For Reference Not to be taken from this room 4-44444 * Villanova College VILLANOVA. PENNSYLVANIA LIBRARY Class. L 111 A2 109 5 -96 , v.S Accession 272 30 / \ ;V: • l: 1' REPORT [ Whole Number 234 OF THE “FDCTRJ u.s.c kAL LIBRARY OTEDDc EPARTMENTOFEDUG STON MION MAR 2 8 2013 400MAPVuANu iNc WA6( iiNG . Jr,. U.C. 2U V. THE YEAR 1895-96. NO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY Volume 2 CONTAINING- PART II. — — - E Y . ' - , , WASHINGTON: GOVERNMENT PRINTING OFFICE. v*£ *«&% :OJOr r'JA cs ^TtimUfiftAfiyOfTPUCATION [ U.S. DEPARTMENT OF EDUCATION MAR 2 8 2013 400 MARYLAND AVENUE fe.w. WASHINGTON nc MM2 L Q CONTENTS OF VOLUME 2. Chapter XX.— Education in Sweden and Iceland. Page. Sweden.— Articles on Swedish education in previous reports . 967 General features . . . . . 968 Schools and their methods . . . ... . . . . . 969 Secondary education . . . . . . . . 974 The teaching^rce . 974 The education of women . . . . . . . 978 The people’s high schools for women . . . . . 983 Coeducational schools . . . . . . 986 University education; women in the universities . . . . 987 Technical and sloyd training . 989 Dairy, agricultural, and horticultural schools . . . . . 989 Cooking and housekeeping schools . . . . . . . . 990 Fresh-air fund colonies; teachers’ associations . . . 993 Education in Iceland . 994 Chapter XXI.- -Typical Institutions Offering Manual or Industrial Training. Subjects of inquiry . 1001 Manual Training High School of Denver, Colo . . . . 1002 Washington, D. C . . . 1006 Chicago, Ill . . . . . . . 1010 Moline Manual Training School, Moline, Ill . . . . . . 1011 Louisville, Ky . 1012 Portland, Me . . . . . . . 1014 Baltimore Polytechnic Institute . . . . 1015 Boston, Mass . . . . . . 1019 Brookline, Mass . . 1024 Springfield, Mass . 1027 St. Cloud, Minn . . . . . 1030 St. Paul, Minn . . . . . . 1031 Camden, N. J . . . . . . . 1033 Montclair, N. J . 1034 New York, N. Y . .....A... . . . . 1035 Cleveland, Ohio . . 1040 Toledo, Ohio . 1046 Philadelphia, Pa . . . . . . . . 1052 Throop Polytechnic Institute, Pasadena, Cal . . . . .. . 1061 Chicago Manual Training School. . . . . . . 1066 Manual Training School of Washington University, St. Louis, Mo . . . 1069 Hebrew Technical Institute, New York, N. Y . . . . . . 1073 The Technical School of Cincinnati, Ohio . . . . 1075 California School of Mechanical Arts, San Francisco, Cal . . . 1077 Springfield Industrial Institute, Massachusetts . 1080 Baron de Hirsch Trade Schools, New York City . . . . 1080 New York Trade School, N ew York City . . . . . . 1082 Master Builders’ Mechanical Trade School, Philadelphia, Pa . . . . 1082 Williamson Free School of Mechanical Trades, Pennsylvania . . . 1083 Georgia Normal and Industrial College, Milledgeviile, Ga _ _ _ _ 1084 Teachers’ College, New York City . . . . . . 1086 Keystone State Normal School, Kutztown, Pa . . . . 1094 State Normal School, West Chester, Pa . — 1095 III IV CONTENTS OF VOLUME 2. Page. Schools for defective classes . 1095 Schools for colored pupils . - . 1097 Pratt Institute, Brooklyn, N. Y . - . - . 1104 Drexel Institute of Art, Science, and Industry, Philadelphia, Pa . 1119 Spring Garden Institute, Philadelphia, Pa . . . 1128 Workingman’s School, New York City . . . 1129 Sloyd Training School, Boston, Mass . . . — 1130 Boston Normal School of Cookery, Boston, Mass . . . ^_J142 Girard College, Philadelphia, Pa _ . . r!43 Lasell Seminary, Auburndale, Mass . Ii44 University School, Cleveland, Ohio . . . 1145 Tyler School, Providence, R. I . . . . . . 1145 Carlisle Indian School, Pennsylvania . - . 1146 Soldiers and Sailors’ Orphan Home, Xenia, Ohio . 1148 Friendford Industrial School, Roxbury, Mass . . . . 1150 Free Industrial School, W oburn, Mass . . . . . . . , . 1151 New York State Reformatory, Elmira, N. Y . . . . . . . 1151 Lyman School for Boys, Westboro, Mass . 1152 Chapter XXII.— Higher and Secondary Education in the United States. By Dr. Gabriel Compayre. Multiplicity of universities in the United States . . . 1153 Law schools and medical schools . . . . . 1155 Dispersion of effort and waste of force . 1155 The idea of the university . . . . . . 1156 Financial resources of American universities . . 1157 The degree of doctor of philosophy . 1158 Recruiting of professors . . . 1160 What is the role of the university professor . . . . 1160 Studies, teachers, and methods . 1161 America has as yet.no original philosopny . . . . . 1163 Supremacy of the Christian spirit . 1163 The nontheological spirit is rare in America . 1163 Theological tendency of philosophical instruction . . . . 1164 Absence of traditions . . . . . . . 1165 Imitation of European philosophy . . . . . . 1166 Broad meaning of the term philosophy . . . . 1167 Philosophy properly so called . . . . . 1167 Secondary education in the United States . . . . . 1168 Opinion of Dr. Harris . . . . . . . . . . 1169 Opinion of President Eliot, of Harvard . . . . 1170 Extent and flexibility of the programmes . . . 1171 Greek . . . . . . . . . . 1172 History in the high schools . . . . . . . 1173 Moral education in the high schools . . . . . . . . . 1173 Latin and Greek in the colleges . . . . . 1174 Chapter XXIII, Mental fatigue in school . . . . . . 1175 Chapter XXIV.— How Agriculture is Taught in Prussia and France. Elementary instruction in agriculture in rural schools in Prussia . 1199 Course of study for agricultural evening schools . . . 1199 Elementary instruction in agriculture in rural schools in France . . . 1200 Pedagogical directions . . 1201 Distribution of time . 1201 Comment on the official programme . . . . . . . 1202 First year of the intermediate course . . . 1203 Second year of the intermediate course . . . . 1205 Advanced course . 1206 Chapter XXV.— Industrial Education in Germany, Austria, and Switzerland. Industrial education in Germany . . . . . 1215 Supplementary schools in Berlin . 1222 Education of apprentices in central Europe . . . _ . 1222 CONTENTS OF VOLUME 2. V Page. Chapter XXVI.— Recent Efforts in Europe for the Advancement and Improvement of Agriculture. Capitalistic agricultural production . . . . . . 1233 Meaning and use of the term “ agricultural credit ” . . ,,, . , . 1235 The mechanism of agricultural credit . . . . . . . 1236 The attack of Schultze Delitzsch, the founder of the class of institutions known in America as building and loan associations, on Raiffeisin, the founder of the associations to pro¬ cure agricultural credit . 1239 Chapter XXVII.— Colleges Endowed by Congress for the Benefit of Agriculture and the Mechanic Arts. The land grant of 1862 and its present money value . . . 1243 State aid . . . 1244 Farmers’ institutes . 1247 The agricultural course in the French colleges of agriculture . 1253 Discipline in French agricultural colleges . . . . 1254 Outlines of the agricultural course . - - . . . 1256 Syllabus of the agricultural course proper, two and one-half years, which is one of the nine courses in the agricultural college of Grignon, France . 1261 The possibility of improving agriculture . 1263 The means employed or suggested . . . - . 1266 Engineering testing laboratories . . .- . - . . . . 1270 Number of students and character of their studies during the year 1895-96 . . 1272 Reports of presidents of colleges endowed by the acts of Congress of 1862 and 1890, for the year 1895-96 . . . . . . . . . 1272 Statistics for 1895-96 of institutions endowed by the acts of Congress of 1862 and 1890 . 1293 Financial statistics for 1895-96 of institutions endowed by acts of Congress of 1862 and 1890. 1296 Chapter XXVIII.— The Bertillon System as a Means of Suppressing the Business of Living by Crime. Movement of crime in 1870 . . . . . 1299 Pauperism . . . . . . . 1300 The prevention of the education of youth in crime . . . . . . . . 1301 The reformation of the criminal . . . . . . . 1301 The Bertillon system of anthropometrical measurements . . . . . 1302 The gradual adoption of the Bertillon system in the United States . . . . 1304 Act of the State of Pennsylvania for the identification of habitual criminals _ _ _ 1309 Massachusetts law introducing the Bertillon system . . . . . 1310 New York act for the identification of criminals . . 1310 Law of Ohio against habitual criminals . . . 1311 Chapter XXIX.— Current Discussions. What knowledge is of most worth.— By Nicholas Murray Butler . 1313 The relation of manual training and art education.— By C. A. Bennett . . . . 1321 The aesthetic element in manual training— By Walter S. Goodnough, Brooklyn, N. Y _ 1323 Limitations to artistic manual training. — By C. R. Richards, Pratt Institute, Brooklyn, N. Y . . . . 1325 Some principles of decorative art.— By W. H. Goodyear, Cooper Institute, New York, N. Y. 1326 The Olympic games of 1896 . . . . 1329 Ideals of educational work.— By President William R. Harper, University of Chicago . 1334 Chapter XXX.— Current Questions. Teachers’ mutual-benefit associations and pension laws . 1343 Coeducation — compulsory school attendance . . . 1350 Transportation of children to school . . . . . . . 1353 Temperance instruction . . . . . 1358 Chapter XXXI.— Art Decorations in Schoolrooms. First efforts in the decoration of schoolrooms . . . 1363 John Ruskin on the decoration of schoolrooms . 1370 W ork of the Manchester Art Museum . . . . . 1372 Work of the Brooklyn Institute . . . . . 1375 Interior decoration of schoolhouses.— By Walter Gilman Page . . . . . . 1377 Art for the schoolroom. — By Barr Ferree . . . 1380 Art in the schoolroom through decoration and works of art.— By Miss Stella Skinner . 1383 Creative power in art.— By John S. Clark, of Boston . . . . 1387 The place of art education in general education . - . 14UQ VI CONTENTS OF VOLUME 2. Page. Chapter XXXII. List of foreign universities.- . - . 1113 Chapter XXXIII.— Educational Matters oe Interest in Various States. Gifts to N orthampton, Mass . . . - - - . - - - . . . . 1425 What is higher education?— By Charles De Garmo, Swarthmore College, Pa . . 1428 Gen. Francis Marion on popular education.— By Dr. Lewis R. Harley, Central High School, Philadelphia, Pa . . - . - . 1429 Manassas Industrial School, Virginia.— By H. P. Montgomery, Washington, D. C . 1431 Chapter XXXIV.— Report on Education in Alaska. Reports of Government schools . . . . . . . . 1435 Schoolhouse at Unalaska . . . . . . . . . . . . . 1441 Moravian missions . . . . . . - . . . — 1442 Baptist missions . . . . - . --- . . . . 1443 Methodist missions . . . . - . . . — 1443 Protestant Episcopal missions . . . . . - . - . 1445 Congregational missions . . . . . . 1445 Roman Catholic missions . . . . . . . . . . . . 1446 Presbyterian missions . . . . . . . . . . . 1446 Swedish Evangelical missions . . . . . . 1448 The Church of England missions . . . . . - . . 1450 Introduction of domestic reindeer into Alaska . . . 1452 Distribution of the herds . — . . 1454 The itinerary . - . . . 1456 Chapter XXXV. N ecrology . - . 1469 Chapter XXXVI— City School Systems. Growth of the city school enrollment . . . — . . 1487 Summary of statistics of school systems of cities containing over 8,000 inhabitants . 1489 Comparative statistics of cities containing over 8,000 inhabitants, summarized by States. . 1492 Public kindergartens in cities of over 8,000 inhabitants . . . . . . . 1494 Statistics of population and school attendance in pities of over 8,000 inhabitants . 1497 Statistics of supervising officers, teachers, property, etc. . . . . . 1510 Statistics of receipts of city schools from different sources . . 1522 Statistics of expenditures of public schools of cities. . . . . . . . 1532 School statistics of cities and villages containing between 4,000 and 8,000 inhabitants _ 1543 Chapter XXXVII.— Statistics of Secondary Schools. General observations on secondary school statistics . 1555 Public high schools . . . . 1556 Students and courses of study . . . . . 1556 Equipment and income . . . . . . . 1559 Private high schools and academies _ _ _ _ _ _ _ 1560 Summary of statistics of public high schools, instructors, students, etc _ _ _ 1566 Summary of statistics of income, benefactions, endowment, etc. . . . . . . . 1575 Summary of statistics of private high schools and academies, instructors, students, etc . . . 1577 Combined statistics of public and private high schools and academies. . . . . . 1591 Statistics of public high schools in the United States for the scholastic year 1895-96 _ _ . 1602 Statistics of private high schools, endowed academies, seminaries, and other private sec¬ ondary schools . 1770 Chapter XXXVIII.— Statistics of Normal Schools. Statistical review . . . 1867 Summary of statistics of public normal schools . . . 1870 Summary of statistics of private normal schools. . . . . . 1878 Normal students in universities and colleges and public and private high schools and academies . . . . . . . . . . 1885 Colleges and universities reporting students in teachers’ training courses . . 