4 10 8 4 2 4 2 4 5, 000 539 2 1 15 14 0 0 14 10 0 0 7 3 0 0 0 0 o ! 3, 000 540 /Amouni from benefactions, $860. h Amount from benefactions, $737. g Amount from benefactions, $300. % Amount from benefactions, $2,000. 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 EDUCATION REPORT, 1894-95. Statistics of endowed academies , semh State and post-office. Hame. Principal. 1 3 Kentucky — continued. Buffalo . . Burkes ville . Cadiz . Campbells!) urg . . Campbellsville . Carrollton . Cecilian _ . Clinton . . do . Corinth . Covington . .. . do . . do . Cynthiana . . . . do . Elizabethtown . . Elkton . Flat Gap . . Flippin . Frankfort . Fulton . Gethsemane . Greensburg . Greenville . Hal way . Hampton . . Hazel Green . Henderson . . do . . Hindman . . Hopkinsville . . Hustonville . . Independence . . Jackson . . . Eirksville . . La Grange . . do . Lexington . . . . do . . Loretto . Louisville . . Louisville (1225-1227 4th ave.;. Louisville . . . do . . . do . . .....do . . do . . . do . Mayfield . East Lynn College. . . Alexander College * _ . _ ... Cadiz High School . . Camp bells burg Graded School. Campbellsville High School*.. St. John the Evangelist . . Cecilian College* _ _ Clinton College . Marvin College * . Horthern Kentucky normal School. Educational Institute of Cov¬ ington. notre Dame Academy . Eugby Preparatory School .... Harrison Female College . Smith’3 Classical School . Hardin Collegiate Institute. . . . Yanderbilt Training School... Enterprise High School * . Monroe normal School . St. Joseph’s Academy . Fulton normal and Business College. Gethsemane College . Greensburg Academy . Greenville Ladies’ College and College for Young Men. Douglas Academy . Hampton Academy . Hazel Green Academy . Henderson Female Seminary . . Henderson High School . Hindman School . . Hopkinsville High School *... . Christian College * . Independence High School .... Jackson Collegiate Institute. . . Elliott Institute . Funk Seminary . . Tbo La Grange Academy* . Alleghan Academy . St. Catharine's Academy . Loretto Academy . Allmond’s University School.. Collegiate School* . . Flexner’s School . Hampton College . Kentucky Home School . Louisville Training School for Boys. Presentation Academy . St. Xavier’s College . West Kentucky College* . H. H. Montgomery . M. Avery Colton . H. L. Holt . J. TV. Pearcy . J. K. Sanders . I. M.Ahmann. rector . A. D. Cecil, president; - - Edward K. Chandler, D.D. J. C.Deanand J.C. Speight A. A. Hibner, A. B . Dr. Alois Schmidt _ Sister Superior . . K. J. Morris, A. M . J. A. Brown. .... . H. F. Smith . . . L. TV. Doolan, B. A . E. E. Crockett, B. A . James G. Talbert . E. T. Thomas . Sister Liguori . A. M. Kirkland . M. Edmund . K. van der Maaten . Mrs. S. T. Hall . Eev. James Eice . TV. TV. Appleton . ¥m.H. Cord ...’ . Miss S. S. Towles . Miss Annie M. Starling - . . George Clarke . James O. Ferrell . M. G. Thomson . George TV. Dunlop . Eugene P. Mickel, M. A., D.D. TVliitty TYal^rop . Thad. TVilkerson, B. S., I. S. John J. Eoberts . A. X. Gordon . . . Mother Cleophas Mills ... Mother Catharine . Marcus B. Alim ond, LL. D. Mrs. P. B. Semple . Abraham Flexner . L. D. H. Cowling . Miss Belle Peers. . . H. K. Taylor, A. M . Sister Eufropia . Eev. Brother Stanislaus . . . Henry A. MacDonald, M. A. Maysville . . — "do . Millersburg Hayswood Female Seminary .. St. Francis de Sales Academy*. Millersburg Training School for Boys and Young Men. Eev. J. S. Hays, D. D . Mother Dolores Smith.... C. M. Best.C. E . * Statistics of 1893-94. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 2043 other private secondary schools, 1894-95 — Continued. In¬ struct¬ ors. Students . Length of course in years. | Number in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for coliege. Gradu¬ ates in 18*95. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Clas¬ sical course. Scien¬ tific course. <6 a 6 s s Female. Male. r2 ! Male. Female. 3 £ Female. Male. Female. 5 6 7 8 © 1© 11 12 13 14 15 10 17 18 1© 3© 21 22 ! 23 24: 1 0 75 0 o 10 50 0 50 0 8 0 8 ' 800 7 116 42 0 o 22 10 13 2 .... 1 8 o o o 0 75 0 25 | 0 4 0 1 - 5 1 400 1 \ o 15 o o 2 18 o 0 0 0 0 1 o 0 4 1 16 o o o 6 0 7 0 9 o 2 0 2 0 0 8 0 32 o o 0 8 0 2 4 1,200 $12, 000 2 4 0 47 13 136 0 1 0 8 0 9 0 2 500 125, 000 0 3 0 30 o 0 0 30 0 3 0 0 0 4 ! ! 4 200 0 9 0 40 12 30 o 0 o o 0 7 0 0 3 3 0 30 o o o 30 0 16 0 12 o 4 ! 0 4 o 50, 000 6 0 71 o o 0 24 0 17 0 19 0 13 0 13 0 250 10, 000 8 o 39 0 0 0 0 0 1 0 38 0 1 16 ' 0 16 0 4 300 5, 000 4 0 52 0 0 0 22 0 12 0 20 0 4 0 4 0 4 52 2, 000 118, 150 1 1 1 5 o o 9 25 0 1 0 0 0 1 o 0 4 15, 000 1 1 19 33 0 0 6 4 10 12 2 1 4 4 4 4 4 880 24, 000 1 3 39 55 0 0 59 63 3 1 1 0 3 4 2 0 3 .... 1,603 2 1 25 18 6 0 7 1 1, 200 •"is,' 000 4 0 40 0 0 0 6 0 6 0 15 0 3 0 3 0 4 46 400 11 1 128 0 0 0 12 0 7 0 30 0 20 0 13 0 3 128 1,000 50, 000 0 5 ! 0 66 0 0 0 26 0 8 0 0 0 7 0 0 4 ! i, ooo 1 0 2 12 0 0 19 33 0 0 0 o 341 1, 000 2 2 52 27 0 0 20 18 6 2 10 1 4 5 0 5 0 4 500 16, 050 2 2 16 13 0 0 2 0 1 0 0 0 2 2 1 0 3 460 16, 377 0 3 1 19 0 0 36 107 1 1 0 5 ] 1 4 875 60, 380 1 1 8 7 0 0 0 0 0 0 1 0 0 0 0 0 4 800 300 0 3 0 25 12 12 0 3 0 o 1,000 5, 000 1 6 0 96 0 0 7 43 0 20 0 0 0 8 o 0 3 35, 000 1 2 0 10 0 0 70 60 o 0 o o 4 .... 300 8 0 90 0 0 0 32 0 30 0 13 0 24 0 18 0 4 90 6 4 88 103 0 0 6 6 3 4 1 o 4 1, 600 72, 775 1 0 8 3 0 0 2 0 4 1 1 0 4, 000 0 6 0 60 0 0 0 30 0 8 0 8 3 1, 500 3 0 21 0 0 0 16 0 17 0 4 0 3 150 700 0 5 0 44 0 6 0 0 0 4 0 4 1 0 27 0 0 o ! 0 0 11 0 14 0 8 0 6 0 2 800 350 0 7 0 60 3 10 0 5 0 10 200 30, 000 0 8 0 76 0 0 30 60 0 0 0 0 0 22 0 0 4 2, 191 0 4 0 32 0 10 0 3 0 j 5 4 .... 4 0 35 0 0 0 12 0 12 0 1 9 1 1 0 1 . 1 j 6 .... ! 570 25, 000 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 a Amount from benefactions, $10. 20' 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 7353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 1378 1379 1380 1381 1382 1383 1384 1385 * Si si. 8 EDUCATION REPORT, 1894-95, Statistics of endowed academies State and post-office. Name. Principal. 1 3 new YORK — continued. Rome . Eondout . Rosylin . Round Late . Sag Harbor . Sherwood . Sing Sing . . do . Sodus . Southokl . Stapleton . Syracuse . Tarrytown . . do. . . Troy . . do . . ... .do . . do . . . Union Springs . Utica . 1 . . do . Verona . Walworth . "Watertown (17 Clin¬ ton st.). Westchester . W est New Brighton . . NORTH CAROLINA. St. Peter’s Academy . St. Mary’s Academy . Rosylin Classical School . Round Lake Institute . Academy of Sacred Heart of Mercy. Sherwood Select School a . Ur. Holbrook’s Military School Mount Pleasant Military Acad¬ emy. Sodus Academy . Southold Academy b . Staten Island Academy and Latin School. Academy of the Sacred Heart*. St.John’s Catholic Academy.. MissBulkiey’s School for Girls Irving Institute . La Salle Institute . St. Peter’s Academy . Troy Academy . . Troy Female Seminary . The Oakwood Seminary . Mrs. Piatt’s School . Utica Catholic Academy . The Home School . Walworth. Academy . The Irving School * . Sacred Heart Academy . St. Austin’s School . Sister Holy Family . Sister M. Leon tine . Rev. James Hall . James C. Weld . Mother St. Basile . A. Gertrude Handers . Rev. D. A. Holbrook . C. F. Brusie, A. M . Prof. Lewis H. Clark . Annie A. Allis, A. B . Frederick E. Partington, A. M. Rev. M. Clune . Miss H. L. Bulkley . John M. Furman, A. M - Rev. Brother Edward . Sister M. Odilia . Maxcy & Barnes . Miss Emily T. Wilcox _ Isaac Sutton . Mrs. Julia C. G. Piatt . J. S. M. Lynch, DU., LL.D Mrs. Theodosia Foster - Prof. A. H. McMurry . Miss Edith L. Cooper . Brother August . Rev. G. E. Quaile, head¬ master. All Healing . Arnold . . Asheville . . do . . do . Augusta . Autry ville . Belmont . . do . Belvidere . Bensalem . Bethany . _ . Bethel Hill . Boonviile . Burlington . . Burgaw . Caldwell Institute . . . Candor . Charlotte . Chocowinity . Clinton . Clyde . Como . Conover . . Concord . Culler . Jones Seminary for Young Ladies. Arnold Academy . Bingham School . Home and Day School for Girls . Ravenscroft School . Hodges Business College . South River Baptist Institute. Sacred Heart Academy . St. Mary’s College . Belvidere Academy . Oak Grove c . Bethany High School . Bethel Hill Institute . Yadkin Valley Institute . Burlington Academy . . Burgaw High School . Caldwell Institute . Candor Institute . . . Charlotte Military Institute.. . Trinity School . Clinton Collegiate Institute * . . Clyde High School . . Buckliorn Academy . Concordia College . Scotia Seminary d . Pinnacle School* . Rev. C. A. Hampton . W. B. Scarborough . R. Bingham, A. M., LL.D. Miss Harriett A. Champion T. H. T. Wight . J. D. Hodges, A. M, . J. W. Smith, Jr . Mother M. Teresa . Rev. L. Haid, D. D., G.S.B. Adelaide E. White . T. M. Langley . R. H. Biesecker . Rev. J. A. Beam . R. B. Horn . R. T. Hurley . . . O. J. Peterson, A. B . J. H. McCracken, A.M... J. J. Dunn . Maj. J. B. Baird.. . N. C. Hughes . Ernest M. Hobbs . Rev. R. A. Sentelle . Julien Henri Picot, LL.D. Rev. W. H. T. Dau . D.J. Satterfield, D.D . Charles T. Ball . istics of 1893-94. a Amount from benefactions, $98. b Amount from benefaci STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2079 Oilier private secondary schools, 1S94-D5 — Continued. Students. In¬ struct¬ ors. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Length of course in years. Number in military drill. Volumes in library. 1 Value of grounds, ''build¬ ings, and scienti fic appa¬ ratus. Clas¬ sical course. Scien¬ tific course. © r3 S Cl g o Ph r2 a r2 rc3 I £ r2 a Female. | Male. Female. r2 £ Female. © rc3 a Female. r2 Is N © © ^ 1 Male. Female. 5 6 7 8 9 1© 11 13 13 14 15 19 17 18 19 3© 91 S3 S3 S4 0 0 19 0 0 0 56 0 1 0 0 0 4 0 0 4 640 ( $25, 200 0 2 2 9 0 0 24 0 1 0 1 1 1 7 4 0 0 4 0 2 2 1 0 0 0 0 0 5 500 6,000 2 3 34 19 0 o 10 13 2 2 5 3 4 34 2,025 80, 799 0 5 0 27 13 0 3 0 2 21 10 o o 3 4 0 0 0 0 o 1 0 o 4 20, 000 6 0 40 0 0 0 20 0 8 0 5 0 4 0 4 0 4 40 1, 000 30, 000 3 0 15 0 0 o 15 0 i 0 8 0 1 o 4 15 12, 000 150, 000 1 3 15 20 0 0 32 36 0 0 2 3 2 7 1 2 4 200 4, 000 2 l 19 12 0 0 12 13 5 0 1 0 4 0 3 0 2 160 15, 000 2 3 42 22 o o 78 82 6 1 2 1 4 36, 000 1 1 7 21 o o 218 217 15 o 0 o 0 4 0 3 16 20 0 0 238 214 2 6 0 0 0 3 0 0 3 ! 1,464 44, 932 0 4 0 20 0 34 1 500 2 0 30 0 0 0 18 0 2 0 10 0 0 0 0 0 3 2, 000 7 0 70 0 . 0 0 160 0 5 0 6 0 12 0 4 0 4 "76" | 1, 835 26, 329 2 3 8 33 0 0 239 331 0 0 0 0 0 8 0 0 4 ! 680 65, 481 6 0 96 0 0 0 50 0 20 0 29 0 9 0 6 0 3 "96’ I 1, 078 17, 300 0 6 0 95 0 0 0 36 0 7 f 0 4 ! 2,215 245, 925 1 1 11 6 33 17 4 4 0 4 0 70 0 0 0 50 0 5 0 0 0 25 0 7 ! 7, 000 00 O O O O 0 2 0 22 0 0 121 251 0 0 0 0 0 6 0 6 0 1 1 7 2 2 2 1 I 1 2 4 25 16 25 0 3 0 1 0 1 | 600 0 1 0 15 0 0 6 19 0 0 0 2 0 1 0 0 6 0 50 0 0 0 45 0 20 0 0 0 0 0 0 0 3 800 300, 000 6 0 38 0 0 0 0 0 4 0 6 0 3 0 3 0 4 *38* 84, 000 0 4 0 60 0 0 0 30 0 8 3 700 15, 000 1 0 25 14 0 0 4 1 0 0 0 0 LOGO 6 0 101 0 0 0 0 0 35 0 10 0 30 0 5 0 4 101 60, 000 1 3 0 32 9 o 0 0 0 0 0 o 3 0 15 0 . 0 0 0 0 15 0 300 1 1 13 14 0 0 8 4 8 4 4 4 0 0 0 0 .... 1 0 10 21 10 9 2 2 0 0 0 0 0 0 1, 000 0 6 0 17 0 17 0 0 0 5 3 200 6 0 63 0 0 0 29 0 36 0 0 0 16 0 8 0 5 7,365 95, 000 0 1 4 6 0 o 23 30 .2 4 o 0 0 o 4 1, 000 1 0 20 35 0 0 25 20 4 0 0 0 0 0 0 0 4 100 1 0 14 5 0 0 9 4 9 5 3 0 4 1, 167 1, 800 3 2 20 11 0 0 43 28 4 0 5, 000 3 2 85 55 0 0 10 8 6 2 1 0 0 0 0 0 4 . 159 1, 000 2 0 10 5 0 0 40 25 5 5 4 0 5,000 0 1 6 9 0 0 30 35 3 4 2 0 600 1 1 38 35 0 0 30 35 6 4 4 3 0 0 0 0 4 100 3, 000 1 0 13 7 12 10 2 4 0 0 0 o 2 300 2 0 65 0 0 0 10 0 10 0 2 0 2 0 2 0 4 40 3,000 o 1 26 8 0 0 16 6 11 1 6 2 6 2 4 1,100 1 2 20 16 0 0 28 23 4 7 6 3 1, 800 0 1 6 4 0 0 74 81 5 3 0 0 2,200 1 0 10 0 20 0 10 0 4 I 2, 000 1, 000 4 i 0 24 9 0 0 0 0 11 8 1 0 1 0 1 1, 000 1 4 0 15 0 15 0 270 0 8 3 1, 000 60, 000 2 2 25 12 15 8 7 1 3 4 ! 0 0 0 0 0 50 1. 500 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1384 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 1378 1379 1380 1381 1382 1383 1384 1385 c Amount from benefactions, $500. • cl Amount from benefactions, $1,500. 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 1435 1436 1437 *Sta- EDUCATION REPORT, 1894-95. Statistics of endowed academies, seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 3 3 4 NORTH CAROLINA— con¬ tinued. Curtis . Friendship High School . E. Lee Fox . Nonsect .. Dalton . Dalton Institute . Prof. W. A. Flynt . Nonsect .. Elizabeth City . Atlantic Collegiate Institute.. S. L. Sheep . Nonsect .. Elon College . Elon College a . Fair View Collegiate Institute. I Rev.W.W. Stalley, A.M., D. D. J. H. Yarboro . Christian . Rn.pt, Thomas C. Amick, L. I. . . Nonsect .. Nonsect .. Ppin Male and Female Academy. . . . Leon Cash . Mrs. Fanny Morrow M. F. Foster . Rapt _ High School . . M. C. Allen . Meth Franklinton Christian College c N. Del McReynolds . Nonsect Non sect .. Nonsect .. Meth . R. Bruce White . Gastonia . . Gaston Institute . . . J ames M cDo well Douglass James R. Bives . Goldston . Goldston Academy and Busi¬ ness College. Bennett College* . Hayesville High School* . Greensboro _ _ J. D. Chavis . Meth Hayesville W. H. Phillips . Nonsect .. Nonsect .. Nonsect . . Henderson . .... Gilmer High School . John A. Gilmer . Hertford . Hertford Academy* . Hibriten Mountain Academy.. J.C. Kittrell, A. B . Hi hr i ten E. B. Phillips Nonsect .. Highlands . Shortia School d . Thos. G. Harbison . Non sect . . Hillsboro . . . Hillsboro Male Academy . F. C. Mebane . Non sect . . . clo . Select Private School . Mrs. Bragg and Miss Nonsect . . Holly pprincrs Hoi 1 y Snri n vs A ca rl em y . Heartt. C. Prank Silp.r . Nonsect . . Hookerton . Hookerton Collegiate Institute. James E. Patrick . Nonsect . . Huntersville . Huntersville High School . Hugh A. Grey . Nonsect . . Ilex . Holly Grove Academy . High School . A. B. Beck, A.M . Luth •T on enhoro Meth Kernersville . Kernersville Academy . Lincoln Academy . Ii. H. Willis, A. B . Meth Kings Mountain . Miss L. S. Cathcart . Cong Kinston . Lewis’s School . Bichard H. Lewis, A. M. . . Misses V. and H. Patrick. Non sect . . . do . . Misses Patrick’s Boarding and Nonsect . . Renoir _ r _ . . Day School. Barnes Home School . E. L. Barnes, A. B . Brash _ do . Davenport College . John D.Minick, A. M . M. E _ . do . Kirkwood School . Miss E. L. Rankin . Presb Lexington _ ....... Lexington Seminary . Thomas Carrick . Nonsect . do . Pilgrim Academy * . J. C. Leonard . Ger. Ref.. M.E. So.. Non sect .. Rapt Littleton _ . Littleton Female College . J. M. Rhodes, A. M . Louisburg Louisburg Male Academy . S. McIntyre . Lnmherton Bobeson Academy. . . John Duckett . Madison Madison High School*....- . A. L. Betts . . . Nonsect .. Nonsect .. M.E . Magnolia Magnolia Military Institute. . . Graham Academy . O. C. Ferrell . Ma rsh all her v . Bev. W. O. A. Graham, A. B. A. E. Booth, A. M., Ph. D. Plummer Stewart . Mars Hill Mars Hill College . Rapt Marslwille Marsh ville Academy . Non sect . . Median e . . High School of Orange Pres¬ bytery.* Mountain View Institute . Rev. E. C. Murray . Presb . M i 7, pah _ _ _ M. T. Chilton . Nonsect . . M oclf sville . Mocksville Academy . Geo. E. Barnett, A. B . Misses Mattie Eaton and Nonsect . . ...do . Sunnv Side Seminary . Nonsect .. Laura Clement. Moravian Falls . Moravian Falls Military Frank B. Hendren, B. L. . . Nonsect .. Morgan ton _ Academy. Boys’ High School . Leonard H. Query . Non sect . . M or ven . . Morven High School . George W. Pilcher . Meth . Mount Olive . High School* . E. P. Mendenhall . Non sect .. of 1893-94. a Amount from benefactions, $50,000. b Amount from benefactions, $500. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2081 other private secondary schools, 1894-95 — Continued. Students. In¬ struct¬ ors. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in tbe class that graduates in 1895. | Length of course in years. | Number in military drill. Y olumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. Male. | Female. Male. © Ifl a © PR r® 15 a r2 15 a © pH Male. <6 15 a © PR r2 15 a 15 a © pH 6 15 © \ a © ! PR 1 Male. Female. Male. Female. 5 6 7 8 9 io 11 IS 13 14 15 16 17 IS 19 SO 25. 22 23 24 1 o 10 25 15 3 2 0 0 0 0 o ] 10 20 0 4 $1 300 4 1 40 44 0 0 50 40 20 15 4 0 1 0 1 0 4 .... 100 6,000 o 1 25 16 18 40 10 10 10 3 2 1, 000 100 000 1 1 17 o o 25 42 10 13 4 3 0 0 o o 4 8 000 1 1 97 o o 25 12 4 0 6 6 0 0 4 5 000 1 0 20 5 0 0 22 21 5 0 0 0 0 0 0 0 3 175 l’ 500 o 1 o 13 0 9 0 12 1 1 1 7 12 o o 10 500 1 500 1 1 98 20 10 8 5 5 2* 000 1 1 4 12 4 12 66 80 0 0 3 2 2 2 0 0 3 1, 500 6* 000 1 1 13 10 o o 21 19 9 8 1 700 1 2 0 30 6 o 70 60 3 4 3 4 5’ 000 1 0 20 18 15 20 20 12 3 1 4 3 4 3 1, 000 5 5 92 106 92 106 5 0 3 7 35, 000 2 1 50 30 30 20 4 5 1 1 30 0 0 0 10 0 5 0 2 0 2 0 4 0 1, 000 1 1 16 21 13 22 1 3 1 3 1, 800 1 1 30 20 0 0 20 20 2 4 2 4 0 0 0 0 3 1, 000 1 0 5 6 0 0 10 4 0 0 1 0 0 0 0 0 4 1,500 6, 000 1 0 1] 0 0 0 1 0 1 0 0 o 1 0 0 0 1 13 14 o o 10 11 0 0 0 o 800 0 2 50 50 o o 30 23 15 13 21 9 13 3, 500 1 0 4 3 o o 17 26 2 2 0 o 0 0 o 0 0 1, 000 0 3 35 18 0 o 36 31 16 10 0 2 0 2 3 200 5, 000 1 1 14 6 19 29 G 0 1 0 0 0 3 100 1, 000 1 1 20 19 o o 20 26 11 7 7 6 4 5, 000 1 0 25 22 0 o 19 17 6 o 1 1 0 1,500 0 3 5 14 5 14 57 108 1 3 20 13 0 o 10 8 2 5 1 0 3 150 800 0 3 0 16 0 o 12 0 0 13 o 0 2 O' 21 0 0 0 6 0 6 0 10 0 3 0 3 0 4 100 4,000 2 2 15 22 0 0 25 20 0 3 4 300 21, 000 0 2 2 18 0 0 0 0 0 0 0 0 0 0 0 0 400 5, 000 1 0 27 22 0 0 15 16 4 3 0 1 2 2 2 2 3 500 5, 000 1 1 20 0 15 17 1, 000 1 4 0 50 0 0 0 30 0 10 0 7 6 0 600 15^ 000 1 0 20 0 0 0 15 0 10 0 1 0 2 0 2 0 2, 000 1 1 25 10 0 0 45 31 o 0 0 0 2 100 6, 000 1 1 39 30 0 0 16 15 5 7 2 0 100 2, 000 3 0 51 0 0 0 5 0 10 0 12 0 22 0 22 0 4 6, 000 1 0 G 4 0 0 55 5G 0 0 6 4 0 0 0 0 4 2, 000 1 1 135 71 25 29 15 12 6 2 3 570 30, 000 1 1 49 49 0 0 30 25 3 15, 000 2 0 44 0 0 0 0 0 6 0 0 2 2 0 2 0 125 1 0 8 8 27 17 0 2, 000 1 1 30 21. 0 0 0 0 6 5 0 0 5 4 5 4 3 350 1,500 0 2 6 24 0 0 14 26 1 15 1 o 200 15 1 0 15 2 0 0 60 48 2 2 1 0 0 2 0 2 17 300 1, 500 1 0 11 0 0 0 12 0 4 0 0 0 1 0 1 0 3 0 0 2 25 15 0 0 20 25 6 4 3 0 0 0 0 0 3 0 1, 000 1 1 12 11 0 0 6 6 2 0 5 6 0 0 0 0 90 750 d Amount from benefactions, $100. 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 1435 1436 1437 c Amount from benefactions, $1,100. ED 95 - 66 20* 1438 1439 1440 1441 1442 1443 1444 1445 1446 .1447 1448 1449 1450 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 1487 1488 EDUCATION REPORT, 1884-85. Statistics of endowed academies , semh State and post-office. Name. Principal. 1 3 3 NORTH CAROLINA— con¬ tinued. Mount Pleasant . Mount Vernon Springs New Berne . . Newport . North. Catawba . Oakdale . . Oak Ridge . . . Ora _ .... _ _ Oxford . . . . .. .do . Palmerville . Peedee . . Penelope . Pleasant Garden - Pocket - - . - - Mount Amcena Seminary . Mount Vernon Springs Acad¬ emy. New Berne Collegiate Insti¬ tute. Newport Academy . ...... Amherst Academy . Oakdale Academy . . Oak Ridge Institute _ _ Salem High School. _ _ The Francis Hilliard* . Horner School . . . Vadkin Mineral Springs Academy. The Barrett Collegiate and In¬ dustrial Institute.* Penelope Academy - Pleasant Garden Academy .... High School . . Poes ... Polkton Raleigh _ do. . . do.. Buie’s Creek Aeademy . Polkton Academy - Miss Hinsdale’s School. Peace Institute . — , Raleigh Male Academy. do do, St. Augustine’s School - St. Mary’s School - - Ramseur . . . . Reidsville .. . Rich Square. Ramseur High School . ... Reidsville Female Seminary - . . Aurora Academy a . . Rev. C. L. T. Fisher . Rev. O. T. Edwards . J. D. Hodges, A. M . G. W. Mewborn . R. L. Moore, A. B . George H. Ross, B. A . J. A.&M. H. Allen . A. F. Howard . Miss Margaret B. Hilliard - Horner & Drewry . E. F. Eddins . A. M. Barrett . . Rev. C. M. Murchison _ A. C. Sherrill, B. S . Allen Jones and I. W. Hughes. Rev. J. A. Campbell . TV. F. Humbert . Miss Margaret Hinsdale. . J ames Dinwiddie, M. A. . . Hugh Morson and C. B. Denson. Rev. A. B. Hunter, A. B . . . Bennett Smedes, A. M., D.D. D. M. Weatherly . Miss Annie L. Hughes . . . Chas. G. Cook . . . Ridgeway . Rocky Mount . Honda.... ...... Roxobel - - - - Rowland - Rutberfordton Salem . Saluda _ Selma . Scotland . . Siler City _ Sonoma . Snow Hill . Southport . Sunshine . Tabernacle Table Rock . . . Tarboro . Taylorsville. . . Tkomasville. . . Trenton . Union Bridge . Wadesboro.... Wakefield . Walnut Cove.. Warren ton.... Ridgeway High Sehool . University School . The Inter- Collegiate School. . . . Roxobel Academy *...... . . Plain view Aeademy . Rutherford Military Institute. Salem Boys’ School*... . Saluda Seminary . Selma Academy . . Scotland Neck Male Sehool _ Thompson School . . Bethel Academy.. _ _ _ Greene Academy * . . Southport Collegiate Institute. Sunshine Institute - Tabernacle Academy _ _ _ _ Table Rock Academy. . . Tarboro Female Academy . Taylorsville Collegiate Insti¬ tute. Tbomasville Female College. .. Trenton High School* . UDion Bridge Academy . Wadesboro Graded Institute *. Wakefield English and Clas¬ sical SchooL* High School . . Warren ton Male Academy *. .. John Graham.. . Wm. Holmes Davis, A. B . J. E. Green, A. B . . S. B. Johnson, A. M . . Mai. J. R. McLean. . . W. T. R. Bell, A. M . James F. Brower, LM... Miss Mary C. Phelps . Palmer Dalrympel . Prince & Wilson . J. A. W. Thompson . H. P. Bailey, A. M . J. B. Williams, sr . G. G. Crichett . D. M. Stallings . Prof. S. A. Hodgin . Prof. W. A. Rankin . D. G. Gillespie . Rev. J. A. White - - - H. W. Reinhart . Wm. Henry Rhodes . Rev. Thomas W. Strowd . . James A. McLauchlin .... J. C. Clifford, A. B . Isham Royal.o . C. H. Scott... . * Statistics of 1893-94. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 2083 ether private secondary schools, 1894-95 — Continued. In¬ struct¬ ors. Students. | Length of course in years. F umber in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in tlie class that graduates in 1895. Clas¬ sical course. Scien¬ tific course. s Female. r2 £ © a a © ft p2 "cj © a © rc3 $ Female. | © rc3 a Female. © 'cS Female. © S Female, j Male. Female. 5 e 7 8 © 1© ii 13 13 14 15 16 17 18 19 3© 31 33 33 34 1 9 ft 73 o o 8 99 0 12 100 $5, 000 1438 1 o 6 a 14 21 1, 000 1439 2 2 0 o 10 10 15 1,000 1440 1 0 6 G 24 37 2 9 600 1441 1 0 12 8 0 0 28 35 5 g 0 0 4 1 4 1 150 900 1442 1 0 13 17 0 0 32 28 3 0 600 1443 G 1 180 10 0 o 10 G 22 o 15 0 17 1 3 2, 000 50, 000 1444 1 70 20 15 200 1445 o’ 0 27 0 0 4 0 7 0 3 i 500 6,000 1446 G 0 97 0 0 0 0 0 15 0 50 i 0 6 0 • G 0 ■ 5 75 18, 000 1447 2 0 43 25 24 9.9. 5 4 1 2 GOO 1448 i 1 40 57 40 57 20 25 10 1 o ° 0 ' 800 4, 890 1449 i 1 10 7 0 0 10 15 2 1 0 0 0 0 0 0 3 0 500 1450 i 0 1 G 0 0 23 12 1 1 o 400 1451 2 0 19 8 0 0 44 21 5 o 1, 600 1452 5 1 85 56 0 0 30 30 0 0 0 o i o 1, 000 1453 1 1 12 10 43 40 6 0 3 600 1454 0 2 0 8 0 0 0 7 0 o o o 1455 2 13 0 149 0 25 .... o 9 1 1456 2 0 60 0 0 0 50 0 25 0 15 0 8 0 8 0 5, 500 1457 3 0 18 23 18 23 54 111 0 1 1458 1 10 0 135 0 0 0 ' 0 1 0 7 ; 0 1 3,000 i 1459 I 1 34 26 1 31 34 30 22 3 2 10 13 ■ 10 13 4 2, 000 1460 0 2 G 30 0 0 8 22 0 8 0 2 0 0 0 0 3 3G ’ 4,000 1461 1 0 4 14 o : 0 26 22 1 1 0 3 0 0 0 0 104 1, 000 1462 1 2 20 20 30 15 25 10 1 7 5 250 ' 20, 000 1463 1 2 32 38 0 0 50 41 o 0 0 0 2 6, 300 1464 1 1 32 31 0 0 6 9 3 2 2 3 o 0 0 0 50 1, 500 1465 1 1 15 10 0 0 11 2 0 1 3 400 1466 I 0 10 6 0 0 15 14 1 3 o o 0 o 1 0 1, 000 1467 2 1 65 57 30 15 36 19 4 .... 44 500 8,000 1468 1 0 36 0 53 0 2 0 2 0 1469 0 1 2 8 0 0 G6 73 0 0 0 0 1 5 o 0 3, 500 1470 1 ] 20 10 10 20 0 0 1471 2 0 49 0 .... 20 0 0 0 5 .... 170 7, 000 1472 1 1 50 '25 i:::: 15 20 10 1 i 0 20 1 5 1 3 50 4,000 1473 2 1 10 10 0 0 80 I 90 ■ 3 3 0 0 0 0 2, 000 1474 1 0 G 7 0 0 5 6 1 2 0 0 1 0 0 0 0 3 | 500 1475 0 3 11 3 0 0 44 65 11 0 1 0 0 0 0 3 2, 000 1476 1 1 10 25 65 : 25 10 G 4 2 5 2 5 2 4 1, 000 1477 1 0 14 12 0 0 31 21 0 0 0 400 1478 1 1 15 7 0 0 50 40 0 0 0 0 : 30 1479 0 3 0 30 0 0 10 20 0 12 0 10 0 5 0 5 3,000 1480 2 1 50 11 50 65 18 10 10 7 4, 000 1481 0 1 0 16 0 4 0 0 0 0 20,000 1482 1 0 11 10 15 25 2 1 2 2 2 20 2,000 1483 1 1 22 19 12 10 1 4 8 0 4 800 1484 1 1 22 28 0 0 30 - 38 12 18 4 ; 5 3 3 1 1 4 1485 1 2 18 19 0 0 54 35 ; 5 8 4 3,500 1486 1 1 10 6 15 14 2 0 0 | G 0 0 o 0 0 800 1487 1 0 17 2 "6‘ "o’ 11 0 7 2 2 . 0 0 0 1, 500 1488 a Amount from benefactions, $10. 20! 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1504 1505 1506 1507 1508 1509 1510 1511 1512 1513 1514 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 EDUCATION REPORT, 1894-95. Statistics of endowed academies, semi State and post-office. Name. Principal. 1 3 3 NORTH CAROLINA— con¬ tinued. Warsaw . Waynesville Whittier .... Why Not.... Wilmington. . do . . .....do . . do . . do . Windsor .... . do . Winton . Yadkin ville. Warsaw Institute . Wayne School . Whittier High School . Why Not Academy . Miss Alderman’s Select School. Cape Pear Academy . English and Classical School. . . Gregory Normal Institute a.... School for Young Ladies . Rankin -Richards Institute *... W indsor Academy . Waters Normal Institute . Yadkinvillo Normal Institute . C. G. Wells . Thomas G. Harbison . Robert Humphrey . . J. P. Boroughs . Miss Mary L. Alderman . . Washington Catlett . Rev. Daniel Morrelle . Prancis T. Waters, A. M., Ph.D. Miss Annie J. Hart . Rhoden Mitchell . W.D. Horner and J. N. Kenney. Rev. C. S'. Brown . Zeno H. Dixon . NORTH DAKOTA. Devils Lake. Grand Porks Jamestown. . Portland , . . . Aaberg Academy . St. Bernard’s Academy * St. John’s Academy b ... Bruflat Academy * . O. H. Aaberg . Mother Mary Augustine. . Sister Irenacus . Rev. J. Tingelstad, A. M. OHIO. Austinburg . . Barnes ville . . Beverly . . Canton . . Cincinnati . . - do . . do . . Cincinnati (143 May st.). Cincinnati (Walnut Hills). Cincinnati (Mount Auburn). Cincinnati (College Hill). Cincinnati (1615 Vine st.). Cincinnati . . do . Cleveland (768-770 Euclid ave.). Cleveland (1020 Pros¬ pect st.). Cleveland . . do . Grand River Institute . Priends’ Boarding School . Beverly Normal College . College Preparatory School. . . . Collegiate School . Dodd’s Classical High School. . Eden Park School . English, German, and Prench School. Pranklin School . Mount Auburn Young Ladies’ Institute. Ohio Military Institute . St. Prancis Seraph Ecclesias¬ tical College. St. Mary’s Literary Institute . . School for Girls . Hathaway -Brown School for Girls, c Miss Mittleberger’s English and Classical School. University School . Ursuline College . Columbus (527 East Broad st.). Columbus (151 East Broad st.). Columbus . Columbus (381 East Town st.). Damascus . Dayton (17 3d st.) - The Columbus Latin School . . . English and Classical School . . St. Joseph’s Academy . Thompson’s Preparatory School. Damascus Academy . English Training School for Boys and Girls. R. G. McClelland, A. M - Joseph C. Stratton . E. G. Klotz, president - Miss Ella J. Buckingham. Rev. J. Babin, A. B . T. J. Dodd, D.D . Madame Fredin . Hillebrandand Gardthau- sen. Joseph E. Whito, G. S. Sykes. H. ThaneMiller, president Dudley Emerson, A. M _ Rev. Peter B. Englert, O. S. P. Sister Mary Borgia . Miss Katharine M. Lupton Miss Mary E. Spencer - Miss Augusta Mittlo- berger. Newton M. Anderson . Mother Mary of the Im¬ maculate Conception. Prank T. Cole, A. B..LL.B. Miss Lucretia M. Phelps . . Sisters of Notre Dame. . . . J. T. Thompson andE.W. Livingston. Wm . E. Maddock, Ph . B . . A.B. Shauck . * Statistics of 1893-94. a Amount from benefactions, $1,000. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2085 other private secondary schools, 1894-95 — Continued. In¬ struct¬ ors. Students. Length of course in years. | Humber in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Clas¬ sical course. Scien¬ tific course. © A 6 a © © S © 1 Male. r© ■c3 a © Male. | Eomale. r2 N © a © Ph Male. Eemale. © 15 a Female. Male. Female. 5 © 7 8 9 io 11 its 13 14 15 IS 17 18 19 2© tsi 22 23 24 1 o 11 o 10 13 3 3 3 2 3 2 2 $2, 000 2 0 10 15 0 0 12 18 3 0 3 1,800 12, 500 1 r 8 14 0 0 72 61 0 0 0 0 0 100 1 o 20 10 0 0 20 26 3 2 0 0 0 0 600 0 2 5 30 10 15 0 0 0 0 75 2 0 51 0 0 0 25 0 10 0 10 0 6 0 4 110 8, 000 1 0 31 3 0 0 3 0 3 o 3 n 2, 000 5, 000 1 4 36 57 36 57 09 155 1 3 0 0 0 U 0 4 500 23, 000 0 2 0 34 0 0 0 o 0 o 600 2 1 10 25 10 25 25 50 0 0 0 0 o 0 0 o 150 3,500 1 0 34 21 0 0 8 7 15 10 1 0 3, 000 2 2 56 15 03 42 7 0 3 0 o 2 4 10. 860 2 2 20 18 0 0 45 40 4 2 8 0 4 1 4 1 3 25 2, 500 1 0 6 5 50 19 35 2, 500 0 4 2 48 25 50 2 4 o 4 0 3 498 30, 000 0 2 15 15 25 60 0 0 0 0 o 0 0 o 4 62 10, 000 3 0 70 29 0 0 37 43 9 0 0 0 7 0 3 0 250 1,000 3 4 22 28 0 0 31 39 4 2 3 1 3 500 12, 000 1 1 21 27 0 0 0 0 2 4 3 600 1 0 15 12 0 0 35 30 5 o 0 2 0 o 2 2, 000 0 2 9 15 0 19 2 4 0 5 0 4 3 1 20 0 2 0 18 o 2 o 2 0 5 0 1 0 10 0 0 0 0 o 0 o 0 0 4 0 5 0 17 0 8 0 0 700 0 5 0 20 0 0 0 0 0 0 4 3 08 0 0 0 29 0 43 0 25 0 24 0 20 0 4 .... 500 20, 000 1 7 0 39 0 0 0 0 0 0 0 13 4, 000 5 0 27 0 0 0 ! 12 0 0 0 0 o 4 27 3, 000 80, 000 7 0 115 0 0 0 9 0 5 0 0 0 20 0 180 0 3 0 5 0 20 0 0 0 5 4 2, 000 0 9 0 50 0 0 25 65 0 0 0 30 0 6 0 1 4 1,300 3 7 0 72 0 0 30 104 0 0 0 0 0 16 0 7 4 4,000 25, 000 13 0 110 0 0 0 64 0 31 0 40 0 12 0 12 0 4 1,500 180, 000 3 2 0 60 20 190 0 0 2 4 5, 000 2 1 15 0 0 0 3 0 12 0 3 0 4 0 4 0 4 975 300 2 8 0 100 12 53 0 9 0 16 0 8 1, 500 8, 000 0 4 0 20 0 100 0 2 4 3, 000 3 0 44 36 o o 10 8 4 2 20, 000 1 1 25 26 0 0 20 15 5 9 2 1 2 6 1 4 4 400 5,000 2 1 8 4 0 0 9 3 5 0 3 0 6 Amount from benefactions, $2,000. c Amount from benefactions, $500. 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1504 1505 1506 1507 1508 1509 1510 1511 1512 1513 1514 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 20£ 1530 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 * Sta EDUCATION REPORT, 1894-95. ~ Statistics cf cndoiccd academies State and post-office. Name. Principal. 1 3 OHIO — continued. Dayton . Dayton (Ludlow and Franklin sts.). Ewington . Fostoria . Gambier . Germantown . Green Spring . Hayesville . Hudson . Marion . . Mechanicstown . Middlepoint . Mount Vernon . Newark . New Hagerstown . . . New Lexington . Painesville . Pleasantville . Poland . Heading . St. Martins . . Savannah . South New Lyme . . . South Salem . Springfield . . Tiffin . Toledo . . do . West Farmington . . . Woodville . Zanesville . . do . OKLAHOMA. St. Mary’s Institute . Notre Dame Academy . Ewington Academy . Fostoria Academy . Harcourfc Place Seminary . Miami Military Institute . Green Spring Academy . Vermillion Institute . W estem Reserve Academy a... St. Mary’s School . Mechanicstown Academy . Western Ohio Normal School . . Mount Vernon Academy . Miss Jones’s Private School... New Hagerstown Academy . . . St. Aloysius Academy . School for Girls . Fairfield Union Academy . Poland Union Seminary . Mount Notre Dame Academy. . Ursuline Academy for Young Ladies. Savann ah Academy . N ew Lyme Institute b . Salem Academy . Springfield Seminary . Ursuline College . Smead School . Ursuline Convent of the Sacred Heart. Western Reserve Seminary. . . . Woodvillo Academy . Putnam Military Academy. . . . Putnam Seminary . Rev. Joseph Weckesser. . . Sisters of Notre Dame. ... F.F. Vale . T. A. Hostetler, A. B . Mrs. H. N. Hills . . Orvon Graff Brown, M. A. H. C. DuRon . D. K. Andrews . Frederick W. Ashley . Rev. James A. Burns . W. A. Me Bane . P. S. Morgan . Wm. T. Bland . Miss Laura J. Jones . John Howard Brown . Mother Gonzaga . Mrs. Maria R. I). Mathews C. C. Webb, A . B . Walter H. Houston . Sister Agnes Aloysia . Sister M. Baptista . W. H. Yearly . J.Tuckerman, A.M., Pli.D . JohnE. Williams, A. B - Miss Susan A. Longwell.. Mother Lignori . The Misses Smead . Ursuline Nuns . . . E. J. Moore, Ph. D . Theodore Mees . J. M. Hnlbert . Mrs. Helen Buckingham Colt. Guthrie . St. Joseph’s Academy Kingfisher . Kingfisher College - OREGON. Mother Paula, O. S.B . J. T. House . Baker . Coquille . Dallas. . . Forest Grove. Lebanon - Mount Angel St. Francis Academy c . . Coquille City Academy. La Creole Academy . Tualatin Academy . . Santiam Academy . Mount Angel Academy. Pendleton.... Portland . - do . St. Joseph’s Academy . Bishop Scott Academy . Portland Academy d . _ do . Portland (15th and Davis sts.). Salem . . The Dalles . Tillamook . . St. Helen’s Hall . St. Mary’s College . Academy of tho Sacred Heart - . St. Mary’s Academy . Tillamook Academy * . Sister Mary Cupertino. . . . W. H. Bunch . A. M. Sanders, A. M . H. L. Bates . S. A. Randle, A. M . Mother M. Bernardine, O. S. B. Sister M. Stanislaus . J. W. Hill, M.D . S. R. Johnston and J. R. Wilson. Miss Mary B. Rodney . Brother Lucius . Sister Mary Assumption . . Sister Mary Alodia . Mrs. Carrie May . istics of 1893-94. a Amount from benefactions, $225. b Amount from benefacti 2087 STATISTICS OF PRIVATE SECONDARY SCHOOLS. oilier private secondary schools, 1894-95 — Continued. Students. In¬ struct¬ ors. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. | Length of course in years. Humber in military drill. Y olumes in library. Yaluo of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. "73 s d r3 a © pq 6 'cS Eemalo. | d £ d r3 a o d 8 d ro8 a <0 PR Male. d i & d S d a ft Male. d a |Value of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. © a a d 15 a . © ft d a ^d IS a © ft d 13 s d •a a © ft d 13 S d 13 a © ft d 13 a © Is a © pR © 13 S d 13 a © ft 6 13 d 13 a © PR d 13 a r© 13 a © ft 5 6 7 s © 1© ai is £3 14 15 16 17 IS 19 2© 31 32 33 24 2 0 30 0 0 0 15 0 2 0 2 0 5 0 $15, 000 9 1 37 34 o o 6 20 6 8 9 7 3 7 3 4 o 2 0 23 0 0 o 13 0 0 0 0 0 3 0 0 1, 200 o 4 0 29 o o o 4 0 0 0 0 0 6 0 0 600 33, 000 0 2 5 8 0 0 8 6 0 0 0 0 4 3 1 24 0 0 0 14 0 4 0 12 0 12 0 9 0 4 2, 500 30, 000 8 0 100 16 0 0 0 0 60 0 20 0 17 0 16 0 . . . . ’76’ 1, 000 40, 000 2 0 32 20 0 o 3 0 3 2 13 3 1 2 1 2 0 3 20 10 6 0 0 0 0 2, 500 1 2 20 24 0 0 6 10 4 6 3 6 1 1 0 3 1 50 30 0 0 20 15 18 5 6 2 5 7 5 3 2, 000 32, 000 4 2 50 27 0 0 10 5 7 0 10 0 13 7 4 5 0 45 0 0 0 21 0 0 0 9 0 10 0 2 : 2 1 30 30 0 0 0 0 2 0 1 o 2 1 0 0 1 2 28 32 0 0 0 0 1 0 12 8 0 0 4 800 4, 000 5 6 88 101 0 0 0 0 4 6 5 1, 700 276, 00C 1 2 3 8 0 0 6 5 2 0 0 0 10 0 101 0 0 o 0 0 0 0 11 0 4 5, 000 1 1 30 35 20 25 10 0 400 2, 000 2 11 12 0 0 8 6 9 8 4 2 2 2 1 2 3 400 18, 000 1 1 15 15 0 0 10 10 6 4 0 0 3 4 3 0 3 200 15, 000 7 0 76 0 0 0 14 0 9 0 30 0 5 0 4 0 4 . ... 1,500 75, 000 2 1 40 12 0 0 25 20 15 0 0 0 0 0 10 0 4 1, 600 0 3 30 41 0 0 30 45 18 0 3 6 3 3 2 2 3 .... 500 8, 500 14 0 137 0 19 0 25 0 22 0 2, 000 108, 000 5 1 48 0 0 0 35 0 26 0 22 0 9 0 9 0 4 .... 0 130, 000 5 0 34 0 0 0 20 0 0 0 0 0 5 0 5 0 5 0 3 0 45 0 20 0 0 0 0 0 5 0 41 0 6 0 2 0 1 0 o 1 4 1 000 2, 000 3 2 115 0 0 0 22 0 20 0 30 0 12 0 5 0 5 .... 1, 350 0 9 0 50 0 0 0 1 0 0 0 0 1 5 0 21 0 0 0 5, 000 15, 000 9 28 1S8 384 0 0 0 o 12 0 50 0 16 40 9 0 5 750 105, 000 2 9 53 107 0 0 70 70 , 4 3 4 8 3 4 4 . . . . I 12, 000 100, 000 0 0 12 0 8 ! 0 1 10 3 282 0 0 0 1636 0 0 0 0 0 35 0 3 282 12, 226 3, 250, 000 2 9 0 90 0 0 0 10 0 8 0 0 0 6 0 3 1, 200 4 0 40 0 0 0 90 0 30 0 10 0 8 0 8 0 4 300 50, 000 1 3 34 59 34 59 81 93 1 1 0 0 5 5 4 3, 335 2 4 0 88 0 0 0 75 0 2 i 0 10 j 1 0 j 1 4 2, 000 1629 1630 1631 1632 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1656 1657 1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1668 b Amount from 'benefactions, $500. 2092 EDUCATION REPORT, 1894-95. Statistics of endowed academies, seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 2 PENNSYLVANIA— con¬ tinued. 3 4 16C9 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1684 1685 1686 1687 1688 1689 1690 1691 1692 1693 1694 1095 1696 1697 1698 1699 1700 1701 1702 1703 1704 1705 1706 1707 1708 Philadelphia . . Philadelphia (Chest¬ nut Hill) . Philadelphia (4046 Walnut st.). Philadelphia (18th and Chestnut sts.). Philadelphia (2100 S. College ave.). Phila d e 1 p h i a (1427 N. 36th st.). Philadelphia (2101 Spruce st.). Philadelphia . Philadelphia (2045 Walnut st.). Philadelphia . . Pittsburg . . do . Martin’s School for Boys * . Mount St. Joseph Academy - George P. Martin _ Sisters of St. Joseph The Pennsylvania School for Girls. Rittenhouse Academy . . School for Girls of the Evan¬ gelical Lutheran Deaconess Mother House. The Schleigh Academy . Miss Elizabeth A. Rein- both and Miss Elizabeth Dwight Leach. De Benneville K. Lud¬ wig. A. M., and Erasmus B. Waples, A. M. Pastor Goedel . . Miss Dawson The W alton- W ellesley School . . West Green Street Institute. .. West Walnut Street Seminary. Dr. and Mrs. James R. Danforth. Miss Martha Laird . . Mrs. Henrietta Kutz _ The William Tenn Charter School. Alin da College Preparatory School. Bishop Bowman Institute*.... Richard M. Jones, LL. D.. Miss Ella Gordon Stuart. . Rev. Robert John Coster, A. M. . do . Pittsburg (Shady Side). Pittsburg (6106 Penn ave.). Pittsburg . Pittsburgh Academy* Shady Side Academy.. J. Warren Lytle . AVilliam R. Crahbe, Ph. D. Miss Thurston’s Preparatory School. TJrsuline Young Ladies’ Acad- Miss Alice M. Thurston.. Mother M. Ursula . Pleasant Mount . Pottstown . Prospect . Reidsburg . Rimersburg . Rose Point . Saltshurg . Scranton . . do . . do . . do . Selins Grove . Sharon . South Bethlehem . Stewartstown . Sugar Grove . Titusville . Towando . Uniontown . Ward . Washington . . do . Waterford . West Bridgewater . . . Pleasant Mount Academy* _ The Hill School . Prospect Normal and Classical Academy. Reid Institute . Clarion Collegiate Institute.... Rose Point Academy* . Xiskiminetas Springs School.. College of St. Thomas . Green Ridge School . St. Cecilian Academy . The School of the Lackawanna. Susquehanna Collegiate Insti¬ tute. 6 Hall Institute . Bishopthorpe School for Girls . . Stewartstown English and Classical Institute. Sugar Grove Seminary c . St. Joseph’s Academy . Susquehanna Collegiate Insti¬ tute. Redstone Academy* . Ward Academy . Trinity Hall . Washington Female Seminary. Waterford Academy . Peirsol’s Academy* . Nelson J. Spencer . John Meigs, Ph. D . G. I. Wilson . Rev. George Ballentine . . . S. W. Kerr, A. B . Prof. J. S. Fruit* . A. W. Wilson, jr., Ph. D. .. Rev. Joseph J. Mangan . . . Louise Gerecke . Mother Mary . . Rev.Thos.M. Cann,A.M.; Walter H. Buell, A. M. J.R. Dimm, D.D . Rev. H. C. Hall, A. M . Miss A. Oakley, B. L . D. C. Weller . Robert John White . Mother Superior . Edwin E. Quinlan, A. M . . James H. Griffith . Benj. F. Leggett, Ph. D . . . Wm. W. Smith, rector _ Miss Nancy Sherrard . W. F. Mercer, Ph. M . S. H. Peirsol . * Statistics of 1893-94. a Amount from benefactions, $1,500. Nonsect .. R. C . Nonsect .. Nonsect .. Luth .... Nonsect .. Nonsect .. Nonsect .. Nonsect .. Friends . . . Nonsect .. Epis . Nonsect .. Nonsect .. Nonsect .. R. C . Nonsect .. Nonsect .. Nonsect .. Bapt . Reformed. Non sect .. Nonsect .. R. C . Nonsect .. R. C . Presb . Luth . Bapt . Epis . Nonsect .. United Br. R. C . Presb . Nonsect .. Meth . Nonsect .. Non sect .. Nonsect .. Nonsect .. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2093 other private secondary schools } 1894-95 — Continued. Students. In¬ struct¬ ors. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in tbe class that graduates in 1895. Length of course in years. | Number in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. *®IBK 6 7? a © ft r2 S Female. © 73 a © 73 a © ft 73 s Female. © 73 © 73 a © ft © Female. © 73 Female. Male. 73 a ft 5 6 7 8 9 10 11 13 13 14 15 16 17 IS 19 30 31 22 33 34 3 0 24 0 0 0 9 0 3 0 8 0 3 o 0 0 0 43 0 50 0 3 5 3, 000 $300, 000 0 0 13 0 60 0 2 0 8 0 1 0 1 4 300 25, 500 8 0 40 0 0 o 3 0 9 o 17 0 12 0 10 0 5 1 ? 0 o o 0 32 0 o 0 0 0 0 0 0 250 0 1 0 10 0 0 0 45 0 0 0 0 0 5 0 0 4 200 1 4 0 51 0 0 0 13 o 8 o 20 4 4, 000 156, 500 0 o 0 8 0 21 o 0 0 0 1 3 0 4 0 20 0 0 0 20 6 40 10 0 350 0 o 0 80 0 175 0 175 0 34 0 34 o 4 120, 000 0 5 0 90 0 0 15 20 0 8 0 0 3 300 0 2 0 50 0 0 0 1 10 0 4 2, 000 50, 000 4 4 100 80 o 0 40 | 30 20 0 80 0 22 28 10 0 100 8 0 132 0 0 0 20 0 50 0 82 0 13 0 13 0 4 400 100, 000 0 4 1 18 0 0 9 52 1 9 0 0 0 1 0 1 600 25, 000 0 3 0 65 0 18 0 8 0 10 0 7 1, 500 40, 000 1 1 12 15 0 0 0 0 4 3 0 0 150 2, 000 13 0 110 0 0 0 10 0 50 0 60 0 14 0 12 0 4 3, 500 300, 000 1 1 34 18 0 0 0 0 20 11 14 0 1 0 1 0 2, 000 0 1 15 10 0 o 7 4 2 2 0 o 100 2, 000 2 2 31 25 0 0 6 3 G 1 1 3 0 o 0 o 253 5, 000 2 3 20 35 0 0 9 10 2 1 17 30 3, 000 3 2 55 0 0 0 20 0 22 0 30 0 15 0 15 0 4 300 40, 000 4 0 35 0 o 0 0 0 0 o 1 1 0 3 7 15 19 r. 1 . 0 2 5 30 0 0 115 200 3 1 i 3 16 3 2 3 1, 200 2 4 75 67 0 0 47 33 35 7 20 7 8 8 7 5 5 4, 000 40, 000 4 1 45 18 0 o 11 3 35 rj 22 0 22 0 7 5, 000 45, 100 4 2 25 50 0 0 1 5 1 1 4 2, 000 30, 000 0 6 0 4 25 0 1 0 0 4 1, 200 1 0 23 21 1 0 1 1 3, 000 2 2 48 70 1 0 5 38 2 1 4 13 i 0 3 1, 500 25, 000 0 2 ' 5 28 167 200 1 0 0 3 200 4 7 74 135 0 0 0 0 7 1 7 0 7 6 4 5 3 1,000 50, 000 4 2 58 50 o o 19 18 3 1 18 8 3 2 3 2 20 300 1 1 7 o 0 14 13 3 500 5,000 4 0 21 0 10 0 20 o 6 21 150, 000 0 9 0 116 0 102 0 33 4 1,600 25, 000 2 2 42 98 0 0 3 40 7 2 8 3 2 10 1 1 3 300 10,000 3 1 125 93 0 0 5 2 16 0 3, 000 b Amount from benefactions, $6,000. c Amount from benefactions, $2,000. 1609 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1084 1085 1686 1687 1688 1689 1690 1691 1692 1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 1703 1704 1705 1706 1707 1708 2094 EDUCATION EE POET, 1894-95, Statistics of endowed academies, seminaries , and State and post-office. ' Kame. Principal. i Eeligious denomina¬ tion. 1 2 3 4 1709 jtENNSYXiVANiA— con¬ tinued. Darlington Seminary for Young Ladies. Einhard Darliup-tou _ . Nonsect . . Friends (Hicksite). Nonsect .. 1710 Frances B. Steven sou 1711 West Sunbury . West Sunbury Academy . C. B. Eobertson, A. B . 1712 Westtown Boarding School. . . . Zebedee Haines Friends . . . Nonsect . . 1713 Elizabeth H. Eockwell _ 1714 H. C. Davis, Ph. D . Edward J. Gray, D. D . Nonsect .. M. E . 1715 Williamsport . .. Williamsport Dickinson Sem- 1710 in ary. Chelten Hills School. . Mrs. E. W. Heacock . Nonsect .. Presh 1717 York . E. T. Jeffers, D. D . 1718 RHODE ISLAND. East Greenwich....... The East Greenwich Academy a English and Classical School Eev. Francis D. Blakeslee, M. E . 1719 Pawtucket (35 Foun¬ D.D. Charles A. Cole . . Nonsect .. 1720 tain St.ij . Providence . _ _ _ do . Charles B. Goff, Ph. D . Nonsect 1721 . do . Eemale Academy of the Sacred Heart. La Salle Academy . . Mine. E. L. Hosran . E. C . . 1 709 _ do . . . . . Brother James . E. C ... . 1723 . do . . Lincoln School.- . ... Miss Ednah G. Bowen, Miss Margaret Gilman. Sister M. Bernard . . Nonsect .. 1724 . do . . . St. Mary’s Academy _ _ _ E. C . 1725 Providence (10 Clav- erick st. ) . Providence (15 Greene St. Xavier’s Academv . Sister Mary Fidelia . E. C . 1726 School for Young Ladies and ; Mrs. Annie E. Fielden _ Non sect . . 1727 st,). Providence. .......... Misses. School for Young Ladies . . Miss Irene Saniewska _ Nonsect . . 1728 . do . University Grammar School.. . Private School . . . Lynn & Swain . Nonsect . . 1729 . cLo . . . Miss Mary C. Wheeler _ E. E. Craven . . . J. K. Mack . Nonsect .. Nonsect . . Nonsect . . 1730 1731 SOUTH CAROLINA. Adams ville . A i ken _ Palmetto Academy . . . The Aiken Institute . _ .... _ i 1732 Anderson . Patrick Military Institute _ Batesburg High School . John B. Patrick _ Nonsect ... 1733 Pates burg. . . J. J . Andrews . . . Bapt _ 1734 "Beaufort . . Harbison Institute . G. M. Elliott . Presb _ 1735 Camden . _ _ . Browning Industrial Home Miss Nellie A. Crouch _ M. E . 1736 1737 Charleston . .do . and School.* Academy of Our Lady of Mercy* Averv Normal Institute . . Sister Mary Agatha . Morrison A. Holmes . E. C . Cong . 1738 . do . . . Charleston Female Seminary . . Misses Gibbes’s School . . . Miss E. A. Kelly . Nonsect . . 1739 Charleston (38 Corn¬ Miss E. S. Gibbes and Nonsect .. 1740 ing st.,). Charleston - . High School of Charleston _ Miss S. P. Gibbes. Virgil C. Dibble, A. M . Nonsect . . 1741 . do . The Porter Military Academy* Miss Smith’s Private School _ Charles J. Colcock, head master. Mrs. Isabel A. Smith . Epis . 1742 . do . . . . „ Nonsect .. 1743 1744 . do.. . . do. , . . . University School - - ! "Wallingford Academy _ : W. D. McKenney . Eev. L. A. Grove _ _ Nonsect . . Presb . 1745 . do . Young Ladies’ Schorl . . Miss C. O. Martin . Lutli . 1740 Chester _ .... Braincrd Institute .. Jno. S. Marquis . - Presb . 1747 Chesterfield Chesterfield Academy N. E. Baker . Nonsect . . ‘ 1748 1749 Clinton . . Presbyterian College of South > Carolina. Thorn well Orphanage . Eev. E. C. Murray . Eev. Wssa. P. Jacobs, D. D . Presb _ Presb . ' * Statistics of 1893-94. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 2095 other private secondary schools , 1894-95 — Continued. Students. In¬ struct¬ ors. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Length of course in years. Humber in military drill. Yolumes in library. Yalue of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. . 20 30 1 1 99. 17 36 31 0 1 o 1 1,000 1 1 10 8 35 32 0 3 G 0 3, 000 1 0 6 3 15 16 2 1 2 4 5 4 2 1 12 7, 000 0 1 0 25 0 o 0 20 0 25 4 400 12, 000 1 0 17 0 30 0 15 0 2 0 4 0 4 i 0 100 1, 500 2 0 47 0 3 0 20 0 2 0 I 4 150 20, 000 0 1 12 12 o o 13 8 0 1 11 7 0 0 32 34 4 3 0 0 2 0 0 800 0 2 5 10 18 17 2 4 0 450 0 3 0 40 0 0 0 35 0 8 0 5 0 £ 4 300 0 1 0 55 0 0 0 30 0 20 0 20 0 13 0 12 4 500 15, 000 1 0 8 5 33 40 -3 4 2 0 400 1 21 21 0 0 66 58 6 8 1 0 6 0 6 o 150 15, 000 1 0 25 30 5 5 15 0 12 15 0 1 3 35 2, 000 3, 500 2 3 36 16 0 0 0 0 8 0 0 0 4 600 10, 000 2 1 20 12 0 0 37 28 20 12 0 0 1 0 1 0 3 1,100 10, 000 2 0 27 0 4 0 3 0 l 3 1 1 400 12, 000 0 5 0 27 0 29 0 0 1 5 I 55, 000 2 1 16 14 11 1 2 3 2 3 4 500 20, 000 0 3 5 15 36 6 ; 20, 000 1 1 14 16 0 0 54 39 3 4 0 2 1 3 0 1 4 800 12, 000 1 1 7 18 0 0 1 55 49 4 3 7 10 4 8 4 3 2 120 1,500 2 0 40 35 0 0 20 35 3 5 6 6 0 2 0 1 2 0 38 25 0 0 27 27 0 0 - 2, 400 0 2 1 83 7 24 0 0 0 0 30 10, 000 4 5 215 21 0 0 72 3 23 3 23 3 4 1,800 4, 500 1 0 31 26 0 0 32 27 5 4 5 4 0 0 0 0 3’ 000 3 0 33 10 0 0 36 30 8 2 2 1 0 0 0 0 60 2, 200 2 0 37 70 0 0 i 60 50 4 3 0 2 0 0 1 4 8 42 0 0 20 55 13 45 0 10 4 10, 000 2 1 24 21 0 0 52 47 13 6 0 0 0 0 0 0 3 0 2, 500 2 0 75 43 0 0 64 47 28 23 18 21 2 0 4 COO 5, ood 1 1 25 35 75 40 1, 500 1 1 20 22 0 0 38 50 2 3 0 o o o 4 0 1, 500 1 1 10 20 0 0 90 80 0 5, 000 1 0 6 10 0 0 32 34 3 2 1 1 0 o 9 o 1, 000 1 2 45 49 0 0 18 21 8 13 12 5 2 3 2 g 101 2, 000 1 1 35 20 40 30 12 10 8 5 4 o 6 3 100 2 2 0 38 0 30 0 1 3 1, 500 1750 1751 1752 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 1771 1772 1773 1774 1775 1776 1777 1778 1779 1780 1781 1782 1783 1784 1785 1786 1787 1788 1789 1790 1791 1792 1793 1794 1795 1796 1797 1798 1799 d Amount from benefactions, $17,000. e Amount from benefactions, $351. 1800 1801 1802 1803 1804 1805 180G 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1813 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832 1833 1834 1835 1836 1837 1838 1839 1840 1841 1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 EDUCATION REPORT, 1894-95. Statistics of endowed academies, seminaries,, and Slate and post-office. Name. Principal. Religious denomina tion. 3 4 The Misses Duvall . Nonsect .. . J. Roy Baylor, A. B . Nonsect .. . H. W. Browder, A. M . M. E. So.. . Daniel Sullins, D. D . M. E. So.. . Miss Ida Tarbet . Nonsect .. . W. A. Bell . Nonsect .. T. R. Best, A. 13 . Presb . . R. W. Lambuth . Nonsect . . . J. H. Bayer . Nonsect . . . E. A. Ashburn . Nonsect . . . J. T. Townsend . M. E. So.. J. N. Ruddle . Non sect .. W. T. Loggins, A. B . Nonsect .. R. L. Jones . Nonsect . . . W.C. Salmon . Nonsect . . G. L. Byrom.. . . Nonsect - . J. P. Dickey . Nonsect . . . Geo. C. Simmons . Nonsect . . R. S. Bradshaw . Nonsect .. .Allen, Chiles and MeCon- Nonsect .. ico. W. D. Mooney and S. V. Nonsect .. Wall. J. H. Moore, A. B . . Friends. . . J. W. Showalter, A. B . Nonsect .. J. A. Howard . j Nonsect . . H. J. Arnold . Nonsect . . W. R. Lewellen . Nonsect . . W. F. Cameron, Ph. B . Cong . T. J. Miles, A. B . Presb . G. W. Colcord . 7-Day Ad . N. J. Pritchard . i Nonsect .. I. B. Day . M.E. So.. E. D. White . N onsect . . S.L. Phillips . G. M. Leslie . Nonsect . . Nonsect .. R. K. Morgan . Nonsect . . B. E. Atkins . M. E. So . . H. R. Gilliam . Nonsect .. Rufus J. Clark . M. E. So.. Miss Ida M. Lee . Nonsect .. Lewis M. G. Baker, M. A . . Nonsect .. Jasper Bostic . Nonsect .. Prof. Ellington . Nonsect .. G. Clinton Hanna . Non sect .. B. S. Foster . Nonsect .. Z. A. MeConico . Nonsect .. W. W. McLean and I. M . M. Nonsect .. J A Mount . Bapt . E. E. Bearden . M. E. So.. J. O. Griffith . . . Nonsect .. J. C. Reid . Cum. Pres. T. G. Riddle . Nonsect .. TENNESSEE— COnt’ d . Chattanooga (706 Georgia ave.). Chattanooga . . Clarksvilie - Cleveland . Clifton . Cloverdale . Corners ville . Culleoka . Cumberland City . Dayton . Decatur . DecaturviUe _ , _ Dover . . . Doyle Station Duck River .. Erin . Evens ville... . Fayetteville.. - do . Franklin . The English and French Board ing and. Day School. University School . Clarksville Female Academy . Centenary Female College _ Clifton Masonic Academy *. . . Cloverdale Seminary . Presbyterial Institute* . Culleoka Academy . Cumberland City Academy _ Masonic College . . . . Decatur High School . Decat urvilie Normal and High School. Dover High School . . Doyle College . The Shady Grove Institute. . . Houston College School . . Tennessee V alley College* _ Collegiate Institute . Dick White College . . Franklin High School . - do . . . Friends ville. Garland . Gillenwater . Gleason . Wall and Mooney’s . School. Gordonsville Grand J unction . Grand View . Grassy Cove . Grays ville . Green Brier . Henderson Hilbram . . Hillsboro. . Holladay . . Howell . Jasper . Kingston Springs _ Knoxville - do - Kyles Ford . Eascassas . Lawson . Lebanon . . Leipers Fork. Lewisburg . . . Lexington ... Limestone.... Lobel ville. . . . London . Lynchburg . . Friendsville Academy . Garland High School . . Alum Well Academy . Masonic Male and Female In¬ stitute. Gordonsville Academy . . Male and Female Institute _ Grand View Normal Institute. Grassy Cove Academy . Graysville Academy * . Central Tennessee Normal School. Jackson District High School* Fisk Academy * . Hillsboro Academy * . Holladay Independent Normal School.* Howell Academy* . Pryor Institute . Sam Houston Academy . V anderbilt Preparatory Acad¬ emy. Miss Lee’s Fifth Avenue School.* The Uni versity School . Blackwater Seminary a. . Lascassas High School . Hols ton Institute * . . Lebanon College for Young Ladies. Hillsboro High School . Haynes-McLean School. . Lexington Baptist College . Limestone High School . Lobelville High School . London Seminary . Lynchburg Normal Academy. . * Statistics of 1893-94. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 2099 other private secondary schools, 1894-95 — Continued. Students. In¬ struct or s- Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing college. for Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Length of course in years. Humber in military drill. Yolumes in library. Yaluo of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. 6 a Female. 6 *3 a r2 fcS a £ 6 3 Female. 16 17 18 19 29 31 23 3.1 34 0 2 8 21 4 350 $800 1 0 51 o 0 o 15 0 4 1, 000 1 5 0 90 0 o 0 40 0 3 0 9 4 1, 000 12, 000 5 10 0 201 0 0 ■'"I"" 0 22 ' 0 12 500 75, 000 0 1 5 12 0 o 30 25 1 0 0 3 0 0 ; 0 0 50 2, 000 1 1 20 25 0 o 4 1 0 3 500 2, 000 2 0 24 16 0 o 21 8 3 0 1, 200 i 0 6 6 0 0 8 6 0 0 0 0 0 0 0 4 1,000 1, 500 i 0 15 0 0 60 2 1 2 21 4, 000 2 2 50 35 200 6 4 2, 000 1 1 6 5 0 0 54 50 1 1 0 0 4 5 0 0 4 1, 500 2 0 0 o 14 6 0 0 3 0 0 0 0 4 250, 000 1, 000 1 0 11 7 0 0 0 o 3 1 0 4 10 0 0 46 44 1 2 0 0 0 0 0 0 4 100 i 5, 000 2 1 40 35 0 0 57 43 0 0 ; 0 0 0 0 , 0 0 4 0 j 3, 000 1 1 20 25 128 130 3 3 4 200 3, 000 2 0 30 15 80 ; 25 1 2 30 10 10, 000 1 1 35 25 75 ! 70 25 20 1 2 2 4 2 1 50 40 0 0 65. ! 46 6 2 ! 0 0 2 2 2 2 200 20, 000 1 0 15 20 0 0 25 15 6 3 ■ 0 0 0 0 0 0 4 300 5, 000 3 0 170 14 0 0 0 0 40 6 100 8 21 0 18 0 5 1, 400 12, 000 2 1 20 24 o o 9 17 2 0 1 o 0 o 4 50 1 o 30 15 0 o 20 26 0 0 4 o 0 o 0 o 1, 500 1 1 37 18 40 35 2, 500 1 1 5 5 0 1 4 5 4 0 1 0 9 9 0 0 54 41 0 4 0 0 0 0 0 0 4 30 2, 000 1 1 15 24 15 18 2 5 60 54 52 32 5 7 3 1 4 1, 200 5. 000 1 3 32 . 13 43 33 2 0 3 1, 200 5 3 42 43 0 o 14 13 0 o 0 0 2 0 35 28 0 0 95 98 375 5, 000 1 1 46 54 0 0 24 26 15 15 14 16 1 0 50 3, 500 2 1 35 21 0 0 20 25 15 11 0 0 0 0 0 0 : 113 500 1 1 5 7 0 0 43 30 0 0 0 0 0 0 0 0 0 500 2 i 25 22 0 0 90 87 7 8 14 10 7 : 5 7 5 340 2, 500 1 0 20 16 0 0 25 24 0 2, 000 2 1 50 45 0 o 13 17 0 0 0 0 4 200 35, 000 2 2 17 13 0 0 29 25 8 2 10 10 3 2 3 2 3 200 7,000 2 0 12 9 0 o 36 29 1 0 3 100 3, 500 0 1 5 11 o o 0 2 0 3 0 o 375 3 0 76 0 34 0 76 0 0 0 5 30, 000 1 0 20 10 70 50 2 1 0 0 0 0 0 0 5 380 15, 000 1 0 14 7 o 0 20 40 0 0 0 0 0 0 0 0 0 1, 200 • 1 2 27 11 0 0 39 23 0 0 0 0 0 0 0 0 300 4, 500 0 8 0 100 0 0 0 25 0 25 0 75 0 12 0 0 5 300 30, 000 1 0 20 5 15 10 8 0 4 400 5, 000 0 2 40 50 0 0 20 40 15 10 13 0 6 8 4 3 4 30 200 12, 000 2 0 30 25 o o 95 75 10 g 0 0 3 500 5,000 1 1 20 20 25 20 o 3 0 9 3 3, 000 1 1 35 15 o 0 30 20 18 13 12 7 4 3, 500 2 1 39 10 0 0 40 20 4 6 ..... 3 200 10, 000 1 0 10 19 55 56 3 8 5 "z ’io’ **io 4 0 2, 000 a Amount from benefactions, $500. .1800 1801 1802 1803 1804 1805 1806 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1818 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832 1833 1834 1835 1836 1837 1838 1839 1840 1841 1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 21( 1852 1853 1854 1855 1850 1857 1858 1859 1800 1861 1862 1863 1864 1865 1866 1867 1868 1869 1870 1871 1872 1873 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883 1884 1885 1886 1887 1888 1889 1890 1891 1892 1893 1894 1895 1896 1897 1898 1899 1900 1901 1902 1903 1904 1905 1906 EDUCATION Statistics of endowed academies, seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 TENNESSEE 2 3 4 — cont’d. McKenzie . McLemoresville . Manchester . Martin . Maryville . Memphis (395 Poplar st.). Memphis . Memphis (501 Yance st.). Memphis . Memphis (400 Poplar st.). Middleton . Milton . Mon teazle . Morelock . Morristown . Mount Juliet . Mount Pleasant . Munford . Murfreesboro . Nashville . . do . . do . . do . . do . . do . . do . New Market . Orlinda . Parrotts ville . Petersburg . Pigeon Porgo . Pleasant Yiew . Portland . Prospect Station . Readyville . Roge'rsville . . do . Rucker . Rugby . St. Clair . Saulsbury . Sevierville . Sharon . Smyrna . Sneedville . South Side . Sweetwater . Tampico . Tazewell . Temperance Hall . Trezevant . Troy . Tullohoma . Union City . NY averly . McTyeire Institute . . McLemoresville Collegiate In¬ stitute. a Manchester College . . McFerrin College . . Maryville Normal and Prepa¬ ratory School. Clara Conway Institute . J. H. Harrison, E. A . L. S. Mitchell, A. M . A. R. Steele . P. E. Peters, A. M . Wilson J. Hole . Miss Clara Conway . Meth M.E. Nonsect . M. E. So. Priends.. Nonsect . Higbee School* . Memphis Institute * Miss Jennie M. Higbee . . . Nonsect . Wharton Stewart Jones .. Nonsect . St. Mary’s School. University School Sister Superior . Epis . Werts & Rhea . Nonsect . Middleton High School . Milton Seminary . \ Pairmount College . Ottway College . Morristown Normal Academy. Mount Juliet High School. . A . Howard Institute . High School (Dyerburg Dis¬ trict) . Murfreesboro Academy* . East Side Academy. . . 