1887 Statistics of public normal schools _ _ _ _ _ _ _ 1894 Statistics of private normal schools . 1906 CONTENTS OF VOLUME 2. VII Page. Chapter XXXIX.— Statistical Review of Higher Education. Summarized statistics of higher education . . . 1917 Statistical review of universities and colleges for men and for both sexes . 1921 Number of institutions controlled by the several religious denominations . . 1926 Classification of universities and colleges according to the amount of endowment funds. . . 1932 Degrees conferred on men by universities and colleges . . . 1939 Statistical review of colleges for women . 1945 Schools of technology . . . . . . 1952 Statistics of universities and colleges for men and for both sexes . 1960 Statistics of colleges for women . . . . 1994 Statistics of schools of technology . . . . . . . 2004 Statistics of university extension . 2008 Chapter XL.— Statistical Review of Professional Schools. General summary . 2021 Statistics of schools of theology . . . . . 2029 Schools of law . . . . 2036 Schools of medicine . . . . . . . . 2040 Dentistry, pharmacy, and veterinary medicine . . . . . 2048 Schools for training nurses . 2053 Chapter XLI.— Commercial and Business Schools. Statistical review . 2059 Statistics of commercial and business schools . 2062 Chapter XLIL— Education of the Colored Race. Statistical review . . . 2081 Interviews with leading educators of the colored race . 2083 Statistics of schools for the education of the colored race . . . . . 2096 Chapter XLIII.— Schools for the Defective Classes. Summary of statistics of State public schools for the blind . . . . . 2117 Detail statistics of schools for the blind . . . . . 2119 Summary of statistics of public day schools for the deaf . . . . 2122 Detail statistics of public day schools for the deaf . . . . 2123 Statistics of private schools for the deaf . - - . . . 2125 Statistics of State public institutions for the deaf . . . . 2127 Summary of State public institutions for the feeble-minded . - . . 2134 Detail statistics of State institutions for the feeble-minded . . . . . 2135 Statistics of private schools for the feeble-minded . 2137 Chapter XLIV.— Reform Schools. Summary of statistics of reform schools . 2139 Detail statistics of reform schools . - . 2142 Statistics of elementary education in foreign countries . 2146 Index . . . . . 2153 PART II CHAPTER XX. EDUCATION IN SWEDEN AND ICELAND. I. Education in Sweden.* 1 * Topical Outline. — General features ; Schools and their methods; Secondary education: The teaching force; The education of women; The peoples’ high school for women; Schools for coeducation ; University education; Women in the universities; Technical and sloyd training; Dairy, agricultural , and horticultural schools; Cooking and housekeeping schools; Fresh air fund colonies; Teachers’ Association .3 Authorities Consulted. — Berattelse om Statens allmdnna Varov erk for Gossar; Bercit- tclse om folkskolorna i Biket; Bedogdrelse for Kongl. Universitet i Up sal a; Slojd Undervisningshlad; For Ungdoni; Das holier e Schulwesen Sehwedens, von H. Kling- hardt; Bapport de Mile. Matrat sur les e'coles scandinavcs; Thesis of Dr. N. G. TV. Lager stedt; Palmgrenska Samskolan i Stockholm; Beporis from the Swedish Ladies’ Committee to the World’s Columbian Exposition at Chicago in 1893 ; Statesman’s Year-Book. Articles on Swedish education in previous reports. Character of information. Account of technical schools . Pdsurne of Swedish school lawr of 1842 . . Notes appertaining to teachers’ salaries; migratory schools; statistics of public schools for 1870; school age; per cent in different studies. Compulsory education ; statistics of schools of all grades, 1871 ; expenditure for elementary schools by government, provinces, and municipalities; statement regarding schoolhouses, methods, school libraries, etc. Statistics of schools for 1874.. . ., . . . Illiteracy . . Number of schools of different grades . Main points of the Swedish school law of 1842, with modifications ; secondary schools supported by State; subjects and hours of instruction in different schools ; leugth of school year ; technical schools maintained by communes, etc. ; statistics from 1874 to 1877 of different grades. Irregularity of attendance . . . Report of— Page. 1870 442 1871 477-480 1872 520-521 1873 clxv- clxvi, cli 1875 cxxxiv- cxxxv 1876 cxciii 1877 clviii 1878 clxxi- clxxii 1879 ccii ^Prepared by Miss Frances Graham French, specialist in the school systems of northern and east¬ ern Europe. 2 A pamphlet entitled “ Sveriges Undervisningsvasen ; Eedogorelse lor sjiinde Nordiska Skolmotet i Stockholm 1895,” which was prepared for the Scandinavian Teachers’ Association meeting in Stock¬ holm in the summer of 1895, has just been received at this office. A resume of the same will be given at a later date. 967 968 EDUCATION REPORT, 1895-96. Articles on Swedish education in previous reports — Continued. Character of information. Report of — Page. Abolishing of Latin as obligatory study in secondary schools; fourth meeting of Teachers’ Association. Repetition of points in school law of 1842; statistics of secondary schools, uni¬ versities, and schools for the deaf and dumb. Industrial training; education of women, giving number, maintenance, and courses of study in high schools for girls, age of admission, etc. Statistics for 1882-83 of Stockholm schools; items of information regarding the four hundredth anniversary of the founding of the university. Humber of elementary, secondary, and higher schools, and pupils, presented by tbe Hon. Here Elfw'ing, United States consul; classes of schools; statistics of salaries for both male and female teachers in city and rural schools ; appropria¬ tions for the various grades, and for special schools. Statistics of education; university statistics . Educational periodicals . Manual training; educational periodicals . . School system of Sweden; general features; statistics; finances; supervision and administration; teachers; course of study; school organization; supple¬ mentary institutions ; historical statement. Conditions of secondary education; statistics from kindergarten to university; weight of school children from 5 to 16 years of age; Swedish system of gymnas¬ tics ; elementary school statistics ; chief officer of education. Youths in all schools; percentage, etc. ; statistics of law schools . Physical training in Sweden; Swedish system of gymnastics . Swedish schools ; sloyd and gymnastic exhibits; exhibit at Columbian Exposition; Miss Lundin’s system of feminine sloyd; length of medical course of study; elementary school statistics. 1880 ccxxv 1881 cclxiii 1882-83 ccxliii- ccxliv 1883-84 ccxxiv 1884-85 ccxciii- ccxcv 1885-86 730, 733 1886-87 978 1887-88 829- 830, 1010 1888-89 198-221 1889-60 366, 551-555, 1103-1108, 1201-1202, 1672-1677 1890-91 369- 371, 454 1891-92 446, 526, 580 1892-93 498, 548, 625, 1193-1195, 1631, 2076 GENERAL FEATURES.1 Constitutional monarchy; Area, 172,876 square miles; Population, 4,824,150 on Decem¬ ber 31, 1893; Capital, Stockholm; Population, 257,037 in 1893; Minister of educa¬ tion and ecclesiastical affairs, Gustaf Frederick Gilljam, appointed November 6, 1891; Total number of youth in schools, 713,304, or 14 per cent of the population; Number in elementary schools, 694,218, or 97.3 per cent of the pupils iu all schools. The general features of the school system indicate that it is estab¬ lished by authority of the State. A law of 1842 provided for a station¬ ary school (fasta folkskola) in each church district or parish, or for ambulatory schools (flyttande folkskola) where the character of the country prevented attendance on the stationary schools. Preparatory schools (smaskolor) for children from 7 to 9 years of age are to be established in mountainous districts. A teachers’ seminary (normal- skola) is to be established in each chief town of a diocese. Higher grade elementary schools (hogre folkskolor) have been obligatory since 1858 in villages and districts where there are more than 60 pupils. The secondary grades (hogre allmanna laroverken) include two divi¬ sions, which correspond to the classical or Latin schools, and to Keal schools with course of study fitting for practical life. Professional schools, special schools, and the universities complete the public school system. The elementary schools are maintained by the district with help from 1Berattelse om folkskolorna i Riket; Das bobere Scbulwesen Scbwedens, von H. Klingbardt; Rap¬ port de Mile. Matrat sur lea £ coles Scandinaves. EDUCATION IN SWEDEN AND ICELAND. 969 the State; secondary and normal schools receive aid1 from the State, which also gives subsidies to private schools of this grade. There are special State subsidies for the extension of sloyd training, for technical instruction, and for the universities and medical school. The general control of the schools is vested in central boards of officers connected with the different ministries at Stockholm. The ministry of education and ecclesiastical affairs has two educational divisions, the one having general control of elementary and normal, the other of secondary and higher schools. The universities are under direct charge of a council, which is affili¬ ated with the ministry, but has the chancellor or rector of the university as chief officer. Special schools are adjuncts of the ministry of the inte¬ rior or of finance ; military schools of the ministry of army and navy. Special inspectors have oversight of elementary schools in each diocese, visiting the schools and reporting to the district-school board and con¬ sistory, and later to the department or ministry of education and eccle¬ siastical affairs. Each district has its school board, which is under the control of the church authorities ; it superintends all elementary and preparatory schools, extends a certain supervision over private schools, and reports to the chapter of the bishopric of the diocese. Thus, it may be seen that one of the main features of the Swedish school system is the influence of the church over the school. The bishop and chapter (con¬ sistory) in every diocese carefully supervise all schools, watching over their development. The secondary schools have a board of school directors for local management, but the bishop as ephor of all the schools of the diocese outranks this board. The normal schools are under the direct supervision of the chapter of the diocese in which they are situ¬ ated, but a higher control over these training schools for teachers is exercised by the chief of the division of the ministry of education and ecclesiastical affairs at Stockholm having special charge of normal schools. The local officials report to the higher officials in Stockholm, as above indicated, and these in turn to the King, who is the highest educational authority, possessing in school matters both legislative and executive power. SCHOOLS AND THEIK METHODS. 2 The main features of the administration of the school system having been summarized on the preceding page, it remains to present whatever may appear to be additional to the statements presented in former reports published by this office. The present conspectus necessarily reiterates much that has been said before, but, as it is taken in the main from the u Reports from the Swedish Ladies’ Committee to the World’s ]The instruction in secondary scliools is nearly free, amounting to only about $8 or $10 for each pupil. (Thesis of Dr. X. G-. W. Lagerstedt presented at International Congress of Education in Chicago, 1893.) 2 Digest of Deport from the Swedish Ladies’ Committee to the World’s Columbian Exposition. ED 96 - 31# 970 EDUCATION REPORT, 1895-96. Columbian Exposition at Chicago, in 1893,” there is a noticeable femi¬ nine tone, and special stress is laid upon the woman’s side of the educational question, the training of girls, etc. To promote education it is stated that larger amounts u are expended in Sweden than in other European countries in proportion to the insig¬ nificant national property of the country.” Instruction in the State or national schools is mainly gratuitous and scholarships are bestowed annually. Admission to Government offices requires a high standard of knowledge, and hence the school standard is kept up proportionally. Education in the national or common schools is similar for both sexes, but secondary education for boys is differently organized from that for girls. The boys are educated by the State free of cost, while the higher education for girls is u an entirely jirivate undertaking.” Private schools sometimes obtain State and municipal grants $ boarding schools are not found in Sweden. There are none for boys and only one of special importance for girls. The object of the national schools is to give to the rising generation of Sweden the first elements of education. Thus they correspond to the Yolks or Elementarschulen of Germany, the Nicoles primaires of France, and the board schools of England. The establishment of such schools goes as far back as the end of the sixteenth and the beginning of the seventeenth century. According to the ecclesiastical law of 1686 nobody could get married without knowing Luther’s catechism,1 and the rector of each parish, moreover, was to take special care that the young people of his district learned to read u out of a book.” The duty of teaching this subject devolved upon the chaplain and the sacristan. By means of voluntary contributions from private people as well as from parishes, several national schools were established by degrees: but as late as 1840 more than half of the parishes in the Kingdom had no such schools. Many children, however, learned to read at home. By the ordinance of June 18, 1842, it was settled that in each parish there should be at least one school (stationary if possible) with a duly approved teacher, and that the attendance should be compulsory, with an exception only for those children who obtained corresponding instruction at home or at another school. The school expenditures were then defrayed by the parishes ; a poor parish could, however, obtain a grant from the State for the teacher’s salary. Since 1875 the State has paid two-thirds of a teacher’s salary, which amounted to 700 crowns ($187).2 The rest is paid by the parish. The parish expenses for the national schools amounted in the year 1890 to 19.1 per cent of the sum total.3 The State allows the parishes more 1 A short elementary summary of Christian religious doctrine, in the form of questions and answers. 2 A Swedish crown is equivalent to 27 cents, computed at 26.8. 3In the same year the expenses of the parishes for ecclesiastical purposes amounted to 15.6 per cent and for the poor to 15.7 per cent of the whole sum. EDUCATION IN SWEDEN AND ICELAND. 971 than 4,500,000 crowns ($1,206,000), tliat is, 8 per cent of tlie whole budget. In 1891 the expenses for the national schools amounted to 13,566,825 crowns ($3,635,915). In the same year the pupils were 692,093 of both sexes, the whole population amounting to 4,774,409 persons. The instruction is free and equal for boys and girls. Coeducation is everywhere prevalent up to 10 years of age; in the rural schools it is generally carried on throughout the school period. The cost of schoolhouses and apparatus is paid by the parish, and both are — particularly in the large towns— of superior quality. New schoolhouses are built every year, but nevertheless, the classes in town generally have 30 to 40 children each. The school age is from 7 to 14. In the “Normal plan for instruction in national and infant schools” of 1878, the course of study in a station¬ ary infant school was fixed for two years and that of a stationary national school — being a continuation of the former — for four years or six years. Within each school district containing a parish, the board — chosen by the voting members of the parish — exercises an immediate influence over the instruction of the people. Above this board is the bishop and the chapter of each diocese. The supreme direction remains with the Government through the medium of the department of instruction, which since 1861 has appointed inspectors, who visit the schools on its behalf. The national schools are of several kinds: (1) Infant schools (smaskolor) were established in 1858. The object of the infant school is to teach the children the elements of reading, writing, religion, arithmetic, and (in the towns) needlework according to new, practical methods. Sometimes these schools are connected with the national schools. In Stockholm there exist no separate infant schools. (2) National schools proper (egentliga folkskolor), which must be pro¬ vided with teachers examined at the training colleges.1 These schools impart instruction in plain and fluent reading of the Swedish language, printed in Roman as well as black-letter type, generally acquired by the phonetic method; in religion and Bible history, ui> to the standard required by the clergy for being allowed to attend a confirmation class; in church singing, with exception for those who have no ear for music; in writing, and the four rules of arithmetic. The result gained is that all read well (in Sweden there exist, according to the statistics furnished at the enrollment of conscripts in 1890, only 0.5 per cent of analphabets and among the emigrants to America there are no illiterates) ; that the majority write a good hand (for good handwriting the national schools of Stockholm carried the first prize at the Philadelphia Exposition of 1876); and they spell fairly. well. Beyond this compulsory minimum The term training college is used for normal school throughout this article. 972 EDUCATION REPORT, 1895-96. course, instruction is imparted in geography, Swedish and general his¬ tory; arithmetic, to and including double rule of three in whole num¬ bers and fractions; geometry, geometrical drawing, and natural history. In the national schools gymnastics and military drill are also taught, and in some of them gardening and manual work. A special grant for manual work (sloyd) for boys was not given until 1878. Needlework is learned in school in towns by the girls and in some of the schools in the country — in all about one-third of the schools. There is a movement to to bring it into every school. In the upper classes for girls cookery has begun to be introduced since 1889, and has led to good results.1 These schools, however, do not prepare for the higher schools, though there are always pupils passing from the one to the other. (3) Minor schools (mindre folkskolor), which are to be found in the provinces, and are but few in number, can be said as a rule to extend their instruction only to the minimum course. The teachers in them are not required to pass the national teachers’ examination, and have generally a lower salary. (4) Besides, there are so-called continuation schools (fortsattnings- skolor), the object of which is to give in one or two years further instruc¬ tion to those pupils who, with good testimonials, have passed through the national school and wish to increase their knowledge for practical purposes. (5) Higher national schools (hogre folkskolor) are schools possessed in common by several parishes in the country and arranged with the purpose of giving an opportunity to the children of the working classes to attain a higher standard of learning, while at the same time the pupils may continue their manual labor. These schools are open but twenty-four weeks a year. Only those pupils who have gone through the national schools are admitted. The subjects are the same as in the schools before named, except that a foreign language is sometimes taught. The teachers must have studied at the university. These schools are not many in number, and should not be confounded with the people’s high schools (folkhogskolor) or the burgher schools (borgar- skolor) in the towns. About half of these schools are mixed. The others are for boys. If a school claims a State grant for the teacher’s salary the annual time of instruction must extend over eight months in a year at least. The daily hours of attendance in the national school ought not to exceed six and in the infant school not more than five. As a rule, the instruction at almost all of the infant schools has been kept up by women teachers, and for that reason the appointment of women as teachers in national schools may be counted from the time these schools were established (in 1858). Before that time female school teachers were only few in number. At the national school proper the employment of female teachers in ordinary was sanctioned by the stat- 1 In Germany it began in 1890. Cooking schools Avill be mentioned farther on. -In 1890 in Stock¬ holm, and a year later in Goteborg, warm and cold baths were arranged for the pupils of the national schools, and these baths have exercised a salutary influence both morally and physically. EDUCATION IN SWEDEN AND ICELAND. 973 ute of October 21, 1859, which fixed at the same time the establishment of female training colleges. In 1868 the number of female teachers amounted to 29.6 per cent, compared to that of males. To what extent female teachers have been further employed at the schools appears from the synopsis below : Year. 1876. 1880. 1885. 1890. Male teachers. Female teachers. Number. Per cent. Number. Per cent. 4, 832 51.8 4,479 48.2 4, 829 40. 9 5,538 59.1 4,900 42 6, 754 58 5, 060 39.7 7,684 60.3 Out of the whole number of female teachers in 1885, no less than 4,624 were employed in the infant schools and 850 at minor schools, while only 1,280 served in the national schools proper. Of the last group, 776 were teachers in ordinary, viz, in the country 368 and in towns 408 (in Stockholm alone, 184). Reviewing the state of things in the whole country, such as they presented themselves in 1890, we find 60.3 per cent of the teachers to be women and 39.7 per cent men. Thus, during each of the last twenty-four years, the number of female teach¬ ers has on the average risen more than 1 per cent. In the country the salary for male and female teachers is the same; in Stockholm a female teacher receives about two-thirds as much. The burgher’s school (borgarskola) of Stockholm is thus described: The origin of the high, or burgher’s, school for the working and middle classes in Stockholm was a Sunday and evening school for men, founded in 1S36 by a private society. In 1882 the school was thoroughly reor¬ ganized, and advanced classes were established by the side of the lower ones existing before. In 1880-81 female pupils were admitted and at the same time female teachers were appointed. The school is supported by the annual fees of the society members, an appropriation from the city council, the artisan union, etc., and the school fees of the pupils. These, however, are excessively low, 2 crowns (53 cents) a term for twelve hours a week. The national school buildings are thrown open to the free use of the burgher school, the hours of attendance being Sundays 8.30 to 10.30 a. m. and 2.30 to 6.30 p. in.; week days 5 to 9.30 p. m. The subjects of instruction are, in the lower division, Swedish, arithmetic, writing, geometry, free-hand and geometrical drawing; in the higher division (where the subjects are optional), the same, with the addition of bookkeeping and the German and English languages. Lectures are held upon history and geography, history of Swedish literature, imlitics and national economy, hygiene (with ambulance), chemistry, physics, astronomy, and other natural sciences, out of which four to six are to be found on each year’s reading plan. A circulating library is open to the pupils free of cost. The school is managed by a head master with eight male teachers in ordinary and thirty-two assistant teachers, of whom ten are women. In 1890-91 the number of 974 EDUCATION REPORT, 1895-9G. pupils in nine parallel classes was 1,352, 410 of wliom were females. These attend the lectures and the language classes simultaneously with the male pupils. Their age ranged from 14 to 30 or above. SECONDARY EDUCATION. The secondary schools include the “hogre allmanna a Latinlinien fullstandige laroverken” and the ahogre reallaroverken” — that is, clas¬ sical and modern schools. They were 75 in number in 1892-93, with 14,608 students. It is stated that only about 30 of them fulfill require¬ ments leading to the universities. The cost of instruction amounts to from $8 to $10 for each student. In 1891 there were 650 students (15 women) who passed the required examination for admittance to the universities. Expenditures for secondary education amount to about $1,000,000 annually. These schools are described by Dr. N. Gr. W. Lagerstedt as follows : The secondary schools “do not form a direct continuation of the primary schools as in the United States/’ although they are preparatory to university education. They aro all complete in their organization, although usually considered to he of two kinds, the higher or complete schools with nine classes, and the lower or incom¬ plete schools with two, three, or five classes. Yet “tho teaching in these classes agrees precisely with that of the corresponding classes of the complete secondary schools.” The secondary schools consist of the classical and “modern” (Real) schools. The curriculum comprises nine years and the hoys (girls are not admitted to these schools) must he 9 years of age before entering. The plan of instruction is the same for the first three years; during that period German is the only foreign language taught. Then a bifurcation takes place, some pursuing the Latin (clas¬ sical) course, others the English (modern) course. Still, in all subjects other than Latin and English, instruction is as a rule the same for the two following years. French is taken up in the fifth year, both in the modern and the classical side. The last four years, the sixth to the ninth, the pupils of the modern and classical lines are separated, and at the same period — the sixth year — a new division takes place on the classical side. Greek is taken up by some, English by others — that is, there is “a full classical section and a half classical section.” At the close of the secondary course the maturity, or graduation, examination takes place; the diploma attained, the student may then pass to the university, to military or forestry schools, or to low-grade positions in the Government service. This maturity examination is quite a severe one, and the boys of the modern (Real) side, not having studied Latin, must give special ovidence of greater knowledge in mathematics, natural sciences, and modern languages than the boys on the classical side. According to reports of discussions, tbe intention is to bring tlie elementary and secondary grades more nearly together by “ eliminat¬ ing one or more of tlie lower classes of tbe secondary schools and by making the elementary directly preparatory to the secondary school.” THE TEACHING FORCE.1 When the infant schools were established in 1858 it was resolved that female teachers should be employed in them, and that a pupil who had passed the two lower classes of a training college for national schools 1 Resume of article on Training Colleges for National School Teachers in “Reports from the Swedish Ladies’ Committee to the World’s Columbian Exposition at Chicago, 1893,” pp. 25-30. 