1 . Montgomery Bell Academy. . . . St. Bernard’s Academy . St. Cecilia Academy . St. Joseph’s School . University School . Wharton Academic School*... New Market Academy . Orlinda Normal Academy . Parrottsville Academy* . Elizabeth College . Pigeon Porge Academy . Pleasant Yiew Academy* . Bay Yiew College . Prospect Academy* . Readyville High School . McMinn Academy . Swift Memorial Institute . High School . Rugby School . St. Clair Academy . Woodland Academy . Murphy College . Sharon Training School . Smyrna Pitting School . McKinney High School . South Side Preparatory School. Sweetwater Seminary for Young Ladies. Tampico Academy* . Tazewell College . Earl College . Male and Pern ale Academy... Obion College . Wool wine School . Union City Training School... Southern Methodist Institute. H. B. Williams . W. H. Turney . . Wm. H. Du Bose, M. A _ J. K. P. Savler . Judson S. toll, A.M., B.D. W. A. Caldwell . J. A . Bostick . R. L. Taylor . Walter W. Brown, A. M.. R. D. L. Robertson . S. M. D. Clark, A. M . Mother Superior . Sister Ursula . . Rev. P. J. Gleeson, Y. G- . - . C. B. Wallace, M. A . A. D. Wharton, A. M . F. A. Penland . William McNeeley * . H. P. Ketron, A. M . W. M. Carter . W. W. Matney . N. I. Harper . T. M. Clark . D. J. Moore . J. W. Jamison . J. W. Lucas, M. A . W. H. Franklin, A. M . G. A. Dunn . D. R. Case . W. J. Stewart . A. E. Handly . J. C. Eckles . . J. B. Reed . James A. Robins, B. A - H. J. Bostic . P. L. Harned . William Shelton . J. E. Wickham . James E. Drake . A. J. G. Well, B. S . A. B. Collom, A. M . S. S. Wool wine . D. A. Williams . Arthur C. Minter . Nonsect . Nonsect . P.E . Nonsect . M.E . Nonsect . M. E. So . Meth .... Nonsect . Nonsect . Non sect . R. C . R. C . R. C . Nonsect . Nonsect . Presb .... Nonsect . Meth .... Nonsect . Non sect . Non sect. Nonsect . Nonsect . Nonsect . Nonsect . Presb.... Nonsect . Nonsect . Non sec t . Nonsect . M.E . Nonsect . Nonsect . Nonsect . Nonsect . Bapt . Nonsect . Nonsect . Nonsect . Non sect . Nonsect . Nonsect . Nonsect . M.E. So . * Statistics of 1893-94. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 2101 other private secondary schools, 1894-95 — Continued. In¬ struct¬ ors. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Clas¬ sical course. Scien¬ tific course. *c5 Female. | 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948 1949 1950 1951 1952 1953 1954 *Sta EDUCATION REPORT, 1894-95. Statistics of endoived academies , seminaries , and State and post-office. ; Name. Principal. Beligious denomina¬ tion. 1 2 3 4 TENNESSEE— cont’d. Wheat . Geo. W. Butler, D. D . Nonsect . . Boss Masters . . United Br Williston . Williston Academy* . J. T. Nolan. A. B., B. D. . . . Nonsect .. Woodbury . Woodbury Academy . Kellogg and Lehmann .... Nonsect . . TEXAS. Abilene . Austin (202 West 8th Simmons College . Hood Seminary . George O. Thatcher, A. M. B. L. Hood . Bapt . Nonsect .. st.). Austin . Sisters of the Holy Cross. B. C . _ do . Stuart Seminary . Tillotson College a . . Bev. J. M. Purcell . . . Presb ... WinfieldS. Goss, A. B .... Cong- Belton . Ben YV heeler ... . Belton Male Academy . Alamo Institute . . . Charles H. Wedemeyer, A.M. Davidson A- Dean Nonsect .. Nonsect . . Bonham . Carlton College . Charles Carlton . Nonsect . . . do . Masonic Female Institute . J. B. Lyle . Nonsect . . Brenham . Blinn Memorial College . Carl Urbantke . M. E . Brownsville .... _ ... Incarnate W ord Academy * . . . . Buffalo Gap College . . Bed Oak Academy . Mother Stanislaus B. C . Buffalo Gap . J. N. Ellis . Cum. Pres. Burleson . L. C. Collier, A.M . Cum. Pres. Carthage . Panola Male and Female Col¬ L. C. Libby, A. B . Nonsect -. lege. * Castro ville . Divine Providenco Academy . . Irving Select School for Young Mother Mary Florence. . . . Peyton Irvin0- B. C . (Tle.hnrne Nonsect . . Ladies. Comanche . Comanche College* . W. H. Bogers, Ph. D . Nonsect . . Commerce . . East Texas Normal College b . . W. L. Mayo . Nonsect . . Corpus Christi . Corpus Christi Female College. J. D. Meredith . Nonsect .. Crockett . Mary Allen Seminary * . JohnB. Smith, A. M., D. D. Presb . Crowell Crowell College . . . Nonsect .. Bapt .... Decatur . . .Northwest Texas Baptist Col¬ A. J. Emerson . Detroit . lege. c The Detroit Normal College . . . Andrew Bose . Nonscct ... Eddy . Eddy Literary and Scientific Institute. J. M. Bedicliek . Nonsect .. Forney . Forney Academy . . . E. C. Lewis . . . Nonsect . . Fort Worth . St. Ignatius’ Academy . Sister Louise . B. C . . . . do . Miss Watson’s School .... Miss L G. Watson . Non sect Galveston . St. Joseph's Academy . Sister Mary . B. C . . do . OTsuline Convent . Mother M. Joseph . J. S. Brown . B. C . Grapevine . Grapevine Seminary * . Burleson College . Nonsect .. Greenville . . W. H. Long, A.M . Bapt . Greenwood _ _ Greenwood Male and Female Charles S. Garrison . Ivonsect . . Hearne . . . . College. Hearno Academy . M. H. Brovles . Bapt . Henderson . Henderson Normal Academy.. M. M. Dupre and V. M. Nonsect .. Hillsboro Patterson Institute * . . Fulton. W. A. Patterson, A. B., Nonsect . . Honey Grove . Methodist Conference School .. B. D. S. T. Smith, A. M . Metli . Independence . Independent Institute* . W. E. Clark . Nonsecb .. .Tasper . . Southeast Texas Male and Fe¬ Charles E. Durham . Nonsect . . Lufkin . male College. East Texas College . A. C. Foster . Nonsect . . Madisonville . Madison College . J. H. Allen . Nonsect . . Marshall . Ri s h op Col lege d _ : _ N. Wolverton, A. B . Bapt . . do . Masonic Female Institute . W. D. Allen . Non sect .. Minden . Hock Hill Institute . G. I. Watkins, A. M . Nonsect .. Moulton _ _ _ Moulton Male and Female In¬ Mrs. T. H. Allen . Nonsect .. stitute.* ] istics of 1893-94. a Amount from benefactions, $150. b Amount from benefactions, $10,000. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 2103 other private secondary schools, 1S94-9S — Continued. In¬ struct¬ ors. Students. Length of course in years. | Number in military drill. Volumes in library. Value of; grounds, build¬ ings, and1 scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1895. College prepara¬ tory stu¬ dents in the class that graduates in 1895. Clas¬ sical course. Scien¬ tific course. d A d 9 a © r2 is a © IS a © & r2 A IS a © d iS | Female. d IS d 15 a © rn rH O •ai«K G8 70 144 115 29 ! 80 2 180 158 14 75 GO O CO^HOO rH CO rH O Prepara¬ tory depart¬ ment. •axcutaj 14 v-H O O O OQ OOOO t- lO O 40 O O' } r-i rH L- O AHHHO CO CO CD CO rH '9FW $3 * ^ (M O O O CO O O O O O lO DCJ CO CO lO rtf CC r-t rH rH L- U- tg CD CO 00 Table 1. — Statistics of universities and colleges for Professors and instructors. Total. •ainraa.i e* osooc-tfsoiMO© t-h oo icoi-t-^ ocaiom 'ai^W ■H COOCOHCO^^OO CO CO TflrfiO COrJiOb- Profes¬ sional depart¬ ments. •axnma^ © OOOO O OOOO © O OOO OOOO © O^HOOOOHOM O O OOO OOrHO Collegi¬ ate depart¬ ment. •aicuia^ 1® 1* D1 O O o O (M rH O O rH t- © CO OOOO •aieiy NOC-ON-tllCvlNCC 00 CO 00 (M T* » Pre¬ para¬ tory depart¬ ment. | •axnaia^ * HOOOCOHdOO rH rH 4MrHrH O (M ^ H •®l*H H'jlrlrlOOWCOO JM < r-i O O ®HO ' •nor^nntraonop snotSixoN — ! Nonsect .. It. 0 . |5apt . M.E. So.. Nonsect . . Nonsect-. Bant.. _ R. C . Nonsect .. Nonsect . , M.E. So .. Bapt . \ £* o : : : .hH GG . . . D . . • • • gs H rJ 1/ 1, LJ 03 40 •Suruado jo jrojl ft OEMNDiOOX^H rH O O (M H tK'CI t> 00 GO ®Hiin XQ:t''NM 05 05 CO L- 05 OO 00 05 GO OO 00 00 GO GO 00 00 00 oo oo OO 00 00 CO CO 00 00 nHHHHrlrlHri rH rH Hrin HHHH 6 a c3 & « ! 1 Blount College. ............... St. Bernard College . Howard College . . . . Southern University . . La Fayette College . Lineville College . . Selma University * . . . Spring Hill College . University of Alabama . University of Arizona. ....... Arkadelphia Methodist Col¬ lege. ' Ouachita Baptist College . 1 JtAI KcUISilS . . Arkansas Cumberland Col¬ lege, Hendrix College . . Little Rock University * . Philander Smith College . Mountain Home Baptist Col¬ lege. Location. ALABAMA. Blountsville ........ Cullman . East Lake . Greensboro . La Fayette . Lineville . Sel ma . . . . Spring Hill . University . . . ARIZONA. Tucson . . ARKANSAS. Arkadelphia . . . do . . •DttLGBVJLUe * . Clarksville . . Conway . . Little Rock . . do . Mountain Home. . . . o r-i not-co Statistics for 1893-94. Table 1. — Statistics of universities and colleges for 1894-95 — Continued. 2116 EDUCATION REPORT, 1894-95. Total number. •epiaio^ « OtTMaONOBOt-O-tlM © © ©5001© O© 0 O0- O d OOO o H'HH d CO O Od O O d d •oiuj^ 13 ObOOOOOOlOdOOiOCJO 00 Cl lOOO o lO HUOH'binOOd d d 00 CO ©CO Total. •01UUI9J « 16«HNO»OC0t-O^l3 n M © -^ H ©M © rH rH •®lBH 11 OOOCOOO^biOOOCOHi© rH d d d CO 00 H< d CO rH *H d d d ^ L- d HO d d Profes¬ sional depart¬ ments. •oxuuio^ O w dOOOOOOOOOOO • rH O OOO OO O •®I BM © OOOOOOOOOOOO • tH O rH O O OO O O • d lO Collegi¬ ate depart¬ ment. •opjuiaj « ! dMOHO^O^OdO^in ^ CO dHiH O CO o •oiu^; * s OOOOCOiOCOHiOHiOCddHi© O d (Odd kCO d O H H rH d *H d rH d Pre¬ para¬ tory depart¬ ment. •0p2UI9j; * i OMHHOifOHfOOO^O CO CO rtf rH O CO O •OIBK « 1 OOGO^OHlb^dCOH^O CO Cl H^dCO COt> O rH d rH •uouveuiuiouep enoisipil I ! ! -H ! ! ! 043 ; ; : • : | i m r'l So-So goHoHg o o .a >-c • c« • o • o W R N P +3 43 o o © CO 00 «— g g s o o £ £!z;pw 0w P^ •Sutuedo joano^ 05 M iH 1© in , b- Ih 00 OC CO 00 •3 ; bo a :2 •b uJ ^ tf p ®|-gu26t>Bs!.«5g 2 «sb a 2 a c« £o^_, if|f£|sj“|ffi ao-So^cs-w-a^agce© bPROa/OccHicbccPP o (3 • "a >s-a . ^ a 2.s § 1 gi*2 P C/2 * _a 43 £ ’ o. © :© w I © •— ® , •h o « ^ oS t , "t* /n £ « ^c® > 0® g,“ - O’© gw bbP ' O (MlOO-(r-t^oo^o5COlSOOW®M«lO rj< CO O'JrlHHHl- O — CMOr-1 t— 1 CM n«rtH rH r-T .-T cf fill £■? 0 a pi ^ •axmnaj « « O0r-*0©CMOOOOC4 000000000000000 00 rH CO '8IBK h ct ©OOOOt^KOOOOOOOOOOOt^OCOOOOiOOO 00 r- L- H< CM © CO CM rH CM OS 00 Graduato department. in • © U P P © C r3 !*rrt •oinma^ © « OOOOOOlOOOOOOOCMOOOOOOOrHOOOO oo •01«H © h ©OrHOOCMCOCOOOOOOOCOOOOOOOOCMOO OO Resi¬ dent. •9X^019^ IS ©OOOOOt-OOCOrHOOCQOrHOOOOOOOOOO OO •o '9M xs* CM O r*- O O O O O O 00 O O O CO O O O O 0 0 O O O rH O O O O CM ro rH CO Collegiate depart¬ ment. •ojTJtna^ © •COOOOOHCOlOOOOlO^OOONCDOOOOHOOOQr)* rH 00 Oh T*00 nOCl ^HCOTjtH rH rH CO CO rH rH rH ■0I8K 15 MHCOHb.(M^ONHHiOQ^^OI>lOO^OHCOM^N OH QOOiOHOHWCHO^l XQTf«I> ^ CM O O t- CO CM r- ^ H rjl H H CO rH rH rH rH Prepara¬ tory depart¬ ment. •9{t;ui9^ 14 HocnaoooomicwiooocioMaHOOooooHooD h< m CO ©CM H* 0 CO CO Hf rH 00 Lh CM CO CO CO CO © CM GS CO Tit •oinpj; V* COHHO(MC^imnX(MH'^OXXX CM OOOH'OOOWOC'IO OO HO(MH'HOOCOlOHiCOHOC100TriOHl3(NHOOHOOOO CO CO rH CO rH CO HHh rH tH Total. j • opiums « OOHNO^gilHMiOifl'O^HCOOOOOCOOiO^t* tO 'TO NWOOOOHOTjUflCJt-OiOTl'O^CHsOOOCJONOOIN CO(M OC^O rH O rH r-iO rH rH CM rH rH rH Profes¬ sional i § p ► p< © | -91^019^ © OOOOO • O O O O r-l O O O O O O O O O O O O O O O OO •opK 0 OOt-OO -OOOOH* •9IGK ! * HOOCOOHO^MHOWKOLO^OhWWOOQOO^O COC^l OHM rH tH rH rHC4 rH Pre¬ para¬ tory depart¬ ment. •axuuia^j; nONOO^lOMH^ONOiOHHMNO'JOOOeHO Cb-. oo cd -d a 2 CO _W ^ 0) CD s S*3««Po MPh CO L>» Ol O H I Cf; 00 00 CO 00 C LO I :h

COO®©OOOOHHOOOWMOO COCOlOQ'Mf' C 1 COiOOOSt'COQWOO - - - ) 00 CO 00 iOOXCOOOOOOOXOOXOOCjOCOOOOOOO' gf£§ -;0 m © c>, • © © &c_Si®aa > Vr} cio ® : 8> SC -£Z ® : o o :o o : a ; .5 © -a ?«•' © & ar ® o © SV © m | 1 2 ^ ^0 © rtj Cu ,“H © sn T-v bfi ©.£ o S5 _ waa ^ -3 sj1,© ® «o 3 a '3 a h © a £? g2 fa a © H W 7 .2f I H c3 o Pi&O p c3 - x 3 ^ 'O fc£p •11 o "£ sc o -© o a a5 Sa ;o^g I P* t , CE3 +? o > u ' t: J ^ c o P ‘ P* ® cb ° ^ .-5 I &g © I § | ©a a^dd« ®S 5 a^aa il§^'S-S5|®S :||lfeg SX STATISTICS OF UNIVERSITIES AND COLLEGES, 2119 ||Sg^gsg|ggg®2§ 3|S|£og£ggS§|3gg^|g|g£§ SggS C3 O O O t-H O O CO o o o o o o OOOOOONOOOOOOOOOOO ■ O O O o o o o gooogo© OOO-'OONO T~* CO 1*0 OrHooooi-HOoooor^ooooo 53 S g |000 o o o o •000^00 lQOCJOO«?«!OOOOCOW^NI>Wg^t'00 O^JOO •OOOOOO • tH o o o o o o o o o ® o © o o o o o o coo o o © © joooo O O O O •OOOIOOO • r-i O O O © l> O OiHOOOO^JOOOOO^HOtHOOO • © o © o ^ O © © CqOO^HO Hrt COHO^CqOM CCHOlSOWOOHO^NMOISCOtOOCSHOMri O O ^ OW^^CQOOOl0^i^ OL'IOW OOOMMONHCJHO • Ol O M C3HOHOCOHOb*WHOOOHOMH -HHCON CO o CO CO oct.t.oioN»»H i^r-i MHOHO.WOTj oo t> so m o ^ t> cc o m o (M CO H(M rH tH •9p?K M « COINNHOOCOLO^O^^O^ (M CO O (M d (M Cl H LO Cl LO CO CO OOMOCOOiOOJOOOHW^ OOCOOCSCl^OOt'^^COH rH CUOHdnW rH rH CM CM CO O Cl Profes¬ sional depart¬ ments. •oinrao^ « « O O O C5 © O O O O © O © O O O O O O O O O © O O O O *0l«H C* O o o OOOOOOOOOO O O O O O o © O O O CO rH o m CM CM Tf CM rH rH CO Graduate department. OO . COCMHLO rH H^COCOOCM^CMCOCOOOCMr-* CO Cl rH rH rH CM Prepara¬ tory depart¬ ment. •exnxno^ 14 CO CO CO HlOH OHOCCO^HOCOO cdhoho • LO H LO 00 O C5 o CMrHrJi m m CO O COCO CM 'LOCOtHt-i O •0I*K 13 CO t>- C5 CM CO H OI>MMO«l>COlOOO OlCt^OH ' CO H lfl M H O O OlCOOOlOCOCOHO T^CO^CMt^ 'OCOrHrHrHCl rH ' rH CM Professors and instructors. Total. •oX'Buia^ « «N Oh*CO©iCHeOWOHM^OOO CMOOCMOLOCOCOLOrHOCMO •»1«H 11 l>LO^XOiflOOMDOO^OO ^OO^CO'^CMOCMt^^t^OI>» tH CM rH CM rH rH rH rH rH Profes¬ sional depart¬ ments. ■oxmuojx; © O O O oooooooooo ooooooooooooo •oi«H © O O O -HOOOOOOOOO O O O O CO O O O O O o o CM CO Collegi¬ ate depart¬ ment. •axuraajf 00 CO rH CO CO H Cl O O h CM H O O rHCMOOO^rHrH^OOOO *91«K t- CO ^ MflOOOl>(OC5H CO rH rH rH Pre¬ para¬ tory depart¬ ment. ■OXEtUOJ © • rH CO OHNinoHfinooo HinoNO ;n«hhcno *oi*H *5 • CM ^ O 1C O 05 t- 00 «D D- -<# t> rt©T#©C0 ! Ci CO C5 ^ CO ^ 00C51C00C0C000OC00000C005C0 OO lO H LO (N 1^ H CO CO lO CO OC 00 cc 00 00 GO 00 GO 00 00 00 QC CO 00 00 00 00 00 00 00 00 00 00 00 00 00 fiHHHHHHHHHrlHHH HHrlHHHrlrlHHHHH Name. j « College of Emporia . Central College* . Highland University . Camnhell Universitv . University of Kansas . Lane University . Bethany College . Ottawa University . St. Mary’s College . Kansas Wesleyan University. Cooper Memorial College . Washburn College . St.John’s Lutheran College .. Southwest Kansas College.... Union College . Berea College . Ogden College . Columbia Christian College... Centre College . Eminence College* . . Georgetown College . Liberty College . South Kentucky College . Garrard College* . Kentucky University . Central University . Bethel College . Location. KANSAS— continued. Emporia . Enterprise . Highland . Lawrence . Lecompton . Lindsborg . Ottawa . St. Marys . Salina . Sterling . Topeka . Winfield . . do . KENTUCKY. Barbourville . Berea'. . Bowling Green . Columbia . Danville . Eminence. . Georgetown . Glasgow . Hopkinsville . Lancaster . Lexington . Richmond . Russellville . lOiOiOifliftiOCOOOtOOO STATISTICS OF UNIVERSITIES AND COLLEGES. 2121 oooooooooo cot- WO t-MOO C5 C5 |> ^tl ^ ^^03C4 CO CO > & | ^ P • © kM S3 S3 OO OO ON^O OMOOOOOOOO OO— 'OOCOOOO O O (M^C OlOOOOOOQOO OOOOOOOOOO OO OO oooo oooooooooo OO OO oooo oooooooooo O O O O O O O I oooooooooo o o oco^ oooooooooo OOOr-iOOOOOC5 05 0000 ooom»oooob-o OO WO OOt'W OOOOrHOOOOt^ O r> OO O (MOOOWOOOlOQOCJ OO (MO O M 10 O OOOOrHOOOMW 105 lO W O 1 WOOrHOOOt-CQM *P P'S g bjO© tfl © -S_g © be© &0 © c3Ah-3 ®P5 ©.p s 3 oS o s += M.2o ©o C_LO K £ 6*3 £> §«5.® O « p ffi >s>.-S >s s*g g.-s “M ® 2 — ~ ® ® |.g ap.2 °|g|5e fcS'go-Ss O =3 ® ® © «3 ®oD« ®£ 33 1-5 HsO Mo OMccH bO .2 < |oP f§ « >5 O d o piao © ® bo © Eg ®rX O blP ©O ®-s :a §o® ® ® § a a ® §S «6°l ©^Soi^JUp'J ^3’0^|^0§^| > M P o o c3 Ohs 1? o © MM w g ^ £ 05 a £ w PPb5 S 1(2 d .® © § 'S® < P

^§•3 ^p >p ® s © d ® 'CJO fi © =w ®P © « cS P P COp o (>, . ^ ®Jzi43 **-1 . no 3p 2 PP e-: oo^p^. © a P S’© © j^^a^q OOP r^ippco P ^ e3 m I cs a ® p g pP M .5mM « r KMrln g | q p © ®~ J Il5§IS ! ® g O © PP^hPp!^ ip' a aT U P 13 P P • P . r S. P o ,-g ft ft g 3 q 3'T^P © I'l §4 q'rS © © ci a© --a o4i.a'~< a : jqcHq^PocoP^pq* ;o : ;^o iS J ©'© bC MNtOiUOiai School . I S. P. Axline, LL. D . I 2 | 0 | 87 i 1 I 36 I _ i 3 I 36 I 36 1 4 i 112 | 950 PROFESSIONAL SCHOOLS. 2181 >> cS P tS c3 o P P PPP >1 >> (>3 >>^3 >3 >3 ffi >1 t>3 1>> P P cS PPPrcPoPP(>P P P fiflP pfippppqpfiHQ PP O O CM O O CM O O o o io oo ^ O M C5 t- 1C i iClCOOOOCOiC 0 iO O lO o o lOOOOOO oooooocoooo oo I 0) ^ CO lO lO lO O CO O O ^lO-^O o r-i rH ^ ^ tH CP CO CO^tfCOCOCOCOCOCO o O 00 o « 0J o O L- ! CO CO CO CO ^ ^ CO CM CM CM CO CO CM CM Cl CM CM CM CM CM CM Cl CM Ot- LO O 0 H 0 (M 0 w O' COO Or-iT-iOrHOOO OOOOOOOOOO O i lO 00 iO H CO CO H CO CO b* CO 00 0 lO 00 O 0 0 0 CM |> lO CO O CM 00 L- i CM L- COHHHiO WTji OO 1 Cl 0 CO O Cl r— I r— < CO O O O O O O o o CM go Sw pm cs bH a : . . © g ® & © : H jgH b»d° '£ W ® lu^u'S M P,d ^ k-SPH.5Pa® S^HSSgS FdSwi^df?^ p Sp op pP © ' H 58 MO ®P 0 ®P2^I H gr© • •rK m>s £t>P P 2 0'S boo ® P 73 P3 PPiPH ! © P 6 >/J :P :p :p p p o^h h m o OP S £ MlS 8£r2 P jE? ^ © PO ^ ot|P g P _g | M • «8 3<3feS. bg^o^s Pp-'qbDpt^ . >3 HP © . g£p 8.S d £ £<2* GO Ct © M £ ; t> © M p bJ"© p|«. iSnt If 5 fc.oS o o s 33 gf OOP P k! fH .7 P CS £ P Ph oPc g ° I 115 £l£ © •" 05 p§g df3 .► .‘Sop ; p iMo © 1 I ; g p g i 5 o © iPaj P a i o o © I 33 a >ra fe-g j © p © p p p a © o P.-U ©-1 S o ® H o ° fa _a Q P jj o -£r©M p. ibs £ §M © Q p. sP ® a" ajlillj p . O ; 3 : o rP . ®'S,°P P P o CD !!§N.g.s tb P 03 -<2 0Q H P ^g|Ss^ P P^.5 pfS ’P ^r. O UJ. • ^ '^61 •gP-M JP ! Sm-!§ -p © iD bX)rP C CJ C S'S 'H © L rp a a p I § i I p o P<^ pOOt>c»Pp PO ° ^r-; >1 p §'a sa® 03 rP £ 03 °P P ' © 1 a * b2 c3 JeP P3^_ ® o p ® b. bJD 5S P O P 53 P o F2- fa ^P r©'_3 og c8 2 > 73 .g^® 2'p g p -o r P ' ».H^e 11 1 III ^ c ©.S’S’Sboa p.9f Mpp :<3H£ppp • rH CM CO lO 0 1^ OO Cl O I LO »o id 1C O lO LO 1C Id o 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 EDUCATION REPORT, 1894-95. Table 3. — Statistics of schools Name of school. REGULAR. Birmingham Medical College . Medical College of Alabama . Arkansas Industrial University, Medical Depart¬ ment. University of Southern California, College of Medi¬ cine. Cooper Medical College . University of California Medical Department _ University of Colorado Medical Department . Gross Medical College . University of Denver Medical Department . Yale University Medical Department . Columbian University Medical Department . Georgetown University Medical Department . Howard University Medical Department . National University Medical Department . Atlanta Medical College . Southern Medical College . University of Georgia Medical College.. . College of Physicians and Surgeons of Chicago... Northwestern University Medical School . Bush Medical College . 'Woman’s Medical College of Northwestern Uni¬ versity.* Fort Wayne College of Medicine, Taylor Univer¬ sity. Central College of Physicians and Surgeons . Medical College of Indiana . Council Bluffs Medical College g . . Iowa College of Physicians and Surgeons, Drake University. State University of Iowa Medical Department. . . College of Physicians and Surgeons . Keokuk Medical College . Sioux City College of Medicine . Kansas Medical College . Hospital College of Medicine, Central University of Kentucky. Kentucky School of Medicine . Louisville Medical College . University of Louisville, Medical Department.. . . New Orleans University Medical School . Tulane University of Louisiana, Medical Depart¬ ment. Medical School of Maine at Bowdoin College . Portland School for Medical Instruction * . Baltimore Medical College . Baltimore University School of Medicine* . College of Physicians and Surgeons of Baltimore. . Johns Hopkins Medical School . University of Maryland, School of Medicine . Woman’s Medical College of Baltimore . College of Physicians and Surgeons . Harvard University Medical School . Tufts’ College Medical School . University of Michigan Department of Medicine and Surgery. Detroit College of Medicine . Michigan College of Medicine and Surgery . * In 1893-94. a Approximately. b No tuition to residents of the State, c Four courses required hereafter. Dean. 3 W. H. J ohnston . George A. Ketchum . ... { James A. Dibrell, jr. . . J. F. Widney . Henry Gibbons, jr. . . . Ilobert A. McLean. . . . J. T. Eskridge . Thomas H. Hawkins . . . Samuel A. Fisk . Herbert E. Smith . D. K.Shute . . G. L. Magruder . Thomas B. Hood . John T. Winter _ H. Y.M. Miller/ . William P. Nicolson.. Thomas ft. Wright _ William E. Quine . Nathan Smith Davis . . Edward L. Holmes - Isaac N. Danforth _ Christian B. Stemen.. S.E.Earp . | Joseph W. Marsee _ Donald Macrae . Lewis Schooler . J. C. Shrader . J. C. Hughes . . J. A. Scroggs . Edward Hornibrook . . John E. Minney . P. Richard Taylor . William H. Wathen . . . Clinton W. Kelly . J. M. Bodine.... . Charles F. Dight . Stanford E Chaill6 . . . Alfred Mitchell . William L. Dana . David Streett . E. W. Eilau . Thomas Opie . William H. Welch _ J. Edwin Michael . I. R. Trimble . Augustus P. Clarke. . . Wm. L. Richardson . . . Albert Nott . Victor C. Vaughan _ Theodore A. McGraw. Hal C. Wyman . PROFESSIONAL SCHOOLS, 2183 of medicine for 1894-95. In¬ struct¬ ors. Students. Length of course. Tuition fee. I Graduation fee. Cost of the entire course. Value of grounds and build¬ ings. Productive funds. Is the instruction given in the day or in the evening ? Volumes in library. Scholarships giving free tui¬ tion. 3 to O PH I Special or assistant. 0 o s a o a o bb 0 1 s d U fc£ GG s © > © 5 u Is the instruction given in the day or in the evening ? Volumes in library. Scholarships giving free tui¬ tion. fcl) rt Cu VQ *3 m o 5 m Men. Women. fci a So ® 0 Tears. 1 Weeks in scholastic year. ® 0 © u bX) .9 ■&! GO Cv o © Xfl Begular. Special or assistant. Men. •'fl © 9 o £ Number graduating. Tears. Weeks in scholasti6 year. Is the course short¬ ened t<> graduates in letters or science ? 4 5 6 7 8 9 19 11 IS 13 14 15 16 17 18 t9 14 5 190 o 140 3 No.. $75 $25 $320 Day . . J 105 12 6 136 0 44 3 26 No.. 90 25 a 300 $35, 000 0 Day ... 5, 000 0 106 8 G 47 o 16 2 41 100 25 220 Day . . . 0 0 1 107 9 4 152 2 6 3 32 No.. 0 0 70 300,000 0 Day ... 1,421 108 7 18 189 0 43 3 20 No.. 80 25 330 Day . . . 0 109 10 139 0 34 28 No.. 85 30 a. 285 100, COO | 0 Day . . . 10 110 u 15 136 o 12 3 30 95 30 330 0 Day . . . 0 111 0 4 o 45 40 120 15 a 350 Day - . . 2 112 ID 9 34 0 b 3 26 Noc 60 30 a 265 0 Day ... 0 0 113 18 0 63 13 14 3 9G 120 30 300 25, 000 o 114 11 7 62 2 28 3 23 No.. 70 25 270 60, 000 0 Day ... 0 0 115 22 6 97 12 24 3 24 No.. 110 340 40, 000 0 Day ... 500 0 1 116 20 3 60 12 4 4 26 No. . 50 25 cc 178 Doth .. 0 117 13 2 52 8 13 b 3 24 Noe 75 25 259 18, 000 0 Day ... 200 1 118 11 5 43 7 8 3 30 50 25 230 125, 000 Day 0 2 119 20 15 G3 14 14 3 32 No.. 100 30 325 46, 000 DaV ... 3, 572 5 120 11 4 29 8 9 3 24 No.. 55 25 a 225 0 Day . .. 300 ; o 121 16 3 180 7 37 3 34 No.. 85 25 225 30, COO 0 Both. . . 500 2 122 15 3 23 8 13 3 28 Yes. 100 40 370 5,000 0 Day . . . 500 0 123 16 4 18 10 1 4 26 No.. 80 30 a 2G0 Day . . . 0 124 9 2 17 0 4 26 75 25 a 300 125 19 10 205 o 65 3 26 No.. 65 25 a 290 125, 000 Day _ . 0 126 16 20 187 81 72 53 26 No e 05 25 300 175, 0C0 Day ... 1,000 5 127 17 12 G3 32 31 63 26 No.. 85 0 255 Day _ 2 128 30 16 82 20 17 63 24 Yes. 65 25 a 300 Day . . . 100 129 5 0 54 16 16 4 2G No. . 48 25 152 20, 000 0 Day ... 416 .... 0 130 18 0 17 8 2 4 26 Yes. 75 0 380 Day . . . 0 1 131 13 8 21 7 13 3 26 No.. 100 30 345 28, 000 Day ... 550 0 132 24 19 113 57 32 4 32 Yes. 125 30 510 200, 000 $10, 000 3, 300 10 133 5 1 16 2 1 4 39 30 10 226 39, 260 Day . . . 6, 000 o 134 14 25 G * 2 3 32 80 10 a 275 135 10 o 37 22 12 3 26 Yes . 50 25 188 1, 192 j Day . . . Both . . . 100 . o 136 18 7 GO 5 10 3 2G No.. 60 25 a 240 10, 000 0 Day . . . 50 0 137 25 10 130 0 50 4 30 No.. 125 30 713 290, 000 0 Day ... 2, 600 0 138 16 9 0 44 10 4 26 No.. 100 30 460 Day _ 900 o 139 16 8 44 4 11 63 26 No. . 65 30 2G5 30, 000 Day . . . 140 21 5 151 31 35 4 26 Yes. 75 25 270 60, 000 5,000 Day . . . 300 3 141 14 15 256 0 61 4 30 No.. 125 30 515 500, 000 Both. . . 8, 000 142 17 „ 25 6 6 26 No.. 75 35 230 Day _ 143 17 5 48 8 11 3 26 JSTo - . 75 25 a 275 8, 000 Day j 0 144 130 G Both 145 33 48 223 1 100, 000 0 Day 146 41 5 197 5 45, 000 0 Both _ 0 o 147 31 79 370 10 100, 000 Both... 148 41 103 429 24 524, 588 0 Day 700 0 149 32 38 100 10 6 90 Dav 150 4 7 10 18 1 0, 000 -L^Cl J . - . Day . . . 3 151 c $20 first year, and $50 second and third year each. d Discontinued. e After 1895, yes. Table 4. — Statistics of schools of dentistry for 1894-95. 2188 EDUCATION REPORT, 1894-95. I SuiuaAG 91^ UI JO £ep I « j > gfiQ 5 ■&&&& 9^ •uoi; jn; 99 jj S u i a id sdiTjexBjoqog^ 2 i S°° ICQOOOCOrHOOOOi uoi^utiiuiuxo .10 « Pllil lalla illlllllll«§l llsl 000g 3§S° •99; noi^np^lS ! ;a ssa •99j uopmx igg£§§£ Si?i2§g8i.2§§gigi2g§§|§gg £gg£ I I o^sBioqosm 82199^ | - SSSoS PlO'rt ' ' i p 8 •SJ139A © ' ■*$ co co co co co co < ) co co co co co co rSuii'BiipBjS agqxnnj^ HKMlOON OJCO^ •9^ni9q; ■9P5K j •£ OOOIOOHO ooot^otoo- • rH O CO 00 CO 1 1 r-l T-l 3 l°SHa“N «oc®cNh^^o«o; 3 F £ i - ; - to ° I -TOpiSea i ! ft'00®®05 O O 'HiG ) co o* co , PROFESSIONAL SCHOOLS 2189 C$ C3 O O ^3 cfi cj O C$C$ c3 c3 c3 qpqqpq pppq pp PPPP O O O ' CD © lOOLOOiOlO OlOOiOiCOifliOOOlC OOffiOhfQ rooo^^-not>oco«ooo CO :: ^ CO CM CO WHCOCOCSrlCilMWCLM • O O O 10 10 OOOOOOiOi-'OOOO COCO (M!M CO H CO CO CO i — I CM (CQ CO CM CO O OQ LO © t— O roco CO CO CO CO cooocococococococccc ©COOOlOH © < © © oa © © © lO CO ^ tp- CO lO©t^OOlO©COOCOlO' O t-©io©i>t^©cc©t^© 5 c ^ . ^

> ll 3 gaMpq t^dWoj 2 ° ffl 111 ill 1w- h-;, • o o h> g®fc a a^w H'N B B p 5 jp : £ ! © . 5fi c3 2 Pi© Q b E M © :p gd : £ ; *g S © +? cd p S ©fi ss fefip &P.fi s 2 = -2 ©> §«|°.ls Ph cD i <£> £h :pjs ,® B ■ S £ p b -** ;1§aSI^ ■dliS ©I® :fip §1-5 sfl PP) © © cS O B-Sm'id "m „P pf'5 © W © *© -« ta fi fcP, © 2 cX_ BO®-gcPa t— lt>r2^fl(D^!-'fflCf-|B **&m .g|3!2M|i|i p^ws §?£ sp| P-s&S&s&g © *S£i5lB'©ifeSkH '>-'© £ •— £ 'S *£ b ^ S ®t* aOn p<®^ S^C © £ © © © s g |.£ fe © © ® © ffl © E^-g.^ > © £ Bp ®.S3|fii®3 ©£ c § a I S sP^oco foppPoPI>Ph3 I CD i-l CO d-: CO :O^HC\!OCO . ... . . . Q . O OP P ^CD OO OOdO .pOO A3 A3 A3 A3 A "%=3 A3 A3 A3 A3 A3 A3 A3‘ A3 A3 A3- Ph pp P p PP pp PPPP P PPh l Sutuoao oqg nr jo A«p aq; ui usaiS noipnj|sai oqg sq £ H ! 5 <© o • • o > > * : kh w : £> >>>> >£ >, £.5 >,>:!>>(>> © d ■uoipn^ oojj SuiaiS sdiqsjtqoqog S j O' o o ;HO OOO |OOOOHH 8 S3 82! •sjca^ § CO O rH rH O © © in ea©i a -<*© ©© r-i cs 03 03 oco © ^ cs ^ ° 5a £2 ® ERRATA. Beginning with Ann Arbor, Mich., in Table 5, throughout the remainder of the table the figures in columns 10 and 11 should be transposed to columns 6 and 7, and the figures now appearing in columns 6, 7, 8, and 9 should be transposed two columns to the right. PROFESSIONAL SCHOOLS. . ... . .rbP . . o . P P PP ci3 -PP . -PP _• p a ,d ' ^ .2 rd ,2 J3 pH 2j .2 -2 pH A Ph Ph PPh Ph PhPho^PhPh to Ph O !>> >> >S >S >5 4 (5S fiflfl >5 a £j >■.>> >5^.5 >1 t» z$$ 88a & 8 • O T-H o o • o o t~ O O O O O • o 1 Ss ISS Is ggs ggg 8 I O O O OOM O o 10 0 0 L'JOiO o O g gg ££§ S°S!§1?§ s°i ° : co^cccc^c ^oo ^ >o P S3 33| S58S3S £ £ ^OO-^^N O O 'tf o o S K§ Sd3 g£3£c$g ggg g? £ Cl CC d C3 c: r-i N M N NNM d Cl gL-g 00:010 2 O O Cl Cl -# CO rf CO O C90M d O LO Cl O t# tS O o u l 111 1 III •a 5qS °11 P t^t.r §2 I? O 2 P4 Cch Ofl §1p m r£ IM O £,

a i'SP ,pg -o S >> Opp s.&spj1*? " 5 £ P '3 J *,3 <1 PPP OcoO issis* -g^i fi § llslli ill “■ga SjflSSo P's .1b, sp-ssii^r^ S-S g 2 g g o=*Ol5 2c.5 3Crti»^o go c~A *-g jfg S.S2'slS.'S§P§ = aopP^fl ooccPhPho PPP P P 'S.-s'd g.L , fitly 5 > ® © lC' | Its 4 ill ll I -2 .2 o 2 1 1 (fill gl si i min 3 ^ o -2 2P'5^5 © a !§ 2^ 'I *-§ ”-a.S'bi) I a «i S®iig jp: so ft “2 s-j.a 1-3 o © At !=H-d O fl* rt ^ •- HP gOp P< <1 Z* ~ <5 -g PP Ph * 6iO o'S 5) cs^§ to«£ >cs 2191 £ 33 ggs s g Table 6. — Statistics of schools of veterinary medicine, for 1894-95. 2192 EDUCATION REPORT, 1894-95. •9SJUOO 9ai}U9 9Tft JO^SOQ | lOlCiftOtOOWOfO COCOt-0 o H H t— ! >H rH ■69- Length of course. '9SJILOO {BnnnB uc sajao a\ 9i ^©COCD^N«OI>N (NCKMCO'NNWCOCO •gjua^ QC Instructors. •^ttb^bissw ao |UT09dg vs \ COWOOW(MOCO!MC5 •eaossojoad aejnSay; « oiHoaoooowoo Dean. M Charles F. Dawson _ Joseph Hughes . H. K. Macaulay . Charles P. Lyman _ H. 0. Walker . A. Liautard . Harry 1). Gill . H. J. Detmers . John Marshall . ' o CD > ° •?o > P >3 PI .-*2 © s; P-i « o £ >3 o.-S ti ® © a m J** £2 a ±a fl bXi^p h o _ 02. rt ©"'3 ®'£f . . . . p s a s p s 8)£j5l®^^ © Sul bJO_j >3=2 © rrt V. 5 -2 J2 © fo-gg £ >3Ulw> hfe h'S >>‘C ** c3 cs* i ,*" ® «? dS-s j ®-Et> © ^ ? '-w -g©®-S°®o^o a § e8 o ca o 9 s o o 8 o a (j o ” br os •-E.Sg ® ftg =j §, ■* - q a © = ®o © <02P00 05 Table 7. — Statistics of schools for training nurses, for 1894-95. PROFESSIONAL SCHOOLS. 2193 In 1893-94. a $100 at graduation. b Male, $19.50 and $23.50 ; female, $13.50 and $17.50. Table 7. — Statistics of schools for training nurses , for 1894-95 — Continued. 2194 EDUCATION EEPOE-Tj 1894-95. • JB3i! puo -03S ifttroui aaj; 11 ^ Jh Ih s s OOOCH HHH « HH HH rH O Ph 4l •.res A !>s jp i^uoui joj; e sss°°s CO 00 r e • O ^rl OCOOCCOOOCOO occcccoooooo o . ,P ra •jresA oxas^i; -orros ui e'^Al © ssssss O 0 SS S'* QO^hPOPCOHOO^OCtPN^OOO^ fc •spjnra^ o °°hhS ss PS ^FM * o o o o o o o ocqoo^ioooo ci ooo-^oooooooo : j'g.g IS! | &pd PP - if5 p Jt J* F> sfp jS S 'PF^OPPcc^^Ki^a 2c^ i U i i ia i i i i ill ii 11 m aa^i Jz- Isja :S3' : SI ill s.a 'Jl 5t-gl ;l«^g3 ||2 s| gif f * ifPl« i Its'lololp' mmt itmmmmi U££%& gg SP «13^ig§^3S§3S2Sg§!SgggogS PROFESSIONAL SCHOOLS. 2195 1 §)S3o .H N i : ooo^ooogtcHoooocco oo coco© rZ2 mr-i O l rZj rZ^ r~Zt rw I : : :S|| n : : :-«4^ o 3 O >1X53 •| ;-§ to 1 j « * ° S^l^^g-^g-isasj 1 '■& m \km 388888 gSg^SgirglSSSSSS-SiS 518 8r&S^S3:§§SS§S3383g§S * In 1893-94. a Men, $23 ancl $25. b Board and uniforms furnished. c Men, $10 and $12; women, $100 at graduation. cl Male nurses, $18 to $25 ; female, $12 to $18. c Also, $75 at graduation. /Nurses receive $25 at end of each six months. g Men, $22 to $20. h First year of the school. i Also, $100 at graduation. j Men, $10 and $12. k Women, $12 to $10; men, $20 to $20. ZNo report. Table 7. — Statistics of schools for training nurses, for 1894-95 — Continued. 2196 EDUCATION REPORT, 1894-95. <3 puo m -oae t^uooi ja,j ; H O t>t>INO! 'rt»OOnBOOOC(»NNOt>MaOOO OOWfflL'JlOOOOtlOOOOO'JlOBfflOOl'OOl'Cn •JB9-V © qjuoia jaj ' ™ •jreaA oi^scx j ® -otps ui s^aa^x *■ •Bxeax * in in cm in W C-l H M C3 N « (M (M M N N fl N « (M N M « « N •.Taq.stSaj \ jnj: t? 2ni^u^t;suoQ •stri^np^j-c) | 1 in (Mio-!Hio®innaH(Mt't'COOinffl(Mt>t'coOMiN t— i H. H H ^ CJ rH tH d i-H 03 r-l r-l ■ap;raa^ in t>N-*i>no!onooaH^t-oiUB'#(aifNO)' CO -HIM(MC5ini-l-^-^OOCOljHi-lrH W r-( CO r-l t* i-l i-l o o o o o o o © o © © in o o o o o © o © o o o © •9T*rc ■* P- : S j 2 © £ jigs* :=§ :1 i|| §qu b £ § § c/2 l® ® ©2 wt’o 9 o © b rt Ob'S P 3 p *u © ® 2 £?'Sio 3 J S ® I . . CO • ■ i • ■ i i i t"5 CO ^ § d« ® © Jzs .Ss io © y w b 2 H - Hr O a aa ^ co M,^ *© .P^O! p a bo ° ^ wt! a =2 3, pi o &! i'3'2^2 .a © m_ £ §,-. g>-rtW g^-§ gj§-S §-|«S g h g.S-2LJM2-a^ S in, ® g^-P 9 bB 11 i a g m p M^ £ - ■ Sfl bfiH bert.S M p/--i o t^n P ten O 22.3 f2°7 ® r— Hc^^^Or-lOtj a .3 ^ cq ^ £ © .3 -a ^ .a -a m p -a .a ra i_rc s,2tSS'2.sSwi'g.s|^l'3 mp-3£3!^ M S p< a C^5 W ^2S232-5EWH(£m 2^-a a 3 S po«2^3 § « g §W o P 2 £ O gH q; £ O o . 2 ® 2r22'2^i2 -© ® .2 a a ®k7h p..2 a|-£^ gT.jg'g P ^p^2 'S^a'-pS^ (S 22'Si? © ■sc -§ a d a • •£ : pp ; pb ^ m +i : ! C : j . - §! p^j ■'S a _® ®.s S ©.5 pJo S ::::::: i :p 05 O H IN CO T* in < 1 a, Also $50 at graduation. &Men, $20 and $25. c$100 at graduation. 2198 EDUCATION REPORT, 1894-95. IX.— NORMAL Table 1. — Statistics of public Location. Name of institution. Teachers. Students. Entire | number i em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number enrolled. Below normal grade. In normal course. Male. Female. Male. . o 1 © pH Male. Female. Male. Female. Male. F emale. 1 3 3 | 4 i 5 6 7 8 9 io 11 13 ALABAMA. i i 5 4 4 4 148 198 29 30 119 168 2 2 60 70 10 15 40 43 3 1 4 3 0 J 63 62 28 32 35 30 ored Students, a | Normal . State Colored Normal and 18 13 4 199 208 107 116 13 13 Industrial School. 3 Troy . G 8 G 5 223 267 44 52 123 136 ARIZONA. Tempo . Territorial Normal School of 1 2 1 2 46 47 0 0 4G 47 Arizona. ARKANSAS. Barren Fork . Mount Pleasant Academy .... 2 1 2 0 101 88 81 91 12 5 Chickalah . Cliickalah Academy . Malvern . Hot Spring County Normal 1 0 1 0 33 19 o 0 33 19 j Institute. Morriilton . Morriilton State Normal 3 2 2 2 59 53 36 21 21 27 Institute.* | Pino Bluff . Branch Normal College .. 6 1 6 123 60 43 19 89 1 41 CALIFORNIA. Chico . California State Normal G 6 6 4 33 199 89 140 1 2 . School at Chico. Los A nop. Ira . State Normal School . 9 19 8 11 276 633 200 233 76 400 San Francisco . San Francisco Normal School. 2 2 2 2 0 84 0 81 San Jose . State Normal School . 12 15 11 12 j 141 750 91 125 50 G25 COLORADO. Greeley . . Colorado State Normal School. 17 6 11 G 207 412 121 135 86 277 CONNECTICUT. Bridgeport . Bridgeport Training School .. 0 6 0 4 0 31 . 0 31 New Britain _ Normal Training School . 4 30 4 30 1 192 1 192 New Haven . State Normal Training School. 3 29 3 23 1 198 1 198 Willimantic . . do . 2 19 1 5 7 62 7 62 DELAWARE. "Wilmington . Wilmington Training School. . 0 7 0 1 0 18 0 18 DISTRICT OF COLUM¬ BIA. "Washington . Washington Normal School, 0 7 0 7 3 48 1 . 3 48 first six divisions. Do . W ashington Normal School, 2 6 2 6 3 23 3 23 seventh and eighth divisions. FLORIDA. De Funiak Springs . Florida State Normal College 3 1 3 1 7° 82 47 50 25 32 for Whites. Tallahassee . Florida State Normal and In- 6 3 3 2 21 37 15 32 6 5 dustrial College. GEORGIA. A th on a _ State Normal School . 4 2 4 2 56 122 0 0 56 122 Milledgeville . Georgia Normal and Indus- 3 15 3 8 13 350 13 89 0 152 1 trial College. * Statistics of 1893-94. olio report for past two years. NORMAL SCHOOLS. 2199 SCHOOLS. normal schools, 1894-95. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from nor¬ mal course. Years in normal course. Weeks in school year. Volumes in library. nd n c3 03 Pi rt bD si birg o ffi 2 t> Amount of State, county, or city aid. Value of benefactions re¬ ceived during the year. Amount received frpm State., cdunty ,or city for buildings and improvements. In busi¬ ness course. In high - school grades. Male. | Female. 6 M & Female. j Male. Female. Male. 1 r2 a © Male. Female. 13 14 15 16 17 IS 19 39 21 S3 S4 25 36 | 37 |_3S_ 39 29 30 8 14 3 36 2, 000 $50 000 $7, 500 10 12 40 43 0 0 0 0 3 36 0 1,’ 000 ’225 0 0 0 0 0 0 0 0 0 0 5 1 3 36 300 10, 000 2,800 16 9 59 74 56 42 82 9L 9 13 3 38 1,985 30,142 4, 000 64 71 44 52 0 0 9 13 3 38 1, 000 35, 000 I 4, 000 0 $500 0 0 0 0 0 0 0 0 3 4 3 40 360 23, 000 0 0 1, 300 25 1 500 400 200 40 3’ 000 1 2 1 5 4 6 0 1 £0 A A 2 5 16 0 0 3 6 3 36 12, 000 lOu 1, 500 U 0 0 0 43 19 80 41 9 1 2 40 3,389 60, 000 6, 000 0 0 85 14 3 41 4 40 135 000 24 500 5, 000 200 233 10 66 3 40 4, 000 200, 000 38 500 1 75, 000 o 84 1 42 ’200 15, 000 G 500 91 125 16 140 4 40 75oj 000 47’ 500 121 4 38 6, 000 150, 000 35, 000 10, 000 o 18 2 40 600 1 69 2 40 9, 500 30 000 . . . . 0 1 o 52 2 40 1, 500 orn 129 000 0 0 0 26 2 40 3, 000 135,000 22, 000 0 118,’ COO 0 0 0 0 0 0 0 18 17 13,000 9, 100 0 3 45 1 36 350 0 0 0 0 3 23 2 23 1 40 0 0 0 0 0 0 2 0 4 36 100 10 500 5,000 k 7AA ■o 0 ° 0 0 0 5 4 2 2 36 516 19, 300 0, < uu 2, 800 10 10 2 40 200 30 000 1 A AAA 0 A 0 . 5 A 0 59 1 13 43 0 1 20 1 4 36 2,000 j 152,’ 000 J.U, UUU 22, 900 u 1,000 2200 EDUCATION REPORT, 1894-95. Table 1. — Statistics of public normal Location. Name of institution. Teachers. Students. Entire number em¬ ployed. In- struct- ing normal stu¬ dents. Entire number enrolled. Below normal grade. In normal course. Male. Female. Male. Female. 3 Female. Male. Female. Male. 6 a 1© 11 12 MICHIGAN. 1 20 0 3 0 107 0 107 School. Ypsilanti . Michigan State Normal School. 21 23 21 14 4G1 885 214 167 243 711 MINNESOTA. 5 15 g 71 314 3 5 68 309 2 7 2 52 100 52 loO St. Cloud . . do . . 8 n G 2C0 308 118 79 82 229 St. Paul . 0 5 0 5 0 08 0 68 School. G 13 6 13 74 329 74 329 MISSISSIPPI. Ackerman . Central Mississippi Normal 7 4 1 0 75 85 55 72 15 15 Institute. Blue Springs . Blue Springs Normal College. . 2 3 2 1 105 110 0 0 105 110 Holly Springs . Holly Springs Normal Insti¬ 2 2 2 100 50 90 45 10 5 tute. Do . Mississippi State Normal 2 1 2 1 83 84 30 40 49 48 School. Mount Pleasant. . . . Mount Pleasant High School 2 1 2 1 50 45 30 30 20 15 and Training Institute. Poplar Springs . Poplar Springs N ormal College 3 1 80 83 66 77 Sherman . Mississippi Normal Institute 5 2 3 2 115 110 95 90 20 20 Tyiertown . Tyler town Normal Institute* 0 3 57 68 30 47 27 21 MISSOURI. Cape Girardeau. . . . State Normal School . _ . 7 4 4 207 15G 207 156 Cassville . Cassville High School . 1 4 1 1 0 301 217 150 128 90 82 Kirksville . State Normal School . 9 3 9 3 312 308 312 308 St. Louis . St. Louis Normal and High 30 39 4 4 441 1415 0 234 School* 1 Warrsnsburg . State Normal School, second 8 9 8 8 453 595 63 79 390 523 district. NEBRASKA. Peru . Nebraska State Normal and 5 10 5 10 174 382 158 306 16 76 Training School. NEW HAMPSHIRE. Plymouth . New Hampshire State Nor¬ 5 8 4 3 105 235 81 102 1 89 mal School. NEW JERSEY. Newark . Newark Normal and Train¬ 2 12 2 5 214 283 214 210 0 73 ing School. Paterson Paterson Normal Training 1 2 1 2 0 G2 0 62 School. Trenton . New Jersey State Normal 13 24 9 9 329 771 194 217 135 554 and Model Schools. NEW MEXICO. Silver City . Normal School of New Mexico. 2 1 2 1 17 94 16 57 0 35 NEW YORK. Albany . New York Sato Normal Col¬ 7 10 rr 10 34 232 1 34 232 lege. Erockpnrt State Normal and Training | School. 1 1 1 ■ i 1 Statistics of 1893-04. NORMAL SCHOOLS, 2203 schools, 1894-95 — Continued. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from nor¬ mal course. Tears in normal course. Weeks in school year. Volumes in library. V alue of grounds and buildings. Amount of State, county, or city aid. Value of benefactions re¬ ceived during the year. Amount received from State, county, orcityforbuildings and improvements. In busi¬ ness ; course. In higli- school grades. 6 'ce Female. Male. Female. Male. Female. Male. Female. Male. Female. 13 14 1 5 18 17 IS 19 20 21 22 23 24 25 20 27 .28 29 331 311 0 1 0 33 2 40 185 0 0 4 7 214 167 0 0 35 167 3 40 15, 500 $260, 560 $58, 450 $20, 000 0 0 0 0 127 205 0 0 16 52 3 38 6, 000 150, 000 24, 000 7, 500 G2 57 3 38 1, 500 120, 000 16, 000 | 0 0 0 0 98 59 0 0 4 48 3 38 l’ 638 150, 000 24, 000 25, 000 185 172 0 34 2 38 0 0 0 0 95 119 0 0 112 3 38 3,500 240, 000 24, 000 0 22, 000 3 0 3 40 20 1, 100 1, 400 0 0 0 0 0 0 0 0 0 0 3 10 100 2, 000 550 0 0 3,500 2, 025 0 0 0 0 0 0 49 48 4 1 2 32 2,000 12, 000 2, 000 0 0 0 0 0 0 30 25 0 0 0 0 36 0 6, 000 750 0 8 0 6 G 0 2 3 40 100 3, 000 550 70 85 0 0 2 1 4 40 590 3, 000 750 o 0 0 o 10 13 500 5, 000 400 21 17 4 39 1, 500 75, 000 11, 000 5, 000 15 10 25 18 125 80 0 o 2 1 4 40 350 10, 000 1, 500 48 54 13 10 4 40 . 4, 300 65, 000 12, 500 441 1, 181 0 0 0 o 2 40 500, 000 103, 567 81, 929 0 0 0 0 63 72 0 0 49 78 4 40 4, 000 1 200, 000 ' 13,750 0 35, 000 79 105 0 o 16 76 5 40 7, 000 60, 000 30,000 5, 000 24 43 105 145 0 19 2 38 1, 700 85, 000 12, 000 0 0 214 210 o 2 0 41 2 40 619 33, 000 12, 570 693 0 0 0 0 150 150 0 1 0 28 2 42 274 289 8 9 7 127 3 38 4, 000 400, 000 28, 000 10, 000 0 0 1 2 0 0 0 0 0 1 4 40 0 1, 200 0 0 0 0 1 0 0 131 251 0 3 13 72 2 40 2, 900 210, 611 25, 990 i i 1 1 i 2204 EDUCATION REPORT, 1894-95, Table 1. — Statistics of public normal Location. Name of institution. Teachers. Students. Entire number em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number enrolled. Below normal grade. | In normal course. £ \ © S © Ph 1 Is © ’cS S © Pm rr:fwtf‘'r _ _ KindergartenN ermal Class 0 l o 1 0 22 0 22 MICHIGAN. Benton Harbor .... Benton Harbor College . 8 10 4 5 197 279 31 36 92 136 JK\er Ferris Industrial School » 6 5 G 5 385 228 385 228 Feu ton Feuton Normal School and. 4 3 4 3 175 125 100 110 Commercial College. Flint . Flint Normal College and 3 3 3 2 "70 65 0 0 50 40 Business Institute. | 2 1 Mount Pleasant . . . Central Michigan Normal 2 :3 2 .17 52 0 0 17 52 College. 1 1 1 Petoskey . Graves Normal Academy. . 1 2 ' 0 102 149 0 0 15 28 MINNNESOTA. M nor b p.a rl rioncoTfl in CdP.AO'R . G 1 6 0 143 63 30 10 63 53 New Him . . . Dr. Martin Luther College, 5 0 5 0 44 0 0 0 32 0 Teachers’ Seminary. Sauk Center . Sauk Center Academy and 3 0 § 0 72 24 8 0 12 24 Business College. [ 1 1 NORMAL SCHOOLS. 2215 schools, 1894-95 — Continued. Students. Children in model school. Col St den nor con uates am mal rse. | Years in normal cousre. TVeeks in school year. Volumes in library. Value of grounds and buildings. Amount of State, county, or city aid. Value of benefactions re¬ ceived during the year. Amount received from State, county, or city for build¬ ings and improvements. In busi¬ ness course. In liigh- sckool grades. ored u- s in mal rse. Grac fr nor cou 22 "3 g 6 Male. Female. Male. Female. Male. Female. Male. <6 O S3 14 15 1© * IS 2e 21 22 23 1 24 25 26 I 2§ 29 18 12 3 40 1, 000 ! $-25, 000 0 0 10 5 0 0 0 0 0 0 1 40 0 3, 000 0 0 0 3 - 4 6 4 40 25 j $707 3 2 40 I 2, 500 j 2, 500 1 14 31 0 0 0 0 0 0 9 2 4 10 225 : 9, 000 : 510 0 0 3 9 40 92 6 3 2 40 1,500 10, 000 $200 9, 2 36 125 6, 000 3 4 10 i o 0 o 0 0 0 0 4 2 40 ! 50 15, 000 0 0 o 21 3 36 250 50 12 20 22. 20 12 10 0 0 15 18 2 53 i 800 12, 000 0 0 0 0 0 0 0 0 0 4 ’ 40 1,000 j 20, 000 0 0 4 3 22 0 2, 000 600 0 o 0 0 0 0 0 0 0 10 20 0 3 40 0 20, 000 2, 000 0! 0 7 2 0 0 0 0 0 0 0 0 3 47 500 3, 000 0 0 0 1 rj 4 7 0 0 0 0 4 40 3 42 5, 836 45,000 ! 0 8 2 36 0 46 39 28 68 31 36 0 0 4 5 4 36 2, 000 7,000 17 25 0 0 25 39 3 48 500 30-, 000 75 15 ! 4 1 2 48 1,000 7, 000: 20 25 0 0 0 0 o o 4 1 3 50 400 800 . 0 0 0 0 0 0 0 15 25 0 0 0 0 3 40 500 i 20, 000 500 0 0 25 19 62 102 0 0 0 0 5 28 3 36 500 1 O o o 0 0 0 40 1 0 0 0 0 0 0 0 0 3 36 45, 000 0 5 0 65 60 0 °s 5 0 2 40 550 30, 000 0 0 40 j 0 12 0 0 0 0 0 ! 10 22 1 ;38 500 1, 500 ° 0 0 2216 Location. 1 MISSISSIPPI. Abbevillo . Buenavista . Iuka . Plattsburg . Tougaloo . Tula . Walnut Grove . MISSOURI. Brookfield . Chillicotho . Clarksburg . College Mound . El Dorado Springs . Green Ridge . Kahoka . Kidder . Licking . Pleasant Hope . Stanberry . Thornfield . Weaubleau . MONTANA. Twin Bridges . NEBRASKA. Eremont . Kearney . Lincoln . Do . Madison . Santee Agency .... Strom sburg . Wayne . NORTH CAROLINA. Asbeville . . . Beaufort . Concord . Farmer . Kings Mountain... Lumberton . Poes . , . Raleigb . Traphill . Warrenton . Wilmington EDUCATION REPORT, 1894-95. Table 2. — Statistics of private normal Name of institution. Teachers. Students. Entire number em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number enrolled. Below normal grades. In normal course. r2 rc3 S r2 l © Ph r© S © S © Ph r2 © d a © Ph © A r © a © ph © S © rci a © Ph 2 3 4 5 6 7 8 9 i© 11 13 Abbeville Normal School. . 3 2 3 1 60 79 58 63 6 12 Buena Yista Normal Col- 3 5 3 5 62 51 42 20 6 7 lege. Iuka Normal Institute .... 4 4 3 1 143 170' 65 91 16 24 Q 1 48 61 22 32 12 14 School. Normal Department Tou- 6 14 4 4 169 210 141 193 22 17 galoo University. Tula R ormal Institute and 3 3 2 0 123 145 93 107 30 38 Business College. Mississippi Central Nor- 2 1 1 O' 67 60 57 56 10 4 mal School. Brookfield College . 2 4 1 1 80 98 20 21 15 10 Chillicothe Normal, Busi- 15 1 10 1 521 363 146 60 318 221 ness and Shorthand Col- lege. Hooper Institute . 5 1 1 o 75 45 23 17 McGee College . 8 115 110 31 4 25 30 El Dorado Normal and 2 2 1 1 52 99 12 16 40 83 Business College. Central Missouri Normal 3 3 2 2 35 40 8 10 17 23 and Business College. Kahoka Normal College . . . Kidder Institute . 3 2 ! 63 71 38 40 20 25 Licking College . 4 3 i 1 60 40 10 18 40 32 Pleasant Hope Normal 2 2 i 0 45 26 33 18 7 8 Academy. Stanberry "Normal School.. 11 8 10 G 300 208 115 83 185 125 Thornfield Normal School . 7 1 4 0 64 61 24 13 40 20 Weaubleau Christian Col¬ 4 1 1 0 80 79 44 50 30 25 lege. Montana Normal Training 3 4 1 1 36 44 27 39 3 7 School. Fremont Normal School . . . 14 3 14 3 290 250 30 105 180 120 Platte Collegiate Institute. 3 2 1 0 33 30 17 22 10 5 Lincoln Normal Uni versity 14 5 14 4 351 310 0 0 205 125 Lincoln Polytechnic Insti¬ tute. North Nebraska Normal 3 2 1 1 80 104 50 60 20 35 College. Santee Normal Training 10 10 3 3 65 53 61 47 4 6 School. Bryant Normal University. 8 2 4 1 86 74 21 25 65 49 Nebraska Normal College. . 7 5 5 3 442 504 0 0 210 308 Normal and Collegiate In¬ 1 12 i 0 0 163 0 73 0 90 stitute. Washburn Seminary . 1 5 1 1 79 84 69 77 10 7 Scotia Seminary . 1 15 1 5 0 283 0 268 0 15 Farmers’ Institute . 2 2 2 0 54 40 33 30 8 13 Lincoln Academy . 0 5 0 3 62 126 57 112 5 14 Whit in Normal School . 1 1 1 1 43 52 14 21 29 31 Bine’s Creek Academy . 5 2 1 0 115 86 30 30 12 10 St. Augustine’s School . 7 5 G 0 79 139 54 111 25 28 Fairview College . 1 1 1 1 97 35 81 35 16 0 Shiloh Institute 2 2 2 1 4 63 4 63 Gregory Normal Institute. 1 10 1 4 125 200 90 155 35 45 NORMAL SCHOOLS, 2217 schools, 1894-05 — Continued. Stu In busi¬ ness course. dents. In kigh- school grades. Children in model school. Colored stu¬ dents in normal course. Graduates from normal course. Tears in normal course. "Weeks in school year. Volumes in library. Value of grounds and buildings. Amount of State, county, or city aid. Value of benefactions re¬ ceived during the year. Amount received from State, county, or city for build¬ ings and improvements. | Male. Female. Male. Female. Male. Female. 7 522 388 134 District of Columbia . 5 16 21 37 1, 342 838 2, 180 1,644 536 Virginia . 6 17 7 24 683 236 919 737 182 "West Virginia . 2 8 1 9 419 142 561 338 223 North Carolina . 4 6 2 8 186 20 206 151 55 South Carolina . . 1 1 0 1 0 21 21 0 21 Georgia . 9 30 9 39 1,264 372 . 1,636 1,477 159 Florida . . . 1 1 0 1 30 7 37 22 15 South Central Division . 36 120 31 151 5, 357 1,569 6, 920 5, 771 1, 149 Kentucky . 3 14 2 16 623 425 1,048 976 72 Tennessee . 5 18 3 21 668 129 797 733 64 Alabama . 2 4 0 4 116 46 162 111 51 Mississippi . . 6 32 5 37 619 72 691 663 28 Louisiana . 1 8 3 11 348 47 395 283 112 Texas . 16 36 15 51 2, 283 701 2, 984 2, 372 012 Arkansas . . 3 8 3 11 694 149 843 633. 210 Oklahoma . . . Indian Territory . . . North Central Division . 226 688 322 1 * * 1,010 31, 026 14,157 I 45,183 37, 377 7, 806 Ohio . 40 90 42 132 4. 938 2.449: 7,387 6, 189 1, 198 Illinois . 38 157 71 228 7,249 2. 645! 9. 894 8, 106 1,788 Indiana . 24 81 36 117 4, 533 2,419; 6,952 5, 996 956! Michigan . 16 47 19 66 1, 750 814 2.564 2, 076 488 Wisconsin . . . 20 47 23 70 1, 720 7521 2. 472 1,974 498 Minnesota . 16 37 18 55 1, 385 600 1, 985 1, 569 416 Iowa . 25 82 44 126 3, 173 1, 402 4,575 4, 153 422 Missouri . 25 87 36 123 3, 882 1,992 5, 874 4,2:9 1,645 North Dakota . 2 8 3 11 195 140 335 270 65 South Dakota . 2 5 2 7 127 49 176 124 52 Nebraska . 8 22 12 34 1, 066 506 1,572 1,507 65 Kansas . 10 25 16 41 1,008 389 1,397 1, 184 213 Western Division . 37 124 71 195 5, 617 2,891 8, 508 7, 318 1, 190 Montana . 2 9 3 12 600 250 850 635 215 Wyoming . . Colorado . 4 9 6 15 341 185 526 369; 157 New Mexico . Arizona . 1 3 1 4 87 | 27 114 104 10 Utah . 2 6 2 8 251 66 317 267 50 Nevada . . . Idaho . 1 1 1 2 34 20 54 49 5 Washington . 4 12 4 16 500 266 766 663 103 Oregon . 4 13 11 24 489 311 800 725 75 California . 19 71 43 114 3, 315 1,766 5, 081 4, 506 575 BUSINESS SCHOOLS, 2223 COLLEGES. commercial and business colleges, 1894-95. Students. Commercial course. Amanuensis course. English course. Teleg¬ raphy. Graduates in comme course. Graduates in amanu course. Total. Universities and colleges. Normal schools. Private secondary schools. Public high schools . Total. ! Male. Female. Male. Female. Male. Female. Male. Female. 11 13 13 14 15 145 17 18 19 2© 21 32 33 34 35 36 33; 821 9, 543 9, 540 12. 941 12, 498 5, 307 834 255 10, 994 8, 609 19, 603 4,577 5,293 8, 819 25, 539 44, 228 10, 622 3; 609 2, 967 4, 570 4,859 1,916 143 41 2, 763 2, 583 5, 346 148 729 2,120 11,375 14, 372 584 200 83 237 0 0 0 0 247 139 386 214 22 236 89 36 9 21 4 o 4 0 33 4 37 53 94 147 61 13 9 24 10 8 0 0 15 4 19 175 100 275 367 413 220 49h 142 115 4 1 433 229 662 18 180 2, 869 3,067 337 116 36 138 49 16 0 0 126 82 208 205 610 815 521. 289 232 275 37 19 14 6 302 119 421 80 283 363 3,627 686 857 1, 659 1,029 429 87 33 1,206 888 2, 094 2,923 2, 923 849 167 124 '306 428 165 0 0 242 110 352 669 1, 442 2, 111 4,187 1,689 1,397 1,416 3,160 1,164 34 1 159 1,008 1,167 130 729 544 3, 032 4, 435 1, 979 559 790 836 1,465 536 82 7 799 473 1,272 200 218 1, 239 1, 910 3, 373 182 35 54 48 0 0 0 0 50 32 82 1 31 32 257 26 47 86 225 78 Q 0 45 75 120 9 17 174 623 823 390 289 268 252 408 326 0 0 222 105 327 5 110 115 324 81 179 186 too 32 0 0 136 147 283 16 11 367 214 608 172 49 34 89 181 69 0 0 71 50 121 42 44 40 132 258 133 14 11 2 56 14 5 0 75 0 75 93 54 449 64 660 21 0 0 0 0 0 0 0 0 0 0 20 59 46 125 487 59 197 173 477 16 74 7 197 64 261 10 58 132 385 585 13 6 0 0 18 1 0 0 3 3 10 34 12 111 167 3, 088 476 825 856 737 151 106 18 1,030 630 1, 660 741 333 1, 579 1,349 4, 002 434 60 262 371 0 0 46 7 116 2d5 371 133 100 285 81 599 116 21 21 12 8 2 0 0 94 22 116 308 122 242 241 913 31 IP 35 30 5 0 0 0 2 0 2 84 40 149 135 408 375 32 71 45 315 0 16 0 108 46 154 36 216 80 332 235 20 30 24 83 3 0 0 23 5 28 73 206 377 656 1, 659 299 333 331 272 146 29 9 493 250 743 137 16 305 263 721 238 28 73 43 54 0 15 2 194 52 246 6 19 155 165 7 345 7 21 21 15, 098 4, 130 4, 233 5, 794 4, 923 2, 282 448 136 5, 884 4, 699 10, 583 3, 043 3, 831 3, 712 9, 761 19, 847 1, 763 509 621 912 355 157 48 7 1, 222 781 2, 003 123 697 222 2,011 3, 053 2, 492! 559 640 847 544 333 28 5 749 793 1, 542 172 1, 362 215 1, 749 3, 195 1,317 1,066 1, 093 2, 035 989 187 98 1,933 1,255 3, 188 719 588 610 693 2, 610 1, 138 219 265 424 269 58 40 1 149 108 257 99 274 82 1,763 | 2, 218 893: 224 149 389 275 136 0 0 278 186 464 142 17 378 544 | 1, 081 955 229 183 210 177 62 44 4 234 135 369 181 97 187 397 862 1,481 374 313 587 338 192 59 6 408 280 688 456 371 376 1,437 2, 640 1,831 384 690 782' 643 207 38 15 564 834 1,308 401 197 317 916 1, 831 110 65 30 55 50 50 0 0 65 40 105 28 60 13 99 57 23 15 26 58 18 0 0 20 15 35 100 100 200 638 137 199 267 131 71 4 0 118 164 282 140 113 780 1,033 525 90 62 202 48 9 0 0 144 108 252 484 168 914 905 2, 471 ! 3,054 769 725 885 514 422 55 53 518 224 742 445 182 669 1, 338 2,634 80 35 25 31 21 24 10 8 20 20 40 7 4 10 62 83 20 12 32 148 88: 112 99 142 106 0 0 19 9 28 36 65 101 20 30 50 30 10 1 2 56 15 0 0 6 0 6 34 107 94 235 42 58 100 31 14 3 6 0 0 0 0 0 0 0 20 35 55 340 73 52 91 76 93 0 0 13 10 23 71 57 131 259 j 325 100: 146 141 61 60 0 0 130 96 226 9 29 91 78 207 2,100 499 386 515 158 124 45 45 330 89 419 242 22 339 909 1,512 Students in commercial course in other institutions. 2224 EDUCATION REPORT, 1894-95. Table 2. — Statistics of commercial In¬ struct¬ ors. Students. Day course. 3 4 5 6 7 8 9 10 11 12 13 14 15 1G 17 18 19 20 21 22 23 24 25 2G 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Post-office. 1 ALABAMA. Birmingham . Brewton . ARKANSAS. Arkadelphia . Port Smith . Little Bock . ARIZONA. Phoenix . CALIFORNIA. Los Angeles . . do . Oakland . . do . Pacific Grove . Sacramento . . do . San Francisco .... . do . . do . . do . . do . San Jose . Santa Ana . Santa Barbara. - - . Santa Cruz . Santa Bosa . Stockton . Yentura . COLORADO. Denver . Durango . Pueblo . Trinidad . CONNECTICUT. Bridgeport .... Hartford . - do . . do . Hew Haven.... . do . . do . . do . Norwich . Stamford . Name. 2 Birmingham Business College . Brewton Business College* . Arkadelphia Practical Business College. The Fort Smith Commercial Col¬ lege. Little Bock Commercial College*. Lamson Intercollegiate School and Business College. Los Angeles Business College and English Training School. "Woodbury Business College . Aydelotte’s Business College . Oakland Business College.. . Pacific Grove Business College and Academy. Atkinson’s Business College and English Training School. Monahan’s Business College . Ayres’s Stenographic Institute. . . . Heald’s Business College . Munson School of Shorthand and Typewriting.* Polytechnic High School * . San Francisco Business College. . . San Jose Business College . Orange County Business College.. Santa Barbara Business College *. Chestnutwood's Business College. Santa Bosa Business College . Stockton Business College and Normal Institute. Yentura Business College * . Woodworth’s Shorthand and Com¬ mercial College. Southwestern Business College *. . Pueblo Business College- . Trinidad Business College, Nor¬ mal and Shorthand Institute. Bridgeport Business College* . Martin’s Business School. . . Hartford Business College . . Hilly er Institute of the Young Men’s Christian Association. Bobertson’s Shorthand School. . . . Childs Business College . Gaffey’s Shorthand School . Hogarth Institute . Yale Business College . Norwich Business College and Martin Shorthand School. Merrill College . . . Executive officer. J© IS s Female. | Male. © 1 Pi 3 4 5 6 7 B. B. Seymour, A. M . . Yr. S. Neal . 3 0 60 45 1 0 5 1 I. W. Saunders . . 3 1 142 15 George M. Neale . 3 1 211 65 M. A. Stone . 2 1 150 50 E. M. Lamson . | 3 1 78 26 E. B. Shrader, A. M., 8 3 389 140 Ph.D. G. A. Hugh . 6 3 302 148 J. H. Aydelotte . 3 3 80 70 0. J. Willis..... . 3 0 75 25 J ohn H. Oliver, B. S. . . 3 1 22 20 E. C. Atkinson . 5 2 247 59 J. D. Moynahan . 2 2 25 30 W. F. Ayres . 2 3 48 120 Edw. P. Heald . 13 4 525 173 Miss Marie E. Phillips 0 2 15 74 W.N. Bush . 6 12 268 290 J. A. Wiles . 8 251 147 E. C. Danforth . 3 "3 75 25 B. S. Bisby . 2 0 37 18 E. B. Hoover . 2 1 37 13 J. A. Chestnutwood.. . 2 1 283 30 J. S. Perry Sweet . 3 2 100 20 W, C. Bamsey . 7 4 300 209 W. J. Hennard . 2 0 38 12 W. A. McPherson . 3 1 70 60 J. C. F. Harrington - 3 1 9 5 C. H. Donaldson . 2 1 55 50 W. E. Anderson . 1 3 98 22 G. H. Turner . 3 200 80 W. J. Martin . 1 2 156 217 E. H. Morse . 4 4 357 244 Georgo M. Hersey _ 12 0 Ella M. Olmstead . . . . . 0 1 15 40 Childs and Butler . 2 2 90 70 JohnF. Gaffey . 1 1 60 100 Arthur P. Thornes _ 3 4 60 60 B. C. Loveridge . 4 2 75 20 W. E. Canfield . 2 1 15 18 Mrs. M. A. Merrill.... 4 3 52 ; 20 From 1893-94. BUSINESS SCHOOLS, 2225 and business colleges, 1894-95. Students. Gradu¬ ates in com¬ mercial course Gradu¬ ates in amanu¬ ensis course. Even¬ ing course. Average daily attend¬ ance. Com¬ mercial course. Amanu¬ ensis course. English course. Teleg¬ raphy. Months in course. Annual charge for tuition. 6 13 a I Female. Day course. | Evening course. Male. 1 Female. Male. £) 13 3 © Ph Male. 13 a © Ph Male. © I pR Day course. Evening course. Day course. Evening course. 13 © a. © PH © l3 S r2 13 a © PR 8 9 io 11 12 13 14 15 16 17 IS 19 SO SI S3 S3 S4 35 36 37 50 0 15 35 30 0 0 0 0 6 6 $80 $40 1 1 0 4 1 6 1 0 0 5 0 - 0 0 15 15 o 0 0 2 142 15 30 30 130 5 12 15 0 0 15 2 4 6 150 75 140 13 12 13 3 24 4 100 11 108 23 61 28 34 0 0 6 12 40 20 35 6 13 14 4 25 0 6 18 60 60 5 9 1 60 5 30 10 1 2 58 15 0 1 0 10 20 100 50 4 2 0 0 6 48 18 298 57 148 47 21 55 58 53 10 3 6-8 12-14 90 44 42 28 O 13 7 90 12 160 125 228 68 74 80 26 19 5 7 6-12 90 40 55 10 15 14 8 6-12 100 60 9 20 10 40 15 60 10 20 10 0 0 0 0 6 12 60 60 10 6 0 0 10 10 6 18 16 12 60 11 51 9 195 11 27 42 20 18 5 9 6-12 50—75 47 9 11 17 12 11 s 40 12 17 9 7 20 15 3 2 10 10 75 65 14 17 9 13 58 19 65 21 0 0 101 139 6 8 60 48 0 0 63 97 14 0 0 300 0 460 80 70 82 15 i] 125 337 69 65 78 15 37 11 25 16 6| I 16 36 Free. 17 47 43 78 18 230 87 21 60 £ 12 6 12 75 30 18 60 75 45 2 100 27 10 3 .... 7 19 3 1 40 ’ 3 28 15 6 6 6 2 ] 6 37-50 4 0 2 2 20 12 1 30 10 36 12 0 0 0 0 io! 60 4 3 0 0 2L 100 283 30 81 85 55 8 22 12 5 55 "io 90 12 10 8 0 0 0 0 ol 12 25 20 4 3 5 23 200 200 100 25 25 121 100 100 50 20 20 24 12 6 25 8 40 12 2 1 8 3 8 12 80 48 25 25 15 40 20 20 10 60 55 95 75 o 1 0 4-12. 12-24 65 36 26 29 4 9 16 26 2 6 4 3 1 o 0 6 9 1 0 0 i 27 15 17 20 6 22 4 4 25 4 0 0 0 6 6 78 51 28 40 12 35 20 80 22 42 15 40 30 0 0 8 12 50 50 10 8 4 4 29 100 75 25 0 0 0 0 o o 6 12 160 80 70 10 0 0 30 40 22 60 *35 10 20 8 12 80 60 8 31 52 23 216 68 312 206 43 27 0 0 0 0 10 6 100 50 108 43 36 21 32 307 0 49 14 0 33 20 17 16 9 0 1 ° 0 35 57 0 0 7 6 6 6-15 60 60 0 0 20 5 34 80 1 10 12 100 50 35 50 50 40 25 0 0 110 150 3-8 6-12 60 30 36 30 20 35 20 30 20 10 20 20 10 5 6 6 80 40 18 14 6 10 37 12 120 60 38 6 4 29 8 12 9 1 9 9 3 10 10 80 50 8 5 1 6 39 16 9 33 9 19 12 14 6 2 0 6 13 5 9 5 40 2226 EDUCATION REPORT, 1894-95. Table 2. — Statistics of commercial and 41 42 43 44 45 46 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 i Post-office. I Name. Executive officer. In¬ struct¬ ors. Students. Day course. Male. | Female. 13 n Female. 1 3 4 5 6 7 DELAWARE. H. S. Goldey . 4 6 158 68 College. DISTRICT OP CO- LUMBIA. "Washington . Allan Davis . . 4 9 257 222 . do . Columbia College of Commerce... C. K. Urner . 4 1 106 61 . do . Night High School (first six divi- Frank A. Springer _ 3 4 0 0 sions).* . do . Spencerian Business College . Mrs. Sara A. Spencer. 3 4 85 76 Hudson C. Tanner.... 2 3 140 161 FLORIDA. B. B. Euston . 1 0 15 7 | GEORGIA. Americus . Steifer Bros. & Bailey Business M. V. Steifer . 3 98 18 L College. * | Atlanta . Southern Shorthand and Business A . C. Briscoe . . 11 tj 250 150 University. * A n gusto . St. Patrick’s Comm ercial Institute. Brother A . Oden _ _ rj o 150 o Cochran . New Ebenezer Business College. . S. C. Speer . 1 22 Columbus . Columbus Business College . R. W. Massoy . 2 64 38 Dublin . Bay’s Business School * . . Ed. L. Ray . 1 0 250 0 Macon . Ge rgia-Alabama Business College Edward U Martin _ 4 2 j 250 140 Savannah . Commercial Institute . C- S. Richmond . 1 2 25 12 Winder . North East Georgia Business Col¬ W. A. Mathews . 2 0 8 2 lege. * IDAHO. I P>oise City . Boise Business and Normal School* A. P. Way . 1 1 29 20 ILLINOIS. j Amboy . . Amboy Business College . D. Breliaut . . . 3 2 48 24 1 Belleville . Belleville Commercial and Short¬ Joseph P. Foeller . 2 l1 1 44 9 | hand College. Bloomington Bloomington Business College .... J. N. Wright . 3 2 98 46 Champaign . . Champaign Business College . G. W. Temple . 3 1 GO 19 Chicago (45 Ran- Chicago Business College * . A. C. Gondring . 7 1 503 269 dolph st.). l Chicago . . De La Salle Institute _ _ Brother Pius _ ...... 15 0 360 0 . do . Jones Business College . Charles E. Jones . 3 4 260 107 Chicago (113 Ad¬ Kimball’s Shorthand and Type¬ D. Kimball . 1 0 5 29 am sst.). writing Training School. Chicago _ _ . _ _ Metropolitan Business College _ _ 0. M. Powers . 12 1 4 774 387 do Brother Baldwin . 1] 0 415 0 Chicago (276 YV . West Side Business College . W. H. Whegarn . 5 3 111 105 Madison st.). Danville . Danville Business College . A. L. Van Bus kirk _ 2 2 64 38 Decatur . . Brown’s Decatur Business Col George M. Bi own . 3 1 125 54 lege. Elgin _ _ Drew's Business College . . W. A. Drew . 2 2 75 23 do El ouu Business College. _ _ ...... W. H. Callow . 2 1 34 23 Freeport . Freeport College of Commerce - J. J. Nagle . 5 1 54 53 frcl i P,T1 f\> Galena Business College * D. F. Lawley . l| 1 7 9 Galesburg _ Brown’s Galesburg Business Col¬ G. W. Brown . 3. 2 98 GO lege.* | Jacksonville . Jacksonville Business College . G. W. Brown . 3; 120 80 Joliet . . Joliet Business College . Homer Russell . 10l 8 700 2001 * From 1S93-94 BUSINESS SCHOOLS, 2227 ' business colleges, 1894-95 — Continued. 2228 EDUCATION REPORT, 1894-95. 78 79 80 81 82 83 81 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 Table 2. — Statistics of commercial and Post-office. Name. Executive officer. In¬ struct¬ ors. Students. Day course. Male. Female. Male. Female. 1 2 3 4 5 6 7 ILLINOIS— cont’d. W. T) Rutland _ _ _ 2 2 40 85 H. L. Richmond . 1 1 58 22 Shorthand School. W. R. Whetsler . 2 1 40 21 H. M. Little . 2 3 53 17 William A. Hanorr . . . 1 0 17 8 T F. Heckert . 4 1 84 20 Mount Vernon.... Mount Vernon Business College.. S. McVeigh . 1 1 12 11 S. Van Pelt . 5 c 200 214 mercial College. G. W. Brown . 2 1 58 25 B. C. Wood . 2 2 60 40 G. W. Brown . 4 2 100 86 D. L. Musselman . 10 2 588 98 Wick Anderson . 4 2 54 43 and Commercial College. Rockford . Rockford Business College . G. A. Winans and W. 6 2 475 85 H. Johnson. Rock Island ...... Augustana Business College . J. E. Gustus . 5 1 74 44 Pprin gfi olri . Springfield Business College . H. O. Chicken . 5 2 136 66 Sterling . . Sterling Business and Phono¬ F. M. Wallace . 4 3 79 82 graphic College.* "Westfield. ..... _ Westfield Business College . C. E. Bigelow . 1 1 35 16 INDIANA. Anderson _ Indiana Business College* . .T A Payne . 2 o 90 60 Columbus . . Columbus Business University F. H. Harper . 6 2 140 130 and Normal College. Elkhart . . . Elkhart Business College and F. L. Middleton . 1 75 105 School of Shorthand and Type¬ writing.* "Evansville . Evansville Commercial College _ S. H. Curnick . 3 1 110 40 Fort Wayne . Fort Wayne Business College . G. W. Lahr . 3 1 78 37 . .do . International Business College _ T. L. Staples . . 2 108 53 Frank fort- Minor’s Business College . . Fremont C. Minor 2 2 70 50 Hartford City . Hartford City Business College. John Wm. Pritchett.. 1 1 5 7 Huntington . Huntington Business University* O. E. Hawkins . 3 1 55 28 Indianapolis . Indianapolis College of Commerce . August Stossmeister. . 5 3 90 74 . do . Indianapolis Business University. E. J. Heeb . 5 2 209 78 . do . Johnston’s Telegraph Institute _ J. D. Johnston . 3 0 180 0 . _dn . _ Spencerian Business College . E. E. Arlmire _ 3 1 124 143 Lafayette Union Business College . Stanley A. Drake 5 2 128 112 Ln (ran sport _ Hall’s Business College . C. E. Moore _ 2 0 55 45 Marion . Marion Business College . C. W. Wales . 2 1 25 47 Muncie . . Muncie Business College and J. W. Howard . 3 2 240 160 School of Shorthand. Hew Albany . Hew Albany Business College. . . . D. M. Hammond . 2 3 65 38 Richmond . Richmond Business College and O. E. Fulghum . 4 3 148 90 Institute of Penmanship and Shorthand. South Bend . The People’s College . William T. Boone . 8 2 100 120 Terre Haute . Garvin Commercial College * . W. H. Garvin and P. 2 1 42 16 W. Haggerty. . do . Terre Haute Commercial College . . W.C. Isbell . 3 9 125 85 Valparaiso . Northern Indiana Commercial H. B. Brown . 10 3 1. 561 723 College.* | Washington . Washington Commercial College* . H. C. Hoffman . 1 0 17 15 IOWA. Atlantic . Atlantic Business College* . W. H. Barrett . 2 1 50 19 Boone . College, of Commerce _ Clarence S. Paine _ 2 2 40 22 Burlington . Elliott’s Business College . G. W. Elliott . 10 4 427 153 * From 1893-94. BUSINESS SCHOOLS, 2229 business colleges, 1894-95 — Continued. Students. Gradu¬ ates in amanu¬ ensis course. Gradu¬ ates in com¬ mercial course. Even¬ ing course. Average daily attend¬ ance. Com¬ mercial course. Amanu¬ ensis course. English course. Teleg¬ raphy. Months in course. Annual charge for tuition. "rt B Aug. Wilson . Jno. R. Cassin . 1 0 14 16 Spokane Business College . 4 0 257 126 Vnr.nmn, Business Collego *. _ John W. Tait . . . . 4 1 100 50 Empire Business College . Merwin Pugh . 3 3 60 40 Huntington Business College . L. M. Newcomb . 2 0 27 15 Wheeling Business College . J. M. Prasher . 6 1 192 104 Do Land's Business noUecre . 0. P. Do Laud . 2 1 22 18 Gordon’s Business College . E. D Gordon . 3 15 17 Chippewa Palls Business College . C. H. Howieson . 2 55 47 School of Shorthand and Busi¬ Mrs. M. J. Lamphear. 2 22 48 ness. Green Bay Business College . Valentine’s School of Telegraphy. J.M. McCann . 4 2 136 39 Richard V alentine 2 236 .... Kenosha College of Commerce..".. Otis L. Trenary . 2 "i 22 15 *From 1893-94. BUSINESS SCHOOLS. 2245 business colleges , 1894-95 — Continued. Students. Even¬ ing course. Average daily attend¬ ance. Com¬ mercial course. Amanu¬ ensis course. English course. Teleg¬ raphy. 6 3 a Eemale. Day course. Evening course. Male. Eemale. 13 S b ft 3 P © * _ !_ CD ft ‘m 21 22 23 21 25 26 27 6 10 $50 $50 40 3 4 15 415 5 50' 78 6 24 22 416 6 14 1 50 50 54 25 24 23 417 3 6 8 0 0 0 418 3 20 10 2 419 6 10 120 60 12 11 16 21 420 4 40 60 421 8 24 50 25 422 6 0 1 1 0 0 423 30 50 25 14 4 424 4-12 1 6-12 62 11 4 425 1 6 10-12 50 50 50 35 15 20 426 6 14 50 30 10 3 3 5 427 428 6-10 40-60 7 3 4 429 6 0 18 0 3 2 ”'6 0 430 4-6 9-12 35 35 77 12 55 70 431 6 12 50 20 432 3-6 6-10 9-12 433 10-15 50 30 2 0 6 9 434 8 0 50 0 15 1 1 4 435 8 50 30 1 1 1 436 6 50 3 437 i i 438 60 60 439 6-9 9-12 135-50- \ 75 95 gg " 45 } 6 4 5 5 440 6 16 70 20 1 0 0 0 441 6 12 45 45 58 20 18 .32 442 9 0 65 0 0 0 1 8 443 6 45 7 5 4 8 444 6-8 6 65 16 445 10 5 0 446 6-12 50-65 9 5 7 8 447 55 448 6-8 9-12 6 1 1 5 449 2246 EDUCATION EEPOETj 1894-95. Table 2. — Statistics of commercial and Post-office. Name. Executive officer. In¬ struct¬ ors. Studeuts. Day course. 6 r3 a Female. Male. Female. 1 3 3 4 5 6 7 WISCONSIN — COllt’d. 1 r 450 T,a rirrvfisp, . . Wisconsin Business University *. "E. .T. Tolanrl . . 4 167 67 451 Madison . . . Northwestern Business College. . . P. Gr. Denning . 3 "6 85 38 452 Marinette. ........ Marinette Business College . Miss E. A. Perkins _ 2 2 40 20 453 Menominee _ _ _ _ Menominee Business College *. . . . B. Edw. Halpin . 1 1 21 12 454 Milwaukee . Spencerian Business College . Robert C. Spencer _ 4 5 145 65 455 . do . "Wisconsin Business University. . . H. M. Wilmot . 2 2 68 24 456 ‘N’ftfvnnTi _ Twin City College of Commerce*. E. A. Williams . 5 1 75 25 457 Platt.eville _ _ Platte ville Business College . John Alcock . 1 1 25 7 458 Portage . . College of Commerce . H. A. Story . 1 1 34 16 459 Pacine . . L. V. Patterson Commercial Insti¬ L. Y. Patterson . 2 2 68 37 tute 460 Sheboygan. . . . Sheboygan Business College . M. C. Patten . . 3 1 32 13 461 "Waukesha. ....... Waukesha Business College . . W. A . Pierce . 1 1 20 462 W^ a n sa il _ _ "Wausau Business College and W. S. Williams . 3 150 75 Normal Institute.* * Prom 1893-94. BUSINESS SCHOOLS, 2247 business colleges, 1894-95 — Continued. Students. I Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Even¬ ing course. Average daily attend¬ ance. Com¬ mercial course. Amanu¬ ensis course. English course. Teleg¬ raphy. Months in course. Annual charge for tuition. 6 3 © a © Day course. Evening course. Male. Female. 6 rcS £1 © I £ Male. N *h t> o' 00" Of d © CO d t> rH Cl d d © © © © • rH © © CO rH © • t- © © d © © • d to © t>* cT ccf ■ cT trf rH CO co • © to *g Ofl3® p p fit fcJO rt gr^.2 IS © tO 00 © <&■ 3,500,806 250, 000 1, 702, 034 100, 000 1, 448, 772 1, 586, 500 290, 000 750, 000 250, 000 85, 000 75, 000 55, 000 80. 000 1, 500 1, 194, 000 200, 000 150, 000 137, 000 75, 000 300, 000 257, 000 75, 000 i Value of scientific appara¬ tus. 17 © oo 00 ZD 10,950 10, 600 250 100 1,280 O •••••© • © X . O' to . . to • CO • 1 • » • ■ 1, 000 250 600 Volumes in library. wt 82,544 27,001 0 050N O O O O © ZD OOOOH ZD to~ r-T oo of ©©©©©©© • © cc io © co o © © • d P* I> l> CO O 00 CJ • © Cl CO (N rH : to ©©©©©©© © © © O © d © tO 00 CO tO rH © © Pupils. •^aara -piudap jutjqsnpuj * t- S- d CO 1 tO no oo o os oo ^005 00 rH 00 tO 1 _ 109 50 116 125 18 782 tO © rH d © d © rH © © GO rH to © 'S6-I68I sapenpexQ OJ © • it- rH • CO • lO tH © CO . CO d » • rH to to CO © • rH ! © • ao^jnSjopuiyj; ££ tO 447 • O t> © to • d d Cl . ^ • 1 1 © © t © © to • « © d • ■ • © ’ © ! ! © •poq^aui p?Jo Aq 2,515 1,486 UOOOH 00 (NhOOO rH r-i 00 hH d dCOdHOOtOH CO d H CO H CO H d CO ZD d © © to d © »o d CO rH rH d CO d j •Uiox 1 rl 8,543 2, 668 181 1,528 133 826 981 co©dcood^co. oo dCOOHClQHH to HHHnd *H d d © t>» rH © CO © to C) O © x C3 d d rH rH d rH •QXnuioq; © 3,835 1 | CO !> l> ZD ZD © rH 1 © h8 ^r< rH rH © Cl © CO t^- d 00 tO tO tO lO H CO © d CO rH tO CO Hi H © © © © rH © © tO 02 rH © '8M © 4, 708 1, 455 lO CO 00 03 rH O O © rH CO r-i 00 hH lO d C d H to H © H © I>t>tOWHtOOOd U- r-i ZD © © O tO H d H CO rH P - H rH © © Instructors. 'XU9XU -ipredap xr3I-IlsnPuI _ 1 ! 212 |e rH tO rH © O ^ rH CO COd jtOPHdd CO ^ CO t>- © CO L- 00 ■UOI'}. -daojad AqnoLiny ** l 3 ! h8 O O • rH rH © rH • © © • © ■ 00 d d rH rH |HH •uoppqnoixjy i • 1 239 140 rH »0 rH t- © 00 r#i Cl HCTHHLOddH © tOdCOddHH *TO<>I 753 233 ZD CO CO CO rH O tO rH rH ©HddXtOlOH © i "1 rH tO lO CO rH d © •9FM M 315 to ocaoH o | CO rH CO j PdXiOOdtON d 1 d to j © © 00 © CO Cl rH rH •suoi^n^psui jo joqumj^; « sih H | NNHHNHHH CS j rH rH d rH rH d rH Division and State. . United States . North Atlantic Division . 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 . Mississippi . Eouisiana . Texas . Arkansas . ; !■ INSTITUTIONS FOR THE DEFECTIVE CLASSES, 2249 d d 00 00 © CnOhhOOLO^OHO tO 1 © O O CO GO CO CO Cl 00 lO Cl O © L'OOfNMOt-NmCOt-O 00 | 1 CO © Cl o to HP CO © 1 tH H< © to . © © ! © ci rH © lO HP 00 O oo" 00 CO Cl CO 05 to I O Q o CO CP t> JO rH d CO O | CO to" HP tH d • © HP ■ d hp o tO o O O OCJOCDO nooto 1 CO O CO O CO 05 1 OC to H • CO © d © © tH • CO CO to » 05 CO © © © LOHOO t> HP © to ! © © . © HP . © d HP o tO oT o CO o tO d~ C5 OOdOOO *ood’o • d © IH HP © © • rH CO • d CO to to t> d • tH HP • CO HP OOOOOlOOOOtOOO o ©0©tO©dO©©!H©© o oocociocoooocooo o o'tcTt^' o o' no" r-T cf i-TcTcT crT WNHtNHNOOWOOOH HP MO V ^ H Cl O C5 rH CJ 00 .©©©©©© . o © © © o © I © © © © © © . cTcd' ©~ o'©'©' • © © rH CO © • d rH rH HP O O O 1 • o • • o • © to o o • • O • • O • to d to d • • o • • d • CD • © © © • © LO • to I © © • © • i — 1 Cl CO 3 00 Cl a, 000 2, 200 11, 000 4, 017 2.400 1, 540 2,500 2, 000 300 175 1.400 3, 000 3, 331 © rH © © CO to © IO d d ! o © . © © . CO © • cT CO C5 OHCD H005010HO L- 00 t> H h 1> 00 CO d 05 CO d rH i — 1 tH 1 — Id rH rH rH HP © © 00 00 d lO co dd O 00 00 O 1 rtf • O CO 05 CO HHHC1 m ' d i • © CO © d © H< H< rH tO o to HP o o d to o • O » CO • © © © CO © © © © © ’ C => ! © ii i • Cl N to H O • • lO • O » O CO G5O00H00 • • • • d CD d d oo © © to ! d d • CD CO CO tO T-H o o o tO O O CD H-OCIH-CO^CCHCOtHIC^ CO H< CO tO CO Cl Cl CO CO HC1 HP tH CO © d © CD 00 tH rH tO © t> tO CqCCO(M^OCOXOH-fH Cl Cl CO O to D O (M n Cl CD Cl 00 (MHCIH HHH rH rH HH©NlOOO CO rH d CO © to C5 Hr^OC0t>O(M(N*HHDQ HP Cl CD Cl C5 CO CC 00 Cl Cl CO H tO dHCOrHHHHrH rH d CO d © to »o tH d HP rH CO CO CO © 00 to COO DHI>t>dHCOO Hj ] | rH CO © HP d d Cl - M° ;© : j ; © © © © • C D © © HP HP OHC5LOt>HCQClHHHCl tH | | O d rH rH rH © d C5 | — 1 to ; IlHCOCOt^OdOOHPCOHPrHtH t- 1 ddtHdddrHd rH d CO | iH © d HP © tH rH 1 Jh © CO H d HP d HP 125 |C5dd©©©COdrHdHPC5 rH 1 rH ^ r-t rH rH d rH CO rH d Cl tO tH Cl rH t- H i — 1 i — 1 rH t — 1 rH tH rth Central Division . Ohio . TnHiann. Illinois . Michigan . Wisconsin . Minnesota . Iowa . . . Missouri . North Dakota . . . South Dakota . . . Nebraska . . . Kansas . . . sstern Division . Montana . Colorado . New Mexico . Utah . § i i a a s 0.0 eg ©aP > U c3 ^oo ED 95— — 71* >o a oo co CO ft GO ©HO u o Ph © u © PP m +3 ft s ® g U f3 PI ^ a h cs § ijog Ph b^2 a a II U 'H ce £ CD ® H Cm c3 c3 © © op H bO fcO bo bO .9 .9 .9 .9 V >">’> c3 c3 c$ c3 PP rP OP pp >Hp co cn ® mm min xn £ Ph £ pi, Ph Ph 9 o O Table 2. — Statistics of State public institutions for the deaf, 1894-95. 2250 EDUCATION REPORT ? 1894-95. H 03 H © 3^3 si : bZ si i b5 : ~ .3 =o <•§ 0.S _ bi illro ■a sags C fH © M <3 a ■&S -w © p- a a a .9 3 a bo S h fta ^ O a ^ o ?n«8r £&* S-lfl bo . bi 9 a _a ft •- A4 tl eS ‘ | be 9 fl o So - K-._ , ft 9 £-■ r i ft S-S ft' a. S'© g/3-3 bo - ; bo bo ft .3 9 <3 9 £ ou rv ft"S -9 J-S-S o a Jsig" si g .3 p< S? I lj Is-*# © bo-S^ so •2.3^ M..3 a . |? g S ft ^ °-g « O 9 .o *2 ' ,© — ~ bop ft bJ0 S 2 2 f-S£p O P •}U9uu}X«d -op pjix^snp ui hi .iaquinx •|U9iu|jBdap {uixisnpmui a up xod sjnojj '*S6-f68I UI S9;BlipUJf) •ri9^xu.o,i9pmx • poq^gui p?xo Aq a.qgm?j. •gjmag^ •9JBR •^uauipiud -9p xvn.i^snpuj -^U9UldO q9A9p pinY •uoiqufiioijxY •apiua^ eq a u P m P .a* ” >j - M fcS bS is INs .2 PI -g 3 a fi © P © a & 3 a P'S a 3 "S a p O PO 'S fe © . - co bfi .9 bo a -9 .9 +3 a a pbJD a -9 pa oa o o o £g£S B«rt® ©P © bo P2 p© § § a£ V bOu-9 fl.9 q Ph © > © - -a bo U% §.S fcObbwvM S| § a a-9 al til a pg ®.9° P P 02 h® bo £2 g a® ^ Q. - © W « « O bo > a | o.9 p I© p,S siss O rj.P-rH a a 3 | ^aas p •^U9tU^JBd o Cl CM > CO lO O I 00 -gp TBu^snp Oi *° cm in 00 CO Cl .CO CO O r-4 -ut in joqranjvj; 1 ■^119014 JBCfop 1 ^=M ST CQ CM CM P-* CM CO CO HtCI CM CO • CO {Buqsnput rn 'S3 4^ CM Cl A‘iip J9(I s.iuou CM CO 'S6-t68I 1 M O 00 O fO o CO CO in S9^BnpBJ£) CO CO Ph D "U94JB§J9pUIX ! ^ wl 1 ° o • o o o •poq^9tH IBJO xa4 o o CM m o CM o o o o CM 1 lO Aq 4i[3u«i lO O CM CO o CO < LO CO CO •9JBOI9J © I Cl 00 o • o 0° in a © © s o a PQ a o © P3 05 O w O p a a o O M a a o bfl a P 1-0 es a P .a O P cS o m Q ri 'a P a m a 'o w o CO o tf © Ha P u a h a P © a a o w H P P P h> fi A> -A 1 a -tj :.s © ;-gA i.-B © P P ® £ P ^ a£ 2 a^ a © gAA Is .9 o *2 -r-i ■ J P , © 9=9 © a a .2 S3 a 2-2 ,3 © © 9 © a 2 >> ic,2 a’S a, •2S a ' h p . sp 111 a a o a sa a Jz* I'll 11 •© Q o P M |©“SSq^ra .o-+h g>« g a 9^ p®piK.=**|a®H O OF P - 7^ d P 3 2 © a S a a p IS * § A ■g © p p p - a W3 i a a* a a © .Pi a 33 © a eg a =ag« Hi3 ©O 2 W) a=H-i - 2o a a §H'g ©;s<2 a ^ o a a«M o > ,o aa-n =*-!©© ©Qcc ® a h . . C 0 P © Pa 2 Q o § P *2 b.m a © "a • A ® © -r-J c$ •2 co«w HI w to VT Pi C3 o o o g P M § ^ o a.o M © -IH © W P M M H A H INSTITUTIONS FOR THE DEFECTIVE CLASSES. 2253 Table 3. — Statistics of State public institutions for the deaf, 1894-91 2254 EDUCATION REPORT, 1894-95. £ o r° *=< Ph ft a a a a g ©£-^ a o o o o o O rH O ’Hi -rfi H 05 O CM lOOOOOOO^OfOOLOMrJ^Ni - - - — - io cm io co < t> l> N 05 I cooocoooooooi G5CMOOCOOOlOCO< IfiShNHOOMOOifl HOO^OJHO^Ofr 'C5CMO ^COt-O^fCO 0 100 O 05 O O O rH CM Cl 'OH^OOO OO GO '01005000 HH • LO CM CO 1C O O &§*§ M O g -g g a ^ g Ka t> fee a O o o o o LO CM O lO lO O Cl *h O . °cd cs ©5 b ^ 2 ca *CL| * s f a <3 •rH o o o o o o o OOCOOOOOOOOCMOOO lo cm »o o o o o Cl rH L- o O 1.0 lO ' o »o O o ' iOicmoHir: ,.IOHOCMIO(NM> < lO LO CM C4 CO Cl ^ CM 10-0000 o o o o lo CM C4 0000010 O O LO O t- CM cfco CMOCMLOOiO^rHLOOLOlOO rH rH CO Cl CO rH CM C f OOOCMOCMt^OOOOOOO I> LO rH r-H rt c5hX Oa H <0; o£ i &c ®L ESS. rP © Cj OQl « g S' 3 3” riefl ■S-i# 2P ! & „o !W- S-2 !^-gg i^H ) O B d i «.©| 'oil 'o S ®P . O o'! 1? 'S'g _ g.g'M "5 ftft Cw o *S®Sf JS3®. a a © © n P^rO 'SPfi^ 111 *p ° a a o C *_£ - 4-^ Cj ''HH ^ oj O fi JpQca a .. „p 2>a a © P^P ®-g © ® ©Q x - u b«P o ■°© 2 ©-^ c2‘-C^ 'g nm qM ®- -a cs'g- ©i^-S m- — O c3 m caP^o fl © o .9 ^^OOHHMHOh a-2 3-31=5 o g •rl O > a a a 3 h h o a cj o O ^ MMhBSSS 1m|^^ o|| a | aT^w'a a §S^PP MtJ©Q^3'g^asc a ;qc2 |^p§^ s|!h o ft^-^M'S g*c§ © l2’s?‘2,s»'S2|isll'2'l ©CtP^'H>Or-HWH'tfo®C3^Hr^CDd o B 3 o -+J> hj »a +s © groi— •2 o? 2 g Mg^a.S^ ail S3 S3 jsSiisiiiiisi'gss P la^ fe fe © -S-g'S ggo®®*© - oSOk ®oo i CM CO ^ LO O I o cd r> c )IO o - 4 (M M H LO 0 t- 00 D O H Cl M 1CMCMCMCMCMCMCMC1COCCCOCO INSTITUTIONS FOR THE DEFECTIVE CLASSES. 2255 Table 4. — Summary of statistics of public day schools for the deaf, 1894-95. 2256 EDUCATION REPORT, 1894-95. Expendi¬ tures. © « Ui ‘ss$ 1 2 1® 00 CO iOrfiO 04 04 00 O O 05 O O L- 'rjTco'irf hT 3, 500 < 850 7 04 04 CO 8 04 of Receipts. 19 $59,517 45, 544 0^0 CO 00 O F- 05 C4 00 HO CO H H r-H rH o o o m L- CO 04 CO 04 04 co" O o 04 of Value of grounds and build¬ ings. IS $186, 500 000 ‘991 8, 000 .98, 000 60, 000 20, 500 5, 000 o o m in ' Value of scientific appa¬ ratus. H $155 155 o • o • m in Volumes in library. 1,431 o 200 929 302 04 m 05 00 in Ol Pupils. ■juauijjtfd -op juiajsnpni h 174 04 ^ ^ C5 04 vO CO 27 8 14 o •QG-I68I ui sojnnpujf) 14 £ co 05 • in O 04 04 •uojjcSjopuiyj; h r— 04 05 O O 05 CO P- O rH o ■poqjotu p?.io A'q jqSnnx « yq 370 CO L- :coo ^ 1 • r-H o 05 s» CO CO © 05 CO HH •FIOR H yq CO 1 CO iT5 © 04 rH Instructors. •juoraxjcd -op x'BlJlsnPTII GO | 1 1 ^ | i00 1 o co m h< 04 O 04 o •uoijdoo -jod JO[iioijnyr o o o © © o HOHH ° •uotj'BxnoTXJY ' © «l |s 00 O D l> 1 w 1 1 in o ^ co t-i Tnoi »* 1 ^ 1 | § 1 XHO rH rH -H 05 rH 00 © CO TH •oxurnoj o lO TO 04 CO rH t- CO r. CO | 1 00 © IO 3 CO M J ■OXUK ! « “1 N © © © CO HrtS4’OH •euoij -njijsui jo .iaquinjq; « si CO r HHH CO rH rH t- rH rH I Division and State. pH United States . North Atlantic Division . Maine . Massachusetts . Rhode Island . North Central Division . Ohio . Indiana . Illinois . Wisconsin . Minnesota . . . . . Missouri . . Table 5. — Statistics of public day schools for the deaf, 1894-95. INSTITUTIONS FOR THE DEFECTIVE CLASSES. 2257 li a pi H © a sglg-gl •5§ .^OcU c8 ^ fcfl.g *3 •“ & go .9 ® q o 53 o • t>o O OO •^uQtnprgdap XBij^enpui ui -£np jod sjuopx HCJ 1 rH ■ CQ rH rH Cl ■9p?lU9£ to OOO rH COCO O HH t- rH Cl H O rH r-C-1 •9I«K CO HO O OH O OH O OH 'H O OO pH J © cc ^ H ° ®6 o . H 02 02 © M 3 M c8 3 1-5 2 © £0 lw Ohs m 3.2 b£3 .©H H g §M«| £.2§S 05 5 W •— 1 p A M Ph £ Hi c3 © ® p fi ®. - *q 3 ^ O A3 _® CQ 3^ f> Pi to c3 ej H > O HPh 1 ^ n © 5 O M r- © O 02 O >5"® CS02 P > ci 3 2 § gq &rJ2 — >S O* ofl it 22 © 'g r2 qo Q © 03 ,2 a © p M a . . . ® © M ~s o 2 ^ 4) ® O ^ 5 0 ' o° O ^ O O •h 05 t>. 4* § | qqg ^ ®q ~A3 ^ o *P o ^ -I u ^ si s'21 P.'S gi! fcD pi t>=. c3 O 02 |S pi H ® ©S 15® 3 O Pf a o c3 S3** £ .3-3 £ d P^3l | lllcfsvr gllll-'ISII' lal^gl^ss, pq ^02 b bo o .. o iH 02 £ q 5 g-3 § hOb! tf* fcDS <3 rt S b- 00 O Table 6. — Statistics of public day schools for the deaf \ 1894-9: 2258 - EDUCATION REPORT, 1894-95. i Table 7, — Summary of statistics of private schools for the deaf , 1894-95. INSTITUTIONS FOE THE DEFECTIVE CLASSES. 2259 Pupils. •(j.uara^a'Bd -op xvij^enpuj IS CO 1 ’■ 3 156 17 41 25 lO co CO C5 d ICOO.CO CO H b- co d CO 238 180 17 41 25 25 47 47 302 IT. CO 146 40 47 5 59 , •9J®UI0j£ © *■1 o o d ! s 76 9 19 10 10 15 LO f-f rH CO ) rO d O CO CO L- d d CO -0I®K * d i d CO 1 2 H< co d io O CM rH 15 32 d *“H CO d rH CC:t>- d »Hd 1 rH d instructors. jn9in;jBd *9p pBiJjsnpux 515 b COHO j i lO LO lO J 1 CO O Hi CO • noijdao -jgd xepiorjn y O CO Hi ! i l -sjooTps jo jaqraux | « o> h 1 CO rH CO r—i rH © j r-> d H . CO rH d 1 Division and State. •m United States . . . * . * i North Atlantic Division . Massachusetts . Connecticut . . . New York . . . . South Atlantic Division . . . South Central Division . Louisiana . i . i . . . . . . . North Central Division . . . . . Illinois . Michigan . ^Wisconsin . Missouri . . . . . . . Table 8. — Statistics of private schools for the deaf, 1894-95. 2260 EDUCATION REPORT, 1894-95. 5 to a a' m © a be a a o.S > © 2 a • a SI' fcO a 7 a 'cCO r 3? J|ij o >» o 9 o - c £ » 3 g be g blj.9i a 2 a Es^‘ a »•-> a - g c Pr Ph co qu£ a o to ® © a t sgSs % « fcJO^ fex, g t § £ >• o 3 o bo iifl-S a bigg bc-9 ®'S 9 2 9 a<9 ^ 9 J3 C3’H Cj r-Hv-t ^ £?*> is 1 1* o ° p .2-9^ •^uaui^jT3(lap xBP4 i$ -snput hi joqum]^ j M •^uaia;jB(I -op x'BiJ^snpnt ui ^Bp aod s juoh •S6-f68I ui so^npuip •uoxJBSaopuix 2 •poq^oui Xbjo Aq (xqSTtBj, •OXBUIO^ t- in os m r* o -<* co m o os : ** 95 S a . <0 c3 >i a a (M in ci «§ si . ^ • O s| to aP^s o . S ZJ >T] © ©O Ss co p c/M M ^ o O p ® • P ^ ^ .22 a P5 . s 20 £ ^ ® rK .2 -3 . f§9S S "St^pHS § ^W^W-2.2> m ■§<2 CO-H © O a -a w? 2 a © fe • & P q a o © u£^>> ©o3 g ca 9 ^S-S-e § JjO § Jjp$ H P3 O Is -13 'O 33 a a H O os Q 2 ©o — -aw© a *ri © a 2 a a a o ©; ww alo* 1 ©a fi O ® ^a p/bb • P-q * aa ^ i3 fe 1:5 PhS S' rd G GS GS C/2 £< H : 11- I«: a a •c =? fl og-g 5 O «s o . ^ r-t ^ ^ O g.2 > a O - | rH ° IS t-OOO^O J CD to • CO •oisnui XB^uoinnj|euj M 81 § 99 201 1 108 190 gggg : 105 42 21 22 52 35 753 147 28 120 •oxsnux peoo^y « 1 i 86 215 81 187 56 13 26 92 _ • _ m g cC co g 53 S 110 84 28 •uo^auSaopuiyj; § g SS53 3 CJOOHCO lO i rH § 30 12 45 1 3,741 § 219 398 210 405 “ 8 130 120 98 38 34 170 165 1, 609 888 •opuuox 81 1 ! © g CT> g " 1 So®S3ooS§ | 00 j 2,053 3 118 210 114 227 £££§21 ° 1 s-i Instructors. •^uouipied -op xuij^snpuj Jf S i is 1>(M I> lO CO H rH 05 Cl Cl CO H Cl t- Cl lO 00 CO O 'Flop iS S| CO 8S3 g CO CC ID ^ ^ g OjHivlOOOg O O CO lO •apemax H< § 1 g S3£2 S l>(N N H g LO X T? TH ^ O ic r* rH t>- CQ M CO 8 13 9 3 29 HOWt>CO ° g ^ CO OO rH d CO o o coot> •suopn^. -i}Sut ,;o joqmnjq; « CO iO CO WHniHHHH O H H Cl rH H d H O hhh Division and State. United States . North Atlantic Division . Massachusetts . . . New York . Pennsylvania . South Atlantic Division . Maryland . Virginia . West Virginia . North Carolina . South Carolina . 1 South Central Division . Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . North Central Division . Ohio . . Indiana . Illinois . a Includes the deaf. Table 9. — Summary of statistics of State public institutions for the blind, 1894-95— Continued. 2262 EDUCATION REPORT, 1891-95. Expendi¬ tures . © OO-NOO-O.ffi Hi © © H IQ © © © o O O . 00 o o o t- © CM IQ CM CO XM rH rH Hi HO * O © Hi Hi ■•-©•CM rH CO • -.CO CO CM Hi' • Hi" CM~ Receipts. © O O CM O O O O Hi © © H iO © © P- © 0 0 00 10.10 0-10 IQ rHCO^lQ©©.© 1-H CM CM CO -CM IQ CM L- joo rH CO ■ CM CO i> hT 1 1>-~ of CM rH • rH rH Value of grounds and build¬ ings. 5 0 0 0 0 0.00 o O O O O O o o o © CO o o o o o o co ccT © © cT tcT o' i> rnooioo:i>-o rH HH CM CM rH t- 200, 000 loo, ooo 17, 000 400, 000 Value of sci¬ entific appara¬ tus. fro © © ■ © © © © o WO -'OLOO o T— 1 Oi • IQ CO H* CD :: © o • © © © • © IQ • rH Vol¬ umes in library. © rS o o •• o o :co o .in © O • O o H © CM rH IQ ilOOfOtD rH 'CO O' -• CM H rH CO © © © IQ © © lQ -tH .© IQ .CM CO © cm Pupils. •juoiujand -ap [Uijjsnpaj W H CO-CM © go go © 00 o CO CO.L— :© o> CO Hi • © Hi © • CM •S6-f68I hi sajnnpnjf) 14 O O CM rH CO ‘ l>* CO rH • © © © CO CO ■oisnui P3JU9UIUJJSUJ es 00 CM IQ ©CO O • "HI ^ L- H CO 00 GO » O Hi 00 CD IQ rH CM CM Hi •ntsnui jnoo^ « © IQ CM © CO 330 © CO ■HC5LO'HW.t> :co O Hi CO 00 r-4 CO H CM CM “LiojJcSjapuTyj ! li i H © IQ • CO • IQ © [ Cl rH • CM « CM I : : o ■ OttO ! : ! 'FFX 10 lQ CM 4^* b* OCDO 40 © r~l © © rH CO CO Hi CO CO 00 Hi IQ H CM Hi » | •ajBTuax l * ©CM©iQO©CM CO •CO iQ CO © © Hi © : IT— 1 CQ © t> © rH CM CM CM [ *«FH 1 GO CD o. lr* Cl CD 00 00 CM I IQ CD CO O - IQ Hi CD 1 CM CO© 00 CO CO CM Instructors. •juauijand -pp x'Biaisnpuj I*. | 0«HH0 J •OTSUffl 1 ;C0 CO Hi Hi IQ CO CM © i . 'FI OX ! rH Hi CO C0.C0 0-0 CD rH rH H HH rH •axnraojx H 1 t- N N 1> 00 t- ID — ' j t-I tH t> $$>? in fcD • R 13 c3 9 fci) 1*8 3 -P g ._<» pH &B© hp S.p « teg y -9 ® p . « p^|.9p SJUfl & a ® SfcS 3*^ 'S a ^ ^ O :S ® W> &KJ3 gS’SriM®® f4*J&3.Sl3,2g§J.S gs - £ ffl fH H p fcc 3.5 Pupils. -op xeia^snp -nr ui'xqSnnx ^ XO o ! ! I to CM CQ • « 150 82 130 44 90 24' 23 •Q6-^G8I ut saxnnpejg W V=N 1 o o j » = : 11 j 9 4 0 •oisnut lufwournaxsni « CM O LO rH CO 05 [ CO rH CO t* CM O 00 O O • CM Hf CM CM CO LO • (M rH •oisntu xnao^ 11 ■to CM rH t- 05 ^ CO CM CM CO oo t+i o o o in rH CM 00 H rH CO CM CM • uapreS j-epurg; 2 0 0 18 0 ...1 m CM . •axuuia^p Si CO CM O rH O CO CM rH C5 CM CM CD C5 ID rH CM CO L'- 05 !> O O rH •QIBM ® CO O if5 CO CO CO CO CM L- CM CO 262 71 92 44 68 18 16 Instructors. •Xuaiuxand -ap luijrsnpnj t. CM rH CO O CM • CM CM O CO -rH -^1 Cl Executive officer. « J. it. Johnson . J. S. Graves . J. R. Harvey . "Warring Wilkinson . . D. C. Dudley, A. M.... Henry N. Field . W.F. Short, A.M.,D.D. E. E. Griffith . T. F. McCune . . W. G. Todd . B. B. Huntoon, A. M . . M. C. Aldrich . Frederick D. Morri¬ son. 6 1 ft “ j » Alabama Academy for the Blind ... Alabama School for Negro Deaf- Mutes arid Blind. * Arkansas School for the Blind! . California Institution for the Edu¬ cation of the Deaf, Dumb, and the Blind. Colorado School for the Deaf and tlm Blind. Flori’da Institute for the Blind, Deaf, and Dumb. Georaia Academv for the Blind a... Illinois Institution for the Educa¬ tion of the Blind. Indiana Institute for the Education of the Blind. * Iowa College for the Blind . Kansas Institution for the Educa¬ tion of the Blind. Kentucky Institute for the Educa¬ tion of the Blind. Louisianalnstitution for the Educa¬ tion of the Blind and Industrial Home for the Blind. * Maryland School for the Colored Blind and Deaf. Post-Office. - Talladega, Ala . . do . Little Rock, Ark . . . Berkeley, Cal . Colorado Springs, Colo. St. Augustine, Fla . . 1 Macon. Ga . Jacksonville, Ill ... . Indianapolis, Ind Vinton, Iowa . Kansas City, Kans. . Louisville, Ky . Baton Rouge, La. . . . Baltimore, Md . From 1893-94. t From 1892-93. a The Bureau has received no statistics from this institution since 1889-90. Table 10. — Statistics of State public institutions for the blind, 1894-95 — Continued. 2264 EDUCATION H I § . -§2 u be 5 s fcD be bi 'CXI bC © . a p p p p “ 93 3 33 3 bebjr 58 p p P 3 * a ~ M S .3 1 3 s' s' & ® fcc a . p += a .9.9 © PMbeG. H pdpmp-.S^P^a.J© a s ©3+3 S3 2 §12 g i 9 JH o _g ^ , 3 go §•' 'Bog a ° a S'So ts a ® a © 1 « a ^2.9 p‘S3 ^ be bX)3 bi bZ'« bc^ =H be © tib.9 a S3- 9'? 3 93-9 •9^3 s *•*.§•* m §9-9 n s.t: <--) c3 c£ ro os^ -3 bJ3 © 2 a p ■ +a O ‘ P3 q ti ^> £*-*©* ©3 .9 ip©«=abia§Mag .s,a v®-Sp3.S^.9d® big® §Sbe|r-i|s3|i^ 1 1 15 Inal'S gSs a SgS | £.9 P4 3 cq pq Ph kH bBP .9 § p b5 a p S’£ 2 © g © p= _ . m 9 bJGP P 9’p3 a 3 a a j„a be © 3 P p p rt cj " a if o.S S3 r©rP © - © be P P « Ip" *#! o.9 3 ►3.3 8ZbD ■■w >-.. H ■S'g be be Pro P P *►=§1 tjbC'g © cep o © P-rH U £ ■'§'« °3 • 1 Stffjf © © o a pj .9 ° 3 'p .9 o 3 bis 2^9 a p a rP s ^3 / - . p* M 3 bC t£ fc~ § 3 .9 .9 .9 p beS a £15 3? 3 |l§|ga| Hra Pupils. •^uoui^jnd -op xBlJlsnP -ut ui ‘xqSnnx 14 56 84 32 18 78 4 98 140 257 ! 31 255 24 209 •S6-f68I ui soiunpujf) 13 co -ciocq uoooojt^ ; j io co^ •oxsnui Xnauouinjxeux « T=( 1 ^ Ci CO to rH CO xh o re CO O t> 10 00 1 m a ^ ^ O O 05 rH 00 •uoxunSjoput^i; o T*. C4 O -rtf LO (M COO • O0 00 ^ O O CO j H O •oisnj^; <0 j CO t— CO 'hH tH LO r-H CO tJ< l> |> 00 rH 05 1 ^ •oxurno^ >!? 1 CO C0t- hlpp ® « +-J o rt oopq f^5 PQ «a| ifel co p 3 |.s OH Ph 9 for the Blind. a INSTITUTIONS FOR THE DEFECTIVE CLASSES. 2265 Table 11. — Statistics of State public institutions for the blind , 1894-95. 22G6 EDUCATION REPORT, 1894-95. From 1893-94. a The Bureau has received no statistics from this institution since 1889-90. b The Bureau has received no statistics from this institution since 1891-92. Table 12. — Summary of statistics of State public institutions for the feeble-minded, 1894-95. INSTITUTIONS FOR THE DEFECTIVE CLASSES. 2267 Expendi¬ tures. & $1,348,710 i s o HHCOO O HOCC5 00 Tf CO CO to H (M rH CM 21, 280 708, 265 CO CO 00 o 00 O 00 o o IOCOOOOiOCOOO Tjc CM C'- CO O CO CO O rH C5 cm cm lo io in of ccT oo of to O Oi O O o H C5 o • o l 3 \ Receipts. W $1,450,828 CO r> 00 cT CM o H H O lO LO CO O C5 C5 CO OHlOtJC tO Hh CM Hj7 cT LO Is- ro c r-1 cm »H CM 25, 595 807, 684 CO CO IM O 00 O 00 o co b-QCJOOLOrcO r— CO CM O 00 oo O O CO C05C0C0C0 05 CM rH rH 919 ‘96 Value of grounds and buildings. 14 $4, 422, 387 i—4 CO o GO 319,727 846, 409 100, 000 555, 595 50, 000 50, 000 2, 130, 656 - CO ; 000 0)0 O O CM 1 O rH C5 CO CO LO o O C5 CO CO tH CO • tH tH LO CO • O hH 37 10 •no^cSjopuix 11 CO LO 1 1 326 O hH CM O O o 187 I H* ^05C0 CM rH CM G5 rH 121 , 3,653 1,046 551 622 co cm 05 in co 05 CM O O H4 HCOCMH CO O CO O CO •9XBCC9J © 3, 261 Is I"- HHt>C) CO C5 (M CO O LO Ht>HH a cm LO 05 LO O 05 t> CM H< tH OCM 00 rH rH CM CM 00 O O tO CO rH CO rH (M CO CO CO CM r-1 H HN rH 05 •ajuaia^ 152 CO CO CO CO rH LO rH rH CM GZj CO OO C5 CO C5 CO LO CO C^ CM rH LO CM 39 O) 00 HH H CO CO rH CM CM CO CM O CM CO rH • CO ^ m . t cj 5 £ £ § « © © ® 123 c3 « fl £ ® c3 S6W g.g ^■s Table 13. — Statistics of State public institutions for the feeble-minded, 1894-95. 2268 EDUCATION REPORT, 1894-95. h a a 1=1 ft 3 © (=1 a § I w 'So" B g © 3 ■5 C3, la cj a a -a « rtS2§f4 ~ ^ -C _c 3 bo oo g a — ' „ a O ' i2 =3 2 ; in - © fn ©2 2s ~§J? >1 P © 2 eg’S !^_ a ?Jco' .5 s-3 a jz ffi^S OM,!- n O iby ~2 2 += '“’2 te J 2 % ^ P-l 50 © 03 © ^ P ■SP’-tPS'caS ^ SSo^SbBg^.^ Sag «■§'' | a I ©^3 5 Is pi u a 33 © § © 2 73 -2 c © a§ii”i!|itl:| ^ tiro a ® •3n£3,£bs!sS®lrs§ s a'F a .5 bC*3 ft 2 la s ® .a ^ ©2 ll.fi SoE>> c3 4-> ^ a sx=a a © fl b S? hSf-. .2 . « § 9 to a® g © *.g |Oa *.2 £ § s a -a s I s m a b3*f * w « o' — a cj T J d *Cj R CP "■" ® ri § il b ^ ft-2 to'© fee § -g s b a 2 a-rt « b J 0 a 2a £ Sa 2 2 a -t-i « a -© •« n-rtr-H ,p ©ft ce no n P a * 2 £> ST £ ^ a ■s” 2 § tc| s a a - a !=B c? ^ ° MS- 2 b a •S hc2 ffi S O c« 3^.5 -2 a s > s So^| >-H ,b SO fl 02 ’ rj 02 © be bB 02 tsSsns ffl P Pupils. •oisnj^; H 37 60 95 6G 107 100 to • •uopxuSjapuix 2 ▼H (M ^ OC (MOO CO O C3 ^ CO iO C5 CO • •oxnnio^ © O t> 05 00 O C5 ^ CO ^ O TjH LO 05 rH *H n b XJ1 c3 ^ flS Ch eg Ca orq w N p ^ f ©~ i m r a o f < c M • © 3 -■ © r p 2©p ft © Cm2 W a n S'a S3 © P o a □ 2 M B 3 a § 2 «g 2 © ij pH *§ a S .2 « a ^ P £ b 'a -(-= ib b © © © •pi | a Isis a a c3 rrt S ® *d c3 d P* .S •§^ S. Oli] INSTITUTIONS FOR THE DEFECTIVE CLASSES. i - 0^2- '3 9 m += a> a e gg s Mm g jfaAgp”.. a x ft Son, ci co ° h *5 bo SprwflS grlS .S-S.a^3 &.S g^ g ® ® a ® a- E? © 0 P^ co ^ teg o .9 — g a — ^ 3 bo bo es£3 a tee — M P bO -fe a a S ®-§'3 Ai be_A bo n _a ^ a a g~A ?§*t bJDO g bO a q ’3 « £ '3 bJD A. •9 i. ©Si © "" 2A=f 'be KIM ^4181 K a be? bC^i ® W2 £ g ts © a 02 02 — a p be 2 © be CO ^rrt 3T © 2 u &> a r - 2 © ©trd . . be be & a a • H Mg o a u d © e3 .cS a — &sii sSm be o a a a bo-g-g • ^..5 age S P 3=2^ a «- bo+J'a! a -c 1 S 'P £ w'C-. 6J1 -a- a s SgJ bC^ ® -A ■2«^S a ^ Js~b ^ bJO'CJ ^bX)fl ■s|3| -'© bog g - I A® § fee *5 £S S *2 : P : p : : : S : a - t>i CL S ! : rT n * Is M S 6 a2 a|«j S :s2©^ o'db H.S“ a o a ©^ g © ® . a . ^ ^ M ho Si a .a O © a © fe.P Sr .2 ^ 1 © « © a o C5 , J-i ra fa a © w P ia 3 m O r 2269 Table 14. — Statistics of State public institutions for the feeble-minded, 1S94-9l 2270 EDUCATION REPORT, 1894-9“ tJO ® . £ 2 g a pq .a a a £ >j . p -£ 2 I 3 39 A £ eo^fl 3§ >.0 05+s'+H S2i ©53 C C8 m 05 00 00 i o o o 00 in of in of O CO O -C (M t'QOOOQI ONt«OOC5fflOffli omoomoc-oooo 0 § fcjiS .9-2.a -93 3 S’sS gg-s o '3 •3i’ S w H g O'-) ■ ■ ■ pipi :W Jo ©J s^s* -a „r - §g3g|g|Sa •J■ ££ g'"' © ® M' JlJ: , © © . .2 < 03 • • ’Otsiipj 1 e$ | V r rH tH O O tO OJ lO ■nojanSjopuix 1 CO rH 1 \* 1 lOOOO 03 tH H< CO rl 03 I0> tH 03 03 •injox V C t— I CO 1 M Is L tH tO Ci CO 03 L- O H O CO 32 25 tO 03 •ojeuia^ © 03 •Hi I CO Is 1 oooh< tH 03 O CO tH 03 03 ■01'Bpj QB O) 03 03 1 1 1 ^ r UOOC5 lO lOOHCl 03 25 13 CO Instructors. ■ssjBarat joj Suprea siuBisissy * §| 1 3 COO •t' 03 H • • i ; i ° i : o ■JU9TH -^xsdap xnijjsnpui £ CO o H< 03 CO • iO H< 03 • *H 'H T*V>I 1-5 o CO 03 CO © CO H CO CO « -<# •O^BUIOX lO CO o CO 9 1 17 2 03 CO CO *9I^K ^ 1 M rH J • rH tH rH tH •saoijnjrjsut jo jaqmu^j; 1 SI ° I 00 1 COtHtHCO iH rH o c3 rt 2271 Table 16. — Statistics of private institutions for the feeble-minded, 1894-95. EDUCATION REPORT, 1894-95. Pupils. •oisnj^r 1 tH © CIO tjh O H tJICICS HO CO (NO O^G 1 ° T~* Td rH 1 l t— 1 •a™ lO »o C5 0 CO CO © 0^0 05 (N ^ tH HH Instructors. •so^nuiui j.oj Suxuno S^UB^SISS^- o : :sc'1°^1: •^uaui -piudup x'Btj^srpup CO ■« (MO ■<*-* ; £ ; ; ■opoioj 1 co tn (Min nkh m ^ i-< ■epTFI j : : : : ■g’l a « 111 S?!i Cj ©H Pi © fl rt ? a d Pp^ S gpq 33^2 ®P l-I "3 cs o pp -3 fl © >P 3.0 _o rO © © r •ftl •g w s h O s! H |P \r~W © © '.a -a i w ■So .5 © 2=2 a - -I o §3 33§|«: c Pl c3 cj © © oiH ii'S- ^ j2 QQ , eg o -d 3 a i£ m3 P Weep 3 £ 6 REFORM SCHOOLS. REFORM SCHOOLS. 2273 Table 1. — Summary of statistics of reform schools, 1894-95 — Continued. 2274 EDUCATION REPORT, 1894-95. s H s H •jaoddne aoq; ffi w l $1,051,858 180, 830 101,731 175, 576 135,110 107, 275 88, 791 85, 837 64, 191 15, 000 56, 356 4.1, 161 271, 136 CO o CO o o o xPccT co 14, 502 52, 000 18, 000 146, 546 •s|n9TH9A0Jd -air pm? sSuippug; QD 1"< 00 o CO iO LO (M OOHCOOHOOOOO CM HCOCOOOt^OOOHO LO LO iO CO- (M O CM CD OO O H O O CO CO CO CM OiOt^rH ioOOOO' H n H Q (M C4 CM CM H LO 30, 000 13, 000 17, 000 30, 888 61, 064 •sSmpjjnq pin? spanojS jo onpLy h LO O t> H- ■€©■ 790, 752 360, 800 771, 000 729, 444 396, 696 568, 109 236, 950 325, 000 75, 000 206, 202 282, 000 1, 131, 204 40, 000 75, 000 50, 000 200, 000 60, 000 180, 000 526, 204 Inmates. •apraj p?DTm?qo9tu q.qSm?x IS CO CM cc cm~ OCOOO^NOCOHCOO CO CJCCOOO^LCJCM^rHiOiOO H CM CM tx LO CO rH CM H 116 CM • LO Scliool. •sndnx • 6, 465 CO.^OiOiNOOOt-^^ii 05 co' | CC lO CG CO' 00 H CM H t> CO H H | HOOCOCCt^O^OiO wcjoJ .or- co H H O CO HH .HCO LO CO H O C O CM © CO 6 Ph •poaoioQ lO N MW 10-0 O COMA 00 H 00 LO 00 LO L- CM CD O H lx H ^ " 1 ^ CM •atRAi. !5 o 88 lO ©©©HCMLOHOCMC5CO xH QCHiOCOOHi'JQh^ O OiTiGr O H LO xh CM p) © ’> V 0 | o p M I rt 14 15 1© 17 IS 167 12 3 162 4 14 152 6 404 3 15 4 116 34 153 258 8 437, 3 *14 54 108 7 244 4 14 5 3 34 15 112 92 8 221 3-4“ 14 14 5 1 28' 4 14 108 108 2 78 4 15 265 258 54 13 635 419 8 756 3 18 4 145 2 58 16 5 181 31 14 147 186 5 472 9 16 132 117 10 430 4 15 40 37 16 150 31 13 26 33 2 90 51 17 125 92 4 214 4 13 271 36 4 220 41 28 12 5 186 6 1 230 234 1 82 6 13 36 14 2 76 3 1 53 35 4 140 4 15 77 85 7 200 4 15 21 18 1 49 4 14 231 159 9 463 7 11 106 105 5 275' 41 12 103 101 2 53 4i 13 105 100 2 84 4i 12 78 38 4 117 4 15 1 31 i 4 12 61 45 2 62 : 5 12 64 17 2 80 3 12 18 15 1 26 4 . ... 2 12 1 20 4| 28 24 1 34 5“ 12 13 366 101 3 1 101 5 13 97 43 6 250 4 16 20 14 165 2 366 289 11 515 41 14 137 100 6 358 41 15 124 132 10 110 11 22 101 96 4 185 6 2 72 4 14 150 160 7 290 3 12 8 2 49 41 12 ’*33 32 2 76 4 14 Expenditures. 20 21 22 $50, 000 $17, 000 236, 961 289, 2431 75, 000| 250, 000 200, 000 9, 000 275, OOO! . 8, 000 . 85, 000 185, 000 . 405, 000 96, 000 150, 000 200, 000 160, 800 70, 150 82, 000 200, 000 350, 000 57, 953 3, 111 13. 000 2, 500 3, 464 3, 150 1, 011 40, 000 100, 000 200, 000 60, 000 350, 000 200, 000 71, 723 19, 476 95, 620 " 8, 376 8, 154 21, 000 1, 600 18, 000 3, 775 1, 313 5,545 4, 012 60, 000 20, 000 16, 000 20, 000 146, 300j 160, 000 131,931 50, 000 10, 000 0 1, 308 1,000 333, 343! 18, 000 214, 170 360, 554 207, 555 75, 000 50, 000 200, 000 40, 000 46, 202 2, 500 2, 500 2, 771 19, 800 0 2, 000 30, 000 8, 149 $35, 000 111, 546 36, 000 73, 344 40, 648 670 40, 256 3, 000 10, 573 26, 960 123, 018 15, 025 39, 885 61, 846 46, 200 39, 637 13, 275 27, 886 33, 000 9, 012 8, 000 23, 163 35. 918 12, 668 11, 250 24, 000 1, 960 21, 618 3, 437 10, 000 5,872 2,270 36 8,093 37 38,977 38 . 39 36, 367; 40 11.500 41 27, 243 1 42 60, 0001 43 45,000 44 43, 791 45 12.500 46 11,691 47 40,000 48 4,088 49 16,756 50 a Recently organized. 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 EDUCATION Table 2. — Statistics of reform Post-office. Name. Executive officer. 1 3 Kearney, Hebr . Manchester, H. H . Jamesburg, H. J . Trenton, H. J . Yerona, H. J.... . Brooklyn, H. Y . Canaan Four Corners, State Industrial School* . „ . . State Industrial School . State Beforni School for Juvenile Delin¬ quents. State Industrial School for Girls . . Hewark City Home . . . Brooklyn Truant School * . . Burnham Industrial Farm * . John T.Mallalieu . J- C. Kay . Ira Otterson . Mrs. Mary A. McFadden _ C. M. Harrison . Patrick H. Corrigan . Rev. J. Dooly . H. Y. Elmira, H. Y . Hew York (Station M), H. Y. School of Letters, Hew York State He- Z. H. Brockway . . formatory. Hew York Juvenile Asylum . Elisha M. Carpenter. Hew York (StationL), H. Y. Hew York, H. Y . Rochester, H. Y . W est Chester, H. Y . Cincinnati, Ohio . Delaware, Ohio . Lancaster, Ohio . Salem, Oreg . Glenn Mills, Pa. - - - Huntingdon, Pa . Morgan za, Pa . Philadelphia, Pa . Howard, R. I . . do . Plankinton, S. Dak - Gates ville, Tex . Ogden, Utah . Yergennes, Yt. . Glen Allen, Ya . Chehalis, Wash . Pruntytown, W. Ya _ Milwaukee, Wis . Sparta, Wis.... . Waukesha, Wis . Society for the Reformation of Juvenile Delinquents in the City of Hew York. Tho Wetmore Home* . State Industrial School* . Few York Catholic Protectory* . Cincinnati House of Refuge . Girls’ Industrial Home . Boys’ Industrial School . State Reform School* . Philadelphia House of Refuge (Boys’ De¬ partment). Pennsylvania Industrial Reformatory at Huntingdon, t Pennsylvania Reform School . House of Refuge . Oaklawn School for Girls * . Sockanoset School . South Dakota Reform School . Texas State Reformatory and House of Correction. Territorial Reform School for Whole Ter¬ ritory. * Yermonti Industrial School . Industrial School of the Prison Associa¬ tion of Yirginia. Washington State Reform School . West Yirginia Reform School . Wisconsin Industrial School for Girls .... State Public School for Dependent and Heglected Children. Wisconsin State Industrial School for A. C. Collson . Mrs. Lane . Franklin H. Briggs . Brother Leon tine . James Allison . . . Albert W. Stiles . D. M. Barrett . R. J. Hendricks . F. H. Hibecker . T. B. Patton . J. A. Quay . Mrs. M. A. Campbell . Mrs. R. S. Butterworth . James H. Eastman . C. W. Ainsworth . J. F. McGuire . J. D. Haines . S. A. Andrews . William C. Sampson . Thomas P. Westendorf . D. W. Shaw . S. E. Pierce . . . S. S. Landt . M. J. Regan Boys. *From 1893-94. fFrom 1891-92. ^ Number of assistants. KEFOEM SCHOOLS. 2279 schools, 1894-95 — Continued. 28 10 44 5 12 9 14 1 72 2 3 *53 40 32 2 12 1 8 60 13 4 30 13 1 6 15 5 19 1 50 Pupils. 4 J 5 rP o o a -4-5 fcD | £ Yalue of grounds and buildings. Expenditures. Sex. Pace. Nativ¬ ity. Illiter¬ acy. During year. School. Buildings and improvements. For support. Male. r£ g | "White. | Colored. Native parents. Foreign-born parents. Could only read. Canneitber read nor write. j Committed. Discharged. m f-i o A o ej O o <3 a & Number of pupils. Hours of daily session. Average age of inmates. 6 * 8 9 1© 11 IS 13 14 15 16 18 19 | S© 1 SI SS 221 0 210 11 160 61 50 81 70, 82 4 221 6 14 1 | 58 $160, 000 1 $39,600 116 17 131 2 80 25 100 17 40 35 3 133; 5 133 40, 000 j $3, 000 12, 000 0 320 55 117 162 8 375 3i- 16 191 175, 000 12, 552 76, 950 0 108 87 21 30 78 32 27 2 108 " 3 16 i 108 79, 610 30,356 ■ 15, 726 188 32 209 11 16 13 83 131 3 220 3 83. 169, 576 i 15, 516 | 33,095 351 0 310 41 105 246 • 210 141 351 265 3 351 5 '*13 0 120, 000 19, 000 21, 575 64 0 63 1 37 27 4 0 2 64 6 14, 33 75, 000 5, 750 10, 750 1143 0 1090 53 183 23 700 658 26 1143 2 21 1142 1, 5C0, 000 58-, 000 201, 608 758 186 1 867 | 77 622 c 50 60 599 617 17 944 5 12 1, 000, 000 103, 588 642 92 633 101 133 370 583 385 20 734 4 535, 000 • 32,142 132, 037 0 60 60 0 348 286 1 25 2 18 45 35, 000 9, 468 10, 900 614 120 694! 40 499 235 479 490 19 767 476. 808 26, 500 267, 536 1645 0 1640 5 841561 607 422 284 725 63 1570 1 4| 12 , 975 840, 030 9, 218 279, 739 293 116 320 89 195 254 344 105 449 443 7 409 3 33 289 370, 000 6, 980 50, 797 0 342 279 63 1 69 65 9 329 5 14 420, 752 6,539 36, 624 767 0 | 93, 409 92 0 j 91 1 2 92 8 14 180, COO 18, 0001 656 0 510 140 430 226 107 160 280, 355 11 656 4 *392 750, 000 137, 500 572 0 496 86 374 58 ! 572 1 541 rj 458 2 19 201 1 1, 000, 000 45, 000 175, 000 438 134 484 ! 88 126 99 1 53 225 336 10 572 5 14 15 607, 641 14, 085 89, 227 0 138 ! 87 51 92 34 31 19 72 86 4 138 4 15 138 200, 000 1 . 0 } 28 ! 21 1 5 14 12 8 4 26 15 200, 000 42, 000 ■ 242 0 ! 212 30 190 198 5 1 242 * *5iV 14 I 125 200, 000 48, 502 76 21 92 5 10 47 28 3 97 4“ 13 51 75, 000 5, 000 15, 000 192 0 90 102 .... 20 10 2 90 2 60, 000 800 20, 000 33 6 37 2 34 5 7 3 42 45 3 39 5 15 32 200, 000 30, 888 14, 502 85 15 96 4 75 25 80 20 40 35 3 100 44- 14 60 100, 000 15, 375 110 0 110 0 107 3 40 20 60 38 3 110 4 14 12, 500 11, 148 126 25 149 2 129 129 81 70 60 44 60, 000 52, 000 102 0 1 82 20 95 7 63 50 4 102 3 12 100 40, 000 5, 000 3, 600 35 205 233 7 240 5 68, 380 212 69 7 281 6 10 0 107, 697 47, 500 351 1 0 349 1 2 77 274 59 22 198 186 11 351 4 14 351 220, 619 20, 000 59, 775 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 2280 XIII. — FOREIGN Statistics of elementary Countries. Hate . of reports. Enrollment in elementary schools. Boys. Girls. Total. Ratio to total population. 1 2 3 4 5 6 1 Austria-Hungary . 1892 2, 851. 955 2, 606, 441 1 5, 458, 396 13. 2 2 Austria . 1892 1, 683, 237 1, 605, 467 3, 288, 704 13. 8 3 Hungary . 1892 1, 168, 718 1, 000, 974 2, 169, 692 13 4 Belgium . 1893 353, 667 298, 537 652, 204 10. 40 5 Bulgaria . 1890-91 196, 615 72, 659 269, 384 8. 14 6 1893 256, 606 11. 74 France . 1892-93 2, 805, 849 2, 750, 621 55,556, 470 14. 34 | 8 1891-94 9, 153, 947 1 18.50 9 1891 229, 628 14 raine. 10 Anhalt _ 1891 22, 673 22, 549 45, 22216. 60 11 Baden . 1891 160, 222 160, 422 320, 644 19. 20 12 Bavaria 1894 540, 400 567, 673 1,118,072 20 (kingdom). 13 Bremen (free 1891 15, 317 15, 400 30, 717 I17 city). 14 Brunswick . . . 1891 34, 671 34, 329 69, 000 17 15 Hamburg 1894 43, 961 48, 518 92, 479 15 (free city). 1 16 Hessia . 1891 94, 572 98, 240 192,812 19. 40 17 Lippe . 1891 12, 061 11, 474 23, 535; 18. 30 18 Liibeck (free I 1894 7, 298 6, 828 14, 126,18. 50 city). 19 Mecklenburg - 1891 43, 692 41, 142 84, 834 14. 60 Schwerin. 20 Mecklenburg- 1891 7,726 7,583 15,309,16 1 1 Strelitz. 21 Oldenburg. . . . 1891 30, 556 29, 851 60, 407 17 22 Prussia 1891 2, 900, 311 2, 700, 310 5, 600, 621 18. SO (kingdom). 23 Keuss Jr. Line 1891 9, 702 9, 801 19, 503 17 24 Reuss Sr. 1891 5, 417 5, 571 10, 988 17. 50 Line. 25 Saxe -Alten- 1891 14, 439 15, 186 29, 625 17. 30 burg. 26 Saxe- Coburg - 1891 16, 581 16, 922 33, 503 16. 20 Gotha. O7 Saxe - Meinin- 1891 39, 592 17. 70 28 gen. Saxe-W eimar . 1891 29, 464 29, 463 58, 927 18. 40 29 Saxony (king¬ 1891 361, 614 299, 986 661, 600 19 dom). 30 Schaumburg- 1891 3, 389 3, 369 6, 758 17. 30 Lippe. 31 Schwarzburg- 1891 7, 380 7, 187 14, 567 17 Rudolstadt. 32 Schwarzburg- 1891 6, 479 6, 484 12, 963 17. 10 Sonders- hausen. Atlndaagnceat' Number of teachers. Total. C3 f-l P3 a From State only. 6 Public, 4,281,183; private, 1,275,287. c Public schools only, excluding normal schools. Male. 80, 675 58, 757 21, 918 Fe¬ male. 10 Total. 11 6, 509 65, 266 3, 587 66, 363 80, 311 2, 703 897 2, 303 17,953 6,299 572 249 1,049 . 1, 671 1 1, 319 2, 461 324 226 1,912 355 960 ro, 334 290 215 500 25, 505 12, 470 146, 674 589 863 10, 342 18 7 9 2,413 5, i 980 5, 503; 24, 252 821 1,049 2, 990 2, 791 473 351 2, 057 355 960 80, 676 308 222 500: 580 589* 872 10, 102 126 263 j 264] FOREIGN COUNTRIES. 2281 COUNTRIES. education in foreign countries. Current expenditures. Salaries. Inciden¬ tals. Total. pH <3 Ph Popula¬ tion. Date of cen¬ sus. Names and titles of chief officers of education. 17 IS 1© 41,231,342 1890 Ho imperial office . 23, 895, 413 1890 Baron P. Gautsch, minister of wor¬ ship and public instruction. 17, 335, 929 1890 J. Wlassics, minister of worship and public instruction. ! 6, 262, 172 1893 M.. Schollaert, minister of the in¬ terior and of public instruction. 3, 305, 458 1893 C. Yelitchkow, minister of public instruction. 2, 185, 335 1890 Y. de Bardenfleth, minister of ec¬ clesiastical affairs and public in¬ struction. 38, 095, 156 1891 M. R. PoincarO, minister of public instruction, fine arts, and of wor¬ ship. 49, 428, 470 1890 Ho imperial office. Each State man¬ ages its own school system. 1, 603, 506 1890 Richter, director of consistory and public instruction. 271, 963 1890 Riincelin, secretary of department of public instruction. 1, 657, 867 1890 Dr. W. Nokk, minister of justice, i worship, and public instruction, j 5, 594, 982 1890 Yon Landmann, minister of wor- j ship and public instruction. 180, 443 1890 Dr. A. Pauli, senator, chief of school council. ; 403, 773 1890 C.v. Schmidt-Phiseldeck, president of consistory. 622, 530 1890 Dr. J. O. Stanimann, senator, chief of school council. 992, 883 1890 Dr. H. Knorr von Rosenroth, presi¬ dent department of schools. 128, 495 1890 Pustkuchen, president of consis- tory. 76, 485 1890 Dr. W . H. Brehmer, senator, chief of school council. 578, 342 1890 J. von Amsberg, minis ter of justice, worship, and public instruction. Dr. Piper, president of consistory . . . 97, 978 1890 354, 968 1890 G. E. H. A. Elor, minister of justice, worship, and public instruction. 29, 957, 367 1890 Dr. Bosse, minister of worship, in¬ struction, and medical affairs. 119, 811 1890 Dr. Vollert, chief of section of church and school affairs. 62, 754 3890 Herman nsgriin, inspector-general of schools. 170, 864 1890 A. von Borries, minister of the inte¬ rior. 200, 513 1890 C. E. von Strenge, minister of state . 223, 832 1890 Y on Heim, minister of state . 326, 091 1890 A. von Roxberg, minister of the in¬ terior. 3, 502, 684 1890 P. von Seydewitz, minister of wor¬ ship and instruction. 39, 163 1890 Romers, president of consistory. . . . 85, 863 1890 Hauthal, counselor of state . 75, 510 1890 H. Petersen, minister of state . 13 14 15 t© $4, 057, 863 156, 396 246, 712 3, 326, 531 60, 8641 $1, 338, 896 $5, 396, 779 5, 702, 243 $2. 48 8. 74 . |c33, 079, 275 6. 98 51, 704 1, 030, 538 2,496 a 624, 000 2. 66 a. 39 332, 457 7. 13 1.22 a 869, 842 2.71 a. 52 5, 869, 883 5. 25 1.13 257, 131 8. 30 1. 43 294, 690 4. 27 .73 974, 273 10. 80 1.57 1, 940, 826 10. 06 1.95 a 68, 640 a 2. 91 a. 54 208, 110 14. 70 2. 72 496, 423 37, 966, 067 a 68, 497 72, 000 208, 724 4, 357, 069 a 29, 640 a 71, 584 a 63, 360 8. 20 7. 32 a 2. 91 6. 55 6. 27 6. 23 6. 60 6. 59 a4. 37 a 4. 91 a 4. 90 1. 1. 27 a. 57 1. 15 1. 01 1. 10 1. 20 1. 24 a. 78 a. 83 a. 84 d Ho exact records of this are kept in 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. ED 95 - 72# 33 34 35 36 37 38 39 40 41 42 43 44 45 49 47 48 49 50 51 52 53 54 55 56 57 a in c b c e\ f 9 Statistics of elementary education Date of reports. Enrollment in elementary schools. Boys. 1891 1894 1893-94 1894 1894 1889 5, 625 1S5, 529 Girls. 4, 815 170, 642 78, 8151 18, 986 Total. 10,440 18. 20 . 356, 17117.05 Average at¬ tendance. Total. o PI a ps 5, 198, 74117. 29 4, 225, 834 81. 28 686, 335 16. 64 567, 442 82. 67 I I 815, 539,17. 33 524, 209,64. 27 Xumber of teachers. Male. 1892-93 1, 246, 234 1, 045, 732 1893- 94 1891 1890 1891 1887 | 1892-93 1892-93 1885 1891 1892 1888-89 1894- 95 e 355, 406 e 328, 123 123, 693 (408, 1, 451, 609 33, 676 65, 275 886, 850 289, 034 507, 566 1894-95 109, 298 1893-94 ! . . 1893 2, 266, 025 1894 1887 58, 045 '21) 383, 236 28, 263 11, 204 665, 584 274, 876 45, 411 22, 393 1, 071, 535 97,801 2, 291, 966 <3 683,52.9 4. 47 . ''I . 14.61 . 315, 419 10. 57 181, 738 220, 683 2, 243, 566 177, 886 3. 85 3. 80 1. 94 h7. 47 61,939 2. 42 K' 76,479 3.34 .. 1, 552, 434 694, 218 559, 910 1, 156, 327 552, 977 131, 691 l 53, 474 3, 337, 560 n 101, 991 2)200, 000 8. 83 14.39 3. 03 2. 92 1. 73 1, 057, 277 8. 23 06. 74 2. 90 2, 539, 046 73, 271 Fe¬ male. Total. 10 11 . 20, 433130, 952 12, 245 3,994 68.10 87. 00 4, 708 1,275 r, 402 76. 08,57, 595 71. 84 1,362 4,328 3,961 2, 063 247 4, 729 105, 495 14, 585 12, 732 1,641 51, 385 16, 953 5, 269 1, 736 1, 496 25, 271 14, 135 11, 730 61, 556 3, 425 7, 764 this are kept in school offices of German States. The average daily atendance 3 said to be not less than 90 per cent of the enrollment. lsubsidized schools. >r all grades, $1,190,465. d In 1892. ols. y and normal schools. FOREIGN COUNTRIES. 2283 in foreign countries — Continued. Current expenditures. Salaries. Inciden¬ tals. Total. 'll o o u tn ca ® ® P4 « g P-i o Popula¬ tion. Date of cen¬ sus. Names and titles of chief officers of education. 13 13 14 15 I 16 I 6 $55, 794 &$534 6$0. 98 c 729,8281 c2. 05: c . 36 44, 513, 316 6, 694, 438 5, 939, 712 8. 56 1. 48 9. 75 7. 28 d 653, 274 6.46 ill, 921, 405 5. 20 $3, S17, 100 $1, 572, 035! 5, 389, 135j 7. 88, I 1, 431, 627 4. 53 if) i 344, 063 O') 1. 62 1. 26 .29 .39 1. 15 .71 5. 55 . 14 3, 660, 979 5. 27 . 75 5, 037, 471 . I 733, 140 . 1,082,278 . ic 62, 897 9. 00 .68 1. 95 .48, 1. 72 .02 . 05 17 57, 281 1890 2, 036, 522 1890 I 30, 060, 763! 1894 4, 123, 038! 1894 4, 704, 750 2, 187, 208 1894 1889 30, 535, 848 1892 4, 669, 576 2, 000, 917 1892 1891 4, 708, 178 1881 5, 800, 000 1893 pll5,181,734| 1893 1890 1894 2, 380, 140 2, 256, 0S4 17, 565, 632 1887 4, 824, 150, 1893 2, 933, 612 38, 114, 280 18, 901, 123 7, 605, 560 1888 1891 1891 1891 09 "Von Saldern, counselor of state .... Dr. von Sarwey, minister of worship and instruction. [Committee of council on education I Sir John G-orst, vice-president I for Scotland, Lord Balfour, off! [ Burleigh, vice-president. Commissioners of national educa¬ tion in Ireland. M. Petrides, minister of ecclesias¬ tical affairs and public instruc¬ tion. Guido Baccelli, minister of public instruction. Dr. S. Van Houten, minister of inte¬ rior. J. L. B. Sverdrup, minister of eccle¬ siastical affairs and public in¬ struction; M. K. N orb y, director in charge of public instruction. Franco Castello Branco, minister of interior; F. d’Abreu Gouveia, director- general of public instruc¬ tion and fine arts. P. Poni, minister of public instruc¬ tion and ecclesiastical affairs. Count Delianow, minister of public instruction. Dr. L. Lindelof, director-general in charge of schools. L. Xowatschevitch, minister of public instruction and ecclesias¬ tical affairs. Sr. Bosch, minister of “Fomcnto-,” B. Conde y Luque, director-gen¬ eral of public instruction. Dr. F. Gilljam, minister of eccle¬ siastical affairs; Dr. Gustrin, di¬ rector in charge of public in¬ struction. No federal office ; each canton man¬ ages its own school system. K. M. Chatfield, director of public _ instruction. John Vansomeren Pope, director of public instruction.