975 EDUCATION IN SWEDEN AND ICELAND. had the right to present herself as a candidate for the post of an infant school teacher. Special training colleges were also established by the district or diocesan authorities or else by private enterprise. The instruction at these colleges has hitherto generally covered a period of eight months, but has now in many places been extended to one or even two years. The training colleges provided by the authorities of the district or diocese are at present seventeen in number; those established by pri¬ vate individuals are five. They are all attended by female pupils; in some of the former there are also male pupils. The subjects of study at these training colleges are religious instruc¬ tion, Swedish language, arithmetic, didactics (in some also history and geography of Sweden and natural history), handwriting, drawing, singing, gymnastics, and needlework. In some districts there is a head master; in others, a head mistress. The assistant teacher at the infant school for practice connected with these training colleges is nearly always a woman. The salary of a head mistress varies between 1,200 and 2,000 crowns ($321 to $536). Besides the training colleges mentioned, there are in the far north of Sweden two establishments maintained by the State for the purpose of training male and female infant school teachers for the Finnish and Lapp schools in that part of the country. The Finnish training school at Haparanda has a course of study extending over three years and is managed by a head master, three male teachers, and a female teacher of needlework. The Lapp training school at Mattisudden (a village in Lapland) has a course of study extending over two years and is man¬ aged by a head master and an assistant female teacher. The instruction, which is carried on in Swedish in both, comprises the following subjects: Religious instruction, Swedish, Finnish (only at Haparanda), Lapp (only at Mattisudden), arithmetic, object lessons, handwriting, drawing, singing, gymnastics, and needlework. To be qualified for the profession of a national school teacher in Swe¬ den it is necessary to have passed through one of the training colleges of the Kingdom. In 1860 the right of applying for admission to a train¬ ing college was extended to women, and several female training colleges were established. Since 1878, to the three classes, of one year’s duration each, has been added a fourth, so that the course now extends over four years. The time of instruction at a training college extends annually over thirty- six weeks, divided in two terms. At the end of the spring term a final examination is held with the pupils of class four and an annual one with the three lower classes. The daily sessions are six hours in length, the time for gymnastics not included. The various subjects of instruction (which are the same at the male training colleges, with the addition of military drill), comprise: Religious instruction: Bible reading, sacred history, catechism, sev¬ eral hymns, and the outlines of church history. 976 EDUCATION REPORT, 1895-96 * ** Swedish language : Grammar, spelling, elocution, recitation, and com¬ position. Arithmetic : Elementary arithmetic, solving simple equations of one unknown quantity, extraction of the square and cube roots of numeri¬ cal quantities, and bookkeeping. Geometry: Geometrical object instruction, measurement and calcu¬ lation of certain plane and solid figures. History: Swedish history (detailed) and the political constitution of the country, chief events and lives of the most famous personages out of general history. Geography: Physical and political (that of Sweden most minutely). Natural history and science: Zoology (comprehending knowledge of the human body and the laws of health), botany, chemistry, physics, the elements of geology and astronomy. Pedagogy and methods: Outlines of psychology, a pedagogical and methodical representation of the development of national schools. Drawing: Ereehand and model drawing (also designing of easy objects of art and sloyd), the elements of perspective, and mechanical drawing. Music and singing : Solo and part singing of chorals and patriotic songs, liturgies and hymns, scales and technical exercises, the princi¬ ples of harmony, organ. Gymnastics: With or without apparatus, marches, etc. Gardening and planting of trees: The elements. Needlework : The same courses as those of the national schools. The practical training begins in class 2, the pupils of which teach in the infant classes of the school for practice; it is continued with the pupils of class 3, who teach sacred history, elocution, and arithmetic in the national school classes, and is finished off in class 4, the pupils of which teach the other subjects in the same divisions of the school. The number of hours devoted to practical training are : In class 2, four hours a week; in class 3, four, and in class 4, fourteen. The teachers at each training college are to be a male head master (rector) and at least four assistant teachers, of whom one must be a woman. The qualifications for a coadjutrix are: (1) To have reached the age of 23 years; (2) to have passed the complete final examination at the higher training college of Stockholm and to have obtained the highest testimonial in didactics and the second best in pedagogy and methods; (3) to have served at least a year at one of the State train¬ ing colleges and to have gained a good character in that employment, and (4) to have given evidence of practical skill of instruction before the consistory to which the training college is subordinate. A female teacher, having been nominated coadjutrix, only obtains a warrant of her appointment. If, after that time, she marries, it remains (in virtue of a new statute) witli the consistory to decide whether she may keep her place or not. The obligatory time of instruction is EDUCATION IN SWEDEN AND ICELAND. 977 twenty-four to twenty-eight hours a week. A coadjutrix enjoys the same salary as a coadjutor, from 1,750 up to 3,500 crowns ($467 to $978). Besides the coadjutrixes, there are female assistant teachers engaged at the schools for practice connected with the training colleges. At a female training college, teachers in the so-called subjects of exercise, drawing, music, singing, and gymnastics, ought also to be women. At the Biksdag of 1844 the first claim was made on the State to take measures for the purpose of training able female teachers for the higher schools. The matter was dropped at that time, but at the Biksdag of 1859-60 a subsidy was granted for the foundation of a higher female training college. It was established in Stockholm in 1861, and in 1862 a higher school for girls (State model school) was attached to it, in which the pupils had the opportunity of learning how to teach from practice. The conditions for admitting a pupil to the training college are that she have the standard of education imparted in a complete higher girls* school, which always comprises three modern languages. These condi¬ tions, however, have been raised by the fact that there are more applicants than places. The age of admittance was 17, but has now been raised to 18 years. The instruction is free of cost. The course of study extends over three years, to which a fourth (with complete liberty in the choice of subjects) can be added by those who wish to perfect themselves as teachers of some special subject. Terms, hours of attendance, hygienic conditions, etc., are equal to those of the higher schools. About twenty-five pupils are generally admitted every autumn. The subjects of instruction in the first division are : Beligion, Swedish, French, German or English, geography, history, mathematics, natural history and science, and pedagogics. In the second division, physi¬ ology and hygienics are taught also ; geography is dropped ) German and English, mathematics, with the exception of arithmetic, as well as the conversational classes in foreign languages, are optional. In the third division this is also the case with natural sciences, foreign lan¬ guages, drawing, and singing. The pupil must, however, study either one language or natural sciences. The instruction, at the training college is adapted to what may prove of use to the future teacher. The courses of study are strictly limited, clearly defined, thoroughly mastered, and the teaching is very method¬ ical. Great importance is attached to the correct writing and speaking of the Swedish language, as also to the pronunciation and grammar of foreign languages studied. The practical training of pupils is brought about partly by listening to lessons in the model school and giving oral or written accounts of them, partly by exercises in questioning and narrating, and then by giving lessons in the model school. The fourth course, with the purpose of training specialists, was not 978 EDUCATION REPORT, 1895-98. established till 1891. In that course the pupil carries on private studies in one to tliree subjects under the direction of the teachers at the training college. These studies should be more independent and less limited than the preceding ones, which might be said to form a continuation of the systematic school studies. In some of the subjects passed by a pupil during the fourth course her knowledge is considered equal to that for a bachelor’s degree. Instruction is imparted by masters and bachelors of art, paid by the State, and at the same rate with teachers in the boys’ schools. They also teach in the model school connected with the training college. Con¬ versational classes in foreign languages are kept up by foreign ladies or persons who have spent a long time abroad. At the head of the training college is a head master and a head mistress. As the number of applicants is very large the establishment of another training college has been spoken of, but since the universities are now open to women there will most likely be no need of it. THE EDUCATION OE WOMEN.1 In 1884 a commission of inquiry was appointed by the Government to examine into higher elementary education for girls and present a scheme for its improvement. This commission inquired carefully into the state of the schools, gathered copious statistics (presented to the public in the report of 1885) and worked out a plan for the higher edu¬ cation of girls. This work, however, has not as yet led to any practical result, either in one way or the other. The State has attended to the superior education of women by founding special female training colleges and by giving women the same rights as men in studying at the universities. Women are excluded from the professional schools of Sweden (for engineering, shipbuilding, veterinary surgery, etc.), but the fine-art schools and those for sloyd and gymnastics are open to both sexes. Private industrial schools also exist. The pedagogical influence exercised by woman upon the rising generation within the house may be said to have aided woman to find a new sphere of action outside her own home. As teachers, head mis¬ tresses of schools, members of school boards, lady inspectors, writers on pedagogics, etc., women have attained an influence which is steadily increasing. Woman’s work also affects the higher education of her own sex. As a general observation it may be mentioned that the social position of a woman teacher in Sweden, be it as a governess or a school mis¬ tress, is a highly esteemed one. Daughters of higher officers in public service or otherwise, belonging to the best families, devote themselves to this noble calling. Many of the largest young ladies’ colleges are founded and chiefly managed by ladies; and the number of lady teachers 1 As presented Tby the Swedish Ladies’ Committee. EDUCATION IN SWEDEN AND .ICELAND. 979 increases with every year. In 1889 women obtained the right of being chosen members of parochial school boards, which exercise their influ¬ ence on the national schools. Miss Lilly Engstrom, teacher at the State Model School for Girls, was the first woman elected to this important function, and since then one lady after another has been chosen member of the board. The zeal shown by women in this new office has already been acknowledged. Parents who do not wish to send their daughters to the national schools, and who want them to get a knowledge of foreign languages, either send them to the higher schools for girls or to private classes, or else have them taught at home by governesses. The latter expedient prevailed up to the middle of our century, and with families living in the country is still in general use. In Goteborg a merchant, Mr. Kjellberg, founded a school for girls in 1826, and in Stockholm the historiographer, A. Fryxell, and J. O. Wallin, later archbishop, another in 1840. These schools are still in existence, and may be looked upon as the oldest girls* schools of Sweden, in which the course of study includes several modern languages, mathe¬ matics, and natural sciences. In the fourth and fifth decades of this century women themselves took the initiative in the direction men¬ tioned, and Miss Cecilia Fryxell and Mrs. Jane Tengberg established schools in Westerns and ITpsala, which have exercised great influence on female instruction in Sweden. At the Eiksdag of 1862 a subsidy was granted to a model school for girls in connection with the higher female training college founded the year before, which is the only school for girls that has a staff paid by the State. This school was soon enlarged to a college of eight classes, and became more or less a model for other schools, though this was done voluntarily and without any intervention of the State. In Sweden there exist at the present moment about 124 higher schools for girls, which fall under two heads. Endowed schools, with an annual State grant not exceeding 2,000 crowns ($536), and which receive a certain number of free pupils. These schools are under the control of the State, but are at liberty to plan their instruction independently. These number 76. Then there are unendowed schools. Schools of the two categories belong to parishes, associations, or private individuals. If district authorities contribute toward a girls’ higher school, this generally involves the right of electing one or more members of the school board. In most of these girls’ schools the board consists of men; at one school it is made up of women exclusively. Some schools have obtained donations from private individuals and societies, but as a rule they are supported by fees, varying between 50 and 200 crowns ($13.40 and $53) a year for each pupil. In many places the location of the schools is far from satisfactory, especially when compared with the boys’ colleges, which are built like 980 EDUCATION REPOET, 1895-96. palaces by the parish and the State. The appliances can rarely bear comparison with those of the boys’ schools. Connected with most of the schools for girls is a preparatory school with two or three classes, receiving beginners (often including boys) generally at 6 years of age. The higher school proper has in the larger towns eight classes, of one year’s duration each. In some of the larger towns there exists, con¬ nected with the higher school proper, a so-called continuation school, having for its objects (1) to prepare for admission to the university, or (2) to the higher training college; (3) training of teachers, or (4) imparting knowledge "necessary for a good general education or one required in practical occupations. The school year is divided into two parts — the spring and the autumn terms. The summer holidays extend over the months of June, July, and August. In general, the annual instruction covers only a time of thirty-two weeks. In the preparatory school the hours of attendance are mostly three to four a day; in the school proper and the continua- ^ tion school, generally five (home work excepted). Of the three modern languages studied in school, two are, as a rule, optional. In many schools this is also the case with geometry, needlework, singing, and drawing. Instruction by means of questions and answers is the one chiefly in use. Examinations at the end of the school year rarely take place at girls’ schools, except in those schools which prepare for the university. The pupil is examined on admission, and then, if at the end of the spring term she has a sufficient number of marks at the repetitions, moves into a higher class; if not, she has the opportunity of making up her marks by studying during the long summer vacation. Competitions and distributions of prizes hardly ever occur. Beligious instruction begins in the preparatory school with narratives from sacred history, orally rendered and illustrated by pictures, and with easy hymns learned by heart. In the school proper, Bible history is studied out of a text-book; Luther’s smaller catechism is learned, with explanations; later on, a Bible manual, and, in the highest classes, church history. Bible reading takes place partly during the Scripture lessons and at morning prayers. The girls’ school of Sweden attempts more and more to make the Swedish language its principal subject. The pupils are taught to express themselves clearly and distinctly in speaking and writing their mother tongue. They are also made acquainted with our best poets and prose writers. Beading is taught by the phonetic method. At about 10 years of age the study of grammar begins; later, composi¬ tion, which first consists of writing down something told or read to the pupil. In the higher classes, the history of Swedish literature is studied; Norwegian and Danish authors are also read. Instruction in Swedish history generally begins in the highest class of the preparatory school. In this, as well as in the lower classes of EDUCATION IN SWEDEN AND ICELAND. 981 the school proper, the historical facts are imparted chiefly by the teacher’s oral narratives out of ancient Scandinavian history. In teach¬ ing, attempts are made more and. more to abandon that method which consists of the mere learning of names, dates, and dry compilations, and instead to give the pupils a detached and connected description of historical events. The study of general history begins at the age of 11 to 12 (the study of Swedish history is continued), and is carried on according to the same principles as those for Swedish history. In the higher classes a thorough review is undertaken with the help of more detailed text¬ books than those used in the lower classes. In a few schools politics are also taught. The foreign languages taught are French, German, and English; in the schools preparing for the university Latin is also taught. The first foreign language, generally French, is begun at 8 years of age; the second, usually German, at 10; and the third, English, at 12. In the few schools where Latin occurs it is not studied until after the age of 1G. There are modern pedagogues who vote for the precedence of the English language, as being the easiest from a grammatical point of view. Experiments have been made in this direction. Beading, grammar, translation, as well as speaking and writing, are taught. The question about the proper way of teaching languages has, at the present moment, awakened a most lively interest. The excessive study of grammar has been given up and practical methods are prevailing more and more. The aim and object of the instruction is that the pupil should acquire the ability to understand and speak the language taught. In several schools the instruction in question is given in the foreign language itself. Foreign languages are also the most favored subjects in the girls’ schools. A pupil learning the three modern lan¬ guages devotes more than half of her compulsory time for homework to that study. At school the languages occupy more than 25 per cent of the time for instruction. Geographical instruction in the preparatory school has for its chief object to clear up geographical ideas by studying the map and learn¬ ing the geography of Sweden and of Scandinavia in general, thereby gaining a solid foundation for study. Then the other parts of the world are studied. By providing the school library with good and authentic books of travel, the interest of the pupils is awakened to the need of private study. In the highest classes astronomy is generally studied and there is detailed repetition of the geography of Sweden. The text books of late endeavor, as a rule, to do away with a super¬ fluity of names, to concentrate the study of geography which the pupil then more unfailingly commits to memory. The new methods serve to connect with geography parts of natural history — for instance, botany, zoology, and mineralogy. In some schools map drawing is taught. Zoology and botany generally begin in the second class (tenth year), 982 EDUCATION REPORT, 1895-98. and are taught during’ the next four years. In the higher classes physics as well as chemistry and geology are taught. In class 6 (fourteenth year) rules of health are imparted in connection with the study of anatomy, and in the highest class of many schools hygiene forms a special subject of study. In some schools domestic economy and chem¬ istry applied to household affairs are studied in the highest or in the finishing class (in the so-called continuation school). Since 1892 practical instruction in cooking has been imparted to the pupils in the continuation class of the State model school, the teaching of which is carried on in a cooking school founded by Mrs. Anna Hierta- Ketzius and placed at the disposal of the higher training college and the model school. Other schools in Stockholm and Goteborg also teach cooking.- In spring and autumn botanical excursions are made. The duty of collecting a certain number of living plants during the summer holi¬ days is enjoined upon the pupils. The appliances for instruction vary according to the financial circumstances of the schools. Arithmetic begins in the preparatory school and is taught objectively by means of little balls. Great importance is attached to readiness in mechanical ciphering, which is brought about partly by mental arith¬ metic and partly by exercises written at school and at home. In class 3 (eleventh year) the pupil should know the four rules of arithmetic properly. Then common and decimal fractions follow, with their appli¬ cation to interest, discount, division of profit and loss, etc. Special importance is attached to the learning of the metric system. In the continuation school algebra is taught, or an easy course of bookkeeping and economical arithmetic is gone through, by those who are going to devote themselves to practical professions. Geometry begins in class 5 with geometrical object lessons ; the aim is to give a clear idea about lines, angles, surfaces, and geometrical figures. In classes G to 8 the three first books of Euclid are generally studied. Drawing is taught by copying diagrams, models, living plants, plas¬ ter casts, architectural and other ornament, and by drawing from life. The lessons in needlework aim to make the pupils skilled in such kinds of work as may be deemed necessary to every woman. Knitting, darning, patching, and plain needlework are compulsory; opportunity is also given to learn art needlework. In some schools wood sloyd and dressmaking are taught. Of late great attention has been devoted to the hygienic conditions of schools. In the larger schools physicians are appointed, in part to superintend the hygienic conditions in general, in part to examine the state of health of the pupils and judge whether they may be admitted to gymnastics. The pupils are drilled every day in Ling’s gymnastics. In schools possessing a building of their own there is generally a gym¬ nasium x>rovided, with apparatus and dressing room, where the pupils put on their gymnastic costumes. EDUCATION IN SWEDEN AND ICELAND. 