* 52 53 2, 624, 76' m 67, 345 9, 055, 980 813, 718 1. 25 2. 741 7. 97 .01 .22 .53 4, 943, 604 40, 718, 677 1, 527, 224 6, 817, 265 1891 1891 1891 1882 H. J. Bhabha, education secretary . . Marquis Saionji Kimmochi, minis¬ ter of state for education. Thomas Muir, superintendent-gen¬ eral of education. Hussein Pacha Fakhry, minister of public ‘works and public instruc¬ tion. j Whole amount for education in 1887 reported to be $360,649. Ic Total public expenditure for all grades of instruction which has been used in previous reports amounted to $403,472. I Also 26,003 in private elementary. m Total expenditure for public education $269,947, as against $283,772 in 1892-93. ^Includes 58,948 colored children. o Basis total population, in report for 1888-89 European population only was employed. p Includes pupils in schools established by the Government, by religious denominations, and by for¬ eigners. 2284 EDUCATION REPORT, 1894-95. 58 59 60 61 62 63 64 65 68 69 70 71 72 73 75 76 77 79 80 81 82 83 84 85 86 87 88 89 90 91 92 Statistics of elementary education Countries. Date of reports. Enrollment in elementary schools. Average at¬ tendance. Number of : ieachers. Boys. Girls. Total. Ratio to total population. Total. Ratio to en¬ rollment. Male. Fe male. Total. 1 2 3 4 5 3 7 8 9 IO 11 Canada : British Co- 1895 6, 848 6, 634 13, 482 13. 73 8, 610 63. 86 319 lumbia. 1895 32, 659 29, 859 62, 518 19. 43 1 790 wick. 1894 97, 920 21. 74 2, 351 1894 483, 203 22. 85 268, 334 I55. 53 2, 662 5, 448 8, 110 Prince Edward 1892 11, 995 10, 174 22, 169 20. 32 12, 986 58. 57 271 267 ' 538 Island. 1 | Quebec . 1894-95 140, 196 145, 984 286, 180 19. 22 1, 129 7, 827 | 8,956 1892 25, 185 13.00 I 1893 442, 975 3. 80 i . 1894 1, 171 7. 54 | 25 ; 1894-95 104, 149 16. 28 ' 62, 587 60. 09 1894 20, 621 9.36 13, 297 64. 48 1 1889 90 30, 994 2. 02 1 1892-93 9, 394 7, 421 16, 815 6.91 12,204 72. 57 482 Guatemala. . . . 1891 43, 919 21, 403 65, 322 ! 4.47 907 613 1, 829 Nicaragua . 1887 11, 914 4.21 I Salvador. . . . 1893 16, 663 12, 764 29, 427 3. 77 1 453 340 793 1 Argentine Re¬ 1894 128, 034 120, 121 248, 155 5. 59 2, 591 4,928 7, 519 public. Bolivia . 1890 17, 404 6, 840 24, 244 1. 50 649 Brazil . 1889 300, 000 2. 60 i Chile . . . . 1894 57, 674 55, 573 113, 247 3. 41 72, 899 64. 37 Colombia, _ 1893 114, 331 2. 94 Ecuador . 1890 . 52, 830 4. 07 1, 137 Parasuav ......... 1891 18, 944 3.94 448 Peru . 1889-90 53, 276 2. 03 552 258 810 Uruguay . 1894 26, 129 21, 127 47, 356 6. 50 36, 018 73. 94 258 728 986 Venezuela . 1890 100, 026 4. 39 Hawaii _ _ 1894 6, 238 5, 069 11, 309 12. 56 199 206 405 Mauritius . . 1894 17, 701 4. 76 11, 336 64. 04 1 426 New South W ales . 1894 206, 265 16. 75 130, 089 63. 06 Queensland ....... 1894 67, 726 17. 20 45, 050 1 66. 51 683 746 1,429 South Australia. . . 1891 47, 094 14. 69 1, 106 Victoria . 1894 118, 921 111, 553 230, 474 19. 54 131, 881, 57. 22 1, 778 2, 851 4, 629 West Australia. . . 1894 3, 667 3,661 7, 328 14. 72 5, 367 73.23 64 181 245 New Zealand . 1894 65, 880 61, 420 127, 300 18. 93 103, 490 81.29 1, 358 1,948 3, 306 Tasmania . 1894 19. 9671 13. 61 10, 594! 53. 05 1 i a In 1892. FOREIGN COUNTRIES, 2285 in foreign countries — Continued. Current expenditures. Salaries. Inciden¬ tals. Total. Per capita of enrollment. Per capita of population. Popula¬ tion. 12 13 14 J3 16 17 $169, 447 $19, 589 $189, 037 $14. 02 $1. 92 98, 173 436, 618 7. 00 1 1.35 321, 263 ! 795, 144 8. 11 1. 76 450, 396 3, 802, 745 7. 87 2, 114, 321 142, 468 6. 41 1. 30 109, 078: 2, 567, 505 8. 97 1. 72 1, 488, 535 i 197, 934; 2, 337, 307 5. 04 .20 11, 642, 720 8, 672 . 15, 519 639, 491 113, 078 5.48 .51 220, 285 553, 335 17. 85 .36 1, 531, 684 104, 913 243, 205 1, 460, 017 I 282, 845 | 780, 426 11, 763, 297 47. 40 2. 76 4, 257, 000 2, 300, 000 14, 002, 335 al, 336, 806 11. 84 2. 48 3, 317, 264 3, 878, 600 176, 325 3. 33 . 13 1, 271, 861 480, 000 2, 621, 844 362, 657 205, 537 568, 194 11. 97 .12 728,447 2, 323, 527 120, 028 1 0. 61 1. 33 89, 900' 81, 892 4. 62 .22 371, 655; 2, 857, 622 13. 85 2. 31 1, 237, 410 861, 385 12. 72 2. 19 393, 718 2, 464, 763 10.69 2. 08 1, 179, 029 71, 188 9. 71 1.43 49, 782 1,602,201 1, 992, 140 15. 65 2.96 672, 265 . 143, 263 7.17 .98 146, 667 Date of cen¬ sus. 18 1891 1877 1892 1890 1889 1892 1892 1888 1888 1892 1881 1893 1876 1892 1894 1891 Names and titles of chief officers of education. 1® Hon. James Baker, minister of edu¬ cation. James It. Inch, chief superintend¬ ent of education. A. H. MacKay, superintendent of education. Geo. W. Ross, minister of education. I). J. Macleod, chief superintendent of education. Boucher de la Bruere, superintend¬ ent of public instruction . J. Baranda, minister of justice and public instruction. George Simpson, inspector of schools Thomas Capper, superintending inspector of schools . R. Gervase Bushe, inspector of schools. Ricardo Montealegre, minister of foreign affairs, ecclesiastical af¬ fairs, public instruction, chari¬ ties, and justice. M. Cabral, minister of public in¬ struction. Dr. M. C. Matus, minister of foreign affairs and public instruction. Dr. Jacinto Castellanos, minister of foreign affairs, justice, and pub¬ lic instruction. Dr. A. Bermejo, minister of justice, ecclesiastical affairs, and public instruction. M. D. Medina, minister of interior . . Dr. A. G. Ferreira, minister of in¬ terior and justice; Dr. Ararife, jr., director-general of instruction. S. Fontecilla, ministerof justice and public instruction. L. Zerda, ministerof public instruc¬ tion. L. P. Artela, minister of justice and public instruction. M. A. Maciel, minister of justice, ecclesiastical affairs, and public instruction. A. Albaraein, minister of justice, and ecclesiastical affairs; Dr. F. Rosas, vice-president of higher council of education. J. J. Castro, minister of agricul¬ ture, industries, instruction, and public works. Dr. Al. Urban eia, ministerof public instruction. William R. Castle, president board of education. A. Standley, acting superintendent of schools. J. Garrard, minister of public in¬ struction. Robert Philp, secretary for public instruction. 85 87 1895 1891 1891 1891 A. J. Peacock, minister of public instruction. O. P. Staples, secretary for education. W. P. Reeves, minister of education. E. Braddon, ministerof education.. INDEX A. A-bis-sel-fa, 1706-1708. Abbott, Lyman, on Chautauqua, 1061., Aberdeen, Countess of, on university education of women, 910, 911. Aberdeen University, statistics, 258. Abiturienten-Examen, report on, by M. E. Sadler, 708-712. Academies, statistics, 32-35, 2018-2113. Academy of Sciences, Imperial, Cracow, 765-771. Accommodation in English elementary schools, statistics, 260, 261. Adams, Charles Kendall, on admission to univer¬ sity by certificate, 1172. Adams, Herbert B., Chautauqua, a social and edu¬ cational study, 977-1077. Adams, "W. H. Davenport, "Woman’s "Work and W orth quoted, 894, 895. Addis, Wellford, prepares resume of testimony on secondary education, 605-620. On technological instruction in land-grant col¬ leges, 1189-1210. On the social unit in the public school systems of the United States, 1457-1467. Administration of schools discussed, 636. Administration of secondary education in Eng¬ land, testimony on, 605-620. Administrators of trusts, women as, 604-605. Admission, age in Leghorn, 565. Discussed, 647, 648, 649. To college by certificate, 1171-1188; to law schools, 1247-1249; to the bar, 1249-1250. Adolescence, G. Stanley Hall on, 1038. Adouweri monastery, educational work, 478. African Methodist Episcopal Church, statistics of colleges and universities, 153-154. African Methodist Episcopal Zion Church, statis¬ tics of colleges and universities, 153-154. Agassiz, Louis, and the Penikese school, 1485. Age, school, in the several States, xxxvii. Age of admission, in Leghorn, 565. To universities in England discussed, 608. Age of withdrawal from public schools, 1161-1170. Agencies for fostering secondary education in England, 599-600. Aggregate attendance. See Attendance. Agregation, preparation for, 691, 692, 695. Agre'ge, use of term in France, 687, 689, 691, 692. Agricultural and Mechanical College for the Col¬ ored Pace, FT. C., statistics, 1206, 1209. Agricultural and Mechanical College of Texas, statistics, 1205, 1208. Agricultural College of Utah, admission by cer¬ tificate, 1180. Agricultural schools, Belgium, statistics, 315; in Holland, 515-516. Agriculture, effects of labor-saving machinery on, 3-8. Study of, in Swiss normal schools, 433. Aid Association of Teachers. See Teachers’ pen¬ sions. Alabama, college presidents, 1135, 1141, 1143, 1144, 1148. Education in, 1277-1280 ; education of the negro, 1332-1339, 1346. School laws as to women, 960. State and city superintendents, 1127. Alabama — Continued . Statistics of business Colleges, 2222-2223, 2224- 2225 ; of city school systems, 14, 15,17, 1837, 1848, 1859, 1869, 1879 ; of colleges and universities, 155-158, 160, .102-164, 166-169, 172,175-177,181- 184, 188-206, 209-214, 216-217, 221-233, 2115, 2132 ; of colleges and universities reporting teach¬ ers’ training courses, 111; of colleges for women, 172, 175-177, 209-214, 2158; of common schools, xxv-xlii ; of denominational eolleges and universities, 153; of dental schools, 240, 250-251, 2188 ; of institutions for the blind, 2261, 2263, 2266 ; of institutions for the deaf, 2248, 2250, 2254; of law schools, 237, 245-246, 2179; of normal schools, 128-148, 2198-2199, 2210-2211; of medical schools, 238, 247-248, 2182-2183; of parochial schools, 1664; of pri¬ vate schools, xlviii, 2018-2021 ; of school houses and property, xlvii; of school income and ex¬ penditure, lii-lvii; of schools of technology, 181-184, 221-233, 2166-2168; of schools of theol¬ ogy. 236, 243-244, 2171; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1890-1891, 1998- 1999, 2018-2020 ; of teachers and salaries, xlv- xlvi. The school district in, 1465. Alabama Agricultural and Mechanical College, statistics, 1202, 1204, 1207. Alabama Flormal and Industrial School, statis¬ tics, 1202, 1204, 1207. Alaska, agent of education, 1127. Heporton education in, 1425-1455. Albany, FT. Y., population, 9. Albert of Bavaria, grants educational privileges, 478. Albion College, admission by certificate, 1184. Alcohol, effects on students discussed, 457-458. Alcorn Agricultural and Mechanical College, sta¬ tistics, 1202, 1204, 1209. Alcott, William A., sketch of his work, 1591. Alderman, Edwin A., on higher education in the South, 1747-1751. Alexander II and Poland, 747-748, 749. Alexandria, Va., population, 10. Algebra, statistics of students in high schools, 40, 44, 51, 55, 65. Algiers, statistics, 297. Allegheny, Pa., population, 10. Allen, J. G., letter as to regents’ examination at Chautauqua, 1041. Allen, William, on Lancaster school, 1150. Alley, Henry It., quoted on Manitoba school case, 279-288. Alsace-Lorraine, statistics of elementary educa¬ tion, 416, 2280-2281. Altenburg, statistics of public elementary schools, 415, 416. Altona, statistics of public elementary schools, 416. Ambulatory schools in Prussia, statistics, 402. American Association for the Advancement of Education, discussion on religious education, 1636-1637. American common school in Ffew England, 1790- 1840, 1551-1615. American Girl at College, The, quoted, 902, 903. American history, English methods of teaching, 1757-1787. 2287 2288 INDEX. American Society for the Extension of University Teaching, statistics, 2150-2155. American students in foreign universities, 1123. American summer schools, check list of, 1483-1503. Americanized Delsarte, 1044-1045. Amherst College, admission by certificate, 1184. Amphitheater, at Chau tauqua, 982. Amsterdam, training school of, 504, 505. Amusements and recreation at Chautauqua, 987- 990. Anhalt, statistics of elementary education, 413, 2280-2281. Anthropology, at Chautauqua, 1026. Apothecaries, female, in Holland, 485, 486. Apparatus, statistics of, in high schools, 46, 57, 58, 102; normal schools, 133, 139. Appointment of teachers in Holland, 494, 495. Apprenticeship in Italy, 566. Apprenticeship schools in Belgium, statistics, 315. Appropriations, statistics, forprimaryinstruction in France, 290; in colleges and universities, 169, 205; in colleges for women, 177 ; in Mani¬ toba, 276; in normal schools, 132, 133, 138, 147, 148 ; in secondary schools, 46, 47, 57, 58, 86, 103 ; in technical schools, 184, 232. Archives, in Poland, 759-760, 762-764, 771, 781, 790. Argentina, education of women, 948. Statistics of elementary education, 2284-2285. Arithmetic, examination in, Oxford, 812. Method of teaching in Italy, 570. Study of, in German public elementary schools, 407-415, 417. Arizona, college presidents, 1135, 1144. School laws as to women, 963. Statistics of business colleges, 2222, 2223, 2224- 2225 ; of city school systems, 14, 15 ; of colleges and universities, 155-157, 159, 161-163, 165-169, 188-198, 198-200, 203-206, 227, 2115, 2132 ; of com¬ mon schools, xxxv-xlii; of denominational col¬ leges and universities, 154; of normal schools, 128-148,2198-2199; of parochial schools, 1664; of private schools, xlviii ; of reform schools, 2274, 2276-2277 ; of school houses and property, xlvii; of school income and expenditure, lii- lvii; of secondary schools, 37-45, 47-56, 59- 67, 69, 71-105, 1891, i999 ; of teachers and sala¬ ries, xlv-xlvi. Superintendent of education, 1127. Arkansas, college presidents, 1135, 1141, 1143, 1144, 1148. Education of the negro, 1332-1339, 1346. State and city superintendents, 1127, 1128. Statistics of business colleges, 2222, 2223, 2224, 2225 ; of city school systems, 14, 15, 17, 1837, 1848, 1859, 1869, 1879 ; or colleges and universi¬ ties, 155-158, 160, 162-164,166-169, 172,175-177, 181-184, 188-204, 206, 209-214, 217, 221-233, 1217, 2115, 2132 ; of colleges and universities report¬ ing teachers’ training courses. Ill ; of colleges for women, 172, 175-177, 209-214, 217, 2158; of common schools, xxxv-xlii; of denominational colleges and universities, 153 ; of institutions for the blind, 2261, 2263, 2266; of institutions for the deaf, 2248, 2250, 2254 ; of law schools, 237, 245-246, 2179 ; of medical schools, 238, 247-248, 2182-2183 ; of parochial schools, 1664 ; of normal schools, 128-148, 2198-2199, 2210-2211; of pri¬ vate schools, xlviii, 2020-2023 ; of schoolhouses and property, xlvii; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221-233, 2166, 2168; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1891- 1892, 1999, 2020-2022 ; of teachers and salaries, xlv-xlvi. The school district in, 1466. Arkansas Industrial University, admission by certificate, 1173. Statistics, 1202, 1204, 1207. Army schools in Holland, 523-527. Arnold, Matthew, cited on French secondary teachers, 685, 686. On religious instruction in Europe, 1626-1627. Anstadt, statistics of public elementary schools , 416. Art education in the public schools, 793-803. Art schools, in Belgium, statistics, 315; in Ger¬ many, 355,356; in Borne, 562. Association for the Education of Women in Ox¬ ford, 808-811. Astronomy, statistics of students in secondary schools, 40, 44, 51, 55, 65. Asylums in Borne, 561-562. Athenaeum, Chautauqua, 980-982. Atkinson, Edward, on labor-saving machinery, 4. Atlanta Exposition, discussed, xxix-xxx. Beports on, 1735-1756. Attendance, statistics, xli ; in city schools, 12, 14, 16, 17, 1837-1847, 1879-1889 ; in colleges and univer¬ sities, 188; in elementary schools in England, Scotland, and Wales, 261; in Manitoba, 276; in schools of law, 237 ; in schools of theology, 236. See also Enrollment. Auburn, N. T., population, 9. Augsburg, statistics of public elementary schools, 410, 415, 416. Augusta, Ga., population, 9. Augusta, Me., population, 9. Austin College, admission bv certificate, 1187. Australasian colonies, coeducation in, 1116. Austria, compulsory education requirements, 1122. Continuation schools, 1123, 1125. Education of women, 925-928. Pensions to teachers, 1103. Statistics of elementary education, 2280-2281; of public elementary schools, 414, 415, 416. Women in medicine, 955. Austria-Hungary, statistics of elementary educa¬ tion, 2280-2281. Austrian Poland, extent, 721. Higher education in, 765-784. Average daily attendance. See Attendance. B. Babylonian education, 1814-1815. Bacon, Alice Mabel, cited on education of women in 0 apan. 946. Baden, statistics of elementary education, 2280- 2281. Baker University, admission by certificate, 1183. Baltimore, Md., population, 9. Baltimore Aid Society among teachers, 1093. Bangor, Me., population, 9. Bangor Theological Seminary, 1243. Baptists, missions in Alaska, 1430. Statistics of colleges and universities, 153-154; of private secondary schools, 59. Bar, admission to the, 1249-1250. Barnard, Henry, sketch of his work, 1592-1593. Work in Bhode Island, 1614-1615. Barrows, John Henry, on Chautauqua, 1061. Basel, statistics of public elementary schools, 415, 416. Batory, Stephen, 719, 735. Baudouin, Marcel, on medical schools of theUnited States, 1261-1275. Bavaria, compulsory education requirements, 1122. Statistics of elementary education in, 400, 410, 416, 2280-2281. Bedford (England) College, statistics, 258. Belgium, coeducation, 1118. Communal schools in twelfth century, 478. Compulsory education, requirements, 1122. Education in, summarized, xx. Education of women, 913, 914. Pensions to teachers, 1104, 1105-1108. Beligious instruction, 1629-1631. School laws of 1895, 315-319. Statistics of elementary education, 314, 315, 2280-2281. System of education, 313. ■V^omen in medicine, 953. Belief in education, in America, 623, 624. Bell, Andrew, monitorial system, 1153-1155. Bell and Lancaster systems, as related to schools of the South, 1153-1160. Beloit College, coeducational, 1115. Benefactions, statistics of, academies and private high schools, 32-35 ; colleges and universities, 168, 174, 177, 202; colleges for women, 2156-2165; colored schools, 1346-1355; medical schools, 238-241, 1234; normal schools, 139, 2198-2221; private secondary schools, 57, 58; schools of dentistry, pharmacy, nurses, and veterinari¬ ans, 238-241; theological schools, 236, 2171-2178. Bengal, statistics of elementary education, 2282- 2283. INDEX. 2289 Bennett law, 1647-1651. Berenger, M., quoted, on moral instruction of children in France, 299. Berenger, Henry, quoted on university extension in France, 301-303. Berkeley, George, sketch of his work, 1605-1607. Berkow’itz, Henry, establishes J ewish branch of Chautauqua Circle, 1013-1015. Berlin, art school, 355, 356. Business colleges, 356. Statistics of public elementary schools, 409, 415, 416. Trade school, 352-355, 356. Bermuda, statistics of elementary education, 2284- 2285. Berne, compulsory education requirements, 1122. Bible, G. Stanley Hall on increasing power of, 1040. Bible study at Chautauqua, 997-999, 1038-1040. Bibliography, of American summer schools, 1486- 1487. Of education in central Europe, 321. Of education in Italy, 581-582. Of education in the Netherlands, 475. Of publications of Bureau of Education, 1821- 1828. Of report on secondary education, 671-672. Of woman’s development, 970-976. Bidgood, John, on the organization and adminis¬ tration of secondary schools in England, 611- 612. Bigelow, H. It., quoted on proceedings of Educa¬ tional Congress at Havre, 303-305. Biology at Chautauqua, 1024. Births, excess of, in St. Louis, Chicago, and Bos¬ ton, 1162. Bishop, Mrs. Emily M., on Americanized Delsarte, Chautauqua, 1044, 1045. Bittenbender, Ada M., on women as lawyers, 956,957. Blaine, James G., proposes nonsectarian amend¬ ment to Constitution, 1652-1653. Blind, schools for, in Holland, 518-519. Statistics, 2261-2266; in Belgium, 315. Blodgett, JamesH., on parochial schools, 1617-1671. Board and lodging in English colleges for women, 889, 890. Boarding houses provided for pupils in Home, 561. Boarding pupils in Swiss normal schools, 440-442. Boarding schools, in England and America com¬ pared, 631. In Koine, 561. Boards of education, State, J. J. Findlay on, 639-644. Bodio, Luigi, on education of women in Italy, 937-940. On the protection of Italian emigrants in Amer¬ ica, 1789-1794. Bodleian Library, 849-853. Bohemian Brethren, in Poland, 737-740. Bolivia, statistics of elementary education, 2284-2285. Bombay Presidency, statistics of elementary edu¬ cation, 2282-2283. Bookkeeping, study of, in German public ele¬ mentary schools, 419, 420, 425 ; in Swiss normal schools, 433. Bosnia, women in medicine, 956. Bosse, Dr., quoted on manual training and do¬ mestic science in Germany, 418. Boston, age of withdrawal from public school, 1161-1164,1167, 1170. Population, 9. Superintendent on need of educational informa¬ tion, 638. Boston Teachers’ Mutual Benefit Association, 1079-1080. Bourn, Augustus O., prepares list of scientific and professional organizations in Italy, 576- 579. Boyesen, H. H., on Chautauqua, 1062. Boykin, James C., report on Cotton States and International Exposition, 1735-1744. Boynton, John, founds Worcester Free Institute, 1192. Boys, boarding schools for, in Rome, 581. Boys’ Club, Chautauqua, 1047. Boys’ schools in Rome, statistics, 557, 558. Bowden, C., on organization and administration of secondary schools in England, 614-615. Brazil, coeducation, 1118. Education of women, 948. Statistics of elementary education, 2284-2285. Br6al, Michael, quoted on admission of American students to French universities, 308-310. Bremen, statistics of elementary education, 2280- 22S1. Bremer, Frederika, cited on education of women in Sweden, 917. Brewer, David J., on need of better education for profession of law, 1254-1259. British Columbia, compulsory education require¬ ments, 1122. Statistics of elementary education, 2284-2285. British India, statistics of elementary education, 2282-2283. British parentage, distribution, 1631. Brobrick, statistics of public elementary schools, 416. Brooklyn, aid society among teachers, 1100. Population, 9. Brooks, Phillips, on Chautauqua, 1062. Brown, George P.,on religious instruction, 1644r- 1645. Brown University, founded, 1608-1612. Brugmann, Karl, on Slavonic philology in Ger¬ many, 716. Bruno, educated at Utrecht, 478. Brunswick, statistics of elementary education, 416, 2280-2281. Bryant, J. E., on drawing children from the farm, 674. Bryant, William Cullen, on Chautauqua, 1060. Buffalo, population, 9. Proposed bill for pensions to teachers, 1096-1037. Buildings, appropriations for, in France, 294-295. Of Swiss normal schools, 447-448. School, in Holland, 498-499 ; statistics in cities, 13,16,17; in Manitoba, 276; of colleges and universities, 168, 174, 177, 200 ; of high schools, 46, 57, 58, 85, 102; of public normal schools, 133, 139, 148; of schools of medicine, dentistry, pharmacy, nurses, and veterinarians, 238-241; of schools of theology, 236; of technical schools, 183, 231. Bulgaria, education of women, 944. Statistics of elementary education, 2280-2281. Bureau of Education, bibliography of publica¬ tions, 1821-1828. Need of institution of similar character in England, 638. Scope, 636-639. Burgher schools in Holland, 509-510. Burmah, statistics of elementary education, 2282- 2283. Burstall, Miss Sara A., on the higher education of women in the United States, 897-901. Business colleges in Germany, 356. Statistics, 2222-2247. Business course, statistics of students in colleges and universities, 163 ; students in public nor¬ mal schools, 129, 131, 135, 137. Butler College, admission by certificate, 1183. C. California, college presidents, 1135, 1141, 1145, 1148. Compulsory education requirements, 1121. Education in, 1280-1282, Public school teachers’ annuity and retirement fund, 1100-1102. School laws as to women, 960. State and city superintendents, 1127, 1128. Statistics of business colleges, 2222, 2223,2224- 2225; of city school systems, 14, 15, 17, 1837, 1848, 1859, 1869, 1879 ; of colleges and universi¬ ties, 155-157, 159, 161-163, 165-169, 172-177, 188- 206, 209-217, 221-222, 224-225, 228, 233, 1217, 2118, 2132-2133; of colleges and universities reporting teachers’ training courses, 111,118; of colleges for women, 172-217,2158; of com¬ mon schools, xxxv-xlii; of denominational col¬ leges and universities, 154; of dental schools, 240, 250-251, 2188 ; of institutions for the blind, 2262, 2263, 2266; of institutions for the deaf, 2249,2250,2254; of institutions for the feeble¬ minded, 2267, 2268, 2270; of law schools, 237, 245-246, 2179; of manual training schools, 2170 ; of medical schools, 238-239, 247-249, 2182- 2290 INDEX. California — Continued. 2183, 2186-2187 ; of normal schools, 128-148, 2198-2199, 2210-2211; of nurse-training schools, 241, 254-255, 2193; of parochial schools, 1664; of pharmacy schools, 252-253, 2190 ; of private schools, xlviii, 2022-2025; of reform schools, 2274, 2278-2277 ; of school houses and prop¬ erty, xlvii ; of school income and expenditure, lii-lvii; of schools of technology, 181-184, 221-222, 224-225, 228, 233; of schools of the¬ ology, 236, 243-244, 2171 ; of secondary schools, 37-45, 47-56, 58-67, 69, 71-105, 1892-1894, 1999, 2022-2025; of teachers and salaries, xly-xlvi. The school district in, 1467. Cambridge, Mass., population, 9. Cambridge Univeriity (England), statistics, 258. Women at, 853-891. Camden, N. J., population, 9. Camera Bodleiana, or Radcliffe library, Oxford, 850-853. Camp meeting, origin of, 995. Canada, Manitoba school case, 275-288. Religious education, 1634. Report of J. J. Findlay on certain features of secondary education in United States and Can¬ ada, 621-672. Statistics of elementary education in, 2284-2285. Upper, religion and the State school system, Canadian parentage, distribution oi, 1632. Cape Colony, coeducation, 1116. No compulsory school attendance, 1122. Cape of Good Hope, statistics of elementary edu¬ cation, 2282-2283. Carleton College, admission by certificate, 1185. Carlyle, Thomas, cited on Prussian Poland, 786. Carrara Industrial School, 565. Carson and Newman College, admission by certifi¬ cate, 1187. Catechetical classes, 1660-1661. Catechetical schools in Rome, 562. Catholic Chautauqua, 1015. Catholic Educational Union, The, 1066. Catholic mission, Alaska, 1429. Catholic reading circles, 1076, 1077. Catholic Reading Circle Review, 1086, Catholic school system of Rome, 558-564. Catholic services, Chautauqua, 985, 986. Catholic Summer School of America, 1065-1076. Catholics, carry out Dutch school law, 479. Oppose coeducation in Holland, 474, 485. Position on religious instruction in the schools, 656-657. Cavalotti Signor, on proposed changes in Italy, 569. Cele, John, school of, in fourteenth century, 478. Censorship of press in Poland, 730. Central educational board, need of, in England, 609. Central Europe, education in, summarized, xx- xxii. Central government of the Netherlands, 476. Central University, admission by certificate, 1184. Certificate, admission to college by, 1171-1188. Certificates, danger from, 649. Of teachers, in Germany, 701-703. Certificates and degrees, Chautauqua, 1030-1032. Chaldeans, primitive education among, 1796-1797. Charitable institutions in Belgium, statistics, 315. Charity commission, schemes for administration of secondary schools for boys, 618-619. Charles Martel, son educated at Utrecht, 478. Charleston, S. C., population, 10. Charlestown, Mass., population, 9. Charlottenburg, statistics of public elementary schools, 408. Chautauqua: Asocial and educational study, by H. B. Adams, 977-1077. Chautauqua assembly, 14S5-1486. Chautauqua Assembly Herald, 1057. Chautauqua Century Press, The, 1058. Chautauqua College of Liberal Arts, 1022-1026 Chautauqua extension lectures, 1054-1056. Chautauqua literary and scientific circles (C. L. S. C.), 1000-1026. Chautauqua Pocket Manual, 1011-1013. Chautauqua salute, the, 984. Chautauqua Woman’s Club, constitution, 1052. Chautauquan, The, organ of Chautauqua Literary and Scientific Circle, 1005, 1007, 1057. Chemistry, at Chautauqua, 1024. Statistics of students in secondary schools, 41, 45, 52, 56, 66. Chemnitz, Saxony, trade school, 358-380. Chicago, age of withdrawal from public school, 1161-1164,1166,1169. Population, 9. Teachers’ pension, law for, 1081-1082. Chicopee, Mas3., population, 9. Child labor, forbidden in Holland, 491. Child study, G. Stanley Hall on, 1037, 1038. Children, transportation of, to school discussed, xxviii-xxix, 1469-1482. Chile, education of women, 948. Statistics of elementary education, 2284-2285. Chodzko, Leonard, cited on Poland, 734. Christian Church, statistics of colleges and uni¬ versities, 153-154. Christian Union Church, statistics of colleges and universities, 153-154. Church clubhouses at Chautauqua, 984. Church of God, statistics of colleges and universi¬ ties, 153-154. Cincinnati, aid society among teachers, 1093. Population, 10. Cities, comparison of population, 9-10, Growth, 4-8. Negroes in, 1404. Tendency of men to live in, 1282-1291. Citizen tax, at Chautauqua, 992. Citizenship, instruction in, in United States, J. J. Findlay on, 657-658. City board of education, J. J. Findlay on duties of, 642-643. City school system. See Public schools. City schools," statistics, 1837-1889. City superintendents in United States, 1127- 1135. Civics, study of, in Swiss normal schools, 433. Claflin University, statistics, 1206-1209. Clark, S. H., elocution at Chautauqua, 1042. Clark University, 1267-1268. Classical course in college, statistics of students preparing for, 38, 43, 49, 54, 78, 95, 96; secondary schools, 39, 62, 64. Classical instruction in Italy, 550-552. Classical tripos, Cambridge, 861, 866. Classification of schools in England, 592-593. In the Netherlands, 475-476. Clemson Agricultural College, statistics, 1203, 1205, 1208. Clergy, lose control of schools in Holland and Belgium, 478. Cleveland, aid society among teachers, 1093. Population, 10. Climate in England, 890, 891. Clinton, DeWitt, on Lancaster, 1156. Clough, Miss A. J., inaugurates courses of lec¬ tures for women, 854, 877. Cobb Divinity School, 1243. Cobbe, Miss Frances Power, on the so-called woman’s movement, 893, 894. Coeducation, 1115-1118. Discussed, 634-635. In England, 593, 603-604 ; in Holland, 482, 484, 485 ; in United States, 676-677. Coeducational colleges, list of presidents, 1135- 1141. Coeducational colleges and universities, statis¬ tics, 155, 166. Coeducational training schools in Holland, 505, 506. Colby University, admission by certificate. 1184. College, as used in England, 807, 808, 885-887. College and university, English distinction of, 807, 808, 885-887. College-bred woman, 895-903- Marriage rate, 968-970. College of Liberal Arts, Chautauqua, 1022-1026. College preparatory students, statistics, 1890-2016; private secondary schools, 2018-2113. College students, statistics of preparation, 669. Colleges, admission by certificate, 1171-1188. Admission to, discussed, 649. Coeducational, statistics of degrees, 166. Land grant, technological instruction in, 1189- 1210. List of presidents, 1135-1152. Position and rank in France, 686. INDEX, 2291 Colleges — Con tint* ed . Statistics, 155, 156, 162, 167, 203; of appropria¬ tions, 205; of benefactions, 202; of degrees conferred, 164, 165; of England, Scotland, and Wales, 258; of Ireland, 259; of income, 201, 204, 206; of libraries, 168, 198, 199; of nor¬ mal students in, 141, 147 ; of professors and instructors in collegiate departments, 157, 189, 190, 191, 192; of property, 168; of religious denominations, f53-154; of scientific appara¬ tus, 199; of students, 68,69,70,71,111-116, 158 159, 160, 161, 162, 163, 164, 188,193,194,195,197; of students preparing in secondary schools, 38, 43, 54, 63, 70, 78, 79, 80, 82, 83, 95, 96, 97, 99, 100 ; of students in professional departments of, 160, 161,196; of value of grounds and buildings, 200. Colleges for benefit of agriculture and mechanic arts, synopsis of laws, 1196-1197. Colleges for women, list of presidents, 1141-1143. Statistics, xvi, 172-177, 206-217 ; in England, 258 ; of degrees conferred, 173 ; of income, 174, 177, 217 ; of scientific apparatus, 213 ; of professors, 173, 175, 209, 895, 896; of property, 174, 177, 214; of students, 70,71,173, 175,210, 211; of libra¬ ries, 212 ; of sociological wort, 1220. Collegiate institutes in Canada, documents deal¬ ing with inspection, 666-669. Collett, Mrs. Camilla, on education of women in Sweden, 917. Colombia, statistics of elementary education, 2284-2285. Colorado, college p/residents, 1135, 1143, 1145, 1148. Compulsory education requirements, 1121. School law's as to women, 960. State and city superintendents, 1127, 1128. Statistics of business colleges, 2222-2223, 2224- 2225; of city school systems, 14, 15, 17, 1837, 184S, 1859, 1869, 1879; of colleges and universi¬ ties, 155-157, 159. 161-163, 165-159, 181-184, 188- 206, 221-233, 1217, 2116, 2133 ; of colleges and universities reporting teachers’ training courses, 111,118; of common schools, xxxv- xlii; of denominational colleges and universi¬ ties, 153 ; of dental schools, 240, 250-251, 2188 ; of institutions for the blind, 2282, 2263, 2266; of institutions for the deaf, 2249, 2250, 2254 ; of law schools, 237, 245-246, 2179; of manual train¬ ing schools, 2170; of medical schools, 238- 239, 247-249, 2182-2183, 2186-2187; of normal schools, 128-148, 2198-2199; of parochial schools, 1664; of pharmacy schools, 252-253, 2190; of private schools, xlviii, 2026-2027; of reform schools, 2274,2276-2277 ; of schoolhouses and property, xlvii ; of school income and ex¬ penditure, lii-lvii; of schools of technology, 181-184, 221-233, 2166, 2168; of schools of the¬ ology, 236, 243-244, 2171 ; of secondary schools, 37-45, 47-56, 59-67, 69, 71-105, 1894-1895, 1999, 2026-2027 ; of teachers and salaries, xlv-xlvi. The school district in, 1466. Colorado Agricultural College, statistics, 1202, 1204, 1207. Colorado College, admission by certificate, 1181. Colorado State School of Mines, admission by certificate, 1174. Colored race, education of. See Negro. Colored schools, Washington, 1688-1689, 1694. Colored students, statistics of colleges and univer¬ sities, 158, 159, 160, 161, 162; of normal schools, 130, 136, 2198-2221; of private secondary schools, 36, 48, 77, 94, 2018-2113; of public high schools, 1890-2016. Columbian University, admission by certificate, 1182. Resolutions on admission of American students to Erench universities, 310-311. Columbus, Ohio, population, 10. Comenius, John Amos, 738-740. Commercial schools, in Belgium, statistics, 315. Commercial colleges, statistics, 2222-2247. Commission, royal, on secondary education, report and accompanying papers, 583-712. Common school, meaning of term a3 used by Bu¬ reau of Education, ix. Statistics, x-xii, xxxv-xlii. See also Public schools. Communal schools, aid to, in Holland, 484. In Holland and. Belgium in twelfth century, 478. Communes, expenditure and income for gymnasia in Holland, 539. Comparative education, need of a study of, 637-638. Competitive examinations, royal commission on, 595-596. Compulsory attendance, 1118-1123. Compulsory education in Italy, 545. Conaty, Thomas J., on the Catholic Summer School of America, 1072, 1074. Concord, N. H., population, 9. Condorcet, prohibits coeducation, 482. Congregational Church, statistics of colleges and universities, 153-154. Mission in Alaska, 1428. Statistics of private secondary schools, 59. Congresses in Italy, 575. Conjugal condition of the negroes, 1412. Connecticut, amount of education per inhabi¬ tant, xiii. College presidents, 1135, 1143, 1145, 1148. Compulsory education requirements, 1121. Conveyance of children to school, 1479-1480. Establishment of State school funds, 1508. Early common schools, 1578-1598. Education in, 1282-1291. Relative increase of public and private schools, 1-li. School laws as to women, 960. Scientific school established, 1191. State and city superintendents, 1127, 1128. Statistics of business colleges, 2222-2223, 2224- 2225; of city school systems, 14, 15, 17, 1837, 1848. 1859, 1869, 1879 ; of colleges and universi¬ ties, 155-158, 160, 162-164, 166-169, 181-184, 188- 206, 209-212, 223-224, 226, 228-233, 1217, 2116- 2117,2133; of colleges for women, 209-212; of common schools, xxxv-xlii ; of denominational colleges and universities, 153; of institutions for the deaf, 2248, 2250,2254, 2259, 2260 ; of insti¬ tutions for the feeble-minded, 2271, 2272; of law schools, 237, 245-246, 2179; of medical schools, 238, 247-248, 2182-2183; of normal schools, 128-148, 2198-2199; of nurse-training schools, 241, 254-255, 2193 ; of parochialschools, 1864 ; of private schools, xlviii, 2026-2029 ; of reform schools, 2273, 2276-2277; of school houses and property, xlvii ; of school income and expenditure, lii-lvii; of schools of tech¬ nology, 181-184, 221, 223-224, 226-233, 2166, 2168; of schools of theology, 236, 243-244, 2171; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72- 105, 1895-1896, 1999, 2026-2028; of teachers and salaries, xliv, xlvi. The school district in, 1463. Continuation and industrial schools, 1123-1125. Conveyance of children to school, 1469-1482. Cook, Albert S., on Chautauqua Circle, 1022. On John H. Vincent, 1059. Cooking schools in Germany, 419, 420, 421. Copernic (Copernicus), Nicolas, sketch, 731, 732. Cornell University, admission by certificate, 1185. Medical school, 1269-1270. Statistics, 1203, 1205, 1207. Correlation of courses in secondary and superior instruction in France, 293-294. Correspondence system of college teaching, Chau¬ tauqua, 1029, i030. Costa Rica, education of women, 947. Statistics of elementary education, 2284-2285. Cotton States and International Exposition, Atlanta, Ga., report on, 1735-1756. Count Ossolinski Library, 781. County board, J. J. Findlay on duties of, 642. County borough hoards, proposed for control of secondary education in England, 585-588. County boiough councils, organization and edu¬ cational work, 586. Courses of study, in elementary schools in Rome, 559. In French primary schools, 296; in Erench sec¬ ondary schools, 291, 293. In public elementary schools in Germany, 388- 394, 406-425. In Swiss normal schools, 431-435. Statistics, in colleges and universities, 163, 164; in colleges for women, 175; in German second¬ ary schools, 471-477 ; in German trade schools, 2292 INDEX, Courses of study — Continued. 358-380; in public normal schools, 129; in secondary normal schools, 38-45, 49, 50-56, 62, 63, 64-67,95. Cousin, on coeducation in Holland, 482. Covington, Ky., population, 9. Cracow, Imperial Academy of Sciences, 766-771. University of, 727-736, 765-772. Criminality of negro, 1412. Crosby, Howard, on Chautauqua, 1061. Crow, Martha Foote, on facilities for the univer¬ sity education of women in England, 805-891. Cuba, statistics of elementary education, 2284- 2285. Cumberland Presbyterians, statistics of colleges and universities, 153-154. Current educational movements in Italy, 566-575. Curricula, school, in England, 592-593. Curry, J. E. M.. address t® assembly of South Carolina, 1326-1329. On education in Alabama, 1277-1280. On education in Georgia, 1291-1297. On the Slater fund and education of the negro, 1367-1384. Cutler, Manasseh, influence on ordinance of 1787, 1523-1 52L Cuvier, makes unfavorable report on Dutch schools, 479. On coeducation in Holland, 482. Czarnkowski, and disturbances in University of Cracow, 732, 733. ». Daily attendance. See Attendance. Dairy farm schools, 516. Dakota, compulsory education requirements, 1121. School laws as to women, 963, 964. Dantzic, statistics of public elementary schools, 415. Danville Theological Seminary, 1243. Darmstadt, statistics of public elementary schools, 416. Davies, Charles, sketch of his work, 1591. Day, W. A., cited on Russian Poland, 787. On Russian Government in Poland, 745. Day schools, in Holland, 509-510. Statistics of pupils in Holland, 490. Dayton, Ohio, population, 10. Deaf, schools for, in Holland, 518-519. Schools for, statistics, 2248-2260 ; in Belgium, 315. Defective classes, institutions for, in Belgium, sta¬ tistics, 315. Statistics, 2248-2272. Degrees, at Chautauqua, 1030-1032. In colleges for women, 896; in France, 294; in technical schools, conferred on men, 182; in pharmacy, 1235; in theological schools, 2171- 2178. Statistics of agricultural and mechanical col¬ leges, 1210; honorary, 167; in schools of phar¬ macy, 2190-2191; in colleges for women, 166, 173, 175, 176; in universities and colleges, 164, 165. Delaware, city superintendents, 1128. College presidents, 1135, 1143, 1145, 1148. Education of the negro, 1332-1339, 1346. Establishment of State school funds, 1505, 1511. Statistics of business colleges, 2222-2223, 2226- 2227; of city school systems, 14, 15, 17, 1838, 1849, 1859, 1869, 1880 ; ox colleges and universi¬ ties, 155-158, 160, 162-164, 166-169, 181, 183-184, 188-206, 221. 223-226, 228-233, 2117, 2133 ; of com¬ mon schools, xxxv-xlii ; of denominational colleges and universities, 153; of normal schools, 128-148, 2188-2199; of parochial schools, 1664; of private schools, xlviii, 2028- 2029; of reform schools, 2273, 2276-2277; of school houses and property, x lvii ; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221-233, 2166, 2168; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1897, 2028-2029; of teachers’ salaries, xliv, xlvi. The school district in, 1464. Delaware College, statistics, 1204, 1207. Delft, artillery course at, 524. Institution of, instruction in languages, eth¬ nology, etc., 519-520. Polytechnic school of, 516-518. Delsarte, Americanized at Chautauqua, 1044, 1045. Democracy of American education, 629, 630. Denmark, coeducation in, 1118. Education of women, 915, 916. Pensions to teachers, 1103. Statistics of elementary education, 2280-2281. "Women excluded from share in local govern¬ ment, 967. Women in medicine, 953. In England, and the State, 263-273. Law on, in Holland, 481, 484. Dentist, female, in Holland, 486. Dentistry, schools of, statistics, xvii, 238-241, 242, 250, 251, 2188-2189. DePauw University, admission by certificate, 1183. De Thou, on Polish nobles, 734. Detroit, Mich., population, 9. Teacher’s pension, law for, 1082-1086. Dickinson, J. W., institutes Teachers’ Retreat at Chautauqua, 1035. Organizes pedagogical department at Chautau¬ qua, 1035. Dickinson College, admission by certificate, 1186. Diest, Isola».van, on education of women, 913, 914. Directory, educational, of United States, 1127-1152. Discipline in church schools in Rome, 563. In early schools of Georgia, 1711-1718. District of Columbia, city superintendents, 1127, 1128. College presidents, 1135, 1136, 1143, 1145, 1148. Compulsory education requirements, 1121. Education of the negro, 1332-1339, 1346. Eighty years of the public schools of Washing- ington, 1673-1698. Statistics of business colleges, 2222-2223, 2226- 2227; of city school systems, 14, 15, 17, 1838, 1849, 1860, 1869; of colleges and universities, 155-158, 160, 162-164, 166-169. 181, 183-184, 188- 204, 206, 221, 223-224, 226, 228-230, 233, 1217, 2117, 2133; of colleges and universities reporting teachers’ training courses, 111; of common schools, xxxv-xlii; of denominational colleges and universities, 153; of dental schools, 240, 250-251,2188; of institutions for the deaf, 2248, 2250, 2254 ; of law schools, 237, 245-246, 2179 ; of medical schools, 238-239, 247-249, 2182-2183, 2186-2187 ; of normal schools, 128-148, 2198- 2199; of nurse-training schools, 241, 254-255, 2193; of parochial schools, 1664; of pharmacy schools, 252-253, 2190; of private schools, xlviii, 2028-2031 ; of reform schools, 2273, 2276-2277 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221, 223-224, 226, 228-233, 2166, 2168 ; of schools of theology, 236, 243-244, 2171-2172; of schools of veterinary medicine, 2192 ; of secondary schools, 36, 38-46, 48-57, 59- 68,70,72-105, 1897, 2028-2030; of teachers and salaries, xliv, xlvi. District school, origin and character of, 1457-1467. Dittes, Fr., on German pedagogy, 329-345. Doctors, female, in Holland, 485.' Domestic science, study of, in German public ele¬ mentary schools, 418, 419, 422, 423, 425. Donnelly, Sir John F. D., on organization and ad¬ ministration of secondary schools in England, 617. Dover, N. H., population, 9. Drawing, in Swiss normal schools, 434. Statistics of, in German public elementary schools, 407-415, 417. Drawing schools in Holland, 510-511, 519. Dresden, statistics of public elementary schools, 411, 415, 416. Dress in early Georgia schools, 1726-1727. Dublin University, statistics, 259. Duncan. W. A., Sunday school at Chautauqua, 997. Superintendent of Chautauqua grounds, 980, 991, 994, 995. Duncan, William, Alaska, 1431. Dundee University, statistics, 258. Dunton, Larkin, on Mary Hemenway, 1305, 1309- Durham (England) University, statistics, 258. Du Saar, Dr., Dutch oculist, 485. Dwight, Timothy, work as president of Yale, 1596-1597. INDEX. 2293 F. Earlham College, admission by certificate, 1183. Early educa tional life in middle Georgia, 1699-1733. East Indies, preparation for official position in, 517. Eastman, Mary E., on culture of woman, 904. Eclectic medical schools, statistics, 239, 242, 2186- 2187. Economics and social scienceat Chautauqua, 1024. Ecuador, statistics of elementary education, 2284- 2285. Edinburgh University, statistics, 258. Education and the Talmud, 1795-1820. Education in Italy, 543-582; in the South, 1744- 1756. Education of Girls in the United States, by Miss Sara A. Burstall, quoted, 897-901. Educational associations, value of, in England, 600. Educational council in England, proposed, 585-586. Educational directory of United States, 1127-1152. Edwards, Hinian W., 1615. Efficiency of secondary schools in England, 590- 592. Eggleston, Edward, on Chautauqua, 1062. Egmond Monastery, educational work, 478. Egypt, primitive education in, 1798-1799. Statistics of elementary education, 2282-2283. Elementary education in foreign countries, sta¬ tistics, 2280-2285. Elementary pupils, statistics of, in public normal schools, 129, 135 ; in secondary schools, 48, 61, 74, 76, 91. Elementary schools, in Germany, 380, 428, 471-473; in Italy, 545-548, 556-559, 569, 570-571. Religious instruction in state-aided schools in England, 263-273. Statistics, of Belgium, 314; of England and Wales, 258; of Germany, 443-471; of Ireland 259 ; of Prussia, 402 ; of Scotland, 258-263. Eliot, Charles W., cited on the unity of education, 627-628. On A. B. degree, 1237. On secondary schools in the United States, 676- 679. Ellis, Alston, on technical training, 1200. Elmira, H. Y., population, 9. Elocution, the new, 1041, 1042. Emery, Matthew G., last mayor of Washington, 1688. Emigrants, Italian, protection of, 1789-1794. Ende, M. van den, law of, to improve public schools, 479. Endowed academies. See Academies. Endowed schools, in United States, 632. Endowed schools act, provisions, 598-599. Endowments. See Benefactions. England, characteristics of school system. 584. Climate, 890, 891. Coeducation, 1116. Compulsory education requirements, 1122. Definition of the three phases of education, 617. Education of women in, summarized, xxvi- xxvii; facilities for the university education of women in, 805-891. Has no parallel to American private educational enterprises, 623. Higher grade schools needed, 612-614, 615. Income for secondary education, 588. Local educational authority needed, 612. Modifications of secondary education, 607-608. Heed of central educational board, 609. Ho training for secondary teachers, 686. Opportunities for free education, 611. Proposition to create a ministry of, 584-586. Public support for denominational schools, 263—273 Religious education, 1627, 1632-1635. Religious instruction in state-aided elementary schools, 263-273. Sanitary inspection of schools, 589. School organization compared with that in Prussia and United States, 641 note. Statistics of elementary schools, 258, 262. Systems differ in, 629. Tendency to differentiation between rich and poor universities, 608. Training of teachers in, by J. G. Fitch, 679-685. Women in medicine, 950, 951. England and Wales, statistics of colleges and universities, 258; of elementary education, 258, 2282-2283 ; of secondary schools, 259. English, study of, in German public elementary schools, 414, 417 ; in Swiss normal schools, 445. English language, necessity for, in schools of Manitoba, 277-278. English language and literature at Chautauqua, 1023. English lodging system, 889-890. English methods of teaching American history, 1757-1787. Enrollment, statistics, xxxix-xl ; in Belgium, 315; in city schools, 12, 14, 16, 17, 1837, 1847, 1879- 1889; in England and Wales, 261; in France, 290, 297 ; in Scotland, 261 ; in normal schools, 130, 136 ; in private schools, 12. See also Attendance- Entrance examinations, at Girton College, 872-873; at Hewnham College, 878, 879. Episcopal private secondary schools, statistics, 59. Equipment, in German public elementary schools, 398-399. Statistics of, in public high schools, 46, 57, 58, 85. Ethnology, instruction in, in Holland!, 519-520. Europe, central, education in, 321-473.. Evils of, from overeducation not found in Amer¬ ica, 624. Pensions paid to teachers, 1102, 1113. Evangelical Association, catechetical classes, 1660- 1661. Evangelical Church, statistics of colleges and universities, 153-154. Evangelical Lutheran parochial schools, 1662, 1664. Evening instruction in pharmacy, 1241. Evening schools in Holland, 489, 490, 509-510 ; in Italy, 547. Examinations, 592. At Hewnham College, 878-881 ; at Oxford, Eng¬ land, 811-830 ; at Cambridge, England, 857-865 ; at Girton, 872-874. In girls’ schools in Holland, 514; in Swiss nor¬ mal schools, 446-447. Leaving, in secondary schools of Prussia, 708- 712. Regents, at Chautauqua, 1040, 1041. Royal commission on, 592. Statistics in Holland, 536-537. Exhibitions in early Georgia schools, 1727-1728. Expenditures, for primary instruction in Holland, 499-501. For schools in United States, 645. In Switzerland, 448-449. Of church schools in Rome, 563-564. School, statistics, liv-lvii; for Belgium, 314; for cities, 13,15, 16, 17; for England and Wales, 258, 261, 262; for France, 290, 297; for Ger¬ many, 358 ; for Holland, for secondary school, 520-522, 527 ; for Ireland, 259 ; for Manitoba, 276; for manual training, 2170; for Scotland, 258, 261, 262; for public schools, 1869-1878, 1879-1881; for reform schools, 2273-2279; for schools for defective classes, 2248-2249, 2261- 2262, 2267, 2270. Extension of secondary 'schools in England, dis¬ cussed, 594-597. Ezra, as an educator, 1806-1808. F. Fairbairn, A. A., on Chautauqua Circle movement, 1021. On Chautauqua, 1063. Fall River, Mass., population, 9. Fatigue, mental, discussed in Germany, 449-460. Fawcett, Mrs. Millicent Garrett, on woman’s edu¬ cation, 909. Feeble-minded, statistics of institutions for, 2267- 2272. Fellowships, statistics of, in colleges and univer¬ sities, 168 ; in colleges for women, 174 ; in technical schools, 183. Female handiwork, study of, in German public elementary schools, 407-415, 417 ; in Swiss nor¬ mal schools, 435. Feministes, oppose subsidizing of middle girls’ schools, 484. Ficklen. John R., on education in Louisiana, 1297- ' 1305. 