983 Attention Las been drawn to tbe clanger of intellectual over exertion and attempts Lave been made to arrange school work so as to allow the pupils out of door exercise during the earlier part of the day. Instruction in girls’ schools is chiefly managed by women teachers. For the training of female teachers there are in Sweden five training colleges for female national school teachers and one higher training college, all founded by the State, and with instruction quite free of cost. Other female teachers have qualified for the university or for a bachelorship, or else, when teaching foreign languages, have perfected their education abroad. In the higher classes, male teachers fron\the boys’ higher schools sometimes give instruction by the hour. In smaller schools as well as in private teaching, similar methods are followed and the same subjects are studied as those mentioned above, with considerable modifications. THE PEOPLE’S HIHH SCHOOLS FOE WOMEN.1 The pupils of these schools are grown-up girls, chiefly belonging to the farmers’ class. There is no entrance examination, neither is any stated preparatory knowledge required. As a rule, the pupils are pre¬ sumed to possess the standard of knowledge imparted in the national schools. The movement leading to this kind of school began in Denmark. The Swedish schools developed however independently. The first school for women of this class was founded in 1869 $ now there are 13. The object of the people’s high schools for women is to develop the mental faculties of the pupils, to make them comprehend true woman¬ liness and to excite an interest in subjects relating to general education and training in manual work. The people’s high school is no housekeeping school and does not want to be considered as chiefly aiming to impart such knowledge to the girls as exclusively belongs to the province of housework. The object in view is principally to develop the mental faculties of the girls as far as this can be attained by a knowledge of the language, history, and character of the native country, by acquaintance with the laws of nature, and by reading the best that our literature offers. In addition to this are held, especially at the Tarna school, so-called free lectures on religio-ethical subjects. The school admits the importance of the rougher housework most women have to take part in, and for this reason attempts to organize the instruction so as to make the young girl acquainted with the nature of what surrounds her in daily life, as for instance the air, the water, the articles of food, etc., as well as to acquaint her with those laws which rule even in the most ordinary occupations of everyday life, so that she may be able to understand the reason why a thing is done in Reports from the Swedish Ladies’ Committee to the World’s Columbian Exposition, 1893, pp. 31-35. 984 EDUCATION REPORT, 1895-96. sucli or sucli manner and so tliat slie may be thoroughly trained for life’s duties. The subjects of study are : The Swedish language. The instruction aims to teach the pupils to read poetry and prose well; to understand properly the contents of what is read, and to express their thoughts in writing. Literature with recital of excellent excerpts in the evenings. History and geography. Free lectures on religio- ethical subjects. Hygiene, including the structure of the human body, the laws of health, general rules on the proper treatment of diseases, nursing of infants, etc. Knowledge of natural science, including some of the principles of chemistry and physics. In this connection housekeeping is studied, as for instance laundry, cleaning, boiling, roasting and frying, preserving, pickling, etc. French ironing is taught at several of the schools for women. Dairy training (the outlines). Arithmetic, domestic book¬ keeping, writing, singing, solo and part singing. Gymnastics are prac¬ ticed only at three people’s high schools for women, but gymnasiums are going to be built within a few years at many schools. By teaching needlework, the effort is to meet and encourage the girls to like female manual work (sloyd) and, at the same time, to develop taste and sound views within that sphere. The instruction in needle¬ work comprises mending and darning, various kinds of knitting and crochetwork, plain sewing and cutting, white, colored, and flat em¬ broidery, hemstitch and masking of several kinds, making of fringe and tassels, etc. For the second years’ pupils, as well as for those who have proved themselves clever in other kinds of needlework, there are lessons in lace-making and weaving of ancient Scanian textile fabrics for curtains, furniture stuffs, etc. The pupils must be quite expert in ordinary plain weaving to be taught art weaving at the school. To the development of their skill in manual work the school attaches great importance, and a stated plan is followed in the teaching of this subject. The pupils first must prove themselves skilled in mending, knitting, and plain needlework, then they are allowed to choose between the ornamental kinds of work. Time of instruction. — All the people’s high schools for women are connected with those for male pupils, have the same head master, and are in the same localities. The Tarna school has a head mistress of its own, however. While the course for men is kept up during the six winter months, November- April, that for women covers the three sum¬ mer months, May- July, during which period the farmers are considered as most able to spare their young daughters. One female school (at Bollnas) is open during the three autumn months; one at (Fornby) dur¬ ing the four months, February-May, simultaneously with the school for men. Coeducation, as at the people’s high schools of Finland, is not customary in Sweden. The course for women is comparatively short, as the same teachers are employed for the summer and winter terms. EDUCATION IN SWEDEN AND ICELAND. 985 Any pupil is welcome to remain for several consecutive terms, though, far the greater number only go through one. Separate schools for women with a term of six winter months no longer exist. The morn¬ ing hours are in most of the schools devoted to study; the afternoon hours to needlework and singing. Mode of teaching. — The instruction is chiefly imparted by the teacher orally. The pupils are advised to study suitable text-books, by the help of which they can follow the teacher’s instruction. By means of ques¬ tions and repetitions, by conversation and written papers, the certainty is arrived at that what has been imparted has been well understood. As the pupils come to these schools with very different fundamental knowledge, the teacher tries to arrange his instruction so that all may profit by it. The school fee varies between 10 and 38 crowns ($2.68 and $10.28) a course. In some schools the fee is reduced for penniless pupils or else they get a free place. The second year’s pupils generally pay less than the first. Less well-to-do pupils are permitted to apply for scholar¬ ships, whicli are paid by the treasury and usually vary between 10 and 50 crowns ($2.68 and $13.40). To have one household in common for the head master and the pupils, as is the case at the Danish people’s high schools, is not customary in Sweden. In some places, however, the pupils live in the school; at those of Tarna and of Tjorn a woman is -engaged to cook the pupils’ own provisions for them. As a rule, the pupils lodge in the neighbor¬ ing peasant homes, where, as at Hvilan for instance, they can board at a rate of about 90 ore a day. The ordinary arrangement, though, is for the girls to bring provisions from home, which are cooked by their landlady for a small gratuity. This turns out to be the cheapest way. At Tarna and Lunnevad the pupils live in the schoolhouse. Examinations . — The people’s high school, not having as an object the qualifying of the pupils for any special employment, gives no testi¬ monial on leaving. The pupil can have at her own request a general statement concerning diligence, conduct, and standard of knowledge acquired. Ho examination is held on leaving school, this being deemed of no use, but rather apt to impair school work. During the short time allotted to school work attention is directed to the aims of life, not to a more or less successful examination. The school is always open to any¬ one wanting to obtain proof of the work done. Exhibitions of indus¬ trial art made by the pupils are arranged at the breaking up of the school. The school staff generally consists of male teachers, who also manage the people’s high school for men. The head master’s wife generally assists in the teaching. The people’s high school, being comparatively young and depending on individual efforts, has been an object of much misunderstanding and a good deal of criticism. Because of the short time allotted to it. 986 EDUCATION REPORT, 1895-96. people have deemed it able to effect nothing but superficial work and to render the young farm girls dissimilar to tbeir own class. The pupils find time to acquire an astonishing amount of knowledge in the short time given them; their diligence is so great that it rather needs keep¬ ing down than spurring on, and it is to be hoped that the impulse they get at school may be such as to serve them as a basis for the school of life. The school, always located in rural districts, does not remove them out of their ordinary conditions of life, which at school are quite as simple as at home. The people’s high school is striving, more than any other school, to be a home to its pupils — a large, good, loving home, where the most intimate intercourse of thought and feeling exists between teachers and pupils. The pupils generally like to spend most of their recreation time at the school. The country people of the neighborhood enjoy coming there to refresh themselves from their everyday toil by listening to the singing and the lectures. In this way the school becomes the center of its neighborhood. The country girl, when returning home, carries with her increased knowledge as well as increased practical abilities, and in addition a mind opened and made acceptable for wider views. Since the fourth decade of this century the higher education of women has been in a state of progress, and attempts have been made to raise the standard of female education. One party has been trying to make the instruction of girls equal to that of the boys; another has attempted to create an independent form of female instruction; a third one, again, to bring about schools for coeducation by assimilating the standard of knowledge for boys and girls. SCHOOLS FOR COEDUCATION.1 The principle of coeducation has acquired many sincere friends, but still it can not be said as yet to have made any considerable progress in wider circles, though it is realized in the lower classes of the national school. The question about founding higher schools for coeducation has, however, been discussed of late in the pedagogical periodicals as well as at teachers’ meetings and at other conferences called together by persons taking an interest in the question. A few schools for coedu¬ cation have also been established by private individuals at Stockholm and at IJpsala, and are working with good results. The oldest and largest is the Palmgren school in Stockholm (founded in 1876 by Mrs. A. Hierta-Betzius and by others interested in the ques¬ tion), which has developed under the guidance of the head master whose name it now bears. The school attaches great importance to sloyd, lias a State subsidy, and may be said to have served as a model for tlie coeducational schools of Finland. Coeducation is carried on up to the From reports of Swedish Ladies’ Committee and Vor Ungdom. EDUCATION IN SWEDEN AND ICELAND. 987 qualifying for tlie university. This school was founded in 1876, and has passed 21 pupils in the final examination.1 In the Eiksdag of 1893 a government bill was presented which pro¬ posed to reorganize the boys’ schools of three classes, found in some smaller towns, into schools for coeducation, and where the instruction is to be imparted by male as well as female teachers. UNIVERSITY EDUCATION.2 The State universities at Upsala and Lund have complete philosoph¬ ical, legal, medical, and theological faculties. The student is free to follow any course. Each faculty confers three degrees: Candidate, licentiate, and doctor y and it is stated that to be a lawyer, doctor, or clergyman in Sweden one must be a university graduate. The univer¬ sities are under the charge of a board of council, with the chancellor of the university as its chief officer. The academic year has two terms, from September 1 to December 15, and from January 1 to June 1. The salaries of professors range from $605 to $1,206, with the addition of tuition fees, which range from $268 to $402. The universities of Stockholm and Goteborg have only been in existence a short time, and it is conceded that before long they will pass from private initiative to the same rights, in matters of subsidies, examinations, etc., as the older universities. These new universities intend to admit special students, and their aim is to compete with the older universities “ as centers of higher scientific teaching, and to make their instruction and resources accessible to wider circles of students.” Number of students in Upsala, 1,446 in 1894, and 638 at Lund 5 at Goteborg," 743 in 1893 5 at Stockholm, 160 in 1892. WOMEN IN THE UNIVERSITIES.3 The universities of Upsala and Lund were founded in 1477 and 1668, respectively, and from both women were excluded. It was not until the fourth decade of this century that a call arose for the abolition of this statute. At the Eiksdag of 1865 a Swedish yeoman, Carl Johann Svensen, presented a bill for the admission of women to the universities. This bill occasioned a lively debate. The one side pronounced women to be lacking in both the physical and practical power requisite for carrying on higher studies j the other side showed how unreasonable it rwas to form a decided opinion on that question when no opportunity had been given woman to try the power of her intellect. Her fitness for the professions of teacher and physician was specially put forth. The \ result of the debate was a petition for the intervention of Government, 1 The Palmgren Practical Work School aims to train both sexes in those studies which lead to prac¬ tical life. There is no special limit as to the elementary or secondary character of the school, nor as to the age of applicants for admission. (See pp. 433-434 of the Report of the Commissioner of Education for 1891-92; also Palmgrenska Samskolan : Stockholm.) 2 This subject was so fully treated o-n pp. 434-436 of the Report of the Commissioner of Education for 1891-92 that a mere resume is here given. 3 Information obtained from the Swedish Ladies’ Committee and thesis by Dr. ET. G. W. Lagerstedt. 988 EDUCATION REPORT, 1895-96. demanding for women tlie right to pass the examinations prescribed by the law for becoming teachers and physicians. On the 3d of June, 1870, a writ was issued, conferring upon woman the right of passing the examination for the university, of matriculat¬ ing at the universities, and of following the profession of a physician. Since that time the number of female students has been increasing year by year. This number, however, only comes up to about 1 per cent of that of the male students, but these, in proportion to the popu¬ lation, are too numerous. During the first years the young ladies passed their examinations at some boys’ school, but since 1875 the right of qualifying for the univer¬ sity has been conferred upon girls’ schools also. At the present mo¬ ment there are at least five schools that prepare female pupils for this examination. The examination for the university is passed either in the classical division or in the mathematical division. The classical division com¬ prises the following compulsory subjects of examination : Swedish com¬ position, theology, Latin, French, German, mathematics and physics, history and geography, zoology and botany, and propaedeutics of phi¬ losophy. Optional subjects are: Greek, Hebrew, and English, one of which is obligatory. In the mathematical division classical languages are not studied, but the claims on knowledge in the three modern languages, German, French, and English, in mathematics, and in physics are greater than in the classical department, and, besides, chemistry has to be studied. Most of the women have passed their examination in the classical department. Of the young ladies who have passed the examination for the university only about 38 per cent have matriculated at the uni¬ versities. Some have gone back into private life and some have found employment as post, railway, or bank officials, or else as teachers. The theological faculty in the universities is not open to women. In the faculty of jurisprudence there are several examinations, out of which the one for a “candidatus juris u triusque ” is the principal of those most commonly taken. It requires about five years’ hard study. This examination has been passed by one lady. The course of study in the medical faculty extends over seven to nine years from the time of matriculation. Two ladies have finished their medical studies and are practicing as physicians; a considerable number of women are studying medicine. The medical faculty in Stockholm is opened also to women, and follows the same rules for the examinations. The philosophical faculty is divided into a philological and a mathe¬ matical section. The examinations within both these sections are: (1) Baccalaureate, requiring several compulsory subjects arranged in different groups. EDUCATION IN SWEDEN AND ICELAND. 989 (2) Licentiate, a scientific examination comprising one principal sub¬ ject and two secondary ones. A licentiate, after baying written a scientific dissertation and success¬ fully defended it against opponents chosen by the university, is created doctor of philosophy, with ceremonies which have been in practice for hundreds of years. The baccalaureate, with certain compulsory sub¬ jects, and followed by one year’s teaching at one of the State schools, qualifies for minor tutorship at these schools. The licentiate entitles to tutors’ higher appointments. About 23 women have passed the baccalaureate, while only one woman has passed for the licentiate, receiving the degree of Ph. D. in 1883. Several women have studied in the philosophical faculty, but, without passing the examination, have applied themselves to scientific works later on. This has been the case with those studying zoology and botany in the faculty of sciences in Stockholm, which, founded in 1878, has, like the faculty of philosophy and philology at Goteborg (founded in 1890), opened its lecture halls to women. It may be stated here that, although permitted to become a practicing physician, a woman can not hold any Government office in this capacity. The question whether a woman may become a lawyer is still unsettled. In 1892 the first Swedish woman graduate at law finished her theoreti¬ cal studies, but is still pursuing the prescribed practical part of her juridical studies in a district court. She aspires to be admitted as an attorney, but may not become a judge. TECHNICAL AND SLOYD TRAINING. This subject has been so fully treated in the Eeport of the Commis¬ sioner of Education for 1891-92 (pp. 427-429, 437-440) that no further elucidation seems necessary. It may be stated, however, that in 1892 about 4,775 men and 1,306 women were receiving technical instruction of some kind, while sloyd was taught in about 1,400 schools. The number of schools receiving aid from the State for sloyd since 1884 are enumerated in the Slojdundervisningsblad, Ho. 12, 1895, as follows: In 1884 there were 584 ; in 1885, 727 ; in 1886, 872 ; in 1887, 991, to 1,167 in 1888; increase to 1,278 in 1889, to 1,392 in 1890; still further increase to 1,492 in 1891, to 1,624 in 1892; thence to 1,787 in 1893 and 1,895 in 1894. Thus the needs or benefits of sloyd training seem to be thoroughly understood in this division of Scandinavia. DAIRY, AGRICULTURAL, AND HORTICULTURAL SCHOOLS. The Government and agricultural societies aid 25 agricultural schools, which aim to give practical education to young men so that they may carry on farms of their own. Dairy schools (2) and dairy stations (18) give regular instruction in dairying, and similar courses are carried on in connection with the agricultural societies. The 990 EDUCATION REPORT, 1895-96. standard of education is that of the elementary school ; the theoretical instruction includes writing, arithmetic, also bookkeeping ; practical instruction includes domestic work about the household as well as dairying. A horticultural school at N’orrviken opened in 1890, is coeducational in character. It is the only school of its kind in Sweden, and in a two years7 course trains in the practical management of a garden and in floriculture. COOKINGr AND HOUSEKEEPING- SCHOOLS.1 In Sweden it is only exceptionally that cooking and domestic work are taught at the girls’ schools.2 To supply this deficiency in the education of the young ladies, several families send their daughters, after having finished school, to a housekeeping school in the country, where they spend from six to twelve months. The housekeeping school at Bjornsnas for the education of house¬ wives, receives boarders from the age of 10, and teaches cooking, the principles of housekeeping, practically and theoretically, preserving, baking, salting and curing, washing and ironing, cleaning, weaving, art needlework, etc. The annual time of instruction comprises an autumn term, from August 15 to December 15, and a spring term, from January 15 to June 15. The annual fee is 750 crowns ($201). Other xrrovincial housekeeping schools, established on the same prin¬ ciples, are the practical school at Samuelsberg for teaching young ladies housekeeping and manual work; Miss Ellen Moller’s housekeeping school for young girls; the Alingsas school of languages and domestic work, which, besides imparting instruction in household work, offers an opportunity of learning modern languages, etc. In Stockholm there are also several housekeeping schools, where the young girls, while living at home, are taught housekeeping during some hours’ daily attendance. Such is (1) the new housekeeping school, which teaches educated young ladies the theory and practice of plain or more elaborate cooking, preserving fruit and vegetables, ironing, and other domestic occupations; it thus enables them in a practical way to manage a house. Each course comprises a time of four and one-half months. A limited number of pupils are admitted to each course. To those who have attended three months at least a testimonial is given. The pupils assemble every week day at 8 a. m., and the work is kept up till 4 or 5 p. m. The fee is 225 crowns ($60) for a complete course. For a shorter time, 60 crowns ($16) a month. (2) The Stockholm cooking school, founded in 1882 by Mrs. Anna Hierta-Betzius with a grant of 5,000 crowns ($1,340) from the foundation of “In Memoriam of Lars Hierta,” is the first school in Sweden where cooking solely (with baking 1 Resume of article in Reports of Swedish. Ladies’ Committee ; also information from Madame Hierta- Retzius. 2 In Stockholm, cooking is taught in two of the girls’ higher schools: Dr. Schwartz’s and the Athenaeum for girls. EDUCATION IN SWEDEN AND ICELAND. 991 and preserving) was taught with the exclusion of other housework. For this reason, the course has since the very beginning been limited to three months only. In this cooking school, the physiology of nutri¬ tion and domestic economy are first theoretically taught by means of lectures on those subjects. The pupils are also trained in marketing under the teacher’s guidance. Those who have passed a complete course obtain a testimonial. The food is served a la carte to ladies and gentlemen taking their dinners at the school (from 2 to 4.30 p. m.). The original object of this school was to introduce cooking as a sub¬ ject of information among the daughters of the working classes, to qualify them for housework in their own homes after having passed through the national school. During the first three years the fee was 10 crowns ($2.68) a month (and dinner free of charge), but was later increased to 20 crowns ($5.36) a month, and, to make the school self- supporting, admission was granted, with a double fee, to two or three married or unmarried young ladies of the cultured classes, who, up to that time, had no opportunity of learning in so short a time. For ladies engaged to be married a shorter course (of six weeks) was arranged. Finally, cookery teachers have been trained at this school, to facili¬ tate the introduction in future of cooking as a subject of education in the national schools. In September, 1892, instruction in cooking and domestic economy having been introduced as a subject of information at the higher train¬ ing college, Mrs. Hierta-Betzius’s Cooking School was made over to the board of the above-mentioned college, the founder, however, having undertaken to guarantee the school funds. Cooking at a national school was first taught in 1889 at the parish of St. Nicholas, in Stockholm, the information on this subject being intro¬ duced on the initiative of Mrs. Sofi Nilsson, a national school teacher, who during many years’ work had realized the necessity of raising the standard of practical work. The school board having agreed to fit up a kitchen in one of the schoolhouses, five to six girls from the highest class were allowed to leave their school work at 10 a. m. in order to learn to cook the food gratuitously distributed to their younger schoolfellows. On the initiative of Mrs. Hierta-Betzius and by means of an endow¬ ment from the foundation of 4 - In Memoriam of Lars Hierta,” a national school teacher, Miss Brolinsson, was sent to London to attend u The National Training School of Cookery” in South Kensington, and to study cooking as it is taught in the board schools in London. On her return the cooking school of St. Mary was founded, partly after the English plan, where a course was given to future cookery teachers. These women, who had previously passed a practical free course at Mrs. Betzius’ cooking