2294 INDEX. Finances of Chautauqua, 994, 9D5. Financial resources of secondary schools in En¬ gland, 597. Findlay, J. J on the training of teachers of sec¬ ondary schools in Germany, 698-708. Report on certain features of secondary educa¬ tion in United States and Canada, 621-672. Finland, education of women, 943. School laws as to women, 967. Statistics of elementary education in, 22S2-2283. Women in medicine, 954. Fislikill, hT. Y., population, 9. Fiske, John, cited on meaning of infancy, 794. On Chautauqua Circle movement, 1022. Fitch, J. G., address at Chautauqua, 1010. On the training of teachers in England, 679-685. Fitting schools in United States, 632. Fletcher, G. T., on conveyance of children to school, 1470-1471. Florida, college presidents, 1136, 1143, 1145, 1148. Education of the negro, 1332-1338, 1346. School laws as to women, 960. State and city superintendents, 1227, 1128. Statistics of business colleges, 2222-2223, 2226- 2227; of city school systems, 14, 15, 17, 1838, 1849, 1860, 1870; of colleges and universities, 155-158,160, 162-164, 166, 168-169, 181-184, 188- 206, 221-226, 228-233, 1217, 2117, 2133 ; of colleges and universities reporting teachers’ training courses, 111 ; of common schools, xxxv-xlii ; of denominational colleges and universities, 153; of institutions for the blind, 2261, 2263, 2266; of institutions for the deaf, 2248, 2250, 2254; of normal schools, 22, 128-148, 2198-2199, 2210-2211; of parochial schools, 1664, 1665; of private schools, xlviii, 2030-2031; of school houses and pi’operty, xlvii; of school income and expenditure, lii-lvii; of schools of tech¬ nology, 181-184, 221-233, 2166, 2168; of second¬ ary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1897, 2000, 2030-2031 ; of teachers and salaries, xliv, xlvi. The school district in, 1465. Florida Agricultural College, statistics, 1202, 1204, 1207. Florida State Normal and Industrial College for Colored Students, statistics, 1208, 1209. Floris V, grants educational privileges, 478. Food, at Chautamqua, 992. Foi’d, Mrs. J. W , and primary religious teaching at Chautauqua, 997. Ford, Eadcliffe H., on schools of Leghorn in 1863, 564-566. Foreign-horn population, per cent, xxxvi. Foreign countries, statistics of elementary educa¬ tion, 2280-2285. Foreign parentage, statistics, 1623. Forestry, study of, in German public elementary schools, statistics, 413. Fowle, William B., 1153, 1157-1158. France, coeducation, 1116-1118; prohibited, 482. Compulsory education requirements, 1122. Correlation of courses in secondary and superior instruction, 293-294. Development of universities, 292-294. Education in, xix-xx, 289-312. Education of women, 911-913. Educational congress at Havre, 301, 303-305. General features of educational system, 289- 291. Higher education of women, 294. Improvements in schools for adults, 298-303. Legal instruction, 293. Little chance to work out experiments, 639. Medical instruction, 293. Modifications in secondary instruction, 291-292. Movement for admission of American students to universities, 305-312. Musee Pedagogique, work, 296. Overlapping ot systems, 629. Pensions to teachers, 1104. Position and rank of lyc6es and colleges, 686. Primary education, 294-295, 296, 297. Religious instruction, 1628, 1631. School laws as to- women, 966. Statistics of distribution of pupils in public, private, secular, and clerical schools, 298; of elementary education in, 2280-2281 ; of normal schools, 297. Training of teachers of secondarv schools, 685- 697. Erance — Continued. Women in medicine, 952. Franeker, university at, 478. Franklin, Mrs. Christine Ladd, on education of women in the South, 906, 907. Fraser, Bishop, report on American schools quoted, 655. Frederick the Great, quoted on Prussian Poland, 786. Free education, argument against, 616. Opportunities for, in England, 61 1 . Eree instruction, answers in regard to, in Canada, 673-676. Free schools, conditions under which they receive Government aid in Holland, 482-484. Free Univorsity of Amsterdam, statistics, 537. Freedmen’s Bureau, 1377. Freewill Baptists, statistics of colleges and uni¬ versities, 153-154. French, Miss Frances Graham, on current educa¬ tional movements in Italy, 568-575. On higher education of women, 893-976. French, in Swiss normal schools, 432, 445. Statistics in German public elementary schools, 411, 415, 417 ; of students in secondary schools, 39, 44, 50, 55, 64. French language and literature at Chautauqua, 1023. Freytag, Gustav, cited on Poland, 717. On Prussian Poland, 786-788. Friends, religious instruction, 1666; statistics of colleges and universities, 153-154. Private secondary schools, 59. Fulcomer, Daniel, instruction in sociology in insti¬ tutions of learning, 1211-1221. Funds, of elementary schools in England, Scot¬ land, and Wales, 261. Provision for, 644. State school, A. D. Mayo on the establishment of, 1505-1511. Statistics of productive, in colleges and univer¬ sities, 168, 169,201, 204; in private secondary schools, 57, 58; in colleges for women, 174, 177,215; in normal schools, 132,138; in public high schools, 46, 57-58; in technical schools, 183, 184. Furber, Professor, quoted on admission of Amer¬ ican students to French universities, 306-308, 311-312. Furniture, statistics of, Manitoba, 276. Furman University, coeducational, 1115, G. Galicia, or Austrian Poland, 765-785. Gallaudet, Thomas H., sketch of his work, 1591. Gallo, Signor, on merits of elementary and sec¬ ondary schools in Italy, 569. Games in early schools of Georgia, 1718-1726. Gannett, Henry, occupations and statistical sketch of the negroes, 1384-1415. Garfield, James A., on Chautauqua, 1060. Garrett Biblical Institute, 1243. Gates, Merrill E., on Chautauqua Circles, 1002. Gates College, admission by certificate, 1185. General Theological Seminary of the Protestant Episcopal Church, 1244. Geneva, compulsory education requirements, 1122. Geographical distribution of the negro, 1404-1412. Geography, study of, in Italy. 571 ; in German pub¬ lic elementary schools, 407-415, 417; in Swiss normal schools, 433. Geology, at Chautauqua, 1024. Statistics of students in secondary schools pur¬ suing, 41, 45, 52, 56, 65, 66. Geometry, statistics of students in secondary schools, 40, 44, 51, 55, 65; in Germany, public elementary schools, 407, 409, 411, 415. Georgetown, D. C., population, 9, Georgia, college presidents, 1136, 1141, 1143, 1145, 1148, 1149. Education in, 1291-1297 ; education of the negro, 1332-1339, 1346. Middle, early educational life in, 1699-1733. Oid-field schools discussed, xxix. State and city superintendents, 1127, 1128. Statistics of business colleges, 2222-2223, 2226, 2227; of city school systems, 14, 15, 17, 1838, 1849, 1860, 1870, 1880; of colleges and univer- INDEX. 2295 Geor g i a— Con tin ued . si ties, 155-158, 160, 162-164, 166-169, 172, 175-177, 181-184, 188-206, 209-217, 221-226, 228, 230-233, 1217, 2117, 2133-2134 ; of colleges and universi¬ ties reporting teachers’ training courses, 111- 112; of colleges for women, 172, 175-177, 209- 217, 2158; of common schools, xxxv-xlii; of denominational colleges and universities, 153; of dental schools, 240, 250-251,2188; of institu¬ tions for the blind, 2261, 2263, 2266; of insti¬ tutions for the deaf, 2248, 2250, 2254; of law schools, 237, 245-246, 2179; of medical schools, 238-239,247-248,2182-2183, 2186-2187; of normal schools, 128-148, 2198-2199, 2210-2211 ; of nurse- training schools, 241, 254-255, 2193; of paro¬ chial schools, 1664, 1665 ; of pharmacy schools, 252-253, 2190 ; of private schools, xlviii, 2030- 2035; of reform schools, 2273, 2276-2277; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 121-233, 2166, 2168; of schools of theology, 236, 243-244, 2172; of sec¬ ondary schools, 36, 38-46, 48-57,59-68, 70, 72-105, 1897-1900, 2000-2001, 2030-2035 ; of teachers and salaries, xliv, xlvi. The county a school district, 1464. Georgia Industrial College for Colored Youths, statistics, 1206, 1208. Gerittson, M. G. V., marries Dr. Jacobs, 485, 486. German, statistics of, in Swiss normal schools, 445 ; students in secondary schools, 39, 44, 50, 55, 64. German Empire, amount of education per inhabi¬ tant, xiii. Pensions to teachers, 1102, 1103. German Evangelical parochial schools, 1663, 1664. German language aud literature, Chautauqua, 1023. German parentage, distribution of, 1631. German Presbyterian parochial schools, 1665. German universities, American students in, 1123. Germany, coeducation in, 1118. Continuation schools, 1123. Cooking schools, 421. Domestic science in publie schools of, 418. Education of women, 921-925. Elementary education in, 471-473, 2280-2281. Eiekl for educational ideas, 628. Manual training in, 419, 420, 421, 422. Mental fatigue in school discussed, 449-460. New education in, 322-329. Overeducation, 625. Overlapping of systems, 629. Public elementary schools, 380-403, 406-425. Religious instruction, 1629. State of pedagogy in, 329-345. Successful methods copied in larger States, 639. Supplementary andindustrial schools in, 345-380. Training teachers of secondary schools, 698-708. Women in medicine, 955. Gibbons, James, Cardinal, on religious instruc¬ tion, 1641. Gilman, D. C., on industrial schools, 1194, 1185. Girls, hoarding schools for, in Rome, 561. Education of, 1280-1282. Royal commission on education of, 601, 602-604. Secondary education of, discussed, 602-604. Secondary schools for, in Holland, 514-515. Girls’ Club, Chautauqua, 1048-1050. Girls’ schools in Rome, statistics, 558. Girton College, 853-857, 866, 867, 869-877 ; entrance examination, 872, 873; scholarship examina¬ tions, 873, 874. Gladenbaeh, statistics of public elementary schools, 416. Glasgow University, statistics, 258. Golownin, A., and education in Poland, 749. Gottheil, Richard J. H., and Jewish branch of Chautauqua Circle, 1014. Goucher, John F., on Why the college for women ? 1751-1755. Government of Chautauqua, 991. Government of the Netherlands, aceount of, 476- 477. Graduate membership, Chautauqua Circle, 1018. Graduates, in nurse-training schools, 255. Statistics; business colleges, 2222-2247 ; in col¬ leges and universities, 160, 161 ; in colleges for women, 175, 211; in colored schools, 1338-1345; Graduates — Continued. in dental schools, 242, 251 ; in law schools, 237, 246, 2179-2181 ; in medical schools, 242, 248, 249 ; in normal schools, 54, 131, 137, 144, 2198-2221 ; in pharmacy schools, 242, 253; in private second¬ ary schools, 2018-2113; in public high schools, 1890-2916; in schools of nurses and veterina¬ rians, 242 ; in secondary schools, 38, 43, 49, 54, 61, 63, 81, 82, 83, 98, 99, 1 00 ; in technical schools, 181, 227 ; in theological schools, 230, 244. Grammar, examination in, Oxford, 813. Grant, Principal, quoted on Manitoba schools, 276-278. Grants, documents used in awarding, in New York, 059-662. Gratuitous instruction in Holland, statistics, 490, 497. Great Britain, annuities to teachers, 1102. Coeducation in, 1115-1116. Education of women, 907-911. Educational statistics, 257-263. “Grants -in -aid,” 1631-1632. Religious instruction, 1627. School laws as to women, 965, 966. School matters discussed, xvii-xviii. Statistics of elementary education, 2282-2283. Greats, or second public examination, Oxford, 818-822, 850. Greece, education of women, 934-937. Pensions to teachers, 1105. Statistics of elementary education, 2282-2283. Greek, preparatory at Chautauqua, 1023. Statistics, students in secondary schools, 39, 44, 50, 55, 64. Greek culture, Chautauqua Literary and Scien¬ tific Circle, 1010, 1011. Greeks, primitive education among, 1799-1800. Gregory, educational work, 478. Grisons, compulsory education requirements, 1122. Groenists demand denominational schools, 479. Groningen, training school at, 505. University founded at, 478. Grounds, of Swiss normal schools 447-448. Statistics of colleges and universities, 168, 200; of colleges for women, 174, 177 ; of high schools, 46, 57, 58, 85, 102; of normal schools, 133, 139; of schools of medicine, dentistry, pharmacy, nurses and veterinarians, 238-241 ; of schools of theology, 236 : of technical schools, 183, 231. Grutterink, Alice, Dutch pharmacist, 486. Guatemala, education of women, 947. Statistics of elementary education, 2284-2285. Guilford, Nathan, influence on education in Ohio, 1531-1532. Gymnasia, in Hoi land, 484-485, 528, 536-537. Gymnasiai-Seminar of Prussia aud Saxe- Weimar, work, 705-706 Gymnastics, study of, in German public elemen¬ tary schools, 407-417 ; in Swiss normal schools, 434. a. Haarlem, military school at, 524. Hadrian IY, horn in Utrecht, 478. Hagen, statistics of public elementary schools, 410. Hale, Edward Everett, cited on acoustics at Chau¬ tauqua, 983. On Chautauqua, 1081. Hall, G. Stanley, lecture at Chautauqua, 1037-1040. Hall, John, on Chautauqua, 1062. Halle, statis tics of public elementary schools, 408. Hamburg, statistics of elementary education, 414- 416, 2280-2281. Hampton Normal and Agricultural Institute, statistics, 1206-1209. Hanover, statistics of public elementary schools, 415-416. Harley, Lewis R., on Public Education Associa¬ tion of Philadelphia, 1325. Harper, William R., on Bible study at Chautau¬ qua, 998. On Chautauqua, 1063. On Chautauqua Circle movement, 1022. Principal of Chautauqua systems, 981. Harris, William T., on distinction made between primary aud secondary education, G29. On increase of private schools, 632 note . 2296 INDEX. Harris, "William T. — Continued. On positions held by graduates of public schools, 625 note. On religious instruction, 1643. Hartford, Conn., population, 9. Harvard law school, institutions represented, 1250. Harvard University, students in prepared by pri¬ vate teachers, 678. Havre, summary of proceedings of the educa¬ tional congress, 303-305. Hawaii, statistics of elementary education, 2284- 2285 Hayes, Rutherford B., on John F. Slater, 1423. Head teachers, training course for, 507. Hebrews, primitive education among, 1798. Heinrich, educated at Utrecht, 478. Hemenway, Mary, addresses on work of, 1305-1317. Henry the Fowler, sons educated at Utrecht, 478. Herbartianism, the new education in Germany, 822-329. Herderwijk, university founded at, 478. Hervey, Walter U., teaches at Chautauqua, 1036. Hesse, statistics of elementary education in, 412, 413, 416, 2280-2281. Hieronymians, the, establish schools, 478. Higgins Memorial Hall at Chautauqua, 1050. Higginson, T. W., on women and men — the as¬ sault on private schools, 1317-1318. High schools, characteristics of, in America, 630- 631; in Canada, documents dealing with in¬ spection, 666-669 ; in Italy, 559-564. Heeded in England, 634. Statistics, 36-105, 1810-2016; of appropriations, 46, 47, 86, 103 ; of endowment, 32-35 ; of normal students, 141, 142. Technical subjects, 635- 636. See also Secondary schools. Higher burgher schools in Holland, 511-514. Higher criticism at Chautauqua, 1033. Higher education, comparative statistics, 184-233. In Poland 713-793; in Germany, 471-472; in the South, 1747-1751; in the United States, statis¬ tical review, 149-233. See also Colleges; Universities. Higher grade schools, necessity for, in England, 612-614, 615. Higher instruction, expenditures for, in Holland, 538-542. Higher normal school of Paris, description of, 692-693. Hill, Frank A., on convevance of children to school, 1474-1476. Hill, Thomas, on religious instruction, 1643. Hillsdale College, admission by certificate, 1184. Historical department, University of Lemberg, 779. Historical sketch of former royal commissions, 598-599. Historical tripos, Cambridge, 862. Historico-philological faculty, University of War¬ saw, 752, 756. Historico-philosophical department, Cracow, 768. History, American, English methods of teaching, 1757. Statistics, students in secondary schools, 42, 45, 53, 56, 67 ; in German public elementary schools, 407-415, 417, 420. Study of, in Swiss normal schools, 433. Teaching of, in Italy, 570-571. History and political science at Chautauqua, 1024. Hodge, N. A., on religious instruction. 1641. Holiday schools in Italy, 547. Holidays in early Georgia schools, 1728. Holland, coeducation in, 1118. Compulsory education requirements, 1122. Education in, 475-542. Pension to teachers, 1104. See also Netherlands. Holland Christian Reformed parochial schools, 1663, 1664. Hollkann, F., on rural schools in Germany, 381-403. Home instruction in Holland, 480. Home students, registered women, Oxford, 849. Homeopathic medical schools, statistics, 239, 242, 249, 2186-2187. Honduras, education of women, 947. Honor examinations, Oxford, women’s special, 828-830. Honors schools, Oxford, 822-830. Hopkins, Louisa Parsons, report on manual train¬ ing, 670-671. Hospice of the Sacred Heart, work, 562. Hospitals, statistics of Dutch, 533, 534. Hotel Athenaeum at Chautauqua, 980-982. Houten, M. van, favors subsidizing girls’ schools, 484. Howard University, admission by certificate, 1182. Howe, Mrs. J uliaWard, on education of women, 903. Howe, S. H., memoir of John F. Slater, 1417-1419. Howland, John, influence in Rhode Island, 1612- 1613. Hughes, Hugh Price, quoted on religious instruc¬ tion in state-aided elementary schools, and public support for denominational schools, 268, 272. Humane education, 1318. Humpal-Zeman, Mme. Josephine, education of women in Austria, 927. Hungary, compulsory education requirements, 1122. Pensions to teachers, 1103. Statistics of elementary education, 2280-2281. Hurlburt, J. C., on Chautauqua Circle, 1008-1010. Hurlbut, J. L., on Bible study at Chautauqua, 997, 998. On Chautauqua, 1064. Hurlbut, Jesse H., on Chautauqua Circle, 1022. Hygiene, mental fatigue in German schools dis¬ cussed, 449-460. Study of, in German public elementary schools, 419, 420, 423. I. Iceland, education of women, 916. Laws as to women in public affairs, 967. Women in medicine, 953. Icelanders, schools in Manitoba, 277. Idaho, college presidents, 1136, 1145. Compulsory education requirements, 1121. Religious instruction, 1654-1655. School laws as to women, 964. State superintendent, 1127. Statistics of business colleges, 2222-2223, 2226- 2227; of city school systems, 14, 15; of colleges and universities, 155-157, 159, 161-163, 167-169, 188-196, 198-206, 227, 2117, 2134; of common schools, xxxv-xlii; of denominational col¬ leges and universities, 154; of normal schools, 128-148; of parochial schools, 1664; of private schools, xlviii, 2034-2035; of school houses and property, xlvii ; of school income and expen¬ diture, lii-lvii; of secondary schools, 37-45, 47-56, 59-67, 69, 71-105, 1900, 2034-2035; of teachers’ salaries, xlv-xlvi. The school district in, 1467. Illinois, amount of education per inhabitant, xiii. College presidents, 1136, 1141, 1143, 1145, 1149. Compulsory education requirements, 1121. Early education in, 1539-1544. Education of the negro, 1338, 1348. Flag law, 1652. Law for teachers’ pension fund in great cities, 1081-1082. School laws as to women, 960. State and city superintendents, 1127, 1128-1129. Statistics of business colleges, 2222-2223, 2226- 2229; of city school systems, 14, 15, 17, 1838, 1849, 1860, 1870, 1880; of colleges and universities, 155-157, 159, 161-163, 165-169, 172-177, 181, 183- 184, 188-206, 209-217, 221-231, 233, 1217, 2117- 2118, 2134-2135; of colleges and universities re- portingteachers’trainingcourses, 112, 118-120; of colleges for women, 172-177, 209-217, 2156, 2158; ofcommonschools, xxxv-xlii; of denomi¬ national colleges and universities, 154 ; of den¬ tal schools, 240, 250-251, 2188; of institutions for the blind, 2261, 2263, 2266; of institutions for the deaf, 2249, 2250, 2254, 2256-2258, 2259, 2260; of institutions for the feeble-minded, 2267, 2268, 2270; of law schools, 237, 245-246, 2179; of manual training schools, 2170; of medical schools, 238-239, 247-249, 2182-2183, 2186-2187; of normal schools, 128-148, 2200-2201, 2210-2211; of nurse-training schools, 241,254- 255, 2193; of parochial schools, 1664, 1665; of pharmacv schools, 252-253, 2190; of private schools, xlviii, 2034-2037; of reform schools, 2274, 2276-2277 ; of school houses and property, INDEX. 2297 Illinois— Continued. xlvii ; of school income and expenditure, lii- lvii ; of schools of technology, 181-184, 221-226, 228-231, 233, 2166, 2168; of schools of theology, 236, 243-244, 2172 ; of schools of veterinary medi¬ cine, 2192; of secondary schools, 37-45, 48-56, 58-67, 69, 71-105, 1900-1906, 2001, 2034-2037; of teachers and salaries, xlv-xlvi. The school district in, 1465. Illinois State Teachers’ Association, discussion on religious instruction, 1643-1645. Illinois Wesleyan University, admission by cer¬ tificate, 1182. Illiteracy, negro, 1332-1334, 1413-1435. Statistics in Italy, 548. Imber, Naphtali Herz, on education and the Tal¬ mud, 1795-1820. Immigration, effect on school systems, 1619. Imperial Academy of Sciences, Cracow, 766-771. Imperial Royal School of Technology in Lem¬ berg, 782-783. Income. See Receipts. India, education of women, 945. Indian Territory, college presidents, 1136. Statistics of city school systems, 14, 15; of col¬ leges and universities, 155-158, 160, 162-164, 166, 168-169, 188-200, 202-204, 206, 2118, 2135 ; of col¬ leges and universities reporting teachers’ training courses, 312; of denominational col¬ leges and universities, 153 ; of normal schools, 121-148 ; of parochial schools, 1664 ; of second¬ ary schools, 36, 38-46, 48-56, 58-68, 70, 72-105, 1913, 2002, 2038-2039. Indiana, college presidents, 1136, 1141, 1143, 1145, 1149. Early education in, 1535-1539. Education of the negro, 1340, 1348. School laws as to women, 961. State and city superintendents, 1127, 1129, Statistics of business colleges, 2222-2223, 2228, 2229; of city school systems, 14, 15, 17, 1839, 1850, 1860, 1870, 1881; of colleges and universities 355-158, 161-163, 165-169, 172, 175-177, 181-184, 188-206, 209-214, 216-217, 221-233, 1217-1218, 2119, 2135; of colleges and universities report¬ ing teachers’ training classes, 112, 120 ; of col¬ leges for women, 172, 175-177, 209-214, 216-217, 2158 ; of common schools, xxxv-xlii ; of denomi¬ national colleges and universities, 154; of den¬ tal schools, 240, 250-251, 2188; of institutions for the blind, 2261, 2263, 2266 ; ofinstitutions for the deaf, 2249, 2250, 2254, 2256-2258; of institu¬ tions for the feeble-minded, 2267, 2268, 2270 ; of law schools, 237, 245-246, 2179-2180 ; of medical schools, 238-239,247-249, 2181-2185, 2186-2187; of normal schools, 128-148, 2200-2201, 2212- 2213; of nurse-training schools, 241, 254-255, 2193 ; of parochial schools, 1664 ; of pharmacy schools, 252-253, 2190 ; of private schools, xlviii, 2036-2039 ; of reform schools, 2274, 2276-2277 ; of school houses and property, xlvii ; of school income and expenditure, iii-ivii ; of schools of technology, 181-184, 221-233, 2166, 2168; of schools of theology, 236, 243-244, 2173; of schools of veterinary medicine, 2192; of second¬ ary schools, 37-45, 47-56, 58 -67, 69, 71, 1907-1913, 2001-2002, 2036-2039; of teachers and salaries, xlv-xlvi. The school district in, 1465. Indiana University, admission by certificate, 1171, 1175. Indianapolis, Tnd., population, 9. Industrial and continuation schools, 1123-1125. Industrial education, extract from report on, 670- 671. Industrial pursuits, opposed by secondary schools, 674. Industrial schools, in Belgium, 315; in Germany, 345-380 ; in Holland, 510-511 ; in Italy, 564-565 ; in Rome, 562. Infant asylum, in Rome, 562. Infant schools in Holland, 488, 491-492, 493; in Italy, 544. Inspection, 591. Documents used for, in New York, 651-665. In Canada, documents relating to, 666-669; in Hew York, Ontario, and Minnesota, 640-641, 646-647 ; in United States, 645-647. Inspectors in Holland, 475, 486-487. Institutions for the defective classes, statistics 2248-2272. Instruction in sociology, 1211-1221. Instructors. See Teachers. Intermediate education act, in Wales, effect, 600. Iowa, Agricultural School in, 1192. Amount of education per inhabitant, xiii. City and State superintendents, 1127, 1129. College presidents, 1136-1137, 1143, 1145, 1149. School laws as to women, 961. Statistics of business colleges, 2222-2223, 2228- 2231 ; of city schoolsystems, 14, 15, 17, 1838, 1850, 1861, 1871, 1881; of colleges and universities, 155-157, 159, 161-163. 165-169, 181-184, 188-206, 221,223-233, 1218, 2il9, 2135-2136; of colleges and universities reporting teachers’ training courses, 112, 120 ; of common schools, xxxv-xlii ; of denominational colleges and universities, 154; of dental schools, 240, 250-251, 2188; of institutions for the blind, 2262, 2263, 2266; of institutions for the deaf, 2219, 2250, 2254, 2259, 2260; of institutions for the feeble-minded, 2267, 2268-2270; of law schools, 237, 245-246, 2180 ; of medical schools, 238-239, 247-249, 2182^ 2183, 2186-2187 ; of normal schools, 128-148, 2200- 2201, 2212-2213 ; of nurse-training schools, 241, 254-255,2193; of parochial schools, 1664, 1665; of pharmacy schools, 252-253,2190; of private schools, xlviii, 2038-2041; of reform schools, 2274, 2276-2277 ; of school houses and property, xlvii ; of school income and expenditure, lii— lvii ; of schools of technology, j 81-184, 221, 223- 233, 2166, 2168; of schools of theology, 236, 243- 244, 2173 ; of secondary schools, 37-45, 47-56, 58-67, 69, 71-105, 1913-1920, 2002-2003, 2038-2041; of teachers and salaries, xlv-xlvi. The school district in, 1466. Iowa State Agricultural College, admission by certificate, 1175. Ipsen, Mr., quoted on Dutch schools, 498. Quoted on higher education, 486. Ireland, coeducation in, 1116. Religious education in, 1624-1625. School matters discussed, xvii-xviii. Statistics, of colleges and universities, 259; of elementary education, 2282-2283. Women in medicine, 951. Irish parentage, distribution of, 1631. Italian, study of, in Swiss normal schools, 432, 445. Italian emigrants in America, protection of, 1789- 1794. Italy, area and population, 543. Coeducation in, 1118. Compulsory educational requirements, 1122. Education in, 543-582. Education in summarized, xxiii-xxiv. Education of women, 937-940. Pensions to teachers, 1105. Religious instruction, 1628. Statistics of elementary education, 2282-2283. W omen in medicine, 956. J. Jackson, Sheldon, report on education in Alaska, 1425-1455. Jacobi, Mary Putnam, on women in medicine, 949, 950. Jacobs, Aletta, career, 485, 486. Jacobs, Charlotte, Dutch pharmacist, 486. Jagiellon University, 731, 765, 766. Jamaica, statistics of elementary education, 2284- 2285. Japan, education of women, 946, 947. Statistics of elementary education, 2282-2283. Java, Dutch schools in, 501-502. Jay, John, on religious instruction, 1642-1643. Jefferson, Thomas, and education in Washington, 1674-1675, 1676. Jesuit schools in Poland, 736. Jewish branch of Chautauqua Circle, 1013-1015. Jewish education, 1618. Johns Hopkins Hospital, 1261. Johns Hopkins Medical School, 1261. Johns Hopkins University, admission by certifi¬ cate, 1184. Johnston, Richard Malcolm, on early educational life in middle Georgia, 1699-1733. 2298 INDEX, Jordan, David Starr, on American law schools, 1251-1252. On educating girls, 1280-1282. Joseph II, work for education in Austrian Poland, 77G. K.. Kampen, military school at, 524. Kansas, college presidents, 1137, 1141, 1144, 1145, 1149. Compulsory education requirements, 1121. School laws as to women, 961. State and city superintendents, 1127, 1129. Statistics of business colleges, 2222-2223, 2230- 2231; of city school systems, 14, 15, 17, 1838, 1851, 1861, 1871, 1881; of colleges and universi¬ ties. 155-157, 159, 161-163, 185-169, 172, 175-177, 181-184, 188-206, 209-217, 221, 223-224, 226-233, 1218,2119-2120,2136; of colleges and universi¬ ties reporting teachers' training courses, 112, 120 ; of colleges for women, 172, 175-177, 209- 217, 2158 ; of common schools, xxxv-xlii ; of de¬ nominational colleges and universities, 154 ; of institutions for the blind, 2262, 2263, 2266; of institutions for the deaf, 2249, 2250, 2254 ; of in¬ stitutions for the feeble-minded, 2267, 2268, 2170 ; of law schools, 237, 245-246, 2180 ; of medi¬ cal schools, 238, 247-249, 2182-2183; of normal schools, 128-148,2200-2201,2212-2213; of paro¬ chial schools, 1664-1665; of pharmacy schools, 252-253,2190; of private schools, xl’viii, 2040- 2041 ; of reform schools, 2274, 2276-2277 ; of school houses and property, xlvii: of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221, 223-224, 226-233, 2166, 2168; of secondary schools, 37-45, 47-50, 59-67, 69, 71-105, 1920-1923, 2003, 2040-2041; of teach¬ ers and salaries, xlv-xlvii. The school district in, 1466. Kansas State Agricultural College, admission by certificate, 1176. Statistics, 1202, 1204, 1207. Keane, J. J., on religious instruction, 1641-1642. Kensington, Pa., population, 10. Kentucky, college presidents, 1137, 1142, 1144, 1145, 1149-1150. Education of the negro, 1332-1340,1348. Establishment of State school fund, 1508. Eeligious instruction, 1655. School laws as to women, 961. State and city superintendents, 1127, 1129. Statistics of business colleges, 2222, 2223, 2230- 2231; of city school systems, 14, 15, 17, 1840, 1851, 1861, 1871, 1881 ; of colleges and universi¬ ties, 155, 158, 160, 162-164, 166-169, 172, 175-177, 181-184,188-206,209-217, 221-233, 1218, 2120-2121, 2137 ; of colleges and universities reporting teachers’ training courses, 112-113 ; of colleges for women, 172,175-177,209-217,2158; of com¬ mon schools, xxxv-xlii ; of denominational col¬ leges and universities, 153; of dental schools, 240, 250-251, 2188 ; of institutions for the blind, 2261, 2263, 2266; of institutions for the deaf, 2248,2250,2254; of institutions for the feeble¬ minded, 2267, 2268, 2270 : of law schools, 237, 245-246, 2180; of medical schools, 238-239, 247- 249, 2182-2183 ; of normal schools, 128-148, 2200- 2201,2212-2215; of parochial schools, 1564; of pharmacy schools, 252-253, 2190; of private schools, xlviii, 2040-2045 ; of reform schools, 2273, 2276-2277 ; of school houses and property, xlvii ; of school income and expenditure, lii- lvii ; of schools of technology, 181-184, 221-233, 2166, 2168 ; of schools of theology, 236. 243-244, 2173 ; of secondary schools, 36, 38-46, 48-57, 59- 68, 70, 72-105, 1924-1925, 2004, 2040-2045; of teachers and salaries, xlv-xlvi. The school district in, 1465. Kiehle, D. L., on religious iustruction, 1645. Kiel, statistics of public elementary schools, 415. Kimball, Miss Kate F., on Chautauqua Circle, 1016. Secretary Chautauqua Literary and Scientific Circle, 1007. Kindergarten, at Chautauqua, 1053. Kingsbury, Pres., on the tendency of men to live in cities, 1282-1291. Kingston, 1ST. Y., population, 9. Koenigsherg, University of, Polish origin, 737, 789- 790. Koerner, Chris., on parochial schools, 1648-1649, 1665. Konarski, Stanislas, educational work in Poland, 740. Krasicki, Polish poet, 742. Kristeusen-Eanders, Miss Nanna, on education of women, 915. Kropotkine, cited on Poland, 721, 722. Ju. Lady Margaret Hall, 806, 80S, 840, 844, 845-847. Laishley, 'll., report on religious instruction in Europe and the United States, 1627-1630. Lake Chautauqua, 993. Lake Forest University, admission by certificate. 1182. Lancaster, Joseph, monitorial system, 1155-1156. Lancaster, Pa., population, 10. Lancasterian sehool in Washington, 1677-1678. Land-grant colleges, technological instruction in, 1189-1210. Language, of Poland, 723-726. Study of, in Swiss normal schools, 431-432 ; in German in public elementary schools, 407- 415, 417. Languages, instruction in Holland, 519-520. Lanier, Sidney, study of, by C. L. S. C., 1016. Latin, examination in, Oxford, 813. Introduced in Poland, 726. Preparatory, Chautauqua, 1023. Statistics, students in secondary schools, 39, 44 50, 55, 64. Study of, in Swiss normal schools, 432, 445. Latter-Day Saints, statistics of colleges and uni- versitfes, 153-154. Lavisse, M., quoted on admission of American students in French universities, 305-306. Law, woman in, 956-958. Law faculty, University of Cracow, 770; Univer¬ sity of Lemberg. 779; University of Warsaw,' 752, 757. Law schools, 1245-1259. Statistics, xvi, 237, 242, 245, 246, 315, 319, 2179- 2181 ; in Belgium, 315. Law tripos, Cambridge, 863. Lawrence, Abbot, founded Lawrence Scientific School, 1190, 1191. Lawrenco University, admission by certificate, 1187. Lawyers, ineompetency of, 1252-1253. Leaving certificates discussed, 640, 647-648, 649. Leaving examinations in secondary school of Prussia, 708-712. Lecture flies, local term for certain cabs at Girton, 875. Lectures at Newnham College, 882-884. Legal instruction in France, 293. Leghorn, schools of, in 1893, 564-566. Lehman, Euelolph, gives lecture hall to University of Amsterdam, 535. Leipsic, statistics of public elementary schools, 416. Leitenberger. Johanna, on education of women in Austria, 925, 926. Leiand Stanford Junior University, admission by certificate, 1181. Lelewel cited, 719 note, 722, 728; on Poland, 713 note . Lemberg, Imperial Eoyal School of Technology, 782,783. University of, 765, 769, 772-781. Lemgo, statistics of public elementary schools, 413. 416. Leroy-Beaulieu, Anatole, on Poland, 718. Leszno, or Lissa, school of, 737-740. Lewis, Samuel, first school superintendent of Ohio, 1532-1534. Leyden has first university in Holland, 478. Infant schools of, 492. Training schools of, 505. Liberal Arts, College of, at Chautauqua, 1022-1026. Libraries, in Prussian Poland, 790-792. Of Oxford, 849-853. School, in Holland, 499. Statistics of colleges for women, 177, 212, 2156- 2165; of colored schools, 1337, 1346-1355; of schools of dentistry, pharmacy, nurses, and veterinarians, 238-241 ; of Dutch, 533, 534, 535 ; INDEX, 2299 Libraries — Continued. of German trade schools, 358 ; of law schools, 237, 2179-2181; of medical schools, 238-241, 2182-2187; of normal schools, 133, 139; of pri¬ vate secondary schools, 2018-2113 ; of public high schools, 1890-2016; of schools for defect¬ ive classes, 2248-2249, 2261, 2262, 2270; of sec¬ ondary schools, 46, 57, 58, 84, 101 ; of techno¬ logical schools, 183, 229, 2168, 2169 ; of theo¬ logical schools, 236, 2171-2178 ; of universities and colleges, 168, 198, 199. Library, the Count Ossolinski, 781. Library, of University of Cracow, 771 ; of Uni¬ versity of Lemberg, 781; of University of Warsaw, 758,759. Lincoln, Nebr., prison work of Chautauqua cir¬ cle, 1015. Lincoln University, statistics, 1206, 1209. Lippe, statistics of elementary education, 413, 2280-2281. Lissa, or Leszno, school of, 737 -740. Liter® humaniores examinations, Oxford, 822-827, 850. Lithuania, extent and conditions, 764-765. Little-go examination, Cambridge, 857. Local authorities, unification of, in English schools, 586-588. Local educational authority needed in England, 612. Local government of the Netherlands, 476-477. Lockport, N. Y., population, 9. Lodging and boarding in English colleges for women, 889, 890. London, bishop of, on organization and adminis¬ tration of secondary schools in England, 615-616. Lorraine, Duke of, learning, 478. Lottery used to raise school funds, 1508-1509. Loughlin, James E., on the Catholic Educational Union, 1087. Louisiana, collegepresidents, 1137, 1142, 1145, 1150. Education of the negro, 1332-1340, 1348. Establishment of State school fund, 1508. History of education in, 1297-1305. School laws as to women, 961. State and city superintendents, 1127, 1130. Statistics of business colleges, 2222-2223, 223Q, 2231; of city school systems, 14, 15,1840,1851, 1862, 1872 ; of colleges and universities, 155-158, 160, 162-164, 166-169, 172, 175-177, 18S, 206, 209- 217, 1218, 2121, 2137; of colleges and universi¬ ties reporting teachers’ training courses, 113 ; of colleges for women, 172, 175-177, 209-217, 2160 ; of common schools, xxxv-xlii; of denomi¬ national colleges and universities, 153; of in¬ stitutions for the blind, 2261, 2263, 2268; of institutions for the deaf, 2248, 2251, 2254, 2259, 2260; of law schools, 237, 245-246, 2180; of medical schools, 238, 247-248, 2182-2183; of normal schools, 128-148, 2200-2201, 2214-2215; of parochial schools, 1664; of pharmacy schools, 252-253, 2190; of private schools, xlviii, 2044-2047 ; of reform schools, 2273, 2276-2277 ; of school houses and property, xlvii; of school income and expenditure, lii-lvii; of schools of theology, 236, 243-244, 2173; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1925, 20C4, 2044-2047 ; of teach¬ ers and salaries, xlv-xlvi. The school district in, 1485. Louisiana State University, statistics, 1202, 1204, 1207. Louisville, Ky., population, 9. Louisville Educational Association, aid for teach¬ ers, 1093. Lowell, Mass., population, 9. Lower middle classes, need a new system of sec¬ ondary education, 609-610. Liibeek, statistics of elementary education, 415, 416, 2280-2281. Lutherans, religious instruction, 1648-1651, 1662, 1664. Statistics of colleges and universities, 153-154 ; of private secondary schools, 59. Luxemburg, Grand Duchy of, public instruction in, 471-473. Lvc6es, for girls in France, 694r-695. Position and rank in Eranee, 686. Lyceum, an agency of culture, 1567. Lyceum Hosianum, in Prussian Poland, 790. Lynchburg, Ya., population, 10. Lynn, Mass., population, 9. M. Mabie, Hamilton W., on Chautauqua Circle move¬ ment, 1022. On John H. Vincent, 1060. MacAlister, James, on art education in the public schools, 793-803. McCabe, Miss Lida Hose, The American Girl at College, quoted, 902, 903. MacCarthy, E. E. M., analysis of occupations of parents of Past Bridge Street hoys, 619-620. On the organization and administration of sec¬ ondary schools in England, 610-611. Maciejowski, Samuel, and disturbance in Univer¬ sity of Cracow, 733. McCormick Theological Seminary, 1243. McGolrick, James, on religious instruction, 1645- 1646. McLean Hospital. 1268, 1269. McNeill, George E., makes report on manual train¬ ing, etc., 670, 671. Madison, Ind., population, 9. Makafly, J. P., Sunday at Chautauqua, 983, 984. Maine," college presidents, 1137, 1142, 1144, 1145, 1150. Compulsory education requirements, 1121. Early education in, 1G03-1604. Establishment of State school fund, 1508. School laws as to women, 961. State and city superintendents, 1127, 1130. Statistics of business colleges, 2222-2223, 2230- 2231; of city school systems, 14-16, 1840, 1851, 1882, 1872, 1881; of colleges and universities, 155-158, 100, 162-164, 166-169, 172, 175-177, 181- 184,188-206,209-217, 221, 223-224, 226-233,1218, 2121, 2137 ; of colleges and universities report¬ ing teachers’ training courses, 113 ; of colleges for women, 172, 175-177, 209-217, 2160-2161 ; of common schools, xxxv-xlii; of denomina¬ tional colleges and universities, 153; of in¬ stitutions for the deaf, 2258-2258 ; of medical schools, 233, 247-248, 2182-2183; of normal schools, 128-148, 2200-2201, 2214-2215; of nurse¬ training schools, 241, 254-255, 2193; of paro¬ chial schools, 1664 ; of private schools, xlviii 2046-2047 ; of reform schools, 2273, 2276-2277 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221, 223-224, 226-233, 2166, 2168; of schools o£ theology, 236, 243-244,2173; of secondary schools, 36, 38-46, 48-57, 59-68, 70,72-105, 1925-1928, 2004-2005, 2046-2047; of teachers and salaries, xliv, xlvi. The school districts in, 1463. Maine Agricultural and Mechanical College, statistics, 1204-1207. Maine State College, admission by certificate, 1176. Malthusian Society of Holland, founded, 485. Manchester, N. H.. population, 9. Manitoba, educational statistics, 276. Manitoba school case, xviii-xix, 275-288. Mann, Horace, religions instruction, 1625, 1635- 1636. Mannheim, statistics of public elementary schools, 412, 415-416. Manual training, extract from report on, 670-671. In Italy, 573-574 ; in Germany, 418, 419, 420, 421, 422, 424. Statistics, 70, 71, 2170. Maria Theresa, school reforms of, 775. Markland, Charles S., on technical training, 1200. Marriage rate of college-bred women, 968-970. Martin, A. M., Chautauqua Pocket Manual, 1011- 1013. Maryland, college presidents, 1137, 1142, 1144, 1146, iJ50. Education of the negro, 1332-1340, 1348. State and city superintendents, 1127, 1130. Statistics of business colleges, 2222-2223. 2232- 2233; of city school systems, 14, 15, 17, 1840, 1851, 1862, 1872, 1882; of colleges and universi¬ ties, 155-158, 160, 162-164, 166-169,172-175, 177, 181-184, 188-206, 209-217, 221-233, 1218, 1220, 2121, 2137-2138; of colleges and universities- reporting teachers’ training courses, 113; of 2300 INDEX. Maryland — Continued . colleges for women, 172-175, 177, 209-217, 2156, 2160; of common schools, xxxv-xlii; of de¬ nominational colleges and universities, 153 ; of dental schools, 240, 250-251, 2188; of institu¬ tions for the blind, 2261, 2263, 2266; of institu¬ tions for the deaf, 2218, 2251, 2254, 2259, 2260; of institutions for the feeble-minded, 2271, 2272; of law schools, 237, 245-246, 2180; of medical schools, 238-239, 247-249, 2182-2183; of normal schools, 128-148, 2200-2201, 2214- 2215; of nurse-training schools, 241, 254-255, 2193; of parochial schools, 1664; of pharmacy schools, 252-253, 2190; of private schools, xlviii, 2046-2049; of reform schools, 2273, 2276- 2277; of school houses and property, xlvii; of school income and expenditure, lii-lvii; of schools of technology, 181-184, 221-233, 2166, 2168; of schools of theology, 236, 243-244, 2173 ; of secondary schools, 36, 38-46, 48-57, 59- 68, 70, 72-105, 1928-1929, 2005, 2046-2049; of teachers and salaries, xliv, xlvi. The school district in, 1464. Maryland Agricultural College, statistics, 1202, 1204, 1207. Massachusetts, amount of education per inhabi¬ tant, xiii. College presidents, 1137, 1142, 1144, 1146, 1150. Compulsory education requirements, 1121. Conveyance of children to school in, 1469-1476. Education in, 1305-1318. Establishment of state school fund, 1508. Relative increase of public and private schools, xlix-1. Religious instruction, 1635-1636. School laws as to woman, 961. Scientific professorship established, 1189, 1190, 11 91. State and city superintendents, 1127, 1130. Statistics of business colleges, 2222-2223, 2232- 2233 ; of city school systems, 14, 15, 17, 1840, 1851, 1862, 1872, 1882; of colleges and universi¬ ties, 155-158, 160, 162-164, 166-169, 172-175, 181- 184, 188-204, 206, 209-217, 221, 223-224, 226-233, 1218, 1220, 2121, 2138; of colleges and universi¬ ties reporting teachers’ training courses, 113, 120; of colleges for women, 172-175, 177, 209- 217,2156,2160; of common schools, xxxv-xlii ; of denominational colleges and universities, 153 ; of dental schools, 239, 250-251, 2188 ; of insti¬ tutions for the blind, 2261, 2264, 2266; of insti¬ tutions for the deaf, 2256-2258, 2259, 2260 • of institutions for the feeble-minded, 2267, 2268, 2270, 2271, 2272; of law schools, 237, 245-246, 2180 ; of manual training schools, 2170 ; of med¬ ical schools, 238-239, 247-249, 2182, 2183, 2186- 2187 ; of normal schools, 128-148, 2200-2201, 2214-2215; of nurse-training schools, 241,254- 255, 2193-2194; of parochial schools, 1664, 1665; of pharmacy schools, 252-253,2190; of private schools, xlviii, 2050-2055; of ; reform schools, 2273, 2276-2277 ; of school houses and property, xlvii; of school income and expenditure, lii- lvii ; of schools of technology, 181-184, 221, 223- 224, 226-233, 2166, 2168; of schools of theology, 236, 243-244, 2173-2174 ; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1929-1934, 2005, 2050-2055 ; of teachers and salaries, xliv, xlvi; of schools of veterinary medicine, 2192. Town the school unit, 1463. . Massachusetts Agriexiltural College, statistics, 1204, 1207. Massachusetts Institute of Technology, statis¬ tics, 1204, 1207. Mathematical department, University of Lem¬ berg, 780. Mathematical scientific department, University of Cracow, 769. Mathematical tripos, Cambridge, 860, 866. Mathematics, Chautauqua, 1024. Examinations at Oxford, 827. Statistics, in secondary schools, 40, 44, 51 , 65. Study of, in Swiss normal schools, 432. Mather, Miss Mary, organizes girls’ club at Chautauqua, 1048. Mauritius, statistics of elementary education, 2284-2285. Mavence, statistics of public elementary schools, ‘416. Mayo, A. D., on education in the Northwest, 1790- 1840, 1513-1550. On original establishment of State school funds, 1505-1511. On the American common school in New En gland, 1790-1840, 1551-1615. Mead, Edwin S., on Mary Hemenway, 1311-1317. On religious instruction, 1642. Mecklenburg-Schwerin, statistics of elementary education, 2280-2281. Mecklenburg-Strelitz, statistics of elementary education, 2280-2281. Medical and modern languages tripos, Cambridge, 863. Medical education, 1224-1242. Medical examining boards, 1232-1234. Medical faculty, University of Warsaw, 752, 758. Medical instruction in France, 293. Medical schools, Baudouin’s report on, xxvii- xxviii, 1261-1275. Statistics, xvii, 238-241-242, 247, 248, 249, 2182- 2187 ; in Belgium, 315. See also Homeopathic Medical and Eclectic Medical Schools. Medicine, at the World’s Fair, 1271-1273. Reform in study of, in Holland, 535-536. Women in, 949-956. Meiningen, statistics of public elementary schools, 416. Melanchthon on the Poles, 714 note. Memorable dates of Italian history, 379-580. Memorizing, in early schools of Georgia, 1709-1711. Memphis, Tenn., population, 10. Mendes, M., Hutch gynecologist, 485. Mennonites, parochial schools, 1663, 1665. Schools in Manitoba, 277-278. Mental fatigue in schools, discussed in Germany, 449-460. Mental plasticity, period of, 794. Mercantile marine institutes in Italy, 550-551. Methodist Episcopal Church, statistics of colleges and universities, 153-154. Private secondary schools, 60. Methodist Episcopal Church, South, statistics of colleges and universities, 153; private sec¬ ondary schools, 60. Methodist Episcopal missions, Alaska, 1430. Methodist Protestant Church, statistics of col¬ leges and universities, 153-154. Methods of instruction in German public ele¬ mentary schools, 394-400. Methods of study, Cambridge, 865-869. Mexico, education of women, 947. Statistics of elementary education, 2284-2285. Meyer, Annie Nathan, Woman’s Work in Amer¬ ica, quoted, 903-907. Miami University, 1529. Michigan, admission to university by certificate, 1171, 1172, 1177. College presidents, 1137-1138, 1144, 1146, 1150. Compulsory educational requirements, 1121. Early education in, 1544-1548. Law for teachers’ pensions in Detroit, 1082-1086. School laws as to women, 961. State and city superintendents, 1127, 1130-1131. Statistics of business colleges, 2222-2223, 2232- 2233; of city school systems, 14, 15, 17, 1841, 1852, 1863, 1873, 1883; of colleges and universi¬ ties, 155-157, 159, 161-163, 165-169, 181-184, 188- 206, 221,223-224, 226-233, 1218, 2122, 2138; of colleges and universities reporting teachers’ training courses, 113, 120; of common schools, xxxv-xlii ; of denominational colleges and universities, 154 ; of dental schools, 240, 250- 251, 2188; of institutions for the blind, 2262, 2264, 2266 ; of institutions for the deaf, 2249, 2251, 2254, 2259, 2260; of institutions for the feeble-minded, 2267, 2268, 2270, 2271, 2272; of law schools, 237, 245-246, 2180; of medical schools, 238-239, 247-249, 2182-2183. 2186-2187; of normal schools, 128-148, 2202-2203, 2214- 2215; of nurse-training schools, 241, 254-255, 2194; of parochial schools, 1664 ; of pharmacy schools, 252-253, 2190; of private schools, xlviii, 2054-2055 ; of reform schools, 2274, 2276- 2277 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii; of schools of technology, 181-184, 221, 223-224, 226-233, 2167, 2168; of schools of theology, 236, INDEX, 2301 Michigan — Continued. 243-244, 2174 ; of schools of veterinary medi¬ cine, 2192; of secondary schools, 37-45, 47-56, 58-67, 69, 71-105, 1934-1941, 2006, 2054-2055 ; of teachers and salaries, xlv-xlvi. The school district in, 1465. Michigan Agricultural College, admission by certificate, 1177. Statistics, 1202, 1204, 1207. Michigan Mining School, admission by certificate, 1177. Michigan University, medical schools, 1270-1271. Middelburg Monastery encourages education, 478. Middle schools for girls in Holland, 484, 514-515. Midwives, training school for, in Holland, 522. Military schools in Holland, 523-527. Military tactics, statistics in secondary schools, 38, 49, 1890-2016, 2018-2113. Militia, exemption causes many to become teach¬ ers in France, 696. Release from, for study in Germany, 698. Statistics of education of, in Holland, 526. Millar, John, on religion and the State school sys¬ tem in Upper Canada, 669-670. Miller, A. Erskine, on professional education, 1223-1259. Miller, Emily Huntington, on woman’s work at Chautauqua, 1051, 1052. Miller, Lewis A., a founder of Chautauqua, 979, 996. Milwaukee, Wis., population, 10. Ministers, prime, of Italy, 566-567 note. Ministry of education, in England, proposition for, 584-586. Minnesota, college presidents, 1138, 1142, 1146, 1150 Compulsory education requirements, 1121 . Legislation on pharmacy, 1242. Religious instruction, 1645. School laws as to women, 962. State and city superintendents, 1127, 1131. Statistics of business colleges, 2222-2223, 2232- 2235; of city school systems, 14,15, 17, 1842, 1853, 1863, 1873, 1884 ; of colleges and universi¬ ties, 155-157, 159, 161-163, 165-169, 172, 175-177, 188-206, 209-217, 1218-1219, 2122, 2139; of col¬ leges and universities reporting teachers’ training courses, 113, 120 ; of colleges for wo¬ men, 172, 175-177, 209-217, 2160; of common schools, xxxv-xlii ; of denominational colleges and universities, 154 ; of dental schools, 240, 250-251, 2188; of institutions for the blind, 2262, 2264, 2266; of institutions for the deaf, 2249, 2251, 2254, 2256-2258; of institutions for the feeble-minded, 2267, 2268, 2270; of law schools, 237, 245-246, 2180 ; of medical schools, 238-239,247-249, 2184-2185; of normal schools, 128-148, 2202-2203, 2214-2215; of nurse-training schools, 241,254-255, 2194 ; of parochial schools, 1664, 1665 ; of pharmacy schools, 252-253, 2190 ; of private schools, xlviii, 2054-2057 ; of reform schools, 2274, 2276-2277; of school houses and property, xlvii ; of income and expenditures, lii-lvii ; of schools of theology, 236, 243-244, 2174 ; of secondary schools, 37-45, 47-56, 58-67, 69, 71-105, 1941-1943, 2054-2057; of teachers and salaries, xlv-xlvi. The school district in, 1466. Mississippi, college presidents, 1138, 1142, 1144, 1146, 1150. Education in, 1319-1324. Education of the negro, 1332-1340, 1348. Religious instruction, 1655. School laws as to women, 962. State and city superintendents, 1127, 1131. Statistics of business colleges. 2222-2223, 2234- 2235; of city school systems, 14, 15. 17, 1842, 1853, 1863, 1873; of colleges and universities, 155-158, 160, 162-164, 166-169, 172, 175-177, 181- 184, 188-206, 209-217,221-233, 2122-2123, 2139; of colleges and universities reporting teachers’ training courses, 113, 120, 1.22 ; of colleges for women, 172, 175-177, 209-217, 2160; of common schools, xxxv-xlii; of denominational colleges and universities, 153 ; of institutions for the blind, 2261, 2264, 2266 ; of institutions for the deaf, 2248, 2251, 2254; of normal schools, 128- 148, 2202-2203, 2216-2217 ; of law schools, 237, 245-246, 2180; of parochial schools, 1664; of private schools, xlviii, 2056, 2059 ; of school Mississippi — Continued. houses and property, xlvii; of school income and expenditure, lii-lvii; of schools of tech¬ nology, 181-184, 221-233, 2167, 2169; of second¬ ary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1943, 1945, 2006-2007, 2056-2059; of teachers and salaries, xlv-xlvi, The school district in, 1465. Missouri, act passed to enable provision for pen¬ sions to teachers in St. Louis, 1100 note. College presidents, 1138, 1142, 1146, 1150. Education of the negro, 1332-1338, 1350. School laws as to women, 962. State and city superintendents, 1127, 1131. Statistics of business colleges, 2222-2223, 2234- 2235; of city school systems, 14, 15, 17, 1842, 1853,1863,1873,1884; of colleges and universi¬ ties, 155-157, 159, 161-163, 165-169, 172, 175-177, 182, 188-206, 209-217, 1219, 2123, 2139-2140; of colleges and universities reporting teachers’ training courses, 103-114, 122; of colleges for women, 172,175-177,209-217,2160; of common schools, xxxv-xlii ; of denominational colleges and universities, 154; of dental schools, 240, 250-251, 2188-2189 ; of institutions forthe blind, 2262, 2364, 2266; of institutions for the deaf, 2249, 2251, 2254, 2256, 2258, 2259, 2260 ; of law schools, 237, 245-246, 2180 ; of manual training schools, 2170; of medical schools, 238-239, 247- 249, 2184-2185, 2186-2187; of normal schools, 128-148, 2202-2203, 2216-2217; of nurse-train¬ ing schools, 241, 254-255, 2194; of parochial schools, 1664-1665 ; of pharmacy schools, 252- 253, 2190; of private schools, xlviii, 2058-2063; of reform schools, 2274, 2276-2277; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools of theology, 236, 243-244, 2174-2175 ; of secondary schools, 37-45, 47-56, 59-67, 69, 71-105, 1945-1949, 2007, 2058-2063 ; of teachers and salaries, xlv-xlvi. The school district in, 1466. Mitchell, Edward C., on higher education and the negro, 1360-1366. Mobile, Ala., population, 9. Modeling schools in Holland, 519. Moderations, or first public examination, Oxford, 815-818. Monasteries, educational work in Holland, 478. Monitorial schools, 1157-1160. German opinions on, 403-406. In Holland, 494-495. Monmouth College, admission on certificate, 1182. Montana, college presidents, 1138, 1144, 1151. Compulsory education requirements, 1121. Religious instruction, 1654. School laws as to women, 964. State and city superintendents, 1127, 1131. Statistics of business colleges, 2222-2223, 2234- 2235 ; of city school systems, 14, 15, 17, 1842, 1853, 1864, 1873 ; of colleges and universities, 155- 157,159, 161-163, 165, 168-169, 181, 183-184, 188- 200, 202-204, 206, 221-226, 228-233,2123,2140; of common schools, xxxv-xlii; of denomina¬ tional colleges and universities, 154; of insti¬ tutions for the blind, 2262, 2264, 2266; of institutions for the deaf, 2249, 2251, 2254; of normal schools, 128-148, 2216-2217; of paro¬ chial schools, 1664; of private schools, xlviii, 2062-2063 ; of reform schools, 2274, 2276-2277 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221-226, 228-233, 2167, 2169; of secondary schools, 37-45, 47-56, 58-67, 69, 71- 105, 1949, 2007, 2062-2063; of teachers and sala¬ ries, xlv-xlvi. The school district in, 1467. Montana College of Agriculture and the Mechanic Arts, statistics, 1203, 1205, 1207. Montgomery, John, on the organization and ad¬ ministration of secondary schools in England. 618-619. Montgomery, Ala., population, 9. Moral sciences tripos, Cambridge, 862. Moral training in Dutch schools, 496. Moravians, missions in Alaska, 1429. Parochial schools, 1617, 1663,1665, 1666. Morfill, Story of Poland, cited, 719, 721, 723, 731, 732. Mormon education, 1618-1619. 2302 INDEX. Morrison . A. H., on free instruction in Canada, 674-676. Morrison, G. B., on Bell and Lancaster systems as related to schools of the South, 1153-1160. Mortality, negro, 1412. Moses as educator, 1801-1804. Mosher, Warren E., on the Catholic Summer School of America, 1065, 1066, 1068. Moulton. Richard Cr., lecturer at Chautauqua, 981, 990. Moyamensing, Pa., population, 10. Miilhausen, statistics of public elementary schools, 415. 416. Munich, statistics of elementary schools, 410, 415, 416. Murphy, George H., on public instruction in Grand Duchy of Luxemburg, 471-473. Museo Pedagogique, France, 296. Museum of art and archaeology, at Chautauqua, 1045, 1040. Museums of Dutch universities, 533, 534, 535. Music, at Chautauqua, 989. Study of, in Belgium, 315; in Swiss normal schools, 445; in Warsaw, 760. Muskingum College, admission by certificate, 1186. Mutual Benefit Association, Boston Teachers’, 1079-1080. Mutual Benefit Association of the City of New York, Teachers’, 1097-1100. Mysore, statistics of elementary education, 2282- 2283. N. Napoleon I, reforms Dutch schools, 479. National Educational Association, and courses of study in elementary schools, 406. Discussion on religious instruction, 1641-1643. National legislation on religious instruction, 1652- 1654. Natural history, statistics of study of, in German public elementary schools, 409, 411, 415. Natural philosophy, statistics of study of, in Ger¬ man public elementary schools, 409, 411. Natural science, examinations, Oxford, 827-830. Study of, in German public elementary schools, 407,411,417; in Swiss normal school's, 433. Natural science tripos, Cambridge, 862, 867-869. Nature study, in German public elementary schools, 407-415. Navigation schools, in Holland, 518. N avy schools, in Holland, 523-527. Nebraska, college presidents, 1138, 1146, 1151. Compulsory education requirements, 1121. School laws as to women, 962, State and city superintendents, 1127, 1131. Statistics of "business colleges, 2222, 2223, 2236- 2237 ; of city school systems, 14, 15, 17, 1842, 1853, 1864,1874; of colleges and universities, 156-157, 159,161-163, 105-169, 188-206, 1220, 2123- 2124,2140; of colleges and univeraitiesreport- ing teachers’ training courses, 114 ; of common schools, xxxv-xlii; of denominational colleges and universities, 154; of institutions for the blind, 2262, 2264, 2266 ; of institutions for the deaf, 2249, 2251, 2254; of institutions for the feeble-minded, 2267, 2268, 2270 ; of law schools, 237, 245-246, 2180; of medical schools, 238-239, 247-248,2184-2185; of normal schools, 128-148, 2202-2203, 2216-2217; of parochial schools, 1664, 1665; of private schools, xlviii, 2062-2063; of reform schools, 2274, 2276-2279; of school houses and property, xlvii; of school income and expenditure, lii-lvii; of schools of theol¬ ogy, 236, 243-244, 2175 ; of secondary schools, 37-45,47-56, 59-67,69,71-105,1949-1953,2007-2008, 2062-2083 ; of teachers and salaries, xlv-xlvi. The school district in, 1466. Negro, education of, 1331-1424. Netherland Indies, Dutch schools in, 501-502. Instruction in, 519-520. Netherlands, education in, xxiii, 475-542. Education of women, 914. Statistics of elementary education, 2282-2283. Neufcliatel, compulsory education requirements, 1122. Nevada, college presidents, 1138. Compulsory education requirements, 1121. School laws as to women, 962. Nevada— Continued. Statistics of city school systems, 14, 15, 17, 1843, 1854, 1864, 1874; of colleges and universities, 155-157, 159, 161-163,165-166, 168-169, 188-196, 19S-200, 203-206, 227, 1219, 2124, 2140; of colleges and universities reporting teachers’ training courses, 114; of common schools, xxxv-xlii; of denominational colleges and universities, 154; of normal schools, 128-148 ; of private schools, xlviii, 2064-2065; of school houses and property, xlvii; of school income and ex¬ penditure, lii-lvii; of secondary schools, 37- 45, 47-56, 59-67, 69, 71-105, 1953, 2008, 2064-2065; of teachers and salaries, xlv-xlvi. The school district in, 1467. New Albany, Ind., population, 9. New Bedford, Mass , population, 9. New Brunswick, N. J., population, 9. New Brunswick, on need of a central educational bureau, 638. New Church, statistics of colleges and universi¬ ties, 153-154. NewDecatur, Ala., absencepermilted for religious reasons, 1660. New education in Germany, 322-329. New England, A. D. Mayo on common school in, 1551-1615. New Hampshire, college presidents, 1138, 1142, 1144, 1146. Compulsory education requirements, 1121. Conveyance of children to school, 1476-1477. Early common schools, 1601-1603. Establishment of State school fund, 1508, School laws as to women, 962. State and city superintendents, 1127, 1131. Statistics of business colleges, 2222-2223, 2236- 2237 ; of city school systems, 14, 15, 17, 1843, 1854, 1864, 1874, 1885; of colleges and universi¬ ties. 155-158, 1G0, 162-164, 168-169, 172, 175-177, 181-184. 188-206, 209-217, 221, 223-224,226, 228- 233, 1219, 2124, 2140: of colleges for women, 172, 175-177, 209-217, 2160; of common schools, xxxv-xlii; of denominational colleges, and uni¬ versities, 153; of medical schools, 238, 247- 248, 2184-2185; of normal schools, 128-148, 2202- 2203; of nurse-training schools, 241, 254-255, 2194; of parochial schools, 1664; of private schools, xlviii, of reform schools, 2237, 2278- 2279 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221, 223-224, 226-233, 2167, 2169; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1953-1954, 2008, 2064-2065 ; of teachers and salaries, xliv-xlvi. The school district in, 1463. New Hampshire College of Agriculture and the Mechanic Arts, admission by certificate, 1178. Statistics, 1203, 1205, 1207. New Haven, Conn., Catholic public schools, 1660. Population, 9. New Jersey, amount of education per inhabitant, xiii. College presidents, 1138, 1142, 1144, 1146. Compulsory education requirements, 1121. Education of the negro, 1340, 1350. Establishment of State school fund, 1508. School laws as to women, 962. State and city superintendents, 1127, 1131-1132. Statistics of business colleges, 2222-2223, 2236- 2237; of city school systems, 14, 15, 17, 1843, 1854, 1864, 1874, 1885; of colleges and universi¬ ties, 155-158, 1G0, 162-164, 166-169, 172-174, 181- 184, 188-204, 206, 209-217,221-233,1219,2124, 2140- 2141; of colleges for women, 172-174, 209-215, 216-217, 2156; of common schools, xxxv-xlii; of denominational colleges and universities, 153; of institutions for the deaf, 2248, 2251, 2254; of institutions for the feeble-minded, 2267, 2269, 2270, 2271, 2272 ; of law schools, 237, 245-246,2181; of normal schools, 128-148, 2202- 2203 ; of nurse-training schools, 241, 254-255, 2194-2195; of parochial schools, 1664, 1665 ; of private schools, xlviii, 2064-2089; of reform schools, 2273, 2278-2279; of school houses and property, xlvii ; of school income and expendi¬ ture, lii-lvii ; of schools of technology, 181- 184, 221-233, 2167, 2169; of schools of theology, 236, 243-244, 2175; of secondary schools, 36, 38- INDEX, 2303 New Jersey — Continued. 40, 48-57, 59-68, 70, 72-105, 1894-1895, 2008-2009, 2084-2069; of teachers and salaries, xliv-xlvi. Teachers’ retirement law, discussed, 1108-1113. The school district in, 1464. New London, Conn., population, 9. New Mexico, college presidents, 1138, 1144, 1146, 1151. Compulsory education requirements, 1121. State and city superintendents, 1127, 1132, Statistics of city school systems, 14, 15, 1885; of colleges and universities, 155-157, 159, 161-163, 166, 168-169, 181, 183-184, 188-200,203-206, 221- 226, 228-233, 2124, 2141 ; of colleges and uni¬ versities reporting teachers’ training courses, 114 ; of common schools, xxxv-xlii ; of denomi¬ national colleges and universities, 154 ; of in¬ stitutions for the deaf, 2249, 2251, 2254 ; of normal schools, 128-148, 2202-2203; of paro¬ chial schools, 1664 ; of private schools, xlviii, 2068-2069 ; of school houses and property, xlvii; of school income and expenditure, lii— Ivii; of schools of technology, 181-181, 221-226, 228-233, 2167, 2169; of secondary schools, 37-45, 47-56, 59-67, 69, 71-105, 1956,' 2068-2069; of teachers and salaries, xlv-xlvi. New Mexico College of Agriculture and the Me¬ chanic Arts, admission by certificate, 1179. Statistics, 1203, 1207. New Orleans, La., population, 9. New South Wales, statistics of elementary edu¬ cation, 2284, 2285. New t ork, amount of education per inhabitant, xiii. College presidents, 1138-1139, 1142, 1144. 1146. Compulsory school attendance, 1118-1119, 1121. Conveyance of children to school, 1481. Documents used in inspecting and awarding grants, etc., 659-665. .Establishment of State school fund, 1508. J. J. Eindlay on school system of, 640. Pensioning of teachers, 1093-1100. Religious instruction, 1637, 1655. School inspectors, 646-647. School laws as to women, 962. State and city superintendents, 1127, 1132. Statistics of business colleges, 2222-2223, 2236- 2239; of city school systems, 14, 15, 17, 1843, 1854, 1864. 1874, 1885; of colleges and universi¬ ties. 155-158, 160, 162-164, 160-169, 172-175, 177, 181-184, 188-206, 209-217, 221, 223-224, 226-231, 233, 1219, 1220, 2124^2125, 2141 ; of colleges and universities reporting teachers’ training courses, 114, 122-124; of colleges for women, 172-175, 177, 209-217, 2156, 2160: of common schools, xxxv-xlii; of denominational colleges and universities, 153; of dental schools, 239, 250-251, 2189; of institutions for the blind, 2261,2264,2263; of institutions lor the deaf, 224S, 2251, 2254, 2259, 2260; of institutions for the feeble-minded, 2267, 2269, 2270, 2271, 2272; of law schools, 237, 245-246, 2180; of manual train! ngschools, 2170 ; of medical schools, 238- 239, 247-249, 2184-21S5, 21S6-21S7; of normal schools, 128-148, 2202-2205; of nurse-training schools, 241, 254-255, 2194; of parochial schools, 1664,1665; of pharmacy schools, 252-253, 2191 ; of private schools, xlviii, 2068-2078 ; of reform schools, 2273, 2278-2279 ; of school houses and property, xlvii; of school income and expendi¬ ture, lii-lvii; of schools of technology, 181- 184, 221, 223-224, 226-233, 2167, 2169 ; of schools oftheology, 236, 243-244,2175; of schools of vet¬ erinary medicine, 2192; of secondary schools, 36, 3S-46, 48-57, 59-68, 70, 72-105, 1956-1964, 2009, 2068-2079 ; of teachers and salaries, xliv, xlvi. The school district in, 1464. New York City, law for pensions to teachers, 1094-1098. • Population, 9. Teachers’ Mutual Benefit Association, 1097-1100. New Windsor College, admission by certificate, 1184. New Zealand, compulsory education require¬ ments, 1122. Statistics of elementary education, 2284-2285. Newark, N. J., population, 9. Newark Evening News, discussion of teachers’ retirement fund law, 1108-1113. Newburg, N. Y., population, 9. Newburyport, Mass., population, 9. Newfoundland, statistics of elementary education, 2284-2285. Newnham College, 854-857, 866, 877-885, 878, 879. Newport, It. I., population, 10. Nicaragua, education of women, 947. Statistics of elementary education, 2284-2285. Nicholas I and Poland, 744-747. Nieuvenhuyscn, John, improves primary instruc¬ tion, 479. Night schools, statistics, in England, Scotland, ar.d Wales, 258; in Ireland, 259. Nijmegen Monastery, educational work, 478. Norda.u, Max, on residence in cities, 1283-1284. Norfolk, Ya., population, 10. Normal schools, in Holland, 480, 502, 507 ; in Italy, 548-549; in Switzerland, 426-449. J. J. Findlay on, 650-651. List of presidents, 1144-1152. Statistics, xv-xvi, 128-134, 141,143-148, 2198-2221 ; in Belgium, 3L4 ; in France, 297 ; iu the United States, 107-148; of students, 68, 69-70, 71. See also Training of teachers; Professional schools. Normans, cause suspension of school of Utrecht, 478. Norsemen, primitive education among, 1800-1801. North Carolina, college presidents, 1139-1142, 1144, 1146-1147, 1151. Education of the negro, 1332-1340,1350. Establishment of State school fund, 1507. State and city superintendents, 1127, 1132, Statistics of "business colleges, 2222-2223, 2238- 2239; of city school systems, 14, 15, 1844, 1855, 1865-1875,1880; of colleges and universities, 155-158,160, 162-164, 166-169, 172, 175-177, 181- 184, 188-203, 209-217, 221-233, 1219, 2125, 2141; of colleges and universities reporting teachers’ training courses, 114. 124; of collegesfor women, 172, 175-177, 209-217, 2160-2162; of common schools, xxxv-xlii : of denominational colleges and universities, 153 ; of institutions for the blind, 2261,2264,2266; of institutions for the deaf, 2248, 2252, 2254 ; of law schools, 237, 245- 246, 2180: of medical schools, 238-239, 247-248, 2184-2185; of normal schools, 128-148,2204-2205, 2216-2219; of parochial schools, 1664, 1665; of pharmacy schools, 252-253, 2191; of private schools, xlviii, 2078-2084: of school houses and property, xlvii; of school incGineand expendi¬ ture. lii-lvii ; of schools of tecknologv, 181-184, 221-233, 2167, 2169 ; of schools of theology, 236, 243-244. 2175; of secondary schools, 36, 38-46, 4S-57, 59-68, 70, 72-105, 1964-1965, 2009, 2078-2084; of teachers and salaries, xliv, xlvi. The school district in, 1464. North Dakota, college presidents, 1138, 1144, 1147. Religious instruction. 1654. School laws as to women, 864. State and city superintendents, 1127, 1133. Statistics of business colleges, 2222-2223, 2238- 2239; of city school systems, 14, 15; of colleges and universities, 155-157, 159, 161-163, 165-169, 181-184, 188-206, 221-233, 1219, 2125, 2142 ; of col¬ leges and universities reporting teachers’ training courses, 114; of common schools, xxxv-xlii; of denominational colleges and universities, 154 ; of institutions for the deaf, 2249, 2252, 2254; of normal schools, 128-148, 2204-2205; of parochial schools, 1664; of pri¬ vate schools, xlviii, 20S4-2085 ; of school houses and property, xlvii; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221-233, 2167, 2169; of secondary schools, 37-45, 47 -56, 59-67, 69, 71-105, 1965, 2010, 2084-2085 ; of teachers and salaries, xlv- xlvi. The school district in. 1466. North Dakota Agricultural College, statistics, 1203, 1205, 1207. Northern Liberties, Pa., population, 10. Northrop, Cyrus, on admission to university by certificate, 1172. On technological instruction, 1200. Northwest, education in, during the first half cen¬ tury of the Republic, 1513-1550. Northwest Provinces, statistics of elementary I education in, 2282-2283. 2304 INDEX. Northwestern Christian College, admission by certificate, 1185. Northwestern University, admission hy certifi¬ cate, 1182. Norway, coeducation in, 1118. Compulsory education requirements, 1122. Education of women, 916, 917. Pensions to teachers, 1103. School laws as to women, 967. Statistics of elementary education, 2282-2283. Women in medicine, 954. Norwich, Conn., population, 9. Nova Scotia, compulsorv education requirements, 1122. Statistics of elementary education, 2284-2285. Nuremberg, statistics of public elementary schools, 416. Nurse- training schools, statistics, xvii, 242,254, 255, 2193-2196. Nussbaum, Miss Sophia, education in the Neth¬ erlands, 475-542. Nydegger, Louise, on Russian women in Swiss universities, 929-934. O. Oberlin College, admission by certificate, 1186. Object teaching in Erance, 301. Occupations of Past Bridge Street boys analyzed, 619-620. Officers of State and city schools, 1127-1135. Officials of secondary schools in Holland, 508. Ohio, amount of education per inhabitant, xiii. College presidents, 1139, 1142, 1144, 1147. Compulsory education requirements, 1121. Conveyance of children to school in, 1482. Education of the negro, 1342, 1350. Efforts of teachers for pension fund, 1093. In education, 1517-1535. School laws as to women, 963. State and city superintendents, 1127, 1133. Statistics of business colleges, 2222-2223, 2238- 2241 ; of city school systems, 14,15, 17, 1844, 1855, 1865,1875,1886; of colleges and universities, 155- 158, 161-164, 166-169, 172-177, 181-184, 188-206, 209-217, 221, 223-224, 226-231, 233, 1219, 2125- 2127, 2142-2143 ; of colleges and universities re¬ porting teachers’ training courses, 114, 124 ; of colleges for women, 172-177, 209-217, 2156, 2162; of common schools, xxxv-lii; of denomina¬ tional colleges and universities, 154; of dental schools, 240, 250-251,2189; of iustitutions for the blind, 2261, 2264, 2266 ; of institutions for the deaf, 2249, 2252, 2254,2256-2258,2259, 2260; of institutions for the feeble-minded, 2267, 2269, 2270; of law schools, 237, 245-246, 2181 ; of manual training schools, 2170; of medical schools, 238-239, 247-249, 2184-2185, 2186-2187 ; of normal schools, 128-148, 2204-2205, 2218-2219 ; of nurse-training schools, 241, 254-255, 2195; of parochial schools, 1664 ; of pharmacy schools, 252-253, 2191 ; of private schools, xlviii, 2084- 2087 ; of reform schools, 2274, 2278-2279 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221, 223-224, 226-231, 233, 2167,2169; of schools of theology, 236, 243-244, 2176 ; of schools ot veterinary medicine, 2192 ; of secondary schools, 36, 38-45, 47-56, 58-68, 71, 72-105, 1965-1976, 2010-2011, 2084-2087 ; of teach¬ ers and salaries, xlv-xlvi. The school district in, 1465. Ohio State University, admission by certificate, 1179. Statistics, 1205, 1207. Oklahoma, college presidents, 1139, 1144, 1147. School laws as to women, 964. State and city superintendents, 1127, 1133. Statistics of city school systems, 14, 15, 17, 1845, 1856, 1866, 1876 ; of colleges and universities. 155-158, 160, 162-163, 168-169, 181, 183-184, 188- 200, 202-206, 221-226,228-233, 2127, 2143 ; of com¬ mon schools, xxxv-xlii; of denominational colleges, 153; of normal schools, 128-148, 2204- 2205; of private schools, xlviii, 2086-2087; of school houses and property, xlvii ; of school income and expenditure, lii-'lvii ; of schools of Oklahoma — Continued. technology, 181-184, 221-233, 2166, 2168 ; of sec¬ ondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1976,2086-2087; of teachers and salaries, xlv- xlvi. Oklahoma Agricultural College, statistics, 1205, 1206. Old-field schools of Georgia, discussed, xxix. Old South work (Boston), 1311-1317. Oldenburg, statistics of elementary education, 415, 416, 2280-2281. Olivecrona, Mrs. Rosalie Ulrica, on education of women in Sweden, 918. Olivet College, admission by certificate, 1185. Olivier, H., Dutch apothecary, 485. Oneida Institute of Science and Industry, 1192. Ontario, coeducation in, 1116. Compulsory education requirements, 1122. Free instruction, discussed, 673-676. Little chance to work out experiments, 639. Religion and the state school system, 669-670. Report on education, quoted, 637-638. School inspection, 646-647. Statistics of elementary education, 2284-2285. System of certificates, 648-649. Three grades of education made consecutive, 629. Oregon, college presidents, 1139, 1144, 1147. Compulsory education requirements, 1121. School laws as to women, 963. State and city superintendents, 1127, 1133. Statistics of business colleges, 2222-2233, 2240- 2241 ; of city school systems, 14, 15, 17, 1845,1856, 1866, 1876, 1887 ; of colleges and universities, 155- 157, 159, 161-163, 165-169, 181-184, 188-196, 198- 206, 221-233,1219, 2127,2143; of colleges and uni¬ versities reporting teachers’ training courses, 114; of common schools, xxxv-xlii; of denomi¬ national colleges and universities, 154 ; of in¬ stitutions for the blind, 2262, 2264, 2266; of institutions for the deaf, 2249, 2252, 2255 ; of law schools, 237, 245-246, 2181 ; of medical schools, 238, 247-248, 2184-2185; of normal schools, 128- 148, 2204-2205; of nurse-training schools, 241, 254-255, 2195; of parochial schools, 1664; of private schools, xlviii, 2086-2087 ; of reform schools, 2274, 2278-2279; of school houses and property, xlvii; of school income and expendi¬ ture, lii-lvii ; of schools of technology, 181-184, 221-233, 2167, 2169 ; of secondary schools, 37-45, 47-56, 58-67, 69,71-105,1976-1982,2011, 2086, 2087; of teachers and salaries, xlv-xlvi. The school district in, 1467. Oregon State Agricultural College, admission by certificate, 1179. Organization of local Chautauqua circles, 1011- 1013. Organization of schools in United States, Prussia, and England compared, 641 note. Organization of secondary education in England, testimony on, 605-620. Organization of Swiss normal schools, 427-440. Oriental languages tripos, Cambridge, 864. Original establishment of State school funds, 1505- 1511. Orphan asylums in Rome, 561-562. Osnabriick, statistics of public elementary schools, 415. Ossoliiiski Library, 781. Ostrogorski, cited on women in medicine, 953. Oswego, N. Y., population, 10. Ottawa (Kans.) Chautauqua assembly of camp meeting type, 996 note. Otto, educated at Utrecht, 478. Oudh, statistics of elementary education, 2282- 2283. Ould, Henry, report on schools of Washington, 1677. Overcrowding in Holland, 481-482. Overeducation, discussed for Ontario, 673-674. Not believed in, in America, 624, 625. Oxford, Association for the Education of Women, 808-811. Examinations, 811-830. Methods of study for women, 830-837. Position of women, 837-840. Special women’s honor examinations, 828-830. Statistics, 258. INDEX. 2305 p. Page, James A., on Mary Hemenway, 1308-1309. Palestine Park, Chautauqua, 1046. Paraguay, statistics of elementary education, 2284-2285. Parchim, statistics of public elementary schools, 416. Paren, Mme. Callirrhoe, on education of women in Greece, 936. Parentage, foreign, statistics, 1623. Paris, Mus6e P6dagogique, 296. Parker, Francis W., lectures at Chautauqua, 1035. Parochial schools, 1617-1671. Statistics of cities, 14. Paroli, Professor, on manual training in Italy, 573-574. Past Bridge Street hoys, analysis of occupations of parents, 619-620. Paterson, N. J., population, 9. Paulsen, Friedrich, on universities, 728. Pauperism, negro, 1413. Peabody fund, 1381. Pedagogical conferences in Italy, 575. Pedagogical course, statistics of students in col¬ leges and universities, 1163. Pedagogy, in Germany, 329-345. Prejudice against, in France, 697. Progress in United States, 651-653. Ketarded in Germany, 700. Study of, in Swiss normal schools, 435-439. See also Normal schools and Training of teachers. Pedagogy of the New Testament, G. Stanley Hall on, 1039, 1040. Pedagogy of the Old Testament, G. Stanley Hall on, 1038. Penekese Summer School, 1485. Penmanship and business school of Chautauqua, 1042-1044. Pennsylvania, agricultural school in, 1192. College presidents, 1139-1140, 1142-1143, 1144, 1147, 1151. Compulsory education requirements, 1118, 1120, 1121. Education in, 1325. Education of the negro, 1342, 1350. School laws as to women, 963. State and city superintendents, 1127, 1133-1134. Statistics of business colleges, 2222-2223, 2240- 2243; of city school systems, 14, 15, 17, 1845, 1856, 1866,1876, 1887; of colleges and universities, 155- 158, 160, 162-164, 166-169, 172-177, 181-184,188- 206,209-217,221-233, 1219-1220, 2327-2128,2143- 2144; of colleges and universities reporting teachers’ training courses, 114-115, 124; of col¬ leges for women, 172-177, 209-217, 2156, 2162; of common schools, xxx v-xlii ; of denominational colleges and universities, 153 ; of dental schools, 239,250-251, 2189; of institutions for the blind, 2261, 2264, 2266 ; oi institutions for the deaf, 2248,2252, 2255; of institutions for the feeble¬ minded, 2267, 2269, 2270 ; of manual training schools, 2170 ; of medical schools, 238-239, 247- 249,2184-2185, 2186-2187; of normal schools, 128, 148, 2204-2207, 2218-2219; of nurse-training schools, 241, 254-255, 2195-2196; of parochial schools, 1664, 1665 ; of pharmacy schools, 252- 253, 2191 ; of private schools, xlvii, 2088-2095 ; of reform schools, 2273, 2278-2279; of school houses and property, xlvii ; of school income and expenditure, lii-lvii; of schools of tech¬ nology, 181-184, 221-233, 2167, 2169 ; of schools of theology, 236, 243-244, 2176-2177 ; of schools of veterinary medicine, 2192; of secondary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1976- 1982, 2011-2012, 2088-2095; of teachers and sal¬ aries, xliv, xlvi ; of teachers’ annuity and aid association of the citv of Philadelphia, 1086- 1093. The school district in, 1464. Pennsylvania State College, admission by certifi¬ cate, 1179. Statistics, 1205, 1208. Pepin, educated at Utrecht, 478. Peru, statistics of elementary education, 2284-2285. Pestalozzi and German pedagogy, 333, 334, 336, 340. Petersburg, Ya., population, 10. ED 95 - 73 Petit, iSdouard, and reorganization of adult schools in France, 297-300. Pharmacists, female, in Holland, 485. Pharmacy, Boudouin’s report on, 1239-1242. Schools of, statistics, xvii, 238-241,242, 252,253, 2190-2191. Philadelphia, Pa., population, 10. Public Education, Association of, 1325. Teachers’ Annuity and Aid Association, 1086- 1093. Phillips, Wendell, on Alaska, 1448. Philological department, University of Cracow., 767 ; University of Lemberg, 780. Philosophical faculty, University of Cracow, 770;; University of Lemberg, 779. Physical geography, statistics of students in sec¬ ondary schools, 41, 45, 52, 56, 66. Physical training, progress in Italy, 572. Physico-mathematicalfaculty, University of War¬ saw, 752, 757. Physics, at Chautaquua, 1024. Statistics of students in secondary schools, 41, 45, 52, 56, 66. Physio-medical schools of medicine, statistics, 242, 2186-2187. Physiology, statistics of students in secondary schools, 41, 45, 53, 56, 67. Pious Institute, work, 562. Pittsburg, Pa., population, 10. Plimsoll, Samuel, collects English histories of the American Revolution, 1757. Plumb, Albert H., on scientific temperance in¬ struction in public schools, 1829-1833. Poland, education in, xxv-xxvi, 713-792. Polish archives, 759-760, 762-764, 771, 781, 790. Political economy, study of, in German public elementary schools, 423. Polytechnic school of Delft, 516-518. Poole, R. B., on organization and administration of secondary schools in England, 609-610. Pope, letter on the Catholic Summer School, 1071. Popular control needed by secondary education, 626, 627. Popular education does not tend to contentment, 675. Should it be supplied by the State ? 675. Population, according to native or foreign par¬ entage, 1621. By general nativity, color, and country of birth, 1621-1623. In cities, comparison of, 9-10. Of United States, 10. Statistics, schools, 1837-1847, 1879-1889 ; in Eng¬ land, Scotland, and Wales, 261. Portage, Wis., Chautauqua Circle study of Ger¬ many, 1017, 1018. Portland, Me., population, 9. Portland, Oreg., medical schools and hospitals., 1274. Portsmouth, N. H., population, 9. Portsmouth, Ya., population, 10. Portugal, education of women, 940, 941. Pensions to teachers, 1105. Statistics of elementary education, 2282-2283. Women in medicine, 956. Posen, education in, 791-792. Potter, Alonzo, on religious instruction, 1636-1637. Poughkeepsie, N. Y., population, 10. Practice schools, relations to training of teachers, 684. Prairie View State Normal School, statistics, 1206, 1209. Preliminary schools in Italy, 570. Preparation of college students in United States, statistics, 669. Presbyterians, missions in Alaska, 1431-1433. Private secondary schools, 60. Religious instruction, 1667. Statistics of colleges and universities, 153-154. Presidents of colleges, list, 1135-1152. Primary schools, expenditures in Holland, 499-50L Improvements in Holland, 479, 480, 481. Legal requirements in Holland, 493. Limitations of term in Holland, 488. Statistics, in Belgium, 514; in France, 297; in Holland, 488. Superintendence in Holland, 486-488. 2306 INDEX. Primitive education among various nations, 1796- 1801. Prince Edvards Island, compulsory education re¬ quirements, 1122. Statistics of elementary education, 2284-2285. Prince, John T., on conveyance of children to school, 1472-1474. Princeton Theological Seminary, 1244. Principal’s schedule, in New York, specimen blank, 663. Prinsterer, Groen van, leads denominational de¬ mand for schools, 479. Printing in Poland, 729-731. Prison schools in Belgium, statistics, 315. Prison Avork of Chautauqua circles, 1015. Privato and endowed schools, increased influence in Massachusetts, 679. Private educational enterprises in United States, 623. Private high schools. See High schools ; Second¬ ary schools. Privatenormal schools, list of presidents, 1148-1152. In Holland, 506. Statistics, 2210-2221. See also Normal schools. Private schools, assault on, 1317-1318. Increase and work in United States, 632-033. Provision for bringing them under local author¬ ity, 589. Itelative growth, xlviii-li. Statistics, xlviii ; of Belgium, 314; of cities, 14; of enrollment, 12. To he brought under local authorities, 589. Private secondary schools. See Secondary schools. Private superior instruction in Holland, 537-538. Probejahr, the, work of, in Germany, 704. Professional department, students of, in colleges and universities, 160, 161. Professional education, 1223-1259. In Swiss normal schools, 435-439. Professional organizations in Italy, 576-579. Professional schools, in Holland, 510-511. Statistics, xvi, 2171-2196; in Belgium, 315; in United States, 235-255. See also Business colleges, Dentistry schools, LaAV schools, Medical schools, Nurse-train¬ ing schools, Pharmacy schools, Theological schools, Technical schools, Trade schools, and Veterinary schools. Professional training of teachers. See Training of teachers. Professions, overcrowded in Canada, 673-676. Women in, 949-959. Professors. See Teachers. Programmes of higher burgher schools, 513. Promotions, statistics of, in Dutch universities, 533. Property, held by technical schools, 183. Statistics of schools, xlvii; of city schools, 13, 15, 16, 17,1848-1858,1879-1889; of colleges and universities, 168; of colleges for women, 213, 214,215,2156-2165 ; of colored schools, 1340-1355 ; of medical schools, 2182-2187; of normal schools, 133, 139, 2198-2221; of private high schools, 102; of private secondary schools, 2018-2113; of public high schools, 1890-2016; of reform schools, 2273-2279; of schools for defective classes, 2248-2249, 2281-2262, 2267, 2270; of technological schools, 2168-2169; of theological schools, 236, 2171-2178. Proprietary schools in United States, 631-632. Protection of Italian emigrants in America, 1789- 1794. Protestant Episcopal Church, missions in Alaska, 1428. Parochial schools, 1663, 1664. Statistics of colleges and universities, 153-154. Protestantism in Poland, 737-740. Providence, It. I., population, 10. Prussia, compulsory education requirements, 112 2. LeaATing examination in secondary schools, 708- 712. Pensions to teachers, 1102. Policy toward Poland, 715-716. School organization compared with that in Em gland and United States, 641 note. Statistics of elementary schools, 402, 407-409, 415, 416, 417, 2280-2281. Prussia — Continued . Work of Gymnasial-Seminar, 705-706; of the Royal Pedagogic Seminary, 704-705. See also Germany. Prussian Poland, education in, 785-792. Extent, 721. Psychology, statistics of students in secondary schools, 42, 45, 53, 56, 67. Public Good, Society of, founded in Holland, 479. Public high schools, do not supply whole demand, 633. See also High schools ; Secondary schools. Public instruction in Italy, Dr. Rossi on, 543-556. List of State superintendents, 1127-1135. » Public Opinion, symposium on religious instruc¬ tion, 1643. Public-school system of tho United States, the social unit in, 1457-1467. Public schools, age of withdrawal from, 1161-1170. Art education in, 793-803. Character in Holland, 480. Classification in Holland, 480, 481. Necessity for, in United States, 627. RelatHe growth, xlviii-li. Scientific temperance instruction in, 1829-1833. Statistics of cities, 3-17 ; of expenditures, 1869- 1878, 1879-1889; of France, 298; of receipts, 1859-1868; of Washington, 1673-1698. Public secondary schools. See Secondary schools. Publications of Bureau of Education, list, 1821- 1828. Pupils, statistics of, xi-xii, xxxv-xlii; of elemen¬ tary, in public normal schools, 129, 135; of elementary, in secondary schools, 48, 61, 74, 76, 91,93; in Belgium, 314; in cities, 16; in Eng¬ land and Wales, 258, 261 ; in France, 290-298; in Germany, 471, 473 ; in Ireland, 259 ; in Mani* toba, 276; in Prussia, 402-403; in Scotland, 258, 261; in secondary schools in England’ 597-598. Pupil teachers in German public elementary schools, 385-387, Purdue UniA7ersity, admission by certificate, 1175. Statistics, 1202, 1204, 1207. Putnam, Rufus, settles Marietta, 1518-1519. Q. Quebec, coeducation in, 1116. No compulsory education requirements, 1122. Statistics of elementary education, 2284-2285. Queen’s College (Belfast, Ireland), statistics, 259. Queen’s College (Cork, Ireland), statistics, 259. Queen’s College (Galway, Ireland), statistics, 259. Queensland, compulsory education requirements, 1122. Statistics of elementary education, 2284-2285. K. Rabbinical educational laws, 1811-1814. Radcliffe Library, Oxford, 849-853. Reading, Pa., population, 10. Reading circles, Catholic, 1076, 1077. Receipts for educational purposes, statistics of colleges and universities, 169, 201, 202, 203, 204, 205, 206 ; of colleges for women, 174, 177, 217, 2156-2165; of colored schools, 1346-1355; of Dutch universities, 538, 539, 540, 541, 542; of England, 262, 263; of secondary education in England, 588 ; of Manitoba, 276 ; of medical schools, 2182-2187 ; of normal schools, 132, 138, 2198-2221; of normal students, 141-142; of private high schools, 105 ; of public schools, 1859-1868; of public high schools, 46, 57, 58, 87, 88; of schools, lvi-lviii; of schools for defect¬ ive classes, 2248-2249, 2261-2262, 2267, 2270; of Scotland, 202, 263 ; of Swiss normal schools, 448; of technical schools, 184, 233; of techno¬ logical schools, 2168-2169. Recommendation of royal commission on secon¬ dary education, 584-585. Recreation at Chautauqua, 987-990. Reform schools, statistics of, 2273-2279; in Bel¬ gium, 315. Reformation, the, in Poland, 732, 737. Reformatory schools, in Holland, 492-493. INDEX. 2307 Reformed Church, religiousinstructlon, 1660-1681, 1663, 1865 ; statistics of colleges and universi¬ ties, 153-154. Reformed Episcopal Church, parochial schools, 1665. Reformed Presbyterian Church, statistics of col¬ lege and universities, 153-154. Regents’ examinations at Chautauqua, 1040, 1041. Registered home students, women, Oxford, 849. Registration of teachers, in England, 589-590. Of secondary schools of German Empire, 698- 708. Rein, W., on the new education in Germany, 322- 329. Reindeer imported into Alaska, 1437-1442. Religion, and the state school system in Upper Canada, 669-670. Eight over, in Dutch schools, 477, 479-480. In Poland, 722. Study of, in Swissnormal schools, 445. Religious denominations, statistics of colleges for women, 2156-2165; of colored schools, 1338- 1345 ; of private secondary schools, 2018-2113 ; of universities and colleges, 2115-2147. Religious instruction, 1617-1671. In England, 263-273, 593-594; in German public elementary schools, 407-416, 417; in schools of Rome, 560-561; in Swiss normal schools, 431; in United States, J. J\ Findlay on, 653-657. Renaissance, Italy during period of, 579. Repetition schools in Holland, 489, 491. Responsion, or preliminary examination, Oxford, 811. Retirement fund for teachers, city of blew York, 1095. Reuss Jr. Line, statistics of elementary educa¬ tion, 2280-2281. Reuss Sr. Line, statistics of elementary schools, 2280-2281. Reynolds, Jobn, on early Illinois, 1540-1542. Rhetoric, statistics of students in secondary schools, 42, 45, 53, 56, 67. Rhode Island, amount of education per inhab¬ itant, xiii. College presidents, 1140, 1144, 1147. Compulsory education requirements, 1121. Conveyance of children to school, 1480-1481. Early education in, 1605-1615. Relative growth of public and private schools, xlix. School laws as to women, 963. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2242- 2243; of city school systems, 14, 15, 17, 1846, 1857,1867,1877,1887; of colleges and universi¬ ties, 155-158, 160, 162-164, 166-169, 181-184, 188- 206, 223-224, 226-233, 1220, 2128, 2144; of colleges and universities reporting teachers’ training courses, 115 ; of common schools, xxxv-xlii ; of denominational colleges and universities, 153; of institutions for the deaf, 2256-2258 ; of man¬ ual training schools, 2170 ; of normal schools, 128-148,2206-2207; of nurse-training schools, 241, 254-255, 2196 ; of parochial schools, 1664 ; of private schools, xlviii, 2094-2095; of reform schools, 2273, 2278-2279; of school houses and property, xlvii ; of school income and expend¬ iture, lii-lvii ; of schools of technology, 181- 184, 221, 223-224, 226-233, 2167, 2169 ; of second¬ ary schools, 36, 38-46, 48-57, 59-68, 70, 72-105, 1982-1983,2013,2094-2095; of teachers and sal¬ aries, xliv-xlvi. The school district in, 1463. Rhode Island College of Agriculture and Me¬ chanic Arts, statistics, 1202, 1204, 1208. Richards, Zalmon, and the schools of Washington, 1687-1688. Richmond, Ya., population, 10. Richter, Gustav, quoted, on mental fatigue in schools, 450-456. Roberts, R. D., on Chautauqua, 1064. Rochester, bT. Y., population, 10. « Roman Catholics, and Manitoba school question, 279-288. In Poland, 722. Missions in Alaska, 1429. Parochial schools, 1662, 1664. Religious instruction, 1667-1671. School system, 556-564. Roman Catholics — Continued. Schools in Italy, 1628. Statistics of colleges and universities, 153-154; private secondary schools, 60. Romans, primitive, education among, 1800. Rome, number of schools in, 560. Roosevelt, George W., on pensions for teachers in Belgium, 1105-1108. Roosevelt Hospital, 1265. Root, Francis H., aid to Chautauqua 996. Rossi, Egisto, on public instruction in Italy, 543- 556. Roumania, education of women, 945. Statistics of elementary education, 2282-2283. Women in medicine, 956. Roxbury, Mass., population, 9. Royal commission on secondary education, report and accompanying papers, "583-712. Report summarized, xxiv-xxv. Royal Institution of Marine, work, 525. Royal Military Academy at Breda, work, 523-524. Royal Pedagogic Seminary in Prussia, work, 704- 705. Rules and regulations of Chautauqua, 990, 991. Rulison v. Post, case cited on parents’ right to> select studies, 1652. Rumford professorship, Harvard, 1189, 1190, 1191. Rural schools in Germany, 380-403 . Russia, education of women, 942-943. Pension to teachers, 1103. Statistics of elementary education, 2282-2283. Women in medicine, 954,955.. Russian Poland, extent, 721. Higher education in, 743-765. Russian women in Swiss universities, by Louiso bfydegger, quoted, 929-934. Rutgers Scientiiic School, statistics, 1205, 1207. g. Sacred literature, schools of, at Chautauqua, 1032- 1035. Saddler, M. E., on leaving examinations in sec- „ ondary schools of Prussia, 708-712, Safafik, cited on Poland, 719, 735. Saint Andrews (Scotland) University, statistics, 253. Saint Boniface, educational influence in the Neth¬ erlands, 478. Saint Hugh’s Hall, 806, 818, 848-849. St. Louis, ago of withdrawal from public schools, 1161-1165. Annuity to teachers, 1100. Population, 9. Saint Mary’s (Theological) Seminary, 1244. Salaries of teachers in England, discussed, 594; in Holland, 483-484, 495-496, 515. Statistics, xlvi. See also Teachers’ salaries^ Salazar. See Zampini-Salazar. Salem, Mass., population, 9. Salisbury, Lord, quoted on religious instruction in State-aided elementary schools, and public support for denominational schools, 265, 269, 273. Salute, tho Chautauqua, 984. Salvador, statistics of elementary education, 2284- 2285. Samuelson, Sir Bernhard, on the organization and administration of secondary education in En¬ gland, 617-618. San Francisco, medical schools, 1274-1275. San Francisco Theological Seminary, 1243. Sanitary inspection in English schools, 589. Satolli, Francis, Cardinal, on Catholic school sys¬ tem of Rome, 556-564. On Catholic Summer School of America, 1071. On religious instruction, 1667-1671. Savage, Minot J., on religious instruction, 1643. Savannah, Ga., plan of Catholic public schools. 1658-1660. Population, 9. Savings banks in Dutch schools, 497. Saxe-Altenburg, statistics of elementary schools, 2280-2281. Saxe-Cohurg-Gotha, statistics of elementary edu¬ cation, 2280-2281. Saxe-Meiningen, statisfes of elementary educa¬ tion, 2280-2281. 2308 INDEX, Saxe- Weimar, statistics of elementary education, 2280-2281. Work of Gymnasial-Seminars, 706. Saxony, compulsory education requirements, 1122. Continuation schools, 1124. Statistics of elementary education in, 411, 416, 2280-2281. Scandinavia, religious instruction in, 1625. Scandinavian parentage, distribution of, 1632. Schaeffer, Nathaniel C., on compulsory school-at¬ tendance law of Pennsylvania, 1120. Schaumburg- Lippe, statistics of elementary edu¬ cation, 2280-2281. Schedules, etc., used by University of the State of New York, specimens, 659-665. Schenectady, N. Y., population, 10. Schleicher, cited on Polish language, 726. Schnitzler, cited on Polish language, 726. Schoenfeld, Hermann, on higher education in Po¬ land, 713-792. Scholarship funds, use of, in secondary schools in England, 595-597. Scholarships and exhibitions, Newnham College, 879, 881. In medical schools, 1234-1236; in United States, 645. Statistics of colleges and universities, 168 ; col¬ leges for women, 174; Swiss normal schools, 444 ; technical schools, 183. School, conveyance of children to, 1469-1482. School age in the several States, xxxvii. School boards, powers and work in England, 586. School buildings, no instruction in condemned school buildings in Holland, 484. Statistics, xlvii. See also Buildings. School district, origin and character of, 1457-1467. School enrollment, statistics, xxxix-xl. School fees, in Holland, 497-498. School funds, State, establishment of, 1505, 1511. School hygiene in Holland, 499. School laws in Belgium, 315-319. School laws of United States, and women, 960-968. Sch ool libraries in Holland, 499. School officers, city and State, 1127-1135. School population, statistics of, in Manitoba, 276. School money, receipts and expenditures, lii-lvii. See also Receipts. School of Mines, Missouri, statistics, 1205, 1207. School of the Prophets, 1804r-1805. School population, growth in St. Louis, Chicago, Boston, 1163. Schoolproperty, statistics, xlvii. Seealso Property. School statistics of Holland, 483, 488-497, 499-501, 503, 504, 506, 507, 510, 514, 518-523, 526-542. School system, Catholic, of Rome, 556-564. School term in Swiss normal schools, 430-431, Statistics, xli, xliii-xliv ; city schools, 12, 16, 17, 1818-1858, 3879-1889; dental schools, 2188-2189; law schools, 2179-2181 ; medical schools, 2182- 2i87 ; normal schools, 2198-2221; nurse- training schools, 2193-2196 ; private secondary schools, 2018-2113; public high schools, 1890-2016; schools of pharmacy, 2190-2191 ; schools of vet¬ erinary medicine, 2192; theological schools, 2l71-2i78. School year, increase in length, xiii-xiv. Schoolmasters of early Georgia, 1702-1703. Schools for deaf mutes. See Deaf, schools for. Schools for the blind. See Blind, schools for. Schools in quir y commission, recommendations, 598 . Schools of art. See Art schools. Schools of dentistry. See Dentistry, schools of. Schools of law. See Law schools. Schools of medicine. See Medical schools. Schools of pharmacy. See Pharmacy, schools of. Schools of theology. See Theological schools. Schurman, J. G., on technical training, 1200. Schwarzburg-Rudolstadt, statistics of elemen¬ tary education, 2280-2281. Schwarzburg-Sondershausen. statistics of elemen¬ tary education, 2280-2281. Sciences, statistics of, in secondary schools, 40, 41, 42, 44, 45, 51-53, 54, 64, 65, 66. Scientific apparatus, statistics of, in colleges and universities, 168,199; in colleges for women, 174, 177, 213 ; in private high schools, 102 ; in public high schools, 46, 57, 58, 85 ; in technical schools, 183, 230. Scientific course in college, statistics of secondary students preparing for, 38, 43, 49, 63, 78, 80, 95, 97. Scientific organizations in Italy, 576-579. Scientific temperance instruction in public schools, 1829-1833. Scotland, coeducation in, 1116, Compulsory education requirements, 1122. Statistics, colleges and universities, 258 ; elemen¬ tary education, 258-262,2282-2283; secondary schools, 259. Women in medicine, 950, 951, 952. Scott, Canon, quoted on religious instruction in state-aided elementary schools, and public support for denominational schools, 267, 268. Scott, Miss C. A., work at Girton, 855. Seaman, Owen, course at Chautauqua, 1018, 1019, 1020. Sears, Barnas, agent of Peabody Fund, 1381. Seath, John, on free instruction in Ontario, 673-674. Seaver, Edwin P., report on manual training, 670-671. On Mary Hemenway, 1306-1308. Secondary education in Poland, 761, 762. In Warsaw, 760. Report of J. J. Findlay on certain features of, in United States and Canada, 621-672. Royal commission on, report and accompanying papers, 583-712. Secondarv instruction, in Holland, 507-527; in Italy" 550-552. Secondary schools, documents used in inspecting and awarding grants, etc., in New York, 659- 665. j Expenditures in Holland, 520-522, 527. Financial resources of, in England, 597 . For girls, in Holland, 514-515. In Galicia, 783-785. Leaving examinations in Prussia, 708-712. Statistics, xiv-xv, 36-105, 2078-2113 ; in Belgium, 314; in Germany, 471-472. Training of teachers of, in France, 685-697 ; in Germany, 698-708. Sectarian colleges and universities, statistics, 153- 154. Sectarian colleges for women, statistics, 172. Sectarian schools, in England, public support for, 263-273. Statistics of, in private secondary, 59. See, Camille, cited on education of women, 911. Semiboarding schools in Rome, 561. Seminaries, statistics, 2018-2113. Value in German pedagogical training, 703. Servia, education of women. 944. Statistics of elementary education, 2282-2283. Seventh Day Adventists, statistics of colleges and universities, 153-154. Seventh Day Baptists, statistics of colleges and universities, 153-154. Sewall, Mrs. May Wright, on governmental atti¬ tude toward education of women, 905, 906. Sewers, Chautauqua, 993. Sewing. See Female handiwork. Sharpe, T. W., on organization and administration of secondary schools in England, 616-617. Sharpless, Isaac, quoted on religious instruction in schools, 655-656. Quoted on teachers’ institutes, 626 note. Sheedy, Morgan M., on the Catholic Summer School, 1069-1071. Sheffield Scientific School, 1191, 1267. Shinn, Millicent W., on marriage rate of college- bred women, 968-970. Shurtleff College, admission by certificate, 1182. Sidgwick Hall, Newnham College, regulations, 881-884. Sienkiewitz, Polish historical novelist, 769. Sigismund Augustus, disturbance at University of Cracow, 732-734. Sims, William H., address at Millsaps College, 1319-1324. Singing, statistics of study of, in German public elementary schools, 407-415, 417. Study of, in Swiss normal schools, 434. Sittings, statistics of, in cities, 13, 15, 16, 17. Skinner, Charles R., on conveyance of children to school, 1481. Slater, John F., memorial sketch, 1415-1424. Slater fund and education of the negro, 1367-1424. INDEX. 2309 Slave trade, the, 1396. Slavonic studies, University of Lemberg, 780. Smart, James S., on technical training, 1200. Smith, Anna Tolman, on education in France, 289- 312. On Manitoba school case, 275-278. On public education in Belgium, 313-319. Smith, Frank C., on incompetency of lawyers, 1252-1253. Smith, Walter, and drawing in schools, 1691-1692. Social unit in the public-school system of the United States, 1457-1467. Sociology, denned, 1213. Instruction in, 1211-1221. Somerville College, Oxford, 806, 808, 840-845. South Australia, compulsory education require¬ ments, 1122. Statistics of elementary education, 2284-2285. South Carolina, college presidents, 1140, 1143, 1144, 1147, 1151. Education in, 1326-1329. Education of the negro, 1332-1340, 1352. Establishment of State school fund, 1507. Religious instruction, 1655-1656. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2242- 2243 ; of city school systems, 14, 15, 17,1846, 1857, 1867, 1877,1888 ; of colleges and universities, 155- 158, 160, 162-164, 166-169, 172, 175-177, 181, 183- 184, 188-206, 209-217, 221-226, 228-233, 1220, 2128, 2144; of colleges and universities reporting teachers’ training courses, 115, 124; of colleges for women, 172, 175-177, 209-217, 2162; of com¬ mon schools, xxxv-xlii; of denominational colleges and universities, 153; of institutions for the blind, 2261, 2265, 2266 ; of institutions for the deaf, 2248, 2252, 2255 ; of law schools, 237, 245-246, 2181 ; of medical schools, 238, 247- 248, 2184-2185; of normal schools, 128-148, 2206- 2207, 2218-2219; of parochial schools, 1664, 1665; of pharmacy schools, 252-253; of private schools, xlviii, 2094-2097; of school houses and property, xlvii; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221-233, 2167, 2169; of schools of theol¬ ogy, 236, 243-244,2177; of secondary schools, 36, 38-46,48-57, 59-68, 70, 72-105, 1983, 2013, 2094- 2097 ; of teachers and salaries, xliv, xlvi. The school district in, 1464. South Carolina College, admission by certificate, 1179. South Dakota, college presidents, 1140, 1144, 1147, 1151. Religious instruction, 1654. School laws as to women, 964. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2242- 2243; of city school systems, 14, 15, 17, 1846, 1857, 1867, 1877, 1888; of colleges and universi¬ ties, 155-157, 159, 161-163, 165-169, 181-184, 188- 206, 221-233, 1220, 2128, 2145 ; of colleges and uni¬ versities reporting teachers’ training courses, 115 ; of common schools, xxxv-xlii ; of denom¬ inational colleges and universities, 154; of institutions for the deaf, 2249, 2252, 2255; of normal schools, 128-148, 2206-2207, 2218-2219; of parochial schools, 1664, 1665; of private schools, xlviii, 2096-2097 ; of reform schools, 2274, 2278-2279 ; of school houses and property, xlvii; of school income and expenditure, lii- lvii ; of schools of technology, 181-184, 221-233, 2167, 2169 ; of secondary schools. 37-45, 47-56, 59-67, 69, 71-105, 1983-1984, 2013, 2096-2097; of teachers and salaries, xlv-xlvi. The school district in, 1466. South Dakota Agricultural College, admission by certificate, 1179. Statistics, 1203, 1205, 1208. Southern Presbyterians, statistics of colleges and universities, 153-154. Southern University, admission by certificate, 1181. Southern University and Agricultural and Me¬ chanical College, Louisiana, statistics, 1206, 1209. Southwark, Pa., population, 10. Spain, education of women, 941-942. Statistics of elementary education, 2282-2283. Women in medicine, 956. Spalding, J. L., on religious instruction, 1643-1644. Spalding, M. J., on religious instruction, 1640. Spanish America, education of women, 947-949. Special schools in Belgium, statistics, 315. Spelling school at Chautauqua. 989. Spring Garden, Pa., population, 10. Springfield, Mass., population, 9. Spruyt, Johanna C., Dutch doctor, 485. Stanton, Theodore, on education of women, 912. Starr, Frederick, anthropology at Chautauqua, 1017, 1026. State, the, factor in secondary education in Eng1 land, 601. State Agricultural College of Oregon, statistics, 1205, "1208. State and municipal aid, statistics of, public high schools, 46, 57, 58. State boards of education, J. J. Findlay on, 639- 644. State College for Colored Students, Delaware, sta¬ tistics, 1206, 1209. State College of Kentucky, statistics, 1202, 1205, 1207. State Formal and Industrial School, Alabama, statistics, 1206, 1209. State Formal School for Colored Persons, Ken¬ tucky, statistics, 1206, 1209. State school funds, A. D. Mayo on establishment of, 1505-1511. State school officers, list, 1127. State school system, and religion in Upper Can¬ ada, 669-670. See also Public schools. State superintendents of education, 1127. Position and character, 639. State universities in Holland, 528-542. State University of Iowa, admission by certificate, 1175. Statistical sketch of the negroes of the United States, 1396-1415. Statistical tables, 1835, 2285. Statistics, Chautauqua College of Liberal Arts, 1027-1028; Chautauqua schools of sacred lit¬ erature, 1033-1035. Instruction in sociology, 1217-1221. Land-grant colleges, 1202-1209. Parochial schools, 1661-1666. Schools in Italy, 544, 546, 549, 551, 554-560, 563- 564, 568. Stillwater, Minn., prison work of Chautauqua Circle, 1015. Stockwell, Thomas B., on conveyance of children to school, 1480-1481. Stone, M. S., on conveyance of children to school, 1478-1479. Storrs Agricultural College, statistics, 1202. Strong, Josiah, on city life, 1284-1385. Students, American, in foreign universities, 1123. Degrees conferred in technical schools, 182. In colleges for women, 895, 896 ; in Swiss normal schools, 429, 444-446; in University of Lem¬ berg, 779; in University of Warsaw, 754-756. Movement for admission of American, to French universities, 305-312. Statistics, xi-xii, xxxv-xlii; in Belgium, 314; in business colleges, 2222-2247 ; in coeducational colleges and universities, 115 ; in colleges and universities, 111-116, 141,142, 155, 160, 161, 162, 163, 164, 188, 194, 195, 196, 197, 2115-2147 ; in col¬ leges for women, 173, 175, 210, 211,2156-2165; in colored schools, 1332-1337, 1338, 1355; in dental schools, 238-241, 242, 251, 2188-2189; in England and Wales, 258; in France, 290; in Germany, 350; in Holland, 529, 530,534, 535; in Ireland, 259 ; in Italy, 551, 554, 555, 557, 560 ; in law schools, 237, 246, 2179-2181; in manual training schools, 70, 71, 2170; in medical schools, 238-241, 242, 248, 249, 2182-2187; in nor¬ mal schools, 129, 131, 135, 136, 137, 140, 142, 144, 145. 146, 2198-2221 ; in nurse-training schools, 238-241, 242, 255, 2193-2196; in pharmacy schools, 238-241, 242, 2190-2191 ; in preparatory departments of colleges and universities, 70, 71, 193 ; in preparation in the United States, 669; in private secondary schools, 48, 49, 50-56, 58, 59, 60, 61, 62, 63, 64-66, 68, 70, 71, 91, 92, 95, 96, 97, 98, 99, 100, 2018-2113 ; in public secondary schools. 36, 37, 38, 39-45, 61, 62, 63, 64-66, 67, 68, 69, 74, 75, 78, 79, 80, 81, 82, 83, 314; in reform 2310 INDEX, Students— Continued. schools, 2273-2279 ; in schools for defective classes, 2248-2272 ; in schools of theology, 236, 244, 2171-2178 ; in Scotland, 258 ; in schools of veterinary medicine, 238-241, 242, 2192; in technical schools, 181, 221, 225, 226, 227, 228, 2166, 2167. Studies, statistics of, in University of Leyden, 531-532. Sturm, John, employs monitors, 1153. Stuttgart, statistics of public elementary schools, 411,415,416. Subsidized private schools in Holland, 481. Summer School, Catholic, 1065-1076. Summer schools, check list of, 1483-1503. J. J. Findlay on, 653. Sunday at Chautauqua, 983, 991. Sunday-school Assembly, Chautauqua, 996-999. Sunday schools in Home, 562. Superintendence of primary schools in Holland, 488-488. Superintendents, duties in United States, 645-646. Of States and of city schools, 1127-1135. Superior instruction, in Holland, 527-542. In Italy, 552-556. Supervising officers of city schools, statistics, 1848-1858, 1879-1881. Supervision, in English elementary schools, 259- 269, 261 ; in German public elementary schools, 400-402 ; in Holland, 481. Scotch elementary schools, statistics, 261. Statistics of, in cities, 12, 13, 14, 15. Supplementary schools in Germany, 345-380. See also Continuation schools. Swan, Robert, on Mary Hemenway, 1306. Swathmore College, admission by certificate, 1186. Sweden, coeducation in, 1118. Compulsory education requirements, 1122. Education of women, 917-921. Pensions to teachers, 1103. School laws as to women, 96T. Statistics of elementary education, 2282-2283. Women in medicine, 953. Swedish Evangelical Union Missions, Alaska, 1428. Swing, David, on Chautauqua, 1061. Switzerland, coeducation, 1118. Continuation school, 1123, 1125. Education of women, 928-934. Hormal schools in, 426-449. Pensions to teachers, 1103. Religious instruction, 1628. Statistics of elementary education, 415, 416, 2282-2283. Women in medicine, 955. Symmes, John Cleve, settles Cincinnati, 1519, 1528. Syracuse, N, Y., population, 10. T. Tabor College, admission by certificate, 1183. Talmud, education and the, 1795-1820. Tarbel, Miss Ida, life of John H. Yincent, 1058. Tarkio College, admission by certificate, 1185. Tasmania, compulsory education requirements, 1122. Statistics of elementary education, 2284-2285. Taunton, Mass., population, 9. Tax, citizen, at Chautauqua, 992. Taxes, for schools, popular, 623. Statistics of, in Manitoba, 276. Taylor University, admission by certificate, 1183. Teachers, character of, in Rome, 558-559. In Holland, 493-497 ; in Swiss normal schools, 442-444; in University of Warsaw, 754; in secondary schools in Holland, 508. Registration in England, 589-590. Statistics, xliv-xlvi; in Belgium, 314; in busi¬ ness colleges, 2222-2247 ; in city schools, 12, 14, 16, 1848-1858, 1879-1889; in colleges and uni¬ versities, 157, 173, 189, 190, 191, 192, 258, 2115, 2147 ; in colleges for women, 173, 175, 209, 895, 896,2156-2164; in colored schools, 1338-1345; in dental schools, 238-241, 242, 250, 2188-2189; in England and Wales, 258-261 ; in France, 297 ; in Germany, 472-473 ; in Ireland, 259 ; in law schools, 237, 245, 2179-2181; in Manitoba, 276; in manual training schools, 2170; in medical I schools, 238-241. 242, 247, 249, 2182-2187 ; in nor- i mal schools, 128, 134, 143, 146, 2198-2220; in < Teachers— Continued. nurse-training schools, 238-241, 242; in phar¬ macy schools, 238-241, 242, 252, 2190-2191 ; in private secondary schools, 36-38, 42, 59-60, 61 62,73,89, 90,2078-2113; in Prussia, 402-403; in teachers’ secondary public schools, 36, 61, 62, 72, 73, 1890-2016 ; in reform schools, 2273-2279 ; in schools of veterinary medicine, 238-241, 242, 2192 ; in schools for defective classes, 2248- 2272; in schools of technology, 181, 221, 222, 223, 224, 236, 2166-2167; in schools of theology, 236, 243, 2171-2178 ; in Scotland, 258-261. Training of. See Training of teachers. Teachers’ Annuity and Aid Association of the City of Philadelphia, 1086-1093. Teachers’ certificates in Germany, 701-703. Teachers’ institutes, J. J. Findlay on, 652; Sharp¬ less on influence of, 626 note . Teachers’ Mutual Benefit Association, Boston, 1079-1080. Teachers’ Mutual Benefit Association of the City of Hew York, 1097-1100. Teachers’ pensions, xxii-xxiii, 1079-1113. In Holland, 495, 529; in United States, 645. Of university professors, 529. Teachers’ Retreat, Chautauqua, 1035. Teachers’ salaries, iu England, 594, 610; in Ger¬ man public elementary schools, 400, 473 ; in Holland, 483-484, 495-496, 515. Statistics of, in Manitoba, 276-278; in Swiss nor¬ mal schools, 443. Technical instruction in Italy, 550-552. Technical schools, statistics, 178-183, 21S-233; in Belgium, 315 ; in United States, 218-233. See also Colleges. Technical studies in high schools, 635-636. Technological instruction in land grant colleges, 1189-1210. Technological schools, list of presidents, 1143- 1144. Statistics, xvi. Technology, Imperial Royal School of, in Lem¬ berg, 782, 783. Schools of, statistics, 2166-2169. Temperance instruction in public schools, 1829- 1833. Tennessee, college presidents, 1140, 1143, 1147, 1152. Education of the negro, 1332-1340, 1352. Establishment of State school fund, 1508. School laws as to women, 983. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2242- 2243; of city school systems, 14, 15, 17, 1846, 1857, 1867, 1877, 1888; oi' colleges and universi¬ ties, 155-158, 160, 162-164, 168-169, 172, 175-177, 181-184, 188-206, 209-217, 1220, 2129, 2145 ; of col¬ leges and universities reporting teachers’ training courses, 115, 124; of colleges for wo¬ men, 172, 175-177, 209-217, 2162; of common schools, xxxv-xlii; of denominational colleges and universities, 153; of dental schools, 240, 250-251, 2189; of institutions for the blind, 2261, 2265, 2266; of institutions for the deaf, 2248, 2252, 2255; of law schools, 237, 245-240, 2181 ; of medical schools, 238, 247-248, 2184-2187 ; of nor¬ mal schools, 128-148, 2206-2207, 2218-2221; of parochial schools, 1661 ; of pharmacy schools, 252-253, 2191 ; of private schools, xlviii, 2096- 2102; of school houses and property, xlvii; of school income and expenditure, lii-lvii; of schools of theology, 236, 243-244, 2177-2178 ; of secondary schools, 36,38-46, 48-57, 59-68; 70, 72- 105, 1984-1986, 2013-2014,2096-2103; of teachers and salaries, xlv-xlvi. The school district in, 1465. Tessin, compulsory education requirements, 1122. Testimony before royal commission on the or¬ ganization and administration of secondary schools, 605-610. Texas, college presidents, 1140-1141, 1143, 1144, 1147, 1152. Education of the negro, 1332-1340, 1352. Establishment of State school fund, 1509. Religious instruction, 1655. School laws as to women, 963. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2242- 2245; of city school systems, 14, 15, 17, 1846, 1857, 1867, 1877, 1888; of colleges and universi- INDEX, 2311 Texas — Continued. ties, 155-158, 160,162-161, 166-169, 172, 175-177, 181-184, 188-206, 209-214, 216-217, 221, 223-233, 1220,2129,2145-2146; of colleges and universi¬ ties reporting teachers’ training courses, 115, 124; of colleges for women, 172, 175-177, 209-214, 216-217, 2162; of common schools, xxxv-xlii; of denominational colleges and universities, 153; of institutions for the blind, 2261, 2265, 2266; of institutions for the deaf, 2248, 2252, 2256 ; of law schools, 237, 245-246, 2181 ; of med¬ ical schools, 238, 247-248, 2186-2187 ; of normal schools, 128-148, 2206-2207, 2220-2221 ; of nurse- training schools, 241, 254-255, 2196; of parochial schools, 1664; of pharmacy schools, 252-253, 2191 ; of private schools, xlviii, 2102-2105 ; of reform schools, 2273, 2278-2279; of . school houses and property , xlvii ; of school income and expenditure, lii-lvii ; of schools of tech¬ nology, 181-184, 221, 223-233, 2167, 2169; of schools of theology, 236, 243-244, 2178 ; of sec¬ ondary schools, 36. 38-46, 4S-57, 59-68, 70. 72- 105, 1987-1989, 2014-2015, 2102-2105; of teach¬ ers: and salaries, xlv-xlvi. The school district in, 1466. Text-hooks, for German public elementary schools, 403. Theological faculty, University of Lemberg, 778. Theological schools, statistics, 236, 242, 243, 244, 2171-2178. Theological seminaries, 1242-1245. Theological tripos, Cambridge, S64. Theology, women in, 958, 959. Thompson, Benjamin, founds chair of science at Harvard, 1189, 1190, 1191. Thompson, J. P., on religious instruction, 1640- 1641. Tobacco, effects on schoolchildren, discussed, 458. Tolstoi, D., and education in Poland, 750, Township board, J. J. Findlay on duties of, 642, • 644. Trade: schools, in Germany, 352-380; in Borne, 562. graining in drug stores, 1239-1241. Training of nurses, schools for, statistics* 2193- 2106. Training of teachers, in colleges and universities, 111-116, 118-127. In England. 590, 679-685; in Holland, 503-507, 519. J. J. Findlay on, 650-653. Of French secondary schools, 685-697. Of German secondary schools, 698-708. Statistics of, in England and Wales, 258; in Ire¬ land, 259 ; in Scotland, 258. See also Formal schools. Transportation of children to school, xxviii-xxix, 617, 1469-1482. Trigonometry, statistics of students in secondary schools, 40, 44, 51, 55, 65. Trinidad, statistics of elementary education, 2284-2285. Trinity College, admission by certificate, 11S6. Tripos examination. Cambric! ge, 857-869. Trotzendorf, employs monitors, 1153. Troy, H. Y., population, 10. Trusts, women as administrators, 604-605. Tuition, statistics, in cities, 16, 17; in colleges and universities, 169, 203; in colleges for women, 174,177; in German trade schools, 358; innor¬ mal schools, 132,138; in public high schools, 46, 57. 58, 87, 104; in technical schools, 184. Tulane University, admission by certificate, 1184. Turn-outs in early Georgia schools, 1728-1732. Turkey, European, education of women, 943-944. Tusschenbroek, Hr., Dutch gynecologist, 485. U. Ungraded schools in Germany, 380, 403. Unification of local school authorities desirable, 586-588. Union Biblical Seminary, 1244. Union Christian College, admission by certificate, 1183. Union College, admission by certificate, 1186. United Brethren, statistics of colleges and uni¬ versities, 153-154. United German Evangelical Protestant parochial schools, 1665. United Presbyterian Theological Seminary, 1245. United Presbyterians, statistics of colleges and universities, 153-154. United States, coeducation in, 1115. Education in, criticised by Prof. S. Waetzoldt, 467-468. Influence of machinery on social conditions, 3-6. Population, 10. Beport of J. J. Findlay on certain features of secondary education," 621-672. Schoollaw's and women, 960-964. Unity of education in America, 627-628. Universalists. statistics of colleges and universi¬ ties, 153-154. Universities, admission by certificate, 1171-1188. Age of admission, discussed, 608. Character of instruction in Dutch, 478-479. Efforts to suppress, in Italy, 567. French, development, 292, 293; movement for admission of American students to, 305-312. Holland, 528-542. Statistics, 156; appropriations, 205; benefac¬ tions, 202; coeducation, 155, 166; controlled by the several religious denominations, 153-154 ; degrees, 164, 165; degrees conferred on women, 166; honorary degrees, 167; for women, 172^ 177; in Belgium, 314; in England and Wales, 258; in Holland, 529-542; in Ireland, 259; in Italy, 553-556, 568 ; in Scotland, 258 ; of income, 169, 201, 203, 204, 206; of libraries, 168, 198, 199 ; of normal students, 141, 142; of professors and instructors, 157, 1S9, 190, 191, 192, 193 ; property, 168, 200; scientific apparatus, 199; students, 68, 69, 70, 71, 111-116, 158, 159, 160, 161, 162, 163, 164, 188-, 194, 195, 196, 197. Tendency :o differentiation between rich and poor in England, 608. Universities and colleges,, statistics, xvi-xvii, 2115-2155; of training courses, xv-xvi. University and college, English distinction of, 806-808, 885-887. University college, Uottingham, England, pro¬ posed experiment in the" training of teachers, 683. University education of women imEngland, facil¬ ities. for, 805-891. University extension in France, 301-303. Statistics of, 2148-2155. University of Alabama, admission by certificate, 1173. University of Amsterdam, admits women, 485. Expenditures and income, 539. Statistics, 534. University of Arizona, statistics, 1202, 1204, 1207. University of Cagliari, 567. University of California, admission by certificate, 1173. Statistics, 1202, 1204, 1207. University of Cambridge, women at, 853-891 . University of Colorado, admission by certificate, 1174. Medical school, 1273. University of Cracow, 727-736, 765-772. University of Denver, admission by certificate, 1181. University of Georgia, admission by certificate, 1174. Statistics, 1204, 1207. University of Groningen, admits women, 485. Statistics, 528-530, 533, 538. University of Idaho, admission by certificate, 1174. Statistics, 1204, 1207. University of Illinois, admission by certificate, 1174. Statistics, 1204, 1207. University of Kansas, admission by certificate, 1176. University of Koenigsberg, 737. Polish origin, 789-790. Univei’sity of Lemberg, 765, 769, 772-781. Students, 779. University of Leyden, admits women, 485. First in Holland, 478. Museums, 533. Statistics, 528-534, 535, 538. University of Macerata, efforts to suppress, 567. Universitv of Michigan, admission by certificate, 1171, 1172, 1177. 2312 INDEX. University of Minnesota, admission by certificate, 1178. Medical school, 1273. Statistics, 1202, 1204, 1207. University of Mississippi, admission by certifi¬ cate, 1178. University of Missouri, statistics, 1204, 1207. University of Modena, efforts to suppress, 567. University of Nebraska, admission by certificate, 1178. University of Nevada, statistics, 1203, 1205, 1207. University of North Carolina, admission by cer¬ tificate, 1179. University of Omaha, admission by certificate, 1185. University of Oregon , admission by certificate, 1179. University of Oxford, women at, 805-853. University of Parma, efforts to suppress, 567. University of Pennsylvania, admission by certifi¬ cate, 1186. Medical school, 1264. University of South Dakota, admission by certifi¬ cate, 1179. University of Tennessee, admission by certificate, 1179. Statistics, 1203, 1205, 1208. University of Texas, admission by certificate, 1180. University of the State of Missouri, admission by certificate, 1178. University of the State of New York, documents used in inspecting and awarding grants to secondary schools, etc., 659-665. J. J. Findlay on, 640, 648, 649. University of Utah, admission by certificate, 1180. University of Utrecht, admits women, 485. Statistics, 528-530, 533, 538. University of Vermont, admission by certificate, 1180. Statistics, 1203, 1205, 1208. University of Warsaw, 715, 748. Suppressed, 744. University of Washington, admission by certifi¬ cate, 1180. University of Wilna, 714, 715, 719, 735, 743, 745. University of Wisconsin, admission by certificate, 1180. Statistics, 1203, 1205, 1208. University of Wyoming, admission by certificate, 1181. Statistics, 1203, 1205, 1208. Upper Canada, religion and the State school system in, 669-670. Uruguay, education of women, 948. Statistics of elementary education, 2284-2285. U. S. Grant University, admission by certificate, 1187. Utah, college presidents, 1141, 1144, 1152. Compulsory education requirements, 1121. Religious instruction, 1655. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2244- 2245; of city school systems, 14, 15, 17, 1847, 1858, 1868, 1877, 1888; of colleges and universi¬ ties, 155-157, 159, 161-163, 165, 168-169, 181-184, 188-196, 198-206, 221-233, 2130, 2146; of colleges and universities reporting teachers’ training courses, 115; of common schools, xxxv-xlii; of denominational colleges and universities, 154; of institutions for the deaf, 2249, 2253, 2255 ; of normal schools, 128-148, 2220-2221 ; of parochial schools, 1664; of private schools, xlviii, 2014-2015; of reform schools, 2274, 2278- 2279 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii; of schools of technology, 181-184, 221-233, 2167, 2169; of secondary schools, 37-45, 47-56,59-67, 69, 71-105, 2104-2105; of teachers and salaries, xlv-xlvi. Utah Agricultural College, statioue, 1203, 1205, 1208. Utica, N. Y., population, 10. Utrecht, first Dutch school located in, 477. University founded, 478. Veterinary school in, 522-523. V. Van Rennselaer, Stephen, efforts for scientific in¬ struction, 1190. Vassar College, admission by certificate, 1185. Vaud, compulsory education requirements, 1122. Venezuela, education of women, 949. Statistics of elementary education, 2284-2285. Vermont, college presidents, 1141, 1144, 1147, 1152. Compulsory education requirements, 1121. Conveyance of children to school, 1478-1479. Early common schools, 1599-1601. School laws as to women, 963. Scientific school founded, 1191. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2244- 2245; of city school systems, 14, 15, 17, 1847, 1858, 1868, 1877, 1888; of colleges and universi¬ ties, 155-158, 160, 162-164, 166-169, 181-184, 188- 206, 221, 223-224, 226, 228-229, 231, 233, 1220, 2130, 2146; of colleges and universities reporting teachers’ training courses, 115-116, 124-125; of common schools, xxxv-xlii; of denomina¬ tional colleges and universities, 153; of med¬ ical schools, 238, 247-248, 2186-2187 ; of normal schools, 128-148, 2206-2207, 2220-2221; of nurse- training schools, 241, 254-255, 2196; of paro¬ chial schools, 1664; of private schools, xlviii, 2106-2107; of reform schools, 2273, 2278-2279; of school houses and property, xlvii; of school income and expenditure, lii-lvii; of schools of technology, 181-184, 221, 223-224, 226-233, 2167, 2169 ; of secondary schools, 36, 38-46, 48- 57, 59-68, 70. 72-105, 1990-1991, 2015, 2106-2107 ; of teachers and salaries, xliv, xlvi. The school district in, 1463. Veterinary medicine, schools of, in Holland, 522- 523 Statistics, 238-241, 242, 2192; in Belgium, 315. Veterinary surgery at University of Warsaw, 758. Vincent, B. F., on Bible study at Chautauqua, 997. Vincent, Boyd, on Chautauqua, 1662. Vincent, John H., a founder of Chautauqua, 979, 996. On Chautauqua salute, 984. Personal history of, 1058-1060. Victoria, statistics of elementary education. 2284- 2285. Vienna, statistics of public elementary schools, 414, 415, 416. Villard, Helen Elise, on education of women in Greece, 935, 936. Villari, Pasquale, introduces bill modifying school administration, 568. Virginia, college presidents, 1141, 1143, 1144, 1147, 1152. Education of the negro, 1332-1340, 1352. Establishment of State school fund, 1507. Scientific school founded, 1191. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2244- 2245 ; of city school systems, 14,15, 17, 1847, 1858, 1868, 1877, 1888: of colleges and universities, 155-158. 160, 162-164, 166-169, 172-177, 181-184, 188-206; 209-217, 221-233, 1220, 2130, 2146; of colleges for women, 172-177, 209-217, 2156, 2164; of common schools, xxxv-xlii; of denomina¬ tional colleges and universities, 153 ; of dental schools, 240, 250-251,2189; of institutions for the blind, 2261, 2264, 2266 ; of institutions for the deaf, 2248, 2253, 2255; of law schools. 237, 245-246, 2181 ; of normal training schools, 2170 ; of medical schools, 238, 247-248, 2186-2187 ; of normal schools, 128-148, 2206-2207, 2220-2221 ; of nurse-training schools, 241, 254-255, 2196; of parochial schools, 1664 ; of pharmacy schools, 252-253, 2191 ; of private schools, xlviii, 2106- 2111; of reform schools, 2273, 2278-2279; of school houses and property, xlvii; of school income and expenditure, lii-lvii ; of schools of technology, 181-184, 221, 233, 2167, 2169; of schools of theology, 236, 243-244, 2178; of sec¬ ondary schools, 36,38-46, 48-57, 59-68, 70,72-105, 1991-1992, 2015, 2106-2111; of teachers and salaries, xliv, xlvi. The school district in, 1464. Virginia Agricultural and Mechanical College, statistics, 1203, 1205, 1208. Volterra Industrial School, 565. I Von Holst, on Niagara and Chautauqua, 978. IXDEX. 2313 w. "Wadsworth, James, work of, for schools, 1590- 1591. Waetzoldt, Stephan, on education of women in Germany, 460-471. Wage earners, negro, 1385-1396. Wageningen, agricultural school in, 515-516. Waldeek-Pyrmont. statistics of elementary edu¬ cation, 2282-22S3. Wales, central school agency of, G07. Effects of Welsh intermediate education act, 600. Legislation on secondary education, 600. Statistics of colleges in, 258. Walker, Francis A., on technical training, 1199- 1200. Wallaeh, Richard, and schools of Washington, 1683-16S4, 1685. Walton, George A., on conveyance of children to school, 1471. Ward, Herbert, on training of teachers of sec¬ ondary schools of France, 685-697. Warsaw, Duchy of, created, 743. Warsaw, musical education, 760. Secondary education in, 760. UniversiTy of, 715, 744, 745, 747, 748-759. Washburn, Ichahod, aid to Worcester Free Institute, 1192. Washburn College, admission by certificate, 11S3. Washington, Booker T., address at Atlanta Expo' sition, 1755-1756. Address on industrial education of the negro, 1356-1360. Washington, D. C., aid society among teachers, 1093, Eighty years of public schools, 1673-1698. Population, 9. Washington, college presidents, 1141, 1144, 1147. Compulsory education requirements, 1121. Licenses in pharmacy, 1242. Religious instruction, 1654. School laws as to women, 964. State and city superintendents, 1127, 1134. Statistics of business colleges, 2222-2223, 2244- 2245; of city school systems, 14, 15,17,1847,1858, 1868, 1878, 1888; of colleges and universities, 155-157, 159, 161-163, 165-169, 181, 183-184, 188- 196, 198-206, 221-233, 1220, 2130-2131, 2146; of colleges and universities reporting teachers’ training courses, 116, 126 ; of common schools, xxxv-xlii; of denominational colleges and universities, 154; of dental sehools, 240, 250- 251, 2189; of institutions for the blind, 2262, 2264, 2266; of institutions for the deaf, 2249, 2253, 2255; of institutions for the feeble¬ minded, 2267, 2269,2270; of normal sehools, 128- 148, 2206-2207; of parochial schools, 1664; of pharmacy schools, 252-253, 2191 ; of private schools, xlviii, 2110-2111 ; of reform schools, 2274, 2278-2279; ol school houses and property, xlvii ; of school ineome and expenditure, lii- Ivii ; of schools of technology, 181-1S4, 221-233, 2167, 2169; of secondary schools, 37-45, 47-56, 5S-67, 69, 71-105, 1993, 2016, 2110-2111 ; of teachers and salaries, xlv-xlvi. The school district in, 1467. Washington Agricultural College and School of Science, 1180. Statistics, 1205, 1208. Washington College, admission by certificate, 1187: Way land, Francis, sketch of his work, 1610-1611. Webster, Daniel, sketch of his early life, 1602- 1603. Webster, Noah, sketch of his life and work, 1587- 1590. Weeks, Stephen B., prepares check list of Amer¬ ican summer schools, 1483-1503, Wells, C. R., penmanship, 1042-1044. Weslevan "University, admission by certificate, 1181. West Australia, statistics of elementary educa¬ tion, 2284-2285. West Virginia, college presidents. 1141, 1143, 1147, 1152. Education of the negro, 1332-1340, 1354. State and city superintendents, 1127, 1135. ed 95 - 74 West Virginia — Continued. Statistics of business colleges, 2222-2223, 2244- 2215; of city school systems, 14, 15, 17, 1847, 1858,1868-1878; of colieges and universities, 155-158, ICO, 162-164, 166-169. 172, 175, 177, 188- 206. 209-212, 214, 217, 227, 2131, 2147 ; of colleges and universities reporting teachers’ training courses, 116, 126; of colleges for women, 172, 175, 177, 209-212, 214, 217, 2164 ; of common schools, xxxv-lxii; of denominational colleges and universities, 153; of institutions for the blind, • 2261, 2264, 2266 ; of institutions for the deaf, 2248, 2253,2255; of law sehools, 237, 245-246, 2181; of normal schools, 128-148, 2206-2209, 2220- 2221; of parochial schools, 1664; of private schools, xlviii, 2110-2111; of reform schools, 2273, 2278-2279; of school houses and property, xlvii; of school income and expenditure, lii- lvii ; of secondary schools, 36, 38-46, 48-57, 59- 68,70,72-105,1993/2016, 2110-2111; of teachers and salaries, xliv, xlvi. The school district in, 1465. West1 Virginia Colored Institute, statistics, 1206, 1209. West Virginia University, admission "by certifi¬ cate, 1180. Statistics, 1203, 1205, 1208. Western College, admission by certificate, 1183. Wheaton College, admission by certificate, 1183. Wheeling, W. Va., population/! 0. White, J,, on conveyance of children to school, 1469-1470. Why the college for women, Goucher on, 1751-1755. Wielopolski, aid to education hi Poland, 747-748. Wiesbaden, statistics of publicelementary schools, 408,415, 416. Willamette University, admission by certificate, 1186. Willebrod, founds school in Utrecht, 477. William i, adopts reforms of Napoleon, 479. William III, grants educational privileges, 478. William IV, grants educational privileges, 478. William the Silent, founds University of Leyden, 478- Williams, W. B., on secularization of public schools, 1656-1658. Williams College, admission by certificate, 1184. Williamsburg, 1ST. Y., population, 9. Wilmington, Del., population, 9. Wilmington College, admission by certificate, 1186. Wilna, Poland, archives and libraries, 762-764. University of, 714, 715, 719, 735, 743, 744, 745. Wilson, J. Ormond, Eighty years of the public schools of Washington' <1805-1885), 1673-1698. Wisconsin, college presidents, 114], 1143, 1147, 1152. Compulsory education requirements. 1121. Early education in, 1548-1550. Religious instruction, 1647-1651. School laws as to women, 963. State and city superintendents, 1127, 1135. Statistics of' business colleges, 2222-2223,2244- 2247; of city school systems, 14, 15, 17, 1847, 1858, 1S68, 1878. 18S8; of colleges and universi¬ ties. 155-157, 159, 161-163,165-169,172, 175-177, 188-206, 209-217, 1220, 2131, 2147; of colleges and universities reporting teachers’ training courses, 116, 126-127; of colleges for women, 172,175-177,209-217,2164; of common schools, xxxv-xlii; of denominational colleges and universities, 154; of dental schools, 240,250- 251,2189; of institutions for the blind, 2262, 2264, 2266; of institutions for the deaf, 2249, 2253, 2255, 2256-2258, 2259, 2260; of law schools, 237,245-246,2181; of manual training schools, 2170; of medical schools, 238, 247-249: 2186- 2187; of normal schools, 128-148, 2208-2209, 2220-2221; of nurse training schools, 241, 254- 255, 2196; of parochial schools, 1664, 1665; of pharmacy schools, 252-253, 2191 ; of private schools, xlviii, 2110-2113; of reform schools, 2274, 2278-2279: of school houses and property, xlvii; of school income and expenditure, lii- lvii ; of schools of theology, 236, 243-244, 2178; of secondary sehools, 37-45, 47-56,58-67, 69, 71- 105,1994-1998,2016,2110-2113; of teachers and salaries, xlv-xlvi. The school district in, 1466. Witebsk, Poland, archives, 764. 2314 INDEX. ■Withdrawal from public schools, ages of, 1161-1170. Wolowski, Francis, on Polish code, 727 note. Woman, tlie college-bred, 895-903. Woman’s Club, Chautauqua, constitution, 1052. Woman’s honor examination, snecial, Oxford, 828- 830. Woman’s work at Chautauqua, 1050-1053. Woman’s Work and Worth, by W. H. Davenport Adams, quoted, 894, 895. Woman’s Work in America, by Annie Nathan Meyer, quoted, 903-907. Women, admitted to Dutch universities, 485. As administrators of trusts, 604, 605 ; as inspec¬ tors, 591. At the University of Cambridge, 853-891; at the University of Oxford, 805-853. Educational status in different countries, 893-976. Education of, xxvi-xxvii ; in Germany, 460-471. Facilities for the university education of, in England, 805-891. Higher education in France, 294. In law, 956-958; in medicine, 238-241, 949-956; in theology, 958, 959; in United States, educa¬ tion of, criticised by S. Waetzoldt, 467-468. Methods of study, Oxford, 830-837. On royal commission of secondary education, 583 584. Position of, at Oxford, 837-840. Registered home students, Oxford, 849. School committeemen in Holland, 487. Should be appointed on local English boards, 588. Statistics of colleges for, 172-177, 2156-2165; of degrees conferred on, 166, 173, 182, 1210; in pre¬ paratory departments of colleges, 70, 71; in schools of dentistry, pharmacy, nurses, and veterinarians, 238-241. Superior institutions for education of, 553. Why the college for, J . F. Goucher on, 1751-1755. See also Colleges for women. Women teachers, discussion, 635. In England, 594 ; in Holland, 494. Statistics, xliv-xlvi; in colleges and universi¬ ties, 157, 189, 190. Training of, in Germany, 708. Women’s 'Medical College of Pennsylvania, 1263- 1264. Worms, statistics of public elementary schools, 413,415. Woodburn, J. A., on education in Indiana, 1536- 1537. Woodward, C. M., on age of withdrawal from pub¬ lic schools, 1161-1170. Worcester, Mass., imputation, 9. Worcester Free Institute, 1192. Writing, statistics, studv of, in German public elementary schools, 417. Study of, in Swiss normal schools, 434 Wurtemburg, compulsory education require¬ ments, 1122. ^ Statistics of elementary education in, 411 416 2282-2283. Wyatt, Charles H.,on organization and adminis¬ tration of secondary schools in England, 612- 614. Wychgram, J., on education of women in Ger¬ many, 921-923. WAoming, college presidents, 1141, 1152. Compulsory education requirements, 1121. Religious institution, 1655. School laws as to women, 964. State and city superintendents, 1127, 1135. Statistics of city school systems, 14, 15, 17, 1847, 1858,1868,1878,1888; of colleges and universi¬ ties, 155-157, 159, 161-163, 165-166, 168-169, 188- 200,203-206, 1220,2131, 2147; of colleges and uni¬ versities reporting teachers’ training courses, 116; of common schools, xxxv-xlii; of denom¬ inational colleges and universities, 154; of normal schools, 128-148, 2220-2221; of paro¬ chial schools, 1614; of private schools, xlviii, 2112-2113 ; of school houses and property, xlvii ; of school income and expenditure, lii-lvii ; of schools, 37-45, 47-56, 59-67, 69, 71-105,1998, 2112- 2113; of teachers and salaries, &lW2dvi. The school district in, 1466. Y. Yale University, school of medicine, 1266. Young, Sir George, on organization and adminis¬ tration of secondary education in England. 606-609. Z. Zalaszowski on disturbances in University of Cracow, 733. Zampini-Salazar, Signora, on education of women in Italy, 940. Zerbst, statistics of public elementary schools, 413-416. Ziller’s method of instruction, 389-393, 394. Zimmern, Miss Alice, on education of women, 912. Zurich, compulsory education requirements, 112"2. Statistics of public elementary schools, 415, 416. Zwickau, statistics of public elementary schools, 416. O

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H CO H lO CO OMC5t^OtOHOh H< MOO'lOCOOCO^M^ OH COMX^tMMOO^OM 03 CO LO W N O GOt^ W 00 00 (MtC- m WM CO-IMNHM o CO Cl O CO w^oooi>oo o o CO iO © Graduate department. Nonres¬ ident. •OXCUIO^ © « oeeowooooooo oo oooooooo oo •op?H gt H ©OOlttOOOOOOO OO rH oooooooo oo Resi¬ dent. •epjuiajj; GB OmOWOOOrtOOO OO © as CM o o o o o o o 03 •oiCK fx. Ot'OiftOOOMOOr-l OO OOCOOrHOOO oo iO Collegiate depart¬ ment. 'OXBUIO^ © COHHM^CCOCMWHH OCO OOOlO»DWCOOiOO CCS COOSHOOH C3 IM rH t> tH © rH rH H< •91T3K C^NHOS^MCH^O © tH MOCMHOMhC © CM CO iO CM LO H OOCOO^t> OH OO^CliCOCO-^l Tjt rH 1^0 rH O *-i tH CO rH Prepara¬ tory depart¬ ment. •epnnoj LOHCOO^COOOOOOOOO OO CIOONHOOOO O Ht HlOW MM lOCOCIH rH lO 1> CO CO LO CM CD LO rH rH CHH?Dr- b- H* H ® MMt> C5ID CO Tf 00 nfl rH C H (M M H rH CM rH LOH rH Profes¬ sional depart¬ ments. •ojuuigjj; © OOOfflOOOOOOO OO oooooooo oo *0P?K © OOOOOOOHtOOO tHO © CMCMOOOrHOO OO 00 Collegi¬ ate depart¬ ment. 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Total. •©Xurao^ 5* T* OIO ^ CO O O O O Hi CD O O CO •©X^K P4 © pi © m i o cn cqoiteo r ^ ^ cot-* * * * Profes¬ sional depart¬ ments. •©X'Braajx © H oo o o o oooo o oooo •©ICK © CD O O O O O O CO O CO CD O O Da rH Collegi¬ ate depart¬ ment. •©Xera©^ 30 om n o o oooo o woo© •©XBH OOD1 CD rH CDCCCDCO O H t- t- H rH CO Dl t'- rH rH rH Pre¬ para¬ tory depart¬ ment. •©X^m©^ © OO oh r* Da rH Da © ; th t— i r—i ca •uoTXBuiuiouap snoiSrpH; • • • • • • D • • • ^ii* •» • +3 * C2 # 4© r* ' ' 43 : i ! § j i|§ ! § ft i i | 03 bn lj 03 ro ^ OOGOH Dl CO ^ lO CO CD CO CO CD CD CDCDt-L^ ca di oa ca oa oa oa oa oa Da Da Da Da Da STATISTICS OF UNIVERSITIES AND COLLEGES. 2125 OOOd o o o rH O O O O O O OO O C3 o ..E|5 1 Ss^-g^ ^ffd-al! g-a a g « ! •gH a J o O bc> O g oSWWqooo o^SP PiPPo? ittHlt® I? B -a-^s jl!»l'P pftQH'OPlziOMrtP ^ |S 4a £3 •®t> la Hi s* i. IPS, -"-P^ fl fl IsjFS « 3.22 *3 rt P^HOP M 2*2 g § gt* o aSSafe^ Moo^wSi^ : ii II a 2|IlB^g4lS E ill is S |||||5l|-||| S$ I ass 1* 8 ££ a «££ S' |3!S slllslllll sill sill llslllllill II ili Statistics for Table 1. — Statistics of universities and colleges for 1894-95 — Continued. 2126 EDUCATION REPORT, 1S94-95. Students. Total ' number. •OIBUIO^ « OOOOOOONOOCNQfliOONOflOOOJMrlfO^iCHMClO CM CM O r-* MOl-C Q!NC00iOl>«O ^W(NWHHJ>W rH r~< rH ^ CM HH t- CM rH rH •OTO e* O l> WCO (M iM O CO K WO lf5 vfl LO 1M K! H W « H (M WiQt^C OlO CJH^f»W«lO^THr-tOrJiOCOC5^GOOOOOiOCOOrOCDOOH^l> CM CO £*• tH CO H tO O-iHiMN HH CO H CM CO rH n H Profes¬ sional depart¬ ments. •axmuajj; OOOOOOOOOOOOOOOOOOOOi-HOOOOOOOOO OOOOt-OOCit-iO 000^0000 0 0^0000000 0 0 CM g (01 O Tt* C"3 rH S3 O ® a a PI ffl 0-3 •oinuia^ © oooorHOooooorsooooooooooootto^-iooo •OPR s OOOOCMOOOOOOOOOOOOOOOOCM-iiOOOiOOCOO Resi¬ dent. •oxumojx 2 oooo-^o o-^o-tfooooooooooaso. 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Total. « 0(NOOWOOOOHHNbOON^OO^ONOH!NH^W»(Ma) rH CM TBi t^'«fH^C5H<'trt^i>C:C5^^0 00C3C?50Q CM - CM O CM rH rH rH CM rH Pre¬ para¬ tory depart¬ ment. •9XBUI9J 1 ® O CM 0 0-0 O O O O 'Ht>HOOCqHiOHOHOHNHHHHH’0 •9IT3R 1 C5 S-#lOHOHOOM •C^©-'#00t~©--3<->din oat - ^I'-OOaNlOOOOTfOOINKHOfflKlOCOnriCOt'OHt.LOOH'tO CO CO 00 C© CO GO GO GO CO CC 00 CO f© GO 00 00 CO 00 00 CO 00 00 CO 00 00 GO GO OC 00 DO Name. German Wallace College . Cedarville College . St. Joseph’s College . St. Xavier College . University of Cincinnati . Calvin College* . St. Ignatius College . Western Reserve University. . Cajiital University . Ohio State University . Defiance College . Ohio Wesleyan University... Findlay College . . . Kenyon College . Denison University . Hiram Collego . Lima Collego . Marietta College* . Franklin College . Muskingum College . Oberlin College..... . Miami University . . Richmond College . Rio Grande College . Scio College . Wittenberg College . Heidelberg University . Urban a University . 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Cong . •SutU9dO JO JT?9i M O O CO O a'o 43 ^ 0 U ■g 1 >00,5 § § g all| ® © P’HOk W ► 0 Ph J5 © a ”3 2^ 1131 H C ^ 3 P ■ UP J H fj ii ■< a > cl | "So a 3 =3 ao \>>$ J§ a .a ^ oo El'S a g'sgg&g’ >?0 a O ^3 csS £ g* g3 s* w 5P.£ a ® « a © fl a pppppt* S >>3 3 .a ■ 'S a IS |1s2N| a 303s©* .2 ‘fl — a *,2g ^c§* 10 co h- 00 o 00 x 00 00 00 CO CO CO CO CO M "t iO tO h- X C5 OS O O O O O O CO CO CO CO CO CO CO STATISTICS OF UNIVERSITIES AND COLLEGES, 2129 0 90 0 I 6? IS 21 268 117 500 27 0 94 0 53 s 0 118 27 106 91 153 101 156 0 0 100 119 CO O H CO rH * 191 §s § iS"-ssis§3!8 38 O O O o o o OOCIOOOOO^OOO^OOOO o O o © © © o »'0^00S°S1 s 00£k°[2?i§00c3S 0 zn 127 IS S3 0100 o oo ooo»«oiiTii«OTiiwooHHJ) eo owoiflnt'!oaoot-a O'# *°§s s *°s *° sriaffl^t'3e!COC5 3° OOO O O • OOOOOOOOOO • O O O O O O o oooooooooooo o • o«o O O ; .hcooooooo^o ;«SSooo o ooo^ooc^oooc o j OriO O OO <® © O 03 t-i O ,-1 H^^t-OOHOH d O d O O CO CO t* O O O O tH dO i0t>0 O CO t> IO CO CO © oo TJ4 ^ W'* - — ^ O Cl OO OOOrHrHOf-i nO-#OCOHHH tH OOOCQOOr-ICSOOWCO IO 4* OO CC tHO oomomoh M^UOOOlSHHO i— 1 '#OCOHO'(ICOt>#fflHH COi-l 1 M.E . Presb . Nonsect .. M.E. So .. Bapt . Un. Presb. Non sect .. Cum. Pres Cum. Pres Presb . It. C . Christian . Bant . M.E . Cong . Bapt...... Nonsect .. M.E. So .. P.E . . Christian . Presb . Presb . R. C . Nonsect .. Luth . Bapt . Nonsect . . M.E . M.E. So .. M.E . R. C . Presb . Cum. Pres Christian . Bapt . A. M.E... §S| i || |g|||S§j§l|Ig|l||g | lli|||||||i| li in | §3 3333833589S835S5S § SSSI385S3SI3 Statistics for Table 1. — Statistics of universities and colleges for 1S94-95 — Continued. 2130 EDUCATION REPOET, 1894-95. o g EH d d '>£ a g a o © •9ptn8j[ I ^ •°™ I a •oiBinaj | § 0 0 0-000 o oo-o '°™ j 5 '»XBTn0^ \ ^ I o © o o o o •am o o o o o •aXBuio^ •°IyK •OXBTOO^ fcfiej a - i— i I © 3 Oh© h O '-'FIT lO © © © © © © oo© 3 >> »h-S o, Sh C3 W g4© p<® © © © © •8X«H t- © © ,-! ® © t- © m •9XBUI9li OOC^l©©©© o o o o o o ^ PM a° j? g i «© t~ l— in co oo i *0X6019^ 'OIBK , « •uoiXBnnirouop snoiBixaii •2aiii9(Io jo JB9_i M < CO © CO © ® rH © > rd £ wjq ’£ a PPP ^ © : rt fcJ0 • w (T) § © © b bC (>5.2 tnfl O 0.00 £«j d 5h © 4J © Pi p02^ A S3. © bfi © -y ^£b5%2 0 § sSaj s=4 e S ®* © 2° ..^ is a | PiPPSW? 6 cS © :& • c3 iS ,rd d . ci © • a ba© g ° Z2 S O'SF ^0-4_, c © o © SOM ,d a ® .2 6 'o j bfi+5 d •d 32 d a 'g £ • ■ - a © b b-j’p w ,2 b&Tj p? ^ d ®‘S 2 g I $ -■ O £ o° ^ogooo^o o o o o o o o O O O OOOO OO OO o O O T-i o o o o o oo OOJCOOOOO o o o o oo o o o o o oo oooo oo o (MONOO O O O O CM o O o o o o o o rH°a O CM O o o o H O CM O O CO CO o ^ o o « S3 krt|^sg§sg S3 ®3g°S ° 8° 0g0S0'3°3 & s° 3 3| 3ss°gsg®3 n ; C-Q lO'^O.CO ffllHO'O Af5 o OINOMO EOCO CM S^ou5 s • oooo o o O O O 00 0 0 0-000 o • OOOO HO CM O O MOMOOOlOO O ch.ca ^ow oh O COO OCMlOt-HOCO OO CM COlOH-^O CO-rH CM rH 'CO l>C3iOL0 0 01>tD O O ro H o co ho O CM O OCMOCMOOOOO Cl OHHNO HO Cl .m so rH CM o o o o o ^ O «:i:: ^£p=p4o • , rjZi ■••••••• • il : : : g : : : : : g : § H § i'jl goHK(lJ^WO^ £ 1802 : 1890 1890 1850 1882 1888 1840 1808 1807 1847 1847 1800 1859 1851 1844 1881 1854 1850 1805 1887 £ If si 10 41*1 i y§ jife i mi Jill * lisa .as ll llllsfil • £5 i I ffflBij J rot. fe $s|;S|Sl 11311 §s§§ gg » 2131 Table 2. — Statistics of universities and colleges — Continued. 2132 EDUCATION REPORT, 1894-95. •euoiioujauag; WI •SD0J1108 J9q!f0 UIOI J •juaui -uj9ao£) saj'ejs p oq i n xi raoij o o o o o o © o O © o lO 00 o 00 (M O O o o o o o o m o o (MOO LO o o o o o o co o in o oo o XU o in t- o o o o o o o r- o o o t> o o o O 05 o o •uoij^ijd -ojrldu xudioin -nui jo ajujs raojj o o o o o •epnnj OAijonpojd hioj^ o oo o o o o o CO o CO o •S99j uoijiiij nioj j •spuuj OAT^onpojd jo junoaiy moo (MOO lO O O O t- in m rH O < O O O O O O O m O in O in o o 888 •sSutpiraq pun epunoiS jo on^A ooooomooo t^irTin o in' «T o' o’* in' o o o o o o < m t> > ® in a © pQ — * - w/ ^ fcX) c8 © • & © P S © ® a wsS Ph -ceap §«|l5§af§ ro © • rjj P3 i Pi o® •« 'T\ bC oi S ® eg 2 g ,© ® bX)^ O-nrd 0 fa ||35ISIm 3 « § * ® ®H ® ."S 01 oo .2 P3 ^ cS TsSootH-ca-S Cg o Cg £3^,2 s g -f, §£3 § oo rH O • • O • • ' O • tO CO O Cl 1 • rH* • • • ©* • M* lO* ' • • • ' O ' tH to ii • • • CO ' Income— w>x 55 LO UO O O LO O O O O rH OOOOOI>t|(00(MOO CO(MOO 05 oo o o h< oooooi^coowcooo coocoo oo co co co t*- t-h ©©o©©cocq©LOiH~ CO hT Cvf t(*f IQ o' W CD x£~ rHrHrH '■H o cq o dT o' co* co* to* o cq' o' Q1 O O o o CO CO o © ri^OO "S89J KOTjmj raojj « » lOOOO © © U0 © © CO Ot>OOOl>lOO©COOO CO O O (MOtOOO Tf OClOOOrHCOOOJOOOO COlOOO ^(NOOHt^ O-OOSMOtOOOOtOOOlOO rH to O rH CO TH l> o •€©- rH Cq H tH H CO CD O (M CD "H to to CO tH •epunj 8 Ajjonpo jd jo junomY « oooo oooo o o l> o to to* CO rH cq cm rH O' I • • • • tO • M • •saumjoA puno$j « OOOO OOOOO lO ©eOOOOOOOOOCSi-HOOO OOOO OOOOO 00 Ot-OOOOOOOCOOOOOO oi-icoo o © in rH oo o occomotoooooot-oooo tH lO OOOrH* CM* NQWWlfl^OOWHlNO^Hod ri OOffl lO IT) O O CO CCOCOOOt»t>L-t>t>L'*t^l>l>t> STATISTICS OF UNIVERSITIES AND COLLEGES. 2135 45, 000 5, 5G0 800 40, 000 12, 000 lie : :§i r *1 ill il ill0 il o’- cf • • nT t-- I - i 00 • of | r-T ; c7 1 1 is i ; ii is? ” " ii is isf li CO «f 100, 000 5, 517 5, 141 17, 000 10, 450 4, 263 17, 000 23, 116 22, 000 8, 400 2,954 10, 076 5, 355 6, 500 78, 000 33, 775 -1- 12, 400 14, 500 35, 168 12, 500 1,700 21, 174 6, 620 7, 700 *180, 000 26, 800 500 3, 100 10, 000 4, 500 6, 982 5, 000 2, 094 8, 908 30, 150 11,500 7, 700 O O 0 125 1,700 1, 500 500 2, 000 0 8, 967 0 0 0 203 4, 605 3,500 0 0 * 12, 400 0 985 2, 500 0 0 920 0 *15, 000 16, 000 0 I iil00i00i CO nT of r-T o © o o o o o OOOOOOO ©O © © © © o© o o © © © © © o o 0 0 0 0-0 0 0 0 0 0 0 0 0 0 40, 000 0 0 0 0 0 0 0 2 0 0 0 11 effeff mil © T-i CO £> lO 0 0 3, 160 0 6, 200 100 2, 492 0 0 28, 000 25, 475 o 10, 500 9, 000 10, 000 700 16, 000 3,200 1,100 0 3,800 0 _ _ ° umisf! nT r-T c4" co od" oo 1,000 G, 750 70. 000 4, 192 241 8, 500 4,000 2, 263 17, 000 10, 989 22, 000 2, 200 2,854 7, 381 750 3, 000 10, 000 8, 300 0 4,000 25, 183 1,000 5, 174 2,500 6, 600 * 165, 000 7, 000 500 1 lllllllll 200,000 40, 000 130, 000 500, 000 25, 000 49, 000 105, 000 85, 000 0 0 60, 000 0 115, 000 1, 200 47, 710 0 0 500, 000 370, 933 0 168, 000 152, 254 175, 000 10, 000 253, 000 50, 000 22, 000 0 70, 000 0 0 0 80, 000 17, 000 0 33, 000 8,527 75, 000 175, 000 150, 000 43, 035 50, 000 50, 000 175, 000 500, 000 60, 000 30, 000 GO, 000 170, 000 75, 000 135, 000 178, 000 100, 000 100, 000 25, 000 88, 000 35, 000 15, 000 250, 000 189, 000 115, 000 67, 000 204, 692 100, 000 10, 000 175, 000 30, 000 55, 000 2, 600, 000 150, 000 40, 000 *50,000 45, 000 250, 000 35, 000 75, 000 35, 000 80, 000 50, 000 92, 000 100, 000 75, 000 12, 000 2, 000 2, 000 4, 000 2, 000 10, 000 !!!!!!! II lllllllllilll 3, 500 15, 000 200 2, 000 5, 000 10, 000 4,500 17, 000 10, 000 7, 000 ill il i il : r-r • • ill il i i 1° i i il i iiiiii il h ; : : : : cqa nr : 1 fill ill il r-T r-T j 0 1 7. 000 0 2,200 0 10.290 ,1111111111111 II lllllllllllllll lllllllll i^wi^ooeocq 'sTw o o o o * •0 0 *000 »© OH* •••*©•©©•© • ©'©'©O'** •NO jgOCO • O O ’ • • • • • CO • rH O • O I IS I 0 8 Statistics for li Table 2. — Statistics of universities and colleges — Continued. 2136 EDUCATION REPORT, 1891-95. • snorp'ejg nog; •I^OX - o o o © 1 o o o o • o o o o WMOO • »“H O i CM CM rH 00^5 OOCOrH, !COOCOT^IO r CO cT CO cm* • O © to • O O r-» • to CM £> ■ cm oT co o o o o o o o o o o o o WOCOIOIOW CM CO CO CO lO CO » o o o l o o o » O O rH OLOrHOt^OOOO o o o o o o •eoDjnos J o q j o raojj •jaoni •njOAOf) po^iufl hioj^ ooooooooo •aoijmjd -ojddi? jiidioin: -nni jo oj'ejg Wo J£ I o o o o o o o o o o o o o O O © O O 03 < o o o o •epnnj OAipnpojd’ mojj; CM rH OtSt>ONOMOO •S89J Hoping UIOJ^ o o o o o o •epnnj oAijonpoad jo junoiu y O O O O © O © c © © o o o o © < © © © © © < © © © © © < »-*©iftiO©©UOCM ©COCMiO©CMCMCM © © © © © CO CM © ©©©©©©©©©©< •eSaipxmq pan epanoaS jo LOO©©©©©©©©©©©©© ©OiOOO©iOCCl CO' •u£j-t?jqt[ ptre sna^j'ed -dB 0TJIJII9I0S jo © © © © •©©©©©© © © © © •©©©©©© ©IC^JI© '110©©©©© © © •©©©©©©©©© © © •©©©©©©©©© ©O I©©©©©©©©© •Bjajqdnrcj; CO • r-i © lO •eounqoA punog; ©©©©©©!>©©©©©©© ©©©©©©CO©©©©©©© ©o©cMoo©io©m~ - - - © CM* CO © rjT Ol CO l ' © CO © © ©©©©©©©©—<©©©©©© ©©©©©©©©CM©©©©©© ©CO©-^l©©©lOt>©©lOCQ©UO •sdiqs^iono^ •edxqsnqoqos bO bfl ' © m © w cjlt? ■ w cm w f=3 feS %£§ 8£ ° * w>® o.f- o So°-hO'® oo gp plt> c3 o ft <§ lc3g,cifl+s>HO fc£' a ^ = r ;P££ ° 5^0 0 © M >o © ’ «u © -- . hH ^ pi pv ^i&|3Sa^laig‘3 0 o> ro ' 'iP Sfi'o o bug “ a v w — 03 -£s JS jr > r« Pi bJoS—1 a B W H Ph M CJjG’2 H-P^j . s qOhOOPOPPHP ^WmOOPoPPMOmP CMCOr^lC©t-CO©©rH( CM CM CM CM CM CM CM CM CO CO < Ot^OO©©r-iCQCO'^ifO< COCOCOCO^''*^^^'**' STATISTICS OF UNIVERSITIES AND COLLEGES, 2137 ■ 3, 000 3, 350 2, 475 21, 290 0 500 1° i : ill :! ; vrf ; • ■ cf ; o' • 11 ; ill SB i ; i jg j corvid NO ; ; ; ; : 13, 000 250 5, 000 1,932 8, 413 7, 000 1,200 * 20, 000 23, 000 3, 000 4,000 4,800 21, 901 22, 000 13, 865 17, 000 5, 151 56, 755 m i oo co" 8, 740 10, 400 136, 400 49, 830 24, 200 37, 689 23, 200 175, 000 10, 000 8, 383 8, 500 1,000 0 0 70 1,000 700 0 0 0 0 0 0 1,786 11, 000 0 0 0 2, 713 m ° CD 5, 300 8, 000 27, 800 0 0 0 5, 0C0 C 0 6, 083 0 ooo ooooo ooooooooo | U- O O O OOO ooo ooooo ooo ooooo OOOOOOOOO o 3 O O O ooo ooo ooooo 3 6, 000 0 0 252 4, 063 6, 300 0 *14,000 15,000 0 0 0 14, 735 6, 000 6, 120 o 1,800 14, 556 3, 000 0 i . ° ! 0 400 83, 200 24, 136 18, 700 24, 994 0 125, 000 0 702 1,500 6, 000 250 5, 000 1,610 3, 350 0 1,200 * 6, 000 ISS18I3SS ! 2, 250 2, 130 *28, 000 0 3,440 2, 000 25, 400 25, 694 5, 500 12, 695 4, 000 50, 000 10, 000 1,598 3,000 100, 000 0 0 * 7, 000 100, 000 125, 000 0 * 250, 000 215, 000 0 0 0 203, 770 200, 000 116, 000 0 35, 000 318,313 0 50, 000 0 0 95, 000 0 9, 000 1,235,000 542, 549 318, 000 495, 521 0 3, 000, COO 0 . 22, 000 30, 000 3-8 S HHH HHHHrlHHHHHHHHHH 5-£ § for 1893-94. Table 2 .^-/Statistics of universities and colleges — Continued. 2138 EDUCATION REPORT, 1894-95. W>I O t— < COOO lO 'vD N O in © © 04 o t- O O T-H ^ o O CM ©©©©©©© OO^OW: ■ CO CM CM 00 lO 05 Ti« f | I 9 t[ | 0 UIOI J > o o © o o o O O O © O © © CO © CM o o o o © o o I -1110111 I I -IIX9A0*) S01U1S a P91IH£L •UOIl'BTjd -oxddu judroiu •umjo oiBig xnojj; o o o o o o o o o o o o o CM 1-1 o O © •sptmj: OAiionpoxd moxjj o o o o o o © LO LO OiOL^O •S99J noiimi raox^ g I •spunj QAijonpoid jo junouiy •sgatpjinq pas epunoaS jo oiijba O O © O O O to o o o o o C>UO -+ O n M o ^ CM LO © CM CO O o -Vh ©" •eoniniOA punog; •sdiqsAA0ii9jj; •sdiqsxtqoqos © © © © © © © © © © t- LO © © © TiT lO CM CM* © © © CM CO © © © © Or-^Or^O©©©© ©LO©LOL-©LO©© © © r-i *>- © i > © LO © © ^ © oo © lo ■S'* 9 §>.2 r*~! zn ! O S' o ^•ci’3p a >» ,2 ’5 -o M ®Ch 2 © tto >T. ' W So s w ^ •© 12 © ID .Sf=C^JJt-jCqiCS!M©CO Cti ©'cf co kS oo eo" COIOC3 co~ co'cfo t-j* C'f lO 00 CO hT o o 00 °!S° ils!°ll r-T t-' ■ o'cf © r-T 0 0 9, 338 0 1, 450 O O • o o 1° o' ooooo jooooooo joo ooooooooooo 1 o o o o o o o j o o o o o g ooooo *0000000 • o o ooooooooooo s OgOOO o o • o o §° 00 rH OOOOO 'OOOOOOO ' o o i°°ii o o ; II II 000 324 800 0 200 666" 000 200 0 000 000 0 666" 000 '^M'o'oo r-T -<* cf t-'g r-T r-T o c O OOfHkCOOOOOO O 00 O' O OOrHrHOOOOOO t* CO O ■ 00 lO O O r> 05 O O O IQ O CO O rH ID • cT iO iO rt H 00 N H co" CO H o o w ! CO rH O O • * tH * • •saojnos JOT[JO IUOJJ 36 $1, 116 O O OOdH^OOOO o o COlflO O O CO 00 o co hT of 0 0 *11, 587 *Xuoui -UIOAOf) B9}«}g pojiuji raoj^x 35 O o o o o o o o o o o o cf d 0 35, 000 0 O o O »cf CO ■UOIJBTjd -oaddn jndibin •mu jo oyexg uioj j 34 o o o o o o o o o o o o o CO 0 15, 046 *7, 500 •epunj aAijonpojd inojg; w W i ' $3, 230 3 Oi HT 'H O O O O O O O O O H1MOHO 00 rH rH iO rH 0 *36, 960 •B39j uoijinj raojg; 33 $5, 206 O O OOOOOOOOOO • rH O' O O OOOOOOOOOO • O O' O iO OOMOOOCOiOOOM • O iO • hT d rH^iOCO‘rHCOd''co'o'rH' • d • d » CO • •epunj OAi^onpojd jo junotuy 31 $57, 325 74,000 0 0 0 50, 000 65, 922 2, 500 1, 000, 000 28, 000 150, 000 175, 000 0 >1, 076, 622 0 •BSuipjmq pun epuno.iS jo 9np?A © W ooo o oooooooooo o o o • O O O o OOOOOOOOQO CM O O • OOO O OOOOOOOOOO (M o o • ic'cTcT o o' oo' o ci ci d o o o' ocf cT c^T • OOlOO) O NCDOCOHOWOIO^ O O CM • ■€G- rH HHNrH !>■ IMH »0 • •jCjnjqq pun snjnjud -du ogijuaios jo anpc^ © « oo • O OOOOOOOOOO Cl O O' OO* O OOOOOOOOOO o O O' d o • o o ooo^oooo t'- ^ o o • CO ' CO NNlOO” oVdlO rH cT r-T » -€£- • rH O CO d O ■ ! * • • • Library. •Bj9xqdmnj; 8» 4, 000 50 500 200 3, 663 600 500 2, 399 20, 000 100 5,000 •earanjoA punog; « 1,025 O O OOOrHOOOOOiO co o O LO O O OOOOIOOOOO!^ rH o o hj rH O OCOlOt^COOO Hi C3CO O O IO CO d N h© o’ioVh njT ip d th CO tH co •ediqs^oxxe^i © o O O O' • • o o • • ° ; •ediqeanxoqog « o O rH ^ • onoM • • o i « Missouri— continued. Tarkio College . Avalon College . Central Wesleyan College . MONTANA. College of Montana . NEBRASKA. University of Omaha . Cotner University . Union College . Doane College . Fairfield College . University of .Nebraska . Gates College . Creighton University . Nebraska Weslevan Universitv. .. York College . NEVADA. State University of Nevada . NEW HAMPSHIRE. Dartmouth College . NEW JERSEY. St. Benedict’s College . I Rutgers College.... t . iOiOiOOOCOCOCOCOO dddddddddd STATISTICS OP UNIVERSITIES AND COLLEGES. 21411 o 1, 132 0 13, 563 0 0 13, 120 40, 000 16, 922 60, 247 6, 630 0 428, 484 100 600 353, 400 4,000 15, 926 25, 335 1 ill! :°° : ill i o ’ tH ■ • • COCO • y-\ • 0000001000000000 rH 40 rH oooooooooooo g i ° o 7, 606 0 8, 045 1,850 0 0 n 22, 847 20, 000 15, 771 48, 123 329, 008 0 2, 008 436, 452 0 0 21, 000 0 33, 813 48, 720 32, 725 llisrsi!°13 o'* 00CMCM * co" TH !i0!sll!il§II°!IIsliiS nos' o'oodT-H'M''i£5'c4'rHcl'o' GO • » lO CO • * • • O • • • o O O O O i>» • • o Oi •* • • * O • 'OOO 40 O H • 1 H h • . • • •cTr^' co' uSV-T <• • o' • • • « H • • O H t> H 1 i . o o • ® ® • CO CO ■ CQ H ! ^ ■to®i h 99 CO O H h o l>OH Cl o COO® Cud c ■68-H 'CO H O ® OOO O Oi ® ©OOO® © h ■ © H TO O ® G- C5 ^ NH id H o' CO H (M O iOl> to uo o ca co •pmui ‘UI3AOQ S0}UXg p o ^ 1 u XI UI o a ^ *9 99 OOO o o OOOOOO OOOO © O 0-0 ooo o o cT CQ ooo •noiyeijd -oaddu x^PT11 -nut jo opns iuojxx 99 0 $37, 000 0 0 0 © © © © © © © © © © o o o o r5 50000000 Oi to Oi O OO •spunj 9AIX0Il|I0Jd TUOJXX 99 99 0 0 0 $19, 564 2, 500 ocooooot^ooo ONlOO *d H O COOINO O !>I>h'cq' TO cT CO I> \ 31,782 0 | 35, 760 914 ! 24, 783 26, 000 7,440 0 2, 500 60, 536 • saaj: uoixinx Tuoa^g; « 99 $906 0 887 8,110 17, 000 O OOOOOO © ©OHO© CO I® o o © H © © MO © © © © © © © © GO CQ © H iOCOO®GOO®HOOiOCOiOOiO®OH h'idio oTccTof cTirf.c5'^c^^o' ocT H H CO H CQ O O H ® ~ ro CQ Ht- erf co oT •spnnj | QAi:pnpojd jo gunouiY 81 0 0 0 $168, 000 75, 000 0 150, 000 100, 935 71, 229 40, 000 0 0 1, 490, 000 3, 500 0 1, 300, 000 COOOOHOOO I— O O 00 O CQ CO O O 00 o t- CD O -liD H O CO h m cl ® h oi id id CQ H 0 37, 000 900, 000 •eSuTppnq pun spuno'aS " jo © 99 $10, 000 100, 000 43, 000 j 200, 000 200, 000 25, 000 1 150, 000 1 120, 925 ! 55, 000 15, 000 50, 000 *100,000 200, ooo 25, 000 160, 000 1,000,000 125, 000 1, 565, 000 20, COO 450, 000 65, 000 299, 325 190, 000 100, 000 50, 000 130, 000 15, 000 22, 000 600, 000 •lan.iqnpn'B en^nand -du optVuoros jo © « $1, 250 25, 000 1,500 | 25, 000 10, 000 OGOO • * © © *00 0 000000000 • 1 o o — • o> « « o o *o 0-0 OlOO OOOOOO • * o OHIO • « o O *OOOOOHOCOOOOOO • • o © cq co • i ?> •ooo®' © iooi> o • • ® co • • * cq • ® o io co h © • • m • • * • CM h * • H •exaiddurej QB « OOO • o ooo • o ooo • o cq • ci OO • 'OOO « • O 'OOOO • o • OO • 'OOO • • O 'OOOO ' o • OO • *®0® • *0 'OOOO • o • co • • H H • • oi * 00 H CO • co • o • o o o • o o o . CO o ® . H • CO •B8ara[OA x>unog; SI OOOO OOO OOO *00000000000000 OOO OOOOOO 'OOOOOOOCOOOOOOO HO® OOOCOOO •C0OC®OO®t^t>«®O®O " CO~ <©■ ; rtH •jaaoi -aj9A0£) sojujg pajiuji xaoaj ft W © © © © © •©©©©©©© © © © ©©©©©©© . © © ; © © • iff © • CO rH ! ^ •aoxjniJtd -ojddn judioia -nui ao 9jnjg uiojjI H w © © © © © rH © © rH © © © © © © © ©©©©©©O © CM CO © © © rH CO © © © © iff CM iff ^ CO CM •spanj 9Aijonpoad moa^q 33 © © © © © 00 © © © CO © © iO © CM© © © © © ^ ^ © © © © LO Cl© rH b- CM© O O rH lO © © « — I i© 00 © t- 00 00 ^© iO © rH © 00 ©~ t> rH ©~ c^f of cf Iff t> cf t> iff CO CO rH rH © rH •B99j aotjinj uioaj w $10,000 1, 938 4, 500 0 *16,000 251,397 9, 000 ! 10, 001 0 53, 352 11, 000 3,200 12,633 73, 075 400 3,000 1,050 3,500 0 4, 000 3,303 3,000 5, 000 •epunj OAijonpoad jo junoray 31 $165, 000 * 3, 300 125, 000 0 0 1, 842, 093 0 517, 000 1 389, 195 0 0 270, 000 1,159,833 293, 700 5, 000 1, 000 0 80, 000 80, 000 14, 000 ' 65, 000 •s°arpirnq pan epunoliS "jo onp?A 30 $150, 000 * 22, 600 50, 000 200, 000 * 200, 000 2, 604, 795 0 300, 000 670, 300 500, 000 350, 000 4,000 250, 000 1, 165, 967 100, 000 23, 500 40, 000 300, 000 50, 000 60, 000 50, 000 150, 000 150, 000 •jfxejqn pan enjnand •dn ogijaoios jo onpj^ 29 ©©©©©oo© !©©©©© • © ic !©©©©©© © © © O © t>- © < © © © © © • ©CM •©©©©©© ©C^©©OCOCM .©©©iO© • © CM * © CO © © © © cT CO* iff iff © © rH • © © CM iff • rH • © iff iff CO CO ©*t>*©'iftCO CM • 1 iO <&-* * CO Library. •Bjg^qdmntj 30 e» 1, 000 300 900 *800 50, 000 50 1,000 20 20, 000 500 1, 500 600 •B9ratqoA panog; « otH*oooooo-rftmooo o om • ©©©©©© ®rHOO©©®Odt~©CMO © O t" •©©©©©© ONOOOOH'Ot'NiOHO © ©rH ■ O © O © CC O tfjViO ^*00 ©~ C'f © © t>* CM CM cf • © rH CO © rH cf rH CM rH rH GO »H • CO rH •sdiqBAVonaj 26 o i ' © ' t-. • ' ' cq ' ' O rH O© ••••©©• •Bdiqsinjoqog ft • • • • • • • • * • • • © • • © • CO • CM rH . . .© © t> © • • • • © • • • • 00 • if) • • • © • • i*rH* • • • rH iii* ■ »••• ••• !••• • 6 § & « Pennsylvania— continued. Allegheny College . Central Pennsylvania College . Westminster College* . Central High School . La Salle College . University of Pennsylvania . Duquesne College* . Holy Ghost College . Pennsylvania State College . Swarthmore College . Villanova College* . Volant College . Washington and Jefferson College. RHODE ISLAND. Brown University . SOUTH CAROLINA. College of Charleston . Presbyterian College of South Carolina. Allen University . South Carolina College . Erskine College . Furman University . Newberry College . Claflin University . Wofford College . t'»fflOWNcO'iiinteNooo © hn £5 15 5£ £t 22 S t^-l~-t>-OOOOOOCX)COCCOOOOOOOO © 0 05 05 05 05 05000) CO CO CO CO CO CO CO CO 00 CO CO CO CO CO COCO CO CO CO CO CO CO CO STATISTICS OF UNIVERSITIES AND COLLEGES. 2145 8 °1 ill 1 :°°i i igggl ii i i i : ~ : : *>* :® : ■ ! 600 0 500 5, 000 2, 100 6, 000 680 0 4, 000 6, 200 1.625 28, 725 3,500 3, 300 3, 759 18, 000 llslSIlllllsIllillll Iiiiiiiiiii T-i * » 1, 200 0 0 0 1,721 3, 000 o 11, 600 4, 893 0 0 1, 322 0 0 0 0 16, 000 5, 942 0 0 *4, 400 0 500 0 0 11, 000 270 0 0 1, 700 3, 000 1,788 0 0 900 - — o o o o o o o 0 35, 000 0 0 0 0 0 0 0 0 0 0 0 0 0 oo ooooooooooo o o o o o o a o 1. 050 0 0 0 0 0 0 0 0 0 0 15, 000 0 0 0 oo ooooooooooo i o 0 1,000 1, 000 291 12. 500 o 4,200 0 25, 410 5,000 0 8, 685 0 350 1, 500 247 900 0 0 62, 000 *6,660 0 0 300 0 34, 368 728 500 0 0 0 0 0 3, 500 3,300 5, 000 1,625 2, 775 2, 500 2, 300 1,747 2, 500 iiiieisisiliSiiiiili llsiiiiiiii * J o o i 0 50, 000 22, 000 7,000 190, 000 25, 000 0 70, 000 0 425, 000 86, 000 o 154, 000 0 5, 500 35, 000 15, 000 22, 240 0 0 1, 034, 000 *111, 000 0 0 3, 000 0 571, 340 9, 100 5,000 0 0 0 0 0 70, 000 33, 000 iiiiii in iiiiiiiiiiiiiiiiiiiii iiiiiiiiiii ED 95- - 68 Statistics for 1893-94. Table 2. — Statistics of universities and colleges — Continued. 2146 EDUCATION REPORT, 1894-95. • shot jonj9 nog; $500 1, 264 60, 000 220, 000 147, 250 1,000 500 1,000 395 1,100 14, 000 0 0 Income — e? $13, 386 5,300 17, 137 35, 340 62, 525 19, 444 49, 127 2, 730 * 147, 1.91 10, 000 12, 551 43, 300 2,000 23. 100 13. 100 20, 195 10, 050 2,000 •soojuos joqjo mo ja g $3,880 3, 500 0 0 8, 548 0 0 0 *54, 577 5, 990 2, 000 0 0 0 5, 100 0 1,530 0 •juora -UJ9AO-0 SOJBJg pojiua tuoja »-5 & O oo | o ooooooo ooo oo I •uoxjnijd -oaddx? xcdioiu -nur jo ojnjg uxo jkq M o 0 $30, 000 6, 000 2, 400 0 0 * 40, 000 0 0 0 0 0 0 15, 000 0 0 •spnnj OAijonpojd uiojj W « o $15, 000 1,800 20, 702 14, 032 16, 666 480 *19, 792 1,200 8,326 33, 800 0 15, 600 2, 000 3, 954 0 0 "S39j uoijinj mojtq w $9, 506 1 SI a 1 nms% lla II r-4 cico t- CO L>QH 00 ffi * •spunj OAijonpord jo junotnY M o $96, 427 195, 000 406, 000 377, 890 224, 654 8, 000 *458, 000 25, 000 148, 000 637, 800 0 250, 000 50, 000 125, 900 0 0 •sSnipimq pun spunoaS jo onpsA © M $46, 315 *250, 000 65, 000 131, 536 280, 000 537, 000 105, 000 377, 634 14, 000 *1, 000, 000 90, 000 125, 000 200, 000 2 ‘000 300, 000 75, 000 100,000 32, 000 15, 000 -Arcjqrx pun gnjnjnd -clu opijaoros jo enxBA 8 $3, 650 * 5, 000 700 1,047 50, 000 180, 000 25, 000 17, 168 1,200 * 300, 000 10, 000 2, 000 63, 400 20, 000 30, 000 800 1, 000 250 Library. •sjoiqdureg; § 1,000 300 500 600 5, 000 12, 000 1,000 2, 000 10, 000 300 5, 000 300 230 500 •soranjoA punog; b C* 2, 044 6,000 400 2, 500 15, 500 49, 695 17, 000 8,500 1, 000 53, 000 10, 000 10, 000 32, 000 550 12, 200 17, 000 7, 725 620 1 1, 000 •sdrqsiiione.l t O ! I O O • 'HOHH • OOO OO •ediqsxtqoqog CO o : « o j i Texas — continued . Add-Ban Christian University - U 3'? UTAH. Brigham Young College . University of Utah . VERMONT. University of Vermont and State Agricultural College. Middlebury College . VIRGINIA. Bandolph-Macori College . Bridgewater College . University of Virginia . Emory and Henry College . Hampden Sidney College . Washington and Lee University.. Hew Market Polytechnic Insti¬ tute. * Bichmond College . Boanoke College . . . College of William and Mary . WASHINGTON. Vaslion College . . . Colfax College . m II I I SSSS133 IIS $3 STATISTICS OF UNIVERSITIES AND COLLEGES. 2148 EDUCATION REPORT, 1894-95. Statistics of university extension. Average attendance at lectures. Average attendance at class. Average weekly papers. Passed examination. CL) O CD *5? Ph 200 300 200 ;■ 200 100 200 100 300 100 600 600 175 250 60 350 400 350 300 300 50 25 52 30 40 70 65 43 20 48 22 26 50 43 7 14 18 48 18 20 4 20 ; Location of center. UNIVERSITY OF CALIFORNIA. Oakland, Cal . San Francisco, Cal. LELAND STANFORD JUNIOR UNIVERSITY. Eureka. Cal . Oakland, Cal . .’ . Riverside, Cal . Sacramento, Cal . . . San Francisco, Cal . San Jose, Cal . Stockton, Cal . . Portland, Oreg. COLORADO COLLEGE. Colorado Springs, Colo. . CONNECTICUT SOCIETY FOR THE EXTENSION OF UNI¬ VERSITY TEACHING. Hartford, Conn . . Meriden, Conn New Haven, Conn. New London, Conn. Waterburv, Conn... HOWARD UNIVERSITY. Washington, D. C . UNION CHRISTIAN COLLEGE. Merom, Ind . BATES COLLEGE, LEWIS¬ TON, ME. Foxcroft, Me . Fryeburg, Me . Subject of course. Economic Questions of the Day . Poets of the Nineteenth Century . Phenomena of Glacial Action . Classic Period of German Literature, 1748- 1882. GMipus Tyrannus of Sophocles . Political Science . . Glaciers and Glacial Epoch in California. . Napoleon and his Epoch . Poets of the Nineteenth Century . Biology . . . . . Applications of Evolution . Applied Sociology . Education . Masters of Greek Sculpture . Social Evolution . Good Government . Social Evolution . Modern Poetry and Modern Life. Psychology of Childhood . Applications of Evolution . Evolution . Economics . Social Evolution . . Government in the United States . Popular Course on Scientific Subjects.. Ethics of the Old Testament . Ethics of the New Testament . Early English Life and Literature . Astronomy . Introductory Course in Psychology . A Study of Four Religion's of the East. Geology . Elizabethan Drama . Literature of Age of Queen Anne . Nineteenth Century Literature in France. Electricity . . . English Literature . Electricity . . History of Fiction . Sociology . . Electricity . - . . .do . . . English Literature . Evolution . Physical Culture . Study of Flowers . . . Teaching Geology . Travels in Holy Land Teaching Zoology _ Biblical Literature. Geology . . Elementary Physics. Education . STATISTICS OP UNIVERSITIES AND COLLEGES, 2149 Statistics of university extension — Continued. Location of center. Subject of course. Lectures in course. Average attendance at lectures. Average attendance at class. Averago weekly papers. Passed examination. | Rejected. UNIVERSITY OF MICHIGAN, ANN ARBOR, MICH. 6 ICO 6 100 UNIVERSITY OF THE STATE OF NEW YORK. 10 255 224 4 rj 0 Buffalo, N. Y . Money. Banking, and tbe Silver Question. . 10 212. 132 15 12 10 73 10 128 79 10 74 ! Economics . . . . 10 170 86 H 2 0 10 117 19 3 10 97 10 89 New York, N. Y . 11 64 25 22 17 0 10 209 8 105 97 Rochester, N. Y . Money, Banking, and the Silver Question. . 10 292 247 1 0 American Literature . 10 260 187 "9’ 8 1 Art of Photography . . . 10 94 75 Civil War . 10 187 148 22 12 0 Life in Old Florence . 10 205 152 9 6 0 Labor and Capital . 10 57 57 Rome, 3sT. Y _ _ _ _ .... _ American History. . ..... _ _ _ 5 121 American Literature . . 4 163 68 Saratoga, N. Y . English Literature . 10 148 78 5 9 6 Syracuse, N. Y . Romeo and Juliet and the Tempest . 10 8 0 Tarry town, N . Y _ ...... French History _ 10 144 43 2 2 0 Utica, 1ST. Y . English Novel . 10 110 45 Waverly, N. Y . European Statesmen _ _ 5 139 42 4 Yonkers, N. Y . Geology . . . . . . 10 142 25 5 1 A rchitecture . . . 5 67 SYRACUSE UNIVERSITY, SYRA¬ CUSE, N. Y. Silver Lake, TST. Y . English Literature . 5 100 Roman History . 6 100 UNIVERSITY OF OREGON, EU¬ GENE, OREG. Astoria Oreg _ _ English Literature. . . 5 150 o 0 0 0 Salem, Oreg . . . . . do . . . 5 100 0 0 0 0 WESTERN ' UNIVERSITY OF PENNSYLVANIA, PITTSBURG, PA. Pittsburg, Pa . Astronomy . . . 10 200 Franklin, Pa . . do . 10 150 VV ilkins burg, Pa . . . . do . 10 50 UNIVERSITY OF WISCONSIN, MADISON, WIS. Oshkosh, Wis . . Economic Problems of the Present Day. - . . 6 400 350 Waupun, Wis . . do . .c . 6 125 100 Green Bay, Wis . . do . 6 150 125 Wauwatosa, Wis . . do . 6 175 150 Milwaukee, Wis . . do . 6 300 250 . do . 6 150 125 Baraboo, W is . . do . 6 150 125 Sparta, Wis . 6 175 150 LaCrosse, Wis . . do . 6 200 150 Racine, Wis . . do . 6 175 150 Janesville, Wis . _ do . 6 250 200 2150 EDUCATION REPORT ? 1894-95, Statistics of univo'sity extension — Continued. Location of center. Subject of course. UNIVERSITY OF WISCONSIN, madison, wis.— continued. River Falls, Wis . Astronomy . . . .... . . Hudson, Wis . . . . do . . Menomonio, W is . . do . Monroe, Wis . . do . Sheboygan, Wis . . do . Milwaukee, Wis . Ethics . Oshkosh, Wis . Vegetable Physiology . The Government of Cities . . Galesburg, Ill . Socialism and Social Reform Eau Claire, Wis . American Politics, 1789-1840 La Crosse, Wis . . do . SDarta, Wis . . do . Winona, Wis . . Merrill, Wis . W ausau, Wis.... . Galesburg, 111 . Chicago, Ill., Newberry Library. Milwaukee, Wis., South Side High School. Stevens Point, Wis . Marshfield, Wis . Beaver Dam, Wis. . Lake Mills, Wis . Evansville, Wis . Decorah, Iowa . Oshkosh, Wis . Galesburg, Ill . W atertovvn, Wis. . . Appleton, Wis . Whitewater, Wis . AMEBIC AN SOCIETY FOB THE EXTENSION OF UNIVERSITY TEACHING. Allegheny, Pa . Allentown, Pa . Altoona, Pa.... Ansonia, Conn. Archbald, Pa . Association Local (Philadel¬ phia) . Atlantic City, N. J. Baltimore, Md . Beaver, Pa . Beaver Falls, Pa. . . . Bellefonte, Pa . Bethlehem, Pa. . Bloomsburg, Pa Boston, Mass . Braddock, Pa. Bradford, Pa . Bridgeport, Conn. Butler. Pa . - do . _ do . . do . . . Heredity . Studies in Shakespeare. English Life and Literature . 6 Studies in Shakespeare . . _ do . . . . do . English Life and Literature . . do . . do . World Epics . Studies in Shakespeare . . do . The Making of Wisconsin . Early Scandinavian History and Literature English Poets of the Revolution Age . . Shakespeare : The Man and His Mind _ Certain Poets and Prose Writers of Hew England. Shakespeare . . . . . Representative English Authors of the Nineteenth Century. Poetry and Romance in Hew England . . Shakespeare . . English History. .* . . Literary Study of Homer . The Making of England . Medieval England . . Botany . Astronomy . Age of Elizabeth . . English Poets of the Revolution Age . Shakespeare: The Man and His Mind _ The Poetry of the Nineteen th Century. . . English Authors . . Life iu Ancient Cities . Poetry and Romance in Hew England . The Poetry of the Nineteenth Century. . . Certain Poets and Prose AVriters of Hew England. Special Topics . . . . English Poets of the Revolution Age . Shakespeare: The Man and His Mind - American Political History . . Representative English Authors of the Nineteenth Century. Shakespeare: The Man. and His Min'd . Early English Literature and History . Average attendance at lectures. Average attendance at class. Average weekly papers. Passed examination. ^6 o ‘5? 200 140 140 70 175 100 125 75 300 125 3 ... 120 30 75 100 75 250 100 2 250 100 250 100 100 75 300 200 100 50 100 50 100 60 i 250 100 2 300 200 200 100 150 50 275 150 18 S G 120 60 7 2 100 75 150 75 250 75 200 80 125 100 150 25 200 110 80 100 82 1 I 150 50 275 2 200 150 190 150 100 !.... 130 170 145 3 .... 637 315 8 i 700 275 10 158 5 i 300 300 25 SO 88 105 105 105 105 93 61 105 243 380 o 105 124 91 154 151 76 74 148 74 2 191 144 1 91 44 STATISTICS OF UNIVERSITIES AND COLLEGES, 2151 Statistics of university extension — Continued. Location of center. Subject of course. AMERICAN SOCIETY FOR THE EXTENSION OF UNIVERSITY teaching — continued. Brooklyn Institute, New York. Camden, N. J. . , . . Carbondale, Pa .......... _ Carlisle, Pa.... . . Chambersburg, Pa. Chester, Pa _ _ _ _ _ Church of the Covenant (Philadelphia). Church of the Holy Apostles (Philadelphia). Church of the Messiah(Phila- delphia). Church of Beformation (Brooklyn). College Settlement (Phila¬ delphia) . Concord, Mass . . Dover, Del., . . . Downingtown, Pa . East Orange, N. J . . . Erankford (Philadelphia) .... Prank! in, Pa . Fredericksburg, Va . Germantown (Philadelphia) . Germantown Y. M. C. A. (Philadelphia) . Gilberts, Pa . . . . . Grace M. E. Church (Phila¬ delphia) . Greensburg, Pa . . . Haddonfield, N. J . Hagerstown, Md . . . . Harrisburg, Pa . Hazleton, Pa . . . Hebrew Literature Society (Philadelphia), Hyde Park, Pa . . . Indiana, Pa . . Johnstown, Pa . . Keene, N. H . Lancaster, Pa . Lehigh ave. (Philadelphia).. Lehighton, Pa.. . Lock Haven, Pa . Marietta, Ohio . Marlton, N. J . Mauch Chunk, Pa . Medford, Mass . . . Media, Pa. . . . . Memorial Baptist Church (■Philadelphia). Literary Study of Homer..... . . History of Venice . - - - . - American Literature - - ... . ... . ... . , . Florentine History.. . . . The American. Bail way - - American Political History . Bepresentative English Authors of the Nineteenth. Century. Development of Classical Music . . Certain Poets and Prose Writers of New England. Comparative Beligion . . . - American Political History - - - - Books and Beading . % _ _ _ _ - . The American Citizen _ _ _ . .... .. Shakespeare . . . Civics _ _ _ _ _ _ _ _ _ _ _ _ _ Special Topics . . . Poetry and Bomance in New England - English Literature . . . Shakespeare . . . . English Literature . . . Development of Classical Music _ Early Englishiiterature and History _ Between the Two Wars . Development of Classical Music . History of Yenice _ _ _ _ Tho Making of England . . Electricity .... _ _ _ _ _ _ _ American Political History. - - ..... _ The Crusades . . . . . . Early English Literature and History . Comparative Beligion . . Certain Poets and Prose Writers of New England. Shakespeare . Poetry and Bomance in New England . Civics . . . . Physiology and Hygiene . Milton’s "Paradise Lost and Goldsmith . Browning and Tennvson . . do . Causes of National Prosperity . Bepresentative English Authors of tho Nineteenth Century. Age of Elizabeth . . American Literaturo . . . Certain Poets and Prose Writers of New England. Literature of the Nineteenth Century . English Authors . American Political History . Political Economy . Bepresentative English Authors of tho Ninteenth Century. Poetry and Bomance in New England . American Political History . Poetry and Bomance in New England . Current Topics . . 6 G G G G 6 6 105 105 130 300 48 150 150 100 105 88 6 180 20 G 57 48 6 125 G 93 98 74 8 20 6 74 G 52 5 8 4 6 G G G 6 G 6 G 6 6 10 5 10 70 150 125 80 77 82 53 219 175 600 GOO 17 105 38 GO 50 30 16 32 45 1GG 100 6 175 125 0 180 30 6 80 12 G 6 6 G G 2 2 G 200 75 192 168 40 20 75 40 G5 . — ■ 170 130 60 200 165 68 G 10 G 375 75 44 ..... 6G 38 3 75 3 75 G 75 G 85 G 115 25 25 30 9 34 G 19G 15G 5 350 _ G 125 50 G 250 _ 4 4 4 4 3 ! 3 5 ... i 1 G 2 ... 4 4 ... 7 5 I. G . 2 12 1 4 4 . . . 6 1 ... I 's’ "l 2 i... I Passed examination. 2152 EDUCATION Statistics of university extension — Continued. Location of center. AMERICAN SOCIETY FOR THE EXTENSION OF UNIVERSITY teach in G— continued . Mercer, Pa. . Milford, Del Morristown, N. J.. Montclair, N. J _ New Brighton, Pa. New Hope, Pa . New Wilmington, Pa . Niles, Ohio . Norristown, Pa . North Philadelphia (Phila¬ delphia). Ogontz, Pa . Orange, N. J . Paterson, N. J . Pennsylvania It. R. Y. M. C. A. Philipsburg, Pa. Pottstown, Pa.. Pottstown Hill School. Reading, Pa . Reed School (New York) Sharon, Pa . Scranton, Pa . S. E. B. Y. M. C. A. (Phila¬ delphia). South Philadelphia (Phila¬ delphia). Spring City, Pa . Steubenville, Ohio . Subject of course. Shakespeare . C Poetry and Romance in New England . 6 American Political History . 6 Astronomy . 6 Shakespeare . 6 _ do . G Early English Literature and History . 6 Shakespeare. . ! 6 Early English Literature and History . Shakespeare . . Comparative Religion . . . Poetry and Romance in New England . . Florentine History . . _ do . . . . History of Venice . American Political History . . Poetry and Romance in New England . The American Railway . . . Certain Poets and Prose Writers of New England. Milton’s Paradise Lost and Goldsmith .... First Quarter of the Nineteenth Century in the United States. Poetry and Romance in New England . . Art of Music . . Puritan Revolution . Literature . Shakespeare . . History of Venice . . Civics . 6 6 6 6 6 5 6 6 6 6 6 6 6 6 6 6 G 10 Summit, N. J . Touro Hall ( Philadelphia) Trenton, N. J . Tunkhannock, Pa . Upland, Pa . Washington, Pa . Warren, Ohio . West Chester, Pa . West Philadelphia (Phila¬ delphia) . West Spruce Street Church, Philadelphia, Pa. Wilkes Barre, Pa . Williamsport, Pa W ilmington, Del . Woodbury, N. J English History . Studies in English Literature . Poetry and Romance in New England. American Political History . . . English Poets of the Revolution Age . Shakspeare . _ do . American History . Money and Banking . Development of the United States .... Shakespeare . English.Hi story . English Poets of the Revolution Age . Shakspeare . Bayard Taylor and his Friends . History of Venice . . . Development of Classical Music. American Literature . Certain Poets and Prose Writers of New England. Life in Ancient Cities . History of Venice . . . . Political Economy . Industrial Basis of American Institutions.. Poetry and Romance in New England . 1 Average attendance at lectures. Average attendance at class. | Average weekly papers. Passed examination. Rejected. 125 101 73 100 82 250 30 75 203 189 167 28 00 40 1 1 105 130 82 1 1 111 109 210 94 1 ... 480 179 li)G 200 50 99 31 145 82 20 20 29 14 1 85 59 10 2 2 105 150 175 3 105 210 75 2 200 25 60 50 56 43 1 1 105 210 60 3 1 220 144 23G 220 105 164 ... . 123 1 4 105 93 80 50 5 82 42 1 150 179 75 162 55 240 3 1 304 127 130 75 185 150 500 15 15 100 75 80 75 1 . . . 96 86 2 ... STATISTICS OF UNIVERSITIES AND COLLEGES. 2153 In addition to the detailed statistics for the year 1894-95, the following summarized statement concerning the work of the American Society for the Extension of University Teaching for the past five years was furnished by Dr. Edward T. Devine, secretary : Average Total Year. Courses. Lectures. attend¬ attend¬ ance. ance. 1890-91 . 42 298 176 7, 392 is9i_99 _ 120 715 176 21, 120 18, 822 1892 93 . 108 625 174 1893 94. _ 114 679 155 17, 614 20, 000 1894 95 . 126 723 158 University of Chicago, Chicago, III. — The extension work of the University of Chi¬ cago for the year 1894-95 is thus described in the Quarterly Calendar for August, 1895 : “In the lecture-study department there have been given 128 courses, with an average attendance at each lecture of 185, the different people attending numbering 23,628. In connection with these lectures 69 different syllabi were published, of which 16,259 were sold, realizing $1,420.93. “The university extension lecture staff of the year has numbered just 100, viz, 7 extension professors, 7 extension instructors, 27 university (proper) professors, 20 university (proper) instructors, 17 graduate students, and 22 nonresident lecturers. There have been in all 69 traveling libraries, containing 1,935 volumes. Of these, 27 libraries (828 volumes) have been collected during the year. From the sale of books there lias been received $166.05. “Of the whole number of extension centers established by the university (117), 92 have been active during the year, 25 inactive. The 128 courses have been distributed as follows: California, 1 ; Chicago, 29; Illinois (outside of Chicago), 45 ; Indiana, 12; Iowa, 11; Michigan, 23; Minnesota, 3; Missouri, 2; Ohio, 1; Wisconsin, 1. “These courses, so far as concerns departments, have been distributed as follows: Sociology and anthropology, 39; English language and literature, 37; history, 33; biblical literature, 7 ; political economy, 4; astronomy, 4; geology, 3; Scandinavian languages and literature, 1. “In the class work of the extension division 102 courses in 21 departments were given, with an enrollment of 2,193. The average number in a class was 22, and 32 different instructors were employed. These classes were distributed as follows: In biblical literature, 10 classes, with an enrollment of 674 ; in geology, 5, with an enrollment of 399; in philosophy, 5, with an enrollment of 273; in botany, 8, with an enrollment of 231; in English, 13, with an enrollment of 127 ; in Latin, 11, with an enrollment of 79 ; in zoology, 3, with an enrollment of 66 ; in history, 7, with an enrollment of 56; in German, 6, with an enrollment of 53; in political economy, 5, with an enrollment of 52; in sociology, 3, with an enrollment of 46; in political science, 6, with an enrollment of 41; in French, 8, with an enrollment of 37; in mathematics, 4, with an enrollment of 32; in Greek, 3, with an enrollment of 9; in Scandinavian language and literature, 1, with an enrollment of 7 ; in physiology, 1, with an enrollment of 4 ; in chemistry, 1, with an enrollment of 2 ; in bacteriology, 1, with an enrollment of 2. “In the correspondence work of the division there have been 64 courses in 17 departments, with an enrollment of 368, pursuing studies under 36 instructors.” University of Kansas, Lawrence , Kans. — There were 10 courses of lectures delivered at 6 different centers by 7 different lecturers. The average attendance ranged 60 to 200, with a total average attendance of 1,260. Colby University , Waterville, Me. — The following courses of lectures were delivered : Systematic theology, 5 lectures, at Waterville; Italian painting, 10 lectures, at Waterville; and a cooperative course of 4 lectures on The Revival of Patriotism, The City of Florence, Education, and Historic Spots in Virginia, at Fairfield, Me. There were also delivered 17 single lectures. Brown University , Providence, B. I. — There were delivered during the year 23 courses of lectures, an increase of 7 courses over the number delivered in 1893-94. The attendance has increased from 600 to more than 1,000. The 23 courses were delivered at 8 different centers by 6 different lecturers. The subjects of the courses were English literature, German literature, political economy, mediaeval and ecclesias¬ tical history, and social science. Brooklyn Institute of Arts and Sciences, Brooklyn, N. Y., was founded in 1824 for the purpose of establishing for the apprentices of Brooklyn a free library. The scope of the institute was broadened gradually, so that in the year 1887-88 courses of lec¬ tures on art and science were instituted. The number of lectures delivered in suc¬ ceeding years has increased very rapidly — from 78 in 1887-88 to 2,621 in 1894-95, ED 95 - 68* 2154 EDUCATION REPORT, 1894-95. Tlio members of tlio institute now number 3,764, and are divided into departments representing 25 various branches of art and science. The departments with their membership are as follows : Department. Arch geology . Architecture . Astronomy. . Dotany . Chemistry . Domestic science. Electricity . Engineering...... Entomology . Eine arts. Geography . Geology . Law . . Mathematics . Microscopy . . Minerology . Music . Painting . Pedagogy . Philology . Photography . Physics . . Political science. . Psychology . Zoology . . . Total. -94. 1894-95. Order of size. 129 133 17 266 262 6 156 171 11 244 247 8 150 138 15 42 63 24 237 224 10 140 134 16 39 52 25 477 535 4 172 170 12 159 156 13 87 119 20 51 72 23 143 122 18 126 120 19 485 608 3 94 99 22 414 485 5 879 1, 013 1 248 256 7 159 146 14 C44 673 2 178 225 9 102 103 21 ,821 6, 326 The growth of the institute is shown in the following figures taken from tho Year- Book for 1894-95 : Membership. June 1 — Members. Annual increase. 1888 . 82 | 1889 . 352 270 I 1S90 . 1,118 766 1891 . 1, 324 206 June 1— Members. Annual increase. 1892 . . . 1 1,782 458 1893 . 2, 622 840 1894 . 2, 457 835 1895 . 3,764 307 Lectures, meetings, and class exercises Year. Meetings open to all members. Special meetings and class exercises. Total. Year. Meetings open to all members. Special meetings and class exercises. Total. 1887-88 . 18 90 230 312 60 104 215 622 78 194 445 934 1891-92 . . 405 482 489 496 1,134 1,397 1,723 2, 125 1, 539 1,879 2,212 2, 621 18S8-89 . . . 1892-93 . 1889-90 . 1893-94 . 1890-91 . 1894-95 . ; STATISTICS OF UNIVERSITIES AND COLLEGES. 2155 Attendance. Tear. Average attend¬ ance. Total at¬ tendance for tlie year. Tear. Average attend¬ ance. Total at¬ tendance for the year. Daily. Per exer¬ cise. | Daily. Per exer¬ cise. 1887 88 . 86 112 230 486 86 94 104 106 6, 900 18, 300 46, 950 99, 200 1891-92 . . 541 936 1,177 1,024 98 102 96 82 120, 500 190, 900 212, 415 215, 150 1888-89 1892-93 . 1889-90 . 1893-94 . 1890-91 . 1894-95 . Besources. Tear. Annual income. i 1 Permanent funds. 1 Tear. Annual income. Permanent funds. 1887 88 . $4,457 7, 364 11, 412 13, 218 $37, 000 46, 000 66, 000 139, 000 1891-92 . $18,934 31,642 40, 169 44, 756 $208, 000 211, 000 215, 000 18, 384 188 ^ 89 . 1892-93 . . 188) 90 . 1893-94 . 189J-91 . 1894-95 . 1 I 2 ! 3 4 5 6 7 8 9 10 11 12 13 14 15 EDUCATION REPORT, 1894-95. V.— COLLEGES Table 1. — Statistics of colleges Location. Rame. Religious denomination. I 2 3 Mills College,’ Mills College . Ronsect. Cal. Rockford, Ill. .. . Rockford College. Ronsect . Baltimore, Md . Woman’s College of Baltimore. M. E _ | Cambridge, Radclih'e College . . Ronsect. Mass. R ortbampton, Smith College .... Ronsect.1 Mass. South Hadley, Mass. Mount Holyoke ; College. Ronsect. Wellesley, Mass Wellesmy College Ronsect. Princeton, R. J. Evelyn College. . . Ronsect. Aurora, R. Y - Wells College . Ronseet. Elmira, R. Y - Elmira College. . . . Presb . . . Yew York, R. Y. Barnard College.. Ronsect. Poughkeep s i e, Yassar College. . . . Ronsect. hr. y. Cleveland, Ohio. Cleveland College for Women. Ronsect. Bryn Mawr, Pa. Bryn Mawr C o 1- lege. Ronsect. Lynchburg, Ya . Randolph Mac o n Woman’s C o 1- lege. M.E .... Professors and in- I structors. Students. j Pre- 1 Colle- 1 para- giate i W) a 8 1 tory de¬ part- 1 de- | part- ment. Total. P o 1 o © © U 1 © © 3 © r3 © © 'ci © '3 g © j TS 'cS g © c3 © U "So 1 *© "g 55 © I o "© i ^ £ Ph Ph o Pi & EH 4 5 «] 7 -1 | 9 1© is 1 K* 1 » 13 14 15 1864 0 5 U 9 1 5 20 2 10 1 146 1849 2 14 2 15 2 17 : 113 26 [139 1888 0 o 13 16 13 16 0 206 1 2 0 208 1879 0 0 83 0 83 0 0 1 255 29 0 I 284 1875 0 0 12 28 12 28 1 0 785 i ! 2 0 787 1837 0 0 5 35 5 35 j 0 320 5 2 327 1875 0 0 5 72 5 72 0 760 20 0 780 1887 0 6 16 5 16 6 15 20 35 1868 0 2 4 110 4 14 ! 14 52 77 1855 6 12 6 12 89 3 185 1889 0 0 20 1 20 1 "o’ 72 19 .... 121 1865 0 0 12 34 12 34 0 484 3 488 1888 0 0 15 5 15 5 1 ° 108 4 112 1885 0 0 20 10 20 10 0 237 46 0 283 0 1 0 14 ° 15 13 112 125 STATISTICS OF COLLEGES FOR WOMEN, 2157 FOR WOMEN. for ivomen, Division A. w 3 GG £ O P3 h Scholarships. V olumes in library. Value of scientific apparatus and library. Value of grounds and build ings. Productive funds. Income. Benefactions. From tuition fees. From productive funds. From other sources. IS o H i© 17 IS 19 20 21 22 23 24 25 20 14 4, 500 $10, 000 $400, 000 $75,000 $54, 300 $3, 105 $57, 405 $1, 100 j i 5 5,640 10,000 J25, 000 53,390 j 6,000 3, 200 $26, 581 35, 781 5, 864 2 ... 27 7, 000 44,000 688, 000 369,000 ! 26, 346 21, 146 16,110 63, 602 125, 000 3 0 4 8, 000 15, 000 60, 000 200,000 j 49, 000 5, 000 54, 000 100,000 4 100 6, 000 55, 500 1 612, 637 545,470 ! 58, 933 34, 354 132, 710 225, 997 1,867 5 o 13 16, 000 35,000 375,000 99,000 i 69, 000 5, 000 74, 000 6, 200 6 35 45, 800 150,000 1,118,900 290,000 217, 104 8, 700 225, 804 1, 000 7 3 2, 000 l 25. 000 8, 000 8, 000 2, 500 8 10 5,308 15,000 147, 000 [ 200, 000 8,010 8,789 24, 000 .40, 799 1, 400 9 ”6' 10 4, 000 30,000 182,000 100, 000 28, 684 3, 651 32, 335 11, 000 10 o 3 724 0 55, 700 13, 241 594 13, 835 70, 582 11 i 18 22, 000 156,938 715,015 1,036,255 | 188, 734 48, 153 236, 887 37, 575 12 50,000 100,000 ! 125,000 175,000 7,000 13, 000 0 20, 000 3, 000 13 ii 17 22. 324 60, 000 1, 000, 000 ! 1,000,000 27, 000 50, 000 77, 000 40, 000 14 500 2, 000 97, 000 90, 000 1 11, 250 5, 100 16, 350 15 fcfcfe?:£ggS3!SS152g S2 § S8S3S ££ .g&ggg 2158 EDUCATION REPORT, 1894-95, Tble 2. — Statistics of eoTTegcs Location. Name. ALABAMA. Athens . Bailey Springs . . East Lake . Eufanla . Florence . Athens Female College. . . Bailey Springs University . East Lake Athenenm . Union Female College . Synodical Female College . Gadsden . I Jones College for Young Ladies .. Marion . Judson Female Institute . - do . Marion Female Seminary . Tuscaloosa . | Central Female College . Tuscaloosa Female College . Alabama Conference Femalo Col¬ lege. do Tuskegee . AP. KANSAS. Conway . CALIFORNIA. San Jose. .. Santa Rosa GEORGIA. Athens . . Guthbert _ Dalton . . Forsyth - Gainesville . . , La Grange.... Macon . Manchester. . , Milledgeville Homo . Tliomasville ILLINOIS. Chicago . Jacksonville. . do . Knoxville . . . INDIANA. Terre Haute . Oswego. Topeka . KENTUCKY. Bowling Green Danville . Glendale . Hopkinsville . . Lexington . Millers burg . . . Hicholasvillo . . Owensboro .... Pewee Valley. . Russellville. . . . Stanford . Winchester. ... Central Baptist College . College of Hotre Dame . Santa Rosa Ladies’ College Lucy Cobb Institute . Andrew Female College . . Dalton Female College . Monroe Female College* . Georgia Female Seminary . . La Grange Female College . . Wesleyan Female College* . Southern Female College . . Georgia Horinal and Indus trial College. Shorter College . Young Female College . Seminary of the Sacred Heart. Illinois Female College . Jacksonville Female Academy. St. Mary’s School . Coates College. College for Young Ladies . Collego of the Sisters of Bethany.. Potter College . . . Caldwell College . Lynnland Female College* . Bethel Female College . Hamilton Female College . Millersburg Female College . Jessamino Female Institute . Owensboro Female College . Ken tucky College for Young Ladies Logan Female College . Stanford Female College . Winchester Female Collego . Religious denomina¬ tion. Year of first opening. Profes¬ sors and in¬ struct¬ ors. Students. 7 Q£ Preparatory. O Collegiate. 8, 100 32, 100 : 10, 000 20 1 , 000 1 , 500 15 000 1 137 26 I 4, 000 50, 000 18, 000 18, 000 125 1 500 500 20, 000 5, 000 $700 300 6; 000 170 | 15 25, 000 8,000 8, 000 90 g 200 206 20’ 000 *5 200 35 800 1, 000 40’ 000 0 0 20. CG0 20. 000 10 207 32 1, 100 1,200 90, 000 0 0 32^ 000 250 O 32, 250 210 31 3, 500 10, 000 300, 000 $35, GOO $1, 800 42; 000 43, 800 .... 148 23 0, 000 8, 000 53! 000 9, 000 1 9, 000 32 2, 000 3, 000 150, 000 ; 3, 800 22, 900 2, 000 28, 700 .... 2 1 187 30 1, OCO 3,000 150, 000 40, 000 2, 400 8, 000 9, 600 20, 060 o- ! 2 87 4 200 36, 090 15, 000 6 0 15, 000 0 1 120 10 2, 500 2. 000 250, 000 1 , 150 21 1, 000 1, 000 75; 000 2,000 100 10, 000 12, 400 22, 500 1, 100 2 158 8 2, 000 1, 800 50, 000 0 105 9 2, 000 5, 000 120, 000 0 0 40, 000 0 0 40, 000 6 I 1 100 4 2, 000 2, 500 95, 000 16, 000 3, 500 19, 500 30, 000 8 1, 200 2, 000 40, 000 2, 000 5; 500 7, 500 240 1, 000 3^ 000 381, 000 *25, 000 *3,500 *28, 500 Hi 4 219 5 3,000 1, 000 80, 000 30, eoo- 30, 000 130 4 400 75, 000 10, 000 10, 000 40 3 500 3, 000 20, 000 0 0 2, 500 3, 500 6, 000 76 2 30, 000 0 • 0 3,500 0 0 3.500 0 217 23 i, 266 2, 000 50, 000 250 1 130 14 1,800 250 17, 500 0 11, 000 11, 000 4 129 4 140 15, 000 0 0 G, 000 0 4,000 10, 000 0 93 0 350 1, 000 30, 000 0 0 4, 000 0 0 4, 000 100 1 1,000 250 25, 000 0 0 4, 000 0 12, 000 16, 000 ”2" 148 8 2, 000 3,000 40, 000 0 0 5, 600 0 0 5, 600 90 7 200 400 8, G00 0 0 4, 000 0 0 4,000 45 1 3 800 200 10, 000 0 0 2,500 1 0 0 2, 500 1 O 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 29 21 22 23 24 45 2G 27 28 29 30 31 32 33 34 35 38 37 38 39 40 41 43 41 2160 EDUCATION REPORT, 1894-95. Table 2. — Statistics of colleges Location. Name. Beligious denomina¬ tion. Year of first opening. 1 Profes¬ sors and in¬ struct¬ ors. Students. Primary. Preparatory. Collegiate. © 6 c3 a ® ft 1 * 3 1 4 5 6 "1 8 9 LOUISIANA. | 45 Presb . ! 1852 3 7 28 40 58 tute. 1 46 M. E . 1856 1 5 22 20 41 47 Nonsect . . 1891 2 5 36 85 64 MAINE. 48 Univ . 1834 3 5 8 32 40 49 Kents Hill . Maine Wesleyan Seminary and M.E . 1821 8 7 190 9 Female College. MARYLAND. 50 Frederick . Woman's College of Frederick .... Beformed . 1893 : 2 13 36 15 38 51 Till t.h 1852 ! 6 12 117 52 Nonsect . . 1853 ! 4 6 96 MASSACHUSETTS. 53 Auburndale . Lasell Seminary . Nonsect .. 1851 11 23 0 8 160 MINNESOTA. 54 Albert Lea . . Albert Lea College . . Presb . 1885 1 1 6 2 40 10 MISSISSIPPI. 55 Bine Mountain _ Blue Mountain Female College .... Bapt . 1873 G 11 50 135 56 Brookliaven . i Whitworth Female College . . M. E . I860 2 5 10 61 57 Clinton ........... Hillman College . . . Bapt . 1853 2 8 36 38 58 Columbus . Industrial Institute and College _ Nonsect . . 1885 1 15 !ioi 59 Jackson . Belbaven College for Young Ladies . Nonsect .. 1894 2 8 5 16 1 47 60 McComb . McComb Female Institute . Non sect . . 1894 1 3 4 18 52 61 Meridian . East Mississippi Female College. . . M.E . 1869 1 7 30 20 60 62 . do . Stone College for Young Ladies . . . Bapt _ 1893 1 I 5 15 20 45 63 Oxford . Union Female College . Cum. Pres 1854 6 1 10 30 40 75 64 Pontotoc . Chickasaw Female College . . . Presb . 1852 1 , 5 20 40 25 65 Port, Gibson . Port Gibson Female College * . M. E. So.. 1844 j 1 5 45 18 MISSOURI. 66 Columbia . Christian Female College . Christian . 1851 3 11 25 20 100 67 . do . Stephens College . Bapt . 1855 5 10 10 15 76 68 Fayette . Howard Payne College . M. E. So. . 1844 2 11 0 54 44 69 Fulton . Synodical Female College . Presb . 1872 1 11 0 j 15 67 70 Independence. ... Kansas City Ladies’ College . Presb . 1871 1 9 16 | 12 32 71 Jennings St. Louis Seminary ..... _ ....... Nonsect . . 1871 1 5 72 Lexington . Baptist Female College . Bapt . 1855 4 G 15 35 45 73 . do . Central Female College* . M. E. So.. 1869 4 13 18 GO 71 74 . do . Elizabeth Aull Female Seminary * . Presb . 1859 4 9 9 13 47 75 Mexico . . Hardin College . Bapt . 1873 10 8 15 25 180 76 St. Charles _ j Linden wood Female College* . Presb . 1830 1 1 3.2 7 53 NEW HAMPSHIRE. 1 i 71 Tilton . New Hampshire Conference Semi¬ M. E . 1845 5 7 90 15 | nary and Female College. NEW YORK. 78 Brooklyn . . Packer Collegiate Institute . Non sect .. 1854 5 1 51 38 578 139 | NORTH CAROLINA. 79 Asheville . Asheville Female College. ......... M. E. So... 1854 3 i 7 27 123 80 Dallas . Gaston College . Luth . 1878 2 1 4 i6- 8 14 81 Creen shore Greensboro Female College . M. E. So.. 1846 3 16 154 82 Hickory . Claremont Female College . Nonsect .. 1880 1 5 25 35 20 83 Louisburg . Louisburg Female College . M.E . 1857 ! i 1 8 0 1 30 77 * Statistics for 1893-94. STATISTICS OF COLLEGES FOR WOMEN. 2161 for women, Division B — Continued. Students. Volumes in library. Value of scientific apparatus and li brary. Value of grounds and buildings. Amount of produc¬ tive funds. Income. Benefactions. Graduate. Total number. Graduated in 1895. From produc- , tive funds. From tuition fees. From State or municipal ap¬ propriations. " From other sources. i Total. 10 11 12 13 14 15 16 17 18 | 19 20 21 j 22 126 6 1, 500 $900 $45, 000 $27, 500 $2, 200 $8, 000 0 $10, 000 $20,200 i $600 ! 83 4 3, 000 2, 000 35, 000 * 5, 000 * 250 * 1, 000 0 * 2, 000 *3,250 500 ; 185 1 600 10, 000 800 $3,000 200 4, 000 1 113 26 3, 500 9, 000 100, 000 1, 300 3, 000 500 4, 800 6, 500 . 200 25 7,000 8, 325 128, 650 107, 913 6, 000 6,374 0 0 12, 374 0 141 14 2, 000 5, 000 50, 000 0 0 12, 500 0 500 13,000 500 : U7 15 4 000 * 1, 000 * 80 000 * 5, 000 * 300 *20, 600 *5,000 *25, 900 4 100 16 690 2, 500 45, 000 0 0 0 0 168 21 2, 000 2, 500 140, 000 0 0 15, 000 0 60, 000 75, 000 6 1 52 4 1,500 5, 000 40, 000 26, 000 1,570 2, 250 0 1, 800 5, 620 840 : 185 14 1, 500 2, 000 35, 000 12, 000 12, 000 91 9 600 200 50, 0U0 0 0 5, 280 0 0 5, 280 0 ! 2 76 11 2, 000 5, 000 30, 000 314 12 1, 200 2, 500 75! 000 18, 000 500 3,000 i 22,500 j 1,600 27, 600 6 126 4 300 1, 000 50. 000 15, 000 15, 0C0 0 "6 74 4 500 5.000 0 0 2,700 0 6 2, 700 0 110 7 1, 200 100 3U, 000 5, 000 i 5, 000 80 7 400 800 12, 000 2, 532 3,200 J 5, 732 145 12 1, 200 1, 000 75, 000 12,000 12, 000 10,000 i 85 200 10, 000 3, 000 3, 000 63 10, 000 2,000 | . 1, 500 3, 500 8 153 31 500 175 60, 000 0 0 20, 000 20,000 101 100,000 I 20,000 11, 000 j 1 152 14 900 1, 200 50, 000 i 17, 000 17,000 | 2, 200 0 119 11 725 1, 500 33,000 0 0 * 5, 400 * 6, 100 *11, 500 60 7 200 30, 000 6,500 6, 500 ■ 115,000 30 7 2, 000 50, 000 0 95 16 500 250 25, 000 ^ 4, 500 6, 000 10. 500 2 151 10 2.000 3, 000 50, 000 i 20,000 20j 000 69 5 ' 400 500 50, 000 j . 8, 000 8, 000 ”6 225 14 i 1, 000 2, 000 75. 000 52, 000 4,160 32, 000 0 0 36, 160 0 1 61 8 I 2, 000 3,000 100, 000 10, 000 | 1,000 22, 000 23, 000 182 25 2, 500 j 6, 000 76, 200 30, 000 1, 641 8,592 0 13, 270 23, 503 8, 000 8 763 35 6, 292 22, 156 219, 294 18, 462 951 75, 024 0 800 76, 775 300 160 5 1, 000 3, 000 100,000 * 8, 000 * 6, 000 *14, 000 "6 38 2 400 0 : 10, 000 1 1. 000 1, 000 0 5 159 25 2, 000 3, 000 i 100,000 ..... | 30’ 000 30, 000 3, 000 80 6 ! * 25, 000 0 | * 2, 000 * 2, 000 107 8 750 1, 000 25, 000 0 0 ! 3,500 0 3,600 7, 100 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 65 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 2162 EDUCATION REPORT, 1894-05. Table 2 .—Statistics of colleges Location. NORTH CAROLINA— continued. 84 Murfreesboro . [ 85 Oxford . 80 Salem . OHIO. 87 Cincinnati . 88 Glendale . 89 Granville . 91) 91 Oxford . 92 . do . 93 Painesville . PENNSYLVANIA. 94 Allentown . 95 Bethlehem . 90 Carlisle . 97 Chambers!) urg - 98 Lititz . 99 Mechanicsburg . . . 100 Ogontz School .... 101 Pittsburg . 102 . do . SOUTH CAROLINA. 103 Columbia . 104 . do . 105 Hue West . 100 Gaffney City . 107 Greenville . 108 . do . 109 Spartanburg . 110 Union . 111 Williamston . TENNESSEE. 112 Bristol . 113 Brownsville . 114 Columbia . 115 Franklin . 116 Gallatin . 117 Jackson . 118 Knoxville . 119 McMinnville . 120 Murfreesboro . 121 Nashville . 122 .... .do . 123 Pulaski . 124 Bogersville . 125 Somerville . 126 Winchester . TEXAS. 127 Belton . 128 Chapel Hill . 129 Waco. Name. a Chowan Baptist Female Institute *. Oxford Female Seminary . Salem F emale Academy . Bartholomew English and Clas¬ sical School. Glendale Female Collego . Granville Female College . Shepardson College* . Oxford College . Western College . . Lake Erie Seminary . . . . . Allentown College for Women . Moravian Seminary for Young Ladies. Metzger College . . . Wilson College . Linden Hall Seminary . Irving College for Women . Ogontz School . Pennsylvania College for Women . . Pittsburg Female College . Columbia Female College . Presbyterian College for Women Hue West Female College . Cooper-Limestone Institute _ Greenville College for Women.. Greenville Female College . Converse Collego . Clifford Seminary . Williamston Female College .... Sullins Collego . . Brownsville Female College . Columbia Athena} um . Tennessee Female College * . Howard Female College" . Memphis Conference Female In¬ stitute. East Tennessee Institute . Cumberland Female College* . Soule Female College . Nashville College for Young Ladies . Ward Seminary . Martin Female College . Synodical Female College . Somerville Female Institute* . Mary Sharp College _ - . Baylor Female College . Chapel Hill Female College. ....... Waco Female College . . Beligtous denomina¬ tion. Year of first opening. Profes¬ sors and in¬ struct¬ ors. Students. Primary. Preparatory. Collegiate. 6 c5 rc5 a . PT From produc¬ tive funds. From tuition fees. From State or municipal ap- propriations. From other sources. Total. 16 17 18 1© 2© 31 22 0 0 $8, 000 $8, 000 0 0 $10, oco $600 35, 000 35, 600 $700 *12, 000 *12, 000 0 0 500 $3, 500- 4, 000 1,500 75, 000 40, 000 40, 000 60, 000 4, 000 20, 000 0 0 24, 000 2, 300 32, 077 1, 761 27, 414 0 355 29, 530 1, 056 8,000 8, 000 10, 000 *12, 000 *600 *18, 000 0 0 *18, 600 0 35, 000 1, 900 2, 547 4, 447 . 1 0 0 63, 000 63, 000 0 i 0 0 9,908 293 10, 201 0 1 0 0 30, 000 30, 000 0 1 0 0 108, 000 0 0 108, 000 0 ! 0 0 30, 000 0 0 30, 000 300 | 10, GOO 600 15, 000 0 0 15, COO 1 0 0 3, 000 4, 000 7, 000 10, 000 10, 000 5, 000 5, 000 0 0 6, 000 0 2, 000 8, 000 7, 000 7, 000 40, 000 30, 000 30, 000 *2, 500 * 2, 300 * 4, 800 3,000 3, 000 5, 000 300 4, 000 3, 500 7, 800 0 0 4, 000 0 0 4,000 0 *30, 000 *30, 000 4, 000 2,000 6, 000 * 5, 500 * 5 500 *35, 000 *35’ 000 1 0 0 *10, 000 *10, 000 9, 000 9, 000 10, 000 10, 000 0 0 0 6 0 0 0 0 42, 500 0 0 42, 500 0 30, 000 2, 800 4, 000 6, 800 15, 000 15 000 0 0 10, 000 1 0. 000 i _ 0 0 9, 000 0 1,000 10, 000 I 35, 000 35, 000 2, 000 300 2, 300 0 0 7, 000 0 0 7, 000 0 84 85 86 87 88 89 90 91 92 93 94 95 96 97 93 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 12S 129 2164 EDUCATION REPORT, 1894-95. Table 2. — Statistics of colleges Location. l VIRGINIA. 130 Abingdon . 131 . do . 132 Bristol . 133 Charlottesville . . . 134 Danville . 135 . do . 136 Hollins . 137 Marion . 138 Norfolk . 139 Petersburg . 140 Richmond . 141 Staunton . 142 . do . 143 . do . 144 Winchester . 145 . do . WEST VIRGINIA. j 146 Parkersburg . WISCONSIN. 147 Fox Lake . 148 Milwaukee . Name. Martha Washington College . Stonewall Jackson Female Insti¬ tute.* Southwest Virginia Institute . Danville College for Young Ladies . Roanoke Female College . Hollins Institute . Marion Female College . Southern Female College . Richmond Female Institute* . . Staunton Female Seminary . Virginia Female Institute . Wesleyan Female Institute . Episcopal Female Institute * . Valley Female College* . Downer College Milwaukee College. c3 .3 .9 Profes¬ sors and in¬ struct¬ ors. Students. Religious denom: tion. § Pn o m u cfl © © X Primary. Preparatory. Collegiate. Male. ffl c3 a © Ph 3 4 JL 6 7 S 9 M. E . 1860 4 16 ; 25 GO 94 Presb . 1868 2 8 17 10 50 Bapt . 1883 8 7 Bapt . 1856 2 5 0 5 49 M. E. So . . 1883 2 5 15 40 Bapt. . . 1859 2 6 "i 67 . Bapt . 1842 7 15 184 Luth . 1874 2 ’ 6 30 55 Nonsect .. 1879 2 21 40 ’ 108 102 Nonsect . . 1863 4 8 10 20 74 Bapt . 1854 7 11 75 100 Lilt'll . 1870 4 6 12 38 . P. E . 1844 2 12 6 40 50 . M. E . 1848 4 10 12 80 P. E . 1874 2 6 10 14 37 . M. E. So ... 1874 2 5 4 11 16 , Nonsect . . 1878 0 3 18 17 . Cong, and 1855 0 10 7 37 11 Presb. . Nonsect .. 1848 1 9 0 CO 20 Statistics for 1893-94. STATISTICS OF COLLEGES FOR WOMEN 2165 for women, Division B — Continued. Students. Volumes in library. Value of scientific apparatus and li¬ brary. 6 Income. 00 P .2 5 Graduate. Total number. 1 Graduated in 1895. Value of groui and buildings Amount of prod tive funds. From produc¬ tive funds. From tuition fees. 0 “jf! ° g ^ Eh From other sources. Total. 10 11 12 13 14 15 145 It 18 19 20 21 2 181 17 1, 000 1,500 $50, 000 $7, 000 $7, 000 130 4 131 215 7 12, 000 150, 000 25, 000 25, 000 132 0 54 1 * 500 * 20, 000 * 7, 500 * 7, 500 133 55 0 800 30, 000 0 0 no, 000 0 0 no, 000 0 134 70 8 ! 0 500 20, 000 0 0 3, 987 $3, 994 7, 981 135 r;;; 184 18 2, 000 2, 500 150, 000 20, 000 20, 000 136 85 2 1 200 200 20, 000 0 0 1, 800 1, 800 137 ”4" 254 26 300 500 150, 000 0 0 13, 000 0 0 13, 000 138 104 5 2,000 139 3 178 20 1, 000 65, 000 0 0 15, 000 15, 000 140 60 500 200 25, 000 . 141 96 1 1, 200 1, 000 60, 000 0 0 142 92 11 300 500 50, 000 0 0 6, 000 6, 000 0 143 61 4 1, 100 200 15, 000 0 0 4, 000 . 4, 000 144 4 87 7 500 0 20, 000 0 0 145 35 2 650 8, 500 3, 500 . ! 3, 500 0 146 I ■ 55 1 1, 834 1, 600 25, 000 $78, 000 $4, 400 J 0, 255 1,523 16, 178 147 0 80 4 3,000 8, 000 45, 000 75, 000 3, 500 6, 000 0 0 9, 500 148 VI.— SCHOOLS OF TECHNOLOGY. 2166 EDUCATION REPORT, 1894-95. o n P-Q o P H 3 Pi ©o © r-* © cnj ^ is. © © ©© c© © /c. ^©(M- O'L' CTH tv © Cl CM rlN H i cm co © m CM i-i i rlOOrlTja •a^eoia^ © ©©©©a ©© ©©t-i©©© © © © . •ai^H © © i-l © © © o© © t- © © © o ©©©o © © 1.0 CM © © © © © © © CO © lO f- r-l ©©©O © © cm ©m©©© o© ©©©(ml--© © co © © — h in l- •aieH •aiBina^ '3FK •axcma^ •arBK •apjuiaj •apjuta^ © (M t— © . CO © © © © I © CO (M © • © © IM © © © !— © © © 00 © — H © © © © (M © © © © IBOOaciO O- O © 01 © © © > co © co © ©in ©octi-ooico 2lli3'§Jii?4i ll ti'-O £4s fcKG 2 ©' "3.5. -a a c “ O © « 35 8 Isf £ : : : : J j • ' ' r-j ' m • : ' Jj o • • • P * ; I * ^ j , i i— ( a o3 • * fl - • ^ « d rhS li a ti 9 >» : •3 d do a ; CP O CP O CM O OO o 00 OO O rHOO o »o-t< o -H HU OOO L- CM xH rJH ^ CP Cl lO CM Cl rH CM O CC 040 O C5 O up- GO O OO O n O O © »P rH CP0C tO F- -p N 00 rH OCO lO Cp: O O 00 LOO Lp Cl PHC LO H CPv-HCM-rHrHrHCOrHrH O r-IrHCM rH CO rH Cl CM CMr-lr-iOlr-lrH O OO O CM O OOO O OCT O CM OO rH CMOLP O O hH O COOO -CM rH CP Cl O F- r— ' F— Cl rfl O F- rH O F— CO CO C GO HO CO 1 — 1 CM rHrHCMrHrHlO rH rH CM rH CO H CM CM CM LP i— i ip O CM i — ( rH CM nH O OO O rH O O O Cl O OrH O rH OrH rH Cl O O O O ^ O rH O O O O O OCO rH O (NHH O 0^4 rH Cl- OrH rH OOO O ^ O rH rH CM © « © OQ © r-, 1S57 1886 18S0 1871 1893 1868 1871 1885 189.0 1824 1802 1893 1889 1890 1881 1891 1868 1892 1866 1890 1843 1893 1884 1887 1876 1890 1834 3872 1839 1S9,2 rH ! r-H » • . ^ ^ ' ; , , F* * H lS ’"rH ^ 9^, be • *E< HJ 0^9^ • ’o O . ^ <£) • ^ ’'o © ^ o <1 f- ,3 : b® ® s i-2§fc»®o o © : fci-2 o So ^ a 5-“ o o s© h 2 n ilianical ege . and. Me- tute . tral Col- Lence. to il ;s <; S 'A Ilf. ? '■© & ■ c S H ©1 o ■ I 4s w o-a) ;5'3°3' |.3-rg C/R( ) 2 ® c3 _©j3-j3_C}-; ,"K rS O 'o O 'd Cft -_l r . p p. w| fe « ® p © <5 . H > ts ^ ® ® o y t/--PP ® •£» S ©• et- ® « O .rt B O ® 0 §+2’r bflO a o o' M PH p p ** " ~ ® : es O ■C. Q fc? o fciiQ <1 _j§ <1^0 >■ O eg O ||1 * Org £ .r~ P3 c o rj •S^gg5! o o p .•g'ro ®! '•h S n: 2 o b~ ®h!Q ,y_ o5r-i+?'p . m.®5© N g P § S’o ft,bw<,o in B O 3 8 0,2 0<1 o o^hS^-e-s * -g O g=H O « j*OS §«2 oi°-BP3-E o-g i fcfj St« g> o® g ® J fccO+3 cis-kH Oco to (>^ •SO SfH* :S :N? H M . • ^ g ® O 0 ’tic 5 o: _2 R rt 1 1 rR R m-H ci O £ l>i Sd^ o o -§ g § c <1 P< ^ P fi H PI : CP tp Cl CM CM c-4 o CM CO 03 O CM Cl CO CO No Kft’ -e o' P ^ •P O' A . rp NO oo f $ jin 2 ^ ssn ~02 r2 ® A 03.0 - F, o P 002 O OP ©S bJC •g O p6 P'S ^ -T^p OQ 2 5 -g fcflS- 2 o op PPP -2 r £1 Statistics for 1893-94, Statistics of schools of technology for 1894-95 — Continued. 2168 EDUCATION •euoijOBjouog; WI * S90JH09 joifto uioj^j Tf O (M ( NO COl I CO O CO C ’OONCO LO LO H O 00 lO COCO OMlOOC o © O oo Ol CO CO 0C CO •^nomnj9AO-o © i © eajBjg po^iarj hiojj I M S ' kO o o o o o o o o o o OlOOCO CO in o co »o ^ r> » 05 © r io co th io k lo ® m ooooco I © © OlO O © O O O 1 oooioiomw •3C.re.1qq put: en^Ba -edde opi^uoTos jo 9ups_^_ ©©©©©© ■e^9[qdui'B © o H ® a: 73 g f.sT8> j 2 pi >£jg| ‘ f, ci q 5 -S b» a 0 z3 o o § £ f 3 I 8 S' S' I'sS § I'S 1 1 II I s' s' g'S s' s'gg 11 II 111 II Sg •sss g'f I I I I IIS s II •>' s' s a S^'S a" s'” j 1 ii 1 ill i ii ii I :i li . in 8 S' s rfSS S S3 S jS ss § i g i in co' I 31 I I II I * SI Statistics for li VII. — MANUAL TRAINING SCHOOLS. 2170 'PIOI 5 $21, 300 1, 800 24, 402 11, 082 9, 150 IS cs c7 12, 000 1.1, 502 60, 057 193, 302 ■sp^uappui ao^ * 1 ill! ** jef r-T 1 LO 1 40, 423 1 s •sjtndoa pun SXOO^. jU9U jo^ H !5SI! «■ 1 1 Cl 00 3 sf a" •spaiapui jo^ « $1,000 80 794 172 700 1,323 897 1 0 i 6,594 •saaipna}. joj V* HISS 1^“ rH r-H rjT [> | -QS- Cl 11 O O ss Cl oT CO CO icT 112, 036 Different pupils who receive industrial training. •Fiox 2 I*S*S 111 11 IS- SI 1 ■axuniax i © § : :3° §*f2 £§ S3 1 " !:! ! 1,271 •9pk 1* 1-FI °3S SI 15-“ n " § cm ^ list 111! Pj.g£ •Xniox ^ OO Cl Cl SO O Cl C5 O 1^ O O r-l rH lO H Cl tH nHH d r-i Cl S Cl 0 •0[UUI3X © co • • d 0 ooco ^ ^ hhhh h* q ci 1 •a PH « I L.O Cl Cl Cl O ^ Cl SO rH CO OXOO rH r-4 O 2 I 5.2 § I 5 02 o aj « 2 , « 0 ! • m Ph ii UJ31 g&s || m1»“I 11* SiS 3«S *3 arff.jtfi ^ "< • J^SgSH £,§>§ "lyiBaW.g U |, wid.& ii |»II >« <;SSH «d Jill nil 1 sf S'S~ Hi ur o.8- fs §' Pa? 3« £ ^ ^ g-M § ..g|Sla jlflll iil3|I mi £ •§ •43 “is! S«|J gilf5 :LX ®1-| SPSS'S l-I^ll^H ,c_ -fSgSfci l|1S .2 ‘5,2'COS^ g g |Illllllll5l 3 A im ?« s If III i^R 15 5 5S3§^ £5 3 M& (H p4 « +3 g III ^ a Elementary in Sloyd school; secondary in manual training high school; collegiate in technical college. Table 1. — Statistics of schools of theology for 1894-95. PROFESSIONAL SCHOOLS. 2171 •A'jnaqjx at esTunpA 2, 200 1,500 0, 399 18, 000 1,200 2, 000 8, 000 63, 000 3, 500 10, 000 1, 000 l •eaiotdtp Aq uoat3 jt sj • Yes. Yes. Yes. Yes. Yes. Yes. j Yes. joaxSep teqAV : : ; : : Pi |fl Pi ; £h ; ; 4 ^ 4 pq :4 4 4:4:: 4 w 4 • _ • • _ • _ Q jasjnoo oqj jo uotjopl -tuoo uodu pojjojnoo ooaSap a sj T=< o o <© o cjoSSo o § d Q M ^ r w •£6-?G8[ at poAiaoaj sttoip'eptrag; Ml “ t6»0 1 3, 200 0 al25,000 700 0 30,000 100, 000 . B., S. T. •spunj jasumopag; *=l $8, 000 75, 000 202, 000 400, 000 40, 000 100, 000 500,000 45, 000 o S. T •s3atp-[tnq pun spanojS jo 9 up A Fl $3, 800 20, 000 60, 000 no., ooo 10, 000 65, 000 700, 000 Length course. MT39A Ut S3T99 ,\\ © ZS-" SS- S 8 & £■ & 3 3 8 S’ •SJU9A © 4 e: O M t- • Cl CO’ 6* cs eg ■ ■ ^ •Satprnpcj-Q O coo car »■ O « ^ £ £ C1 |: •oounpuajp aj ”4^ O t- o o ^ g ® £ In¬ struct¬ ors. •;ae;stssu jo ppudg j « ! O HH CO- r-M !M S3 T-r C-i oi § President or dean. S3 : ipj § q i Pi £ 4 : : %■ i & | ! « i i 1 § i g I Ill U 1113 til5 1^0 y | ® ® 1?-. | H ► j| | 4 | Name of school. « 1 ill & i g i ? & 4| I s i m g * 1 | s isi I t & *41 s » f ? |i| « Jg ^ g| | 6I5S! 1 I 1 |S| i f's t 1 f HgH I SU | ||? :i!fi WM 1 Jlfi l! 5 fii sf?. iltr|5il 3 WWWffiPW i Location. " Talladega, Ala .... Tuscaloosa, Ala .. Los Angeles, Cal. . Oakland, Cal . San Ansclmo, Cal. San Mateo, Cal.... Denver, Colo . . do . Hartford, Conn . . . Middletown, Conn New Haven, Conn. "Washington, D. C . . do . a By r-i C3 TO O O O CO O O H t* ft A'G“F68I ui p9 AT909J suot^oBjauag; •spun; ^aoamopug; •sSuipXinq pau spanoaS J° 9nI^A •jbojC ui ssf ao a\ o o o o ° © ^ o o o © © o © © © © © © © © © !Jt?9i | 9 ; •g -g JO -g -y ).i§ap SuiAuq s^napn^g '90TI13piI9^!}.'B UJ | 5g j 00 ■ ^ - CO fcjojp^ © 3 ^dW o ^P s |j fa ^ CQ F P P P o p g p P p rW S g O 5^i 0H P, M © " p «j ^ c © P: m ? s a r-p ?? .2 ® x o PJ s S 3 fcc l“ii ° s ©M .CO ° 3j bc'C .2 P P — 3 H -o R^^§prP^S'S'^£ogr7d=S'5)?Pfql|P:3^S b|)S p 9 . s 0-2 ^ fe J © o ^ oP§ 3, 0 0O 5 dT> p *^p 0 d co bl® <3 rt d cp ^ m © t— co © Cl Cl Cl Cl Cl Cl i 1 4 s tx Yes. Yes. Yes. ^ P H H m P p'p pq'pq pi s P P w pq ■pq •;H ‘ m P P S § o co P pq S 1 0 t* £ > c ijz I § i }xtx ® c > o c i 5 !z § 8 $ c i fx £ h £ > o © c i £ > C i £ i C i h iz 8 8 '8 i fx tx {x 10, 000 1, 200 0 000 ‘9 3,729 O 1 1 000 ‘OS 1 . 2, 117 000 ‘OS 23, 058 11,886 1 *225, 000 440, 000 275, 000 75, 000 _ 000 lf | . 610, 000 § 23, 000 I 1 8 § ! 30, 000 *13,000 275, 000 90, 000 200, 000 150, 000 3, 500 200, 000 283, 150 £p I “tH- .s^p g gA H S § S3 Si 88 8 5 3 S S3 3 SI .5 8 3 ^ CO CO CO CO ^ £3P> ◄iSs Ha Table 1. — Statistics of schools of theology for 1891-95 — Continued. 2174 EDUCATION REPORT, 1894-05. •ILrBiqi[ ui E9tmqo_\. 1,000 20, 000 3, 000 5, 000 8, 000 1, 500 500 400 4,500 25, 400 5,000 5, 000 ^Bxnoplip Aq uaAiS sj • i ^”4 i i i v " i i i i i ii jaaaSap ^T3qAV *3 1 l asjuoo jo uot^apl -uioo uodn poxisjnoo oaaSap b op w* o • S S S o : 3 : o o o i d o do Jz? j ■ h t* >h yA :fx :jz5 •gG-p68I U1 p8Ai9oaa: suoppBjauag; M H $40,000 50, 000 15, 000 0 0 5, 000 0 8,000 0 1,000 420, 000 2,000 0 0 9, 691 •spuilj !}.U9UIAV0pug[ « $200, 000 400, 000 65, 000 20, 000 83, 200 45, 000 I 382, 000 50, COO 1,710 260, 000 0 0 5, 000 •BSaipjinq pun spanoaS jo anjBA. H $50, 000 175, 403 40, 000 0 100, 000 75, 000 31,000 (6) 35, 000 260, 000 250, 000 100, 000 125, 000 5 2 fl O 3 O o © •JB9^C Ut S3[99 a\ © CO CO CO CO CO CM O CD O CD o o co o o oo co co co co co co co co co r*i ^ ^ ^ ^ •erBojA CO CO CO CO CO CO CO CO CO CO Cd ^ CO CO CO CO Students. •s ’a *T0 ‘a ‘T 99J§9p SutABq e^uopuig HD Cl CO t> « • ID C CO t? O O O ■ O rH ii CO IIth T-i r-4 • J5 I 1 •Sni^BnpBap) - rH rH CO CO O O COCOOCO P- TO 00 'H -H CD ^ Cl rH rH rH LO rH d •ODUBpua^^B UJ LO 00 CO O CO d Cl "H HCGlOO rH lO rH L- rfi CO 00 Cl CO d CO C l CO CO O 1-0 CO L- In¬ struct¬ ors. •jub^sissb .io puoadg *3 | M eo © © rS © © © © tM HOHn. © fto •saossajoaj 1 ^ 3 8 2 4 3 4 4 10 1 5 President or dean. W i i i ® lit* iii« | • i if-HQ • i ^ ••• ■ • • • q ' 1 • i a p « i 1 A M i i is i y I tC © J Si Sfi !!''©?! !® • v? LLi rO R . • i • k. O • r-2 r© > ±| f 3 3 oS i M ' ' ® A3 © ©,2 S m . h Q u ■ o -11 ^ is'S r g W ® W-H u H as O-d^a ®-*a 3,8 ^ ^ ■ . M 3 C3 . ^ CC 03 P’sfm ® -3J| 3 S r^. ! -S p4 1 ?-2 rt ri ^ t— 1 ■ S3 ^ ffl Fi © • . • O V t-1 . c t© <1 H O pH Jz; PMjcd t» • • >rS • • I '+-< t>> | -g | §> P S -i || | • |° £3 02 £ “ s © a ■ - AS? : : : § g r2^ « S >> H l0-.^ § : •J.’o co ■io H -a = 1&a ^ llll o ‘S o ^3 G “ —-^^3 T G b ■ ■ a ® g C‘ >-.?h S .2 g J &^§“Sb§ i : r I ^ ® ^ o& M fecr* o ^ .s -d'.d f 'g ? ■ P’,o a*g ® B IES S S a^-.^-E^as 1*"^ 1-3 si. if jl i g5||ii|| if i|i 2S||! |€llll|allM>?i trills l| ill! ll ^ fzj h B.D PROFESSIONAL SCHOOLS. 2175 O o 00 o p p P P CO CO CO cc ^ cq t> LOic * --.>> ob‘ 1 >5 ||S !p.2 C/2 lfp02 i « — < ;o2 cd UP « P p p tt-p Ondfe P 2 H O P ®cPo^.S^5 -SEgft gdfo2£ 02 OP m H w 3 d CD sl5l| pill 02 <1 W. g'S p £3 © pp H ;ft Ke (■ OO o «i of 02 02P I®- .5ft P . Sft . ftl 2 © 0 4^ © o M (h o O tc„ -m£ g Si „ C4 cj S © 5^ >> ^ © o M d S°S © .2 cS ft P ® A ei '^s'q< += ® a 05 ® g ■P h o ft 02 <| Pi ® g s O - ; ; „ _ : : ; _ ■ ■ : i-R : ft^ ® ^ 00 CO p p co* ■ P P .m" 0 P P O bX) O p : pts i a ^ . CD ft ' : :p : :p ft ip’i :pp I .rrt 5=1 ; 0 ^ : §PP i ^pp : ®P « g ft.sgfl ft 0 ft Strong !p|£r ; iPp : : p" R-p : :P S ■ M p Jp § 6 > Sw CD to <. o ft's ® • p I II §*IIIH §c EgoFK'rt^' 02 ft 02 002 'P^f S :'to ^ ^ o P “I 1s» s£.ifi^ t.f| pfi Sibils .“fiCft toft g ilsilllr| ^ S % I 5 H gs p^ 02P 02 02 a !g III S-si ^PO o P ® ft 5C s' <1 s ^ ® 1 9ft| 02 P P o ^P.S ft p 5 % W - . . 9 fl ® ft POP Sft^^ ft ft ft ift ftftft ft ft ft o pft III P oft g ft o . P CCj^ft sftl ftft -g g ^ ciSa ft ft £ ft ini U „ CO ■rt;’S O ft ft' I ft : ; Kft , ® . :5ft ® od > ® ’Sc 2 '^rft ft P Of g to A ©.ft Hp CO Table 1. — Statistics of schools of theology for 1894-95 — Continued. 2176 EDUCATION REPORT, 1894-95. 'Aj'Ejqij tti eaunqo^ H 4, 000 14, 000 17, 400 6, 000 6, 000 2, 000 10, 000 11, 000 1,200 5,359 7, 000 3,300 l nuioplip .£q uqaiS ji sp « Tes. o A ® tO GO I • i © H B |x : ; ; i90jgep pegM B.H .. P P P P : P : S S pq pq : w : 1 0Sjnoa 9qj jo noij0[d -moo uoati p0jJ9juoo 99j^0p 13 ep « © o o c Pi p m > © O V ^ C G i t* P A P A A •C6-X68I UT P8AI0O0J; enot^o'Bjouog; M H a$27,500 0 12, 000 © © © i — 1 2,610 . 1,000 13, 000 21, 000 1, 972 •epanj jugumopag; « H $60, 000 280, 000 0 85, 000 85, 000 6140, 000 25, 000 0 125, 000 260, 000 73, 866 •sSuipjrnq pan epunoaS jo 9a[e^ $20, 000 25, 000 150, 000 75, 000 125, 000 40, 000 15, 000 60, 000 2, 000 10, 000 12, 000 60, 000 25, 000 Length of course. •jboA ui e^ao \\ H P ©CO 4floo©pt^eq©co^^ is ^ d W © 43 F »— I . fa ■3«° W ^ J rJ5l% Sp £p | fc>^ n £ K 02 P 1-5 bJC © 5 ©H _ bI) • s ®5! 2 |«® .a w> s © ,P o 11°M i g © ^ • « g: P ©P .©72 P-rST bt® > © be o - — . © o O 43 ^ c I © o. be o • ° be^ fl i c S •*= pp |4 > -g. ’3 © P £• _^®t- be • © « . hj] ^ ©; ®Ot2 © .trp O —.flJ J- CO ® >3 oj ^ a © a © Jr g ^ S © ® ® p. " O m 02 _=3 © D CD n ~ -k ■ P P O ~ P o o P P 25, 000 10, 000 6,000 15, 000 2, 000 12, 000 11, 000 12, 000 pro: o o o o o o CO © c it*!z > 8 c i N ^ : ^ a B ) o o ® ® iJzi Izj h H c }Z > ’ C i : }z > 2 i i> > o o c i fc & £ m ) © i x V) oo O rUHO CM $0 COTfl^^COOOrHrHCO o o CO 05 rH O CM i P P ® - r, N P £+2 O S^B +£ S r5 ® ^ Ot> 5 HI? .'d £ h 3 a as ■4 © c © P^W © 5C«0 3-2 g o'© a bo® ^ S -t3 .S bo’© ,2 g il^flll P SH h f-i/J s® .5 o © s a © © £p o © w © - £. ba J^P'5 Sfl£|! H ,a H is ’S §3 § t>JH S; -a a op gp ®. p 3 2 il|S| ng°aB o'S'S P.’S a a ®. a 1/2 ftO jg a g’p a fg j^oll (3 "So i '43 H -S it 11111^ £$2 & aP 9 p p EH H p © • 3 ®bj.j H P.2 Itjilg s P •sHIII b ^ JC* o ^ • CO 2 Il^fl rnrh O .BpH a • Jk £ § k^H^p| t » ® II Is a a a © B-* O es an” p © „ £ bo O 2 BrO 3£ ,?. P § ^ a ,2 aPS P . t> 2 >-•£ o o m go 1 I* ; ® ®^ o C 4b ?H 4b o © g |-s8 © p> ra 2 & r. 'o ® a fs ® +3 H © CJ -w-g : wso O PO p p ^ o p : O P 5 M P BD 95- CM Ol CS3 • CO O O rH - • CO tH O O . 1 « | ! L"-* of ! I o' co* to I I ! l mnopltp Aq uoaiS sj IS pn 05 02 OC CO • • « • DO CD l f>H t» ! 1 | ! ' i 99-iSap I'gqAX « p p p p • S' ’ ' p ; wwp© : i ip : l asanoo oqx jo not^fd -moo uodn pajaojuoo oaiSop n sp T*< cQ m xji m • ■ • • ® • rr ©©©©oooo© • © odd 'Q6~?68l ut poAiaooj suorpuynueg; M 0 0 a $2, 500 0 5, 400 1, 570 ■spuni xnora.Aopug; & $5, 000 1,579 40, 000 0 305, 000 60, 000 300, 000 000 ‘001 0 •sgmpxinqpun spunoaS jo ouxba. V4 1=1 . $40,000 10, 000 100, 000 30, 000 O O O o o o o o o o' © o' O M O Length or course. ’JTSdS. UT 65X99 A\ © CO t> 00 O O CO T— ( O rH O CO O CP lO CO CO CO TH MI CO CO CO CO Mi COM co^ •srna a c CO CO CO CO Mi Cl CO CO co co cocococo Students. ■s h J0 a 'v oaaSap SutAuq s'juopnqs G0 o r-i eo o j j t— i | j ia oo ■ ■ •Sui'xnnp'Bjv) rH (M C5 CO O *COOCOMJ CO 00 lO •eotEBpua^'B up © rocoooot-cioooco HHOO Cl Mi r-HrH CO t-r-HlO CO ClCOMiCS In¬ struct¬ ors. •Xtrexsissc ao xnioodg Ol O t— 1 CO CT CT O rH O r— 1 OOOO •saossepoaj cocoibcj President or dean. W 1 J. Braden, D. D . E. M. Cravatli, D. D . Wilbur F. Tillett, D. D . . W. P. Du Bose, S. T. D., 1 D.D. A. C. Wright . B. D. Cochrill . Thomas It. English, D. D C. R. Hains, D. D . Chas.H. Corey, D.D .... Joseph Packard, D. D .. H. A. Muehlmeier, D. D . A. Hoenecko . W alter It. Gardner, D. D Joseph Rainer . i Name of school. « Central Tennessee College, Theo¬ logical Department (M. E.). Fisk University, Theological De- X>artment (Cong.). Vanderbilt University, Biblical Department (M. E. So.). University of the South, Theolog¬ ical Department (P. E.). Rio Grande Congregational Train¬ ing School. Trinity University, Theological Department (Cumb. Presb.). Union Theological Seminary (Presb.). Bishop Payne Divinity School (P.E.). Richmond Theological Seminary (Bai>t.). Protestant Episcopal Theological Seminary. Lutheran Theological Seminary. Naslidtak House (P. E.)* . . Seminary of St. Francis of Sales (R. C.). Location. Nashville, Tenn .. . do . . do . . . Sewanee, Tenn. . . . El Paso, Tex . Tehuacana, Tex . . Hampden Sidney, Va. Petersburg, Va . . . Richmond, Va .... Theological Semi¬ nary, Va. Franklin, Wis .... Milwaukee, Wis . . Nashotah, Wis .... St. Francis, Wis . . Ot'-GOOOrHC'JCO^tO Ct^OOO CO CO CO CO M< M M< Tjl Ml M M- M M rH rH rH •— 1 tH rH rH rH t— i t— 1 HHHH I a From Col. E. W. Cole. b Gives certificate of completion of course. c A diploma is given. Table 2. — Statistics of schools of law for 1894-95. PROFESSIONAL SCHOOLS. 2179 j Suiuqao jo A op ot[^ nr uoatS nor^onj^sur 0i{^ ep 17 Day. Day. Day. Both. Day. Eve. Eve. Eve. Eve. Day. Eve. Eve. Dav. Eve. Eve. Day. Both. Eve. 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