school and had practiced as cookery teachers in the school kitchen of St. Mary, passed an examination, 992 EDUCATION REPORT, 1895-96. received a certificate, and have since obtained employments as man¬ agers or assistants at cooking schools in Stockholm, Goteborg, and Vesteras. In four of the Stockholm national schools, those of St. Mcholas, St. Clara, St. Mary, and Hedvig Eleonora, the girls in the highest classes, generally to the number of thirty from each school, have been taught cooking and baking and have undertaken by turns to carry out such work. The girls, who do the washing up, the house cleaning, etc., seem to keep up a lively interest in the matter, and many opinions expressed in the children’s homes show that the parents also duly appreciate the instruction given. One thing strictly impressed upon the children is the necessity of cleanliness, order, and economy. The ingredients of the various dishes, the cost, and the method of preparation are written down by the girls in special books. The quan¬ tity and price are, as a rule, calculated for six people. Thus, when finishing school, the girls bring home with them a little cookery book made by themselves and containing receipts tried by them and com¬ prising the dishes mostly used in ordinary, simple houses. The expenses for these cooking schools are defrayed partly by private people, partly by the respective parishes. The teaching of this subject having begun to gain more sympathy in the national schools of the capital, the following general rules have been established and are to be enforced from the beginning of 1892 : (1) The girls who take part in the work at the cooking school are divided into groups of four to six each; (2) these groups are selected out of the two highest girls’ classes of the school; (3) the girls who during their school time have taken a share in the cooking work will be allowed to continue it for one term after having left school ; (4) no more than three groups (exceptionally and for special reasons, four) are selected out of each school class; (5) each group has instruction for two consecutive days in cooking; (6) after the groups from one class in school have in turn attended the cooking school, four days at least must elapse before they begin again (during the interval, groups from the other class are taught); (7) school girls belonging to the cooking school must, before going there, attend the first two lessons of the day (from 8 to 10). In 1870 a practical housekeeping school was inaugurated in Stock¬ holm, which served as a model school for those since created in Upsala, Goteborg, Lund, etc. Opening with six pupils some 200 girls (in 1891) had received three years’ practical training. Pupils ar^ received at 16 years of age, u if of good disposition;” they learn the duties of laun¬ dress, waitress, chambermaid, and have instruction u in finer cooking.” In 1879 the school established a shop of its own for the sale of bread, cake, etc., and in 1881 established a store for cooked pro visions. The mending of garments is taught oue afternoon each week, and there is regular instruction in the sewing room. EDUCATION IN SWEDEN AND ICELAND. 993 FRESH-AIR FUND COLONIES. As will be observed, the Swedes give practical training of many kinds to their youth, and they do not neglect the “weak and sickly children” nor the hygienic side of education.1 In 1885 the Society of the Fresh- Air Fund was established in Stock¬ holm, its object being to provide summer homes in the country for weak and sickly school children, especially from the public schools of Stockholm. From that date to 1891 there were 148 colonies sent out, which included 3,352 children. The number in a colony is usually lim¬ ited to 25. As the principal objects of the sojourn are rest and opportunity to be in the fresh air as much as possible, all school work is forbidden, but the children are not idle in consequence. The girls have to keep the rooms in order, set the table, assist in the kitchen; the boys keej> the yard and vicinity of the house in good order, carry water and wood, carry the mail, etc. The children have to keep their clothing in order also, under the direction of the matron of the colony or her assistant. The regular life, where strictness with regard to order, cleanliness, and good conduct is the governing principle, has proved most successful in the moral development of the children in the colony homes, and agree¬ able changes in their behavior after their return to the city have been recognized by their teachers and parents. The result of the colony life, from a sanitary point of view, is consid¬ ered by physicians to be especially successful. The examination of 58 children of an average age of 10 years, who had been in two separate colonies in 1891, showed that u the boys gained 1.03 kilograms in weight, 1.3 centimeters in height, and 8 centimeters in breadth of chest, while the girls gained 1.19 kilograms in weight, 1.7 centimeters in height, and 1 centimeter in breadth of chest. The painful and dull expression and the weak, shuffling motions which were observed at the beginning of the outing disappear during the two months’ visit in the country, and the bright, happy faces, the clear and frank gaze, the healthy appear¬ ance and lively movements, all witness to the benefit gained, not only for a short summer but doubtless for life.” The Woman’s Union in Goteborg sent out 181 colonists in 1891, and the cities of Uorrkjoping and Gefle are also sending out summer colonies, of school children. TEACHERS’ association. The seventh meeting of the Scandinavian School Congress (Sjiinde Allmaanna Uordiska Skolmotet) was held in Stockholm, August 6-8, 1895. This congress meets every five years at one of the three Scandi¬ navian capitals. In attendance were nearly 7,000 teachers; 3,700 from 1 For description of the investigation of hygienic conditions hy the school commission appointed for snch purpose, see Report of the Commissioner of Education for 1888-89, pp. 220-221. ED 96 - 32 994 EDUCATION REPORT, 1895-96. Sweden, 1,200 from Norway, 1,500 from Denmark, and 300 from Finland. During tlie three-day’s session about fifty papers were read and dis¬ cussed, interest in them being shown by educators and also by the authorities. The minister of public instruction, Mr. Gilljam, took part in the meetings which were presided over by prefect Themptander. The subjects awakening the most earnest discussions were, religious education in the school, historical instruction, and the peace movement. Papers were also read on the peasant high schools, on university exten¬ sion, the Swedish school system, sloyd instruction, etc. The social pleasures attendant upon this congress were a special feature of the occasion, and the fraternal feeling between the countries seemed strengthened by this congress. An historical presentation of the peasants’ high schools — the first having been established in Podding, Denmark, in 1814 — was given, and due honor was done to N. F. S. Grundtvig, who is considered their founder. The strong development of the Peal school, with its prac¬ tical training for life’s duties, w7as clearly brought out. The absolute need of thoroughness in the mother tongue before other languages are studied was discussed, also the study of phonetics. Physical education awakened interest,- stress was laid upon the necessity of the teacher’s knowledge of his pupils’ organization, or injury, instead of improvement, might result from overtraining. Peforin methods in different grades of schools were presented, the desire being to prevent overburdening of mind with its natural reaction upon the body. Hygienic and sanitary methods were discussed from the standpoint of the teachers present from the three countries. In the matter of reform spelling and t>honetics, the pkmeers 0f this phase of education in different countries were referred to, and those teachers taking part in the discussions recognized the fact that changes might be made which would be beneficial to people of various nationalities (Tor IJngdom, 1S95, Hefte 1-6). II. Education in Iceland.1 Authorities : Letter from Mr. Magnus Stephcnsen, governor-general of Iceland; Buisson; Dictionnaire de Pedagogie et dTnstruction Primaire,v. 2, lve partie ; Encyclopedia Britannica, Vol. XII; International Encyclopedia, v. 7; Johnson’s Encyclopedia, v. 4; Barnard’s Journal of Education, Vol. XXIII; XIX Century, v. 8; Revee Internationale de l’Enseignement, Aout, 1895; Statesman’s Year Book, 1895. AREA AND POPULATION. Ethnologically and politically considered Iceland is an integral part ot Scandinavia, that group of kindred countries usually called the North (Norden) by their own peoples. The countries so designated are the u United Kingdoms” (De forenede Eiger), Sweden and Norway, 1 Prepared by Miss Frances Grabam French, specialist in the school systems of northern and eastern Europe. EDUCATION IN SWEDEN AND ICELAND. 995 and Denmark, whose chief dependency, Iceland, is 39,200 square miles in area, or 7,000 more than that of Ireland. The greatest length of the island is 300 miles from east to west, and its greatest breadth 201 miles. It is supposed that the population of Iceland was once 100,000, but it subsequently diminished. Since 1840, when it amounted to 57,094, a gradual increase has taken place, until, in 1880, it had reached 72,000. The chief town is Reykjavik, with about 2,500 inhabitants. ADMINISTRATION.1 Formerly Iceland was divided into four quarters — the east, south, west, and north. Now the north and the east are united under one government and the south and the west under another. The island is further divided into 18 counties (syslu), and these again into 169 rapes2 (hreppa) or poor law districts. Ecclesiastically Iceland constitutes one bishopric, divided into 20 deaneries, and these again into 290 parishes. Iceland has its own constitution and adminis¬ tration under a charter which came into force August 1, 1874. By the terms of this charter the legislative power is vested in the u Althing,7? consisting of 36 members, 30 elected by popular suffrage and 6 nom¬ inated by the King. A minister for Iceland, nominated by the King, resides at Copenhagen, but is at the head of the administration. He submits to the King for confirmation the legislative measures proposed by the Althing. It may here be said that the language, laws, and tra¬ ditions of Iceland are quite distinct from those of Denmark, and its position so remote that there might seem to be difficulties in governing it properly as an integral part of the Danish Kingdom. The highest local authority is vested in the governor- general, who resides at Reykjavik. He carries on the Government according to the views of the minister at Copenhagen. The governor- general (Landshoffiingi) lias two aids (or under-govern¬ ors), one for the south and west, another for the north and east. Then there are the sheriffs (s^slumenn), who act as tax gatherers, and nota¬ ries public. The “syslu-mafir77 has an assistant or “hreppstjori/7 in every poor law district. In such district there are also committees of from three to five members who administer the poor laws and look after the general affairs. These committees are controlled by the committees of the county boards, and these again by the quarter board of three members. The State church is Lutheran, and all Icelanders, without exception, belong to it. HISTORY. Notwithstanding its isolated situation, its few natural advantages and sparse population Iceland is of great interest to historian, iihilolo- gist, and litterateur. 1 Besume of article in Encyclopedia Britannica, V, XII. 2 A territorial subdivision which, in Anglo-Saxon, is between a sbire and a hundred. 996 EDUCATION REPORT, 1895-96. The historian is delighted with the exactitude of its historical records and the strange phases of life to which they bear witness, and the singular circumstances which have determined the existence and life of the Teutonic community for a thousand years apart from the rest of the European family. The philologist looks upon the islaud as the home of a language which most nearly represents in a living form the tongue of our earliest Teutonic forefathers. Others believe that, Iceland had a brilliant period of intellectual life long before the literary eras of England and Ger¬ many, and a literature superior to any north of the Alps before the Renaissance. The historical phase is the only one we can touch upon here, as the present conditions are an outcome of the past. The unit of Icelandic administration was the homestead, with its franklin1 owner (“buandi”), its primal organization, the hundred-moot (“thing”), its tie the chieftainship (“goor5”). The chiefs who led kinsmen to a new land held considerable power, and at first there was no higher organization ; but disputes, uncertainties as to laws, etc., brought about the constitution of IJlfiiot (in 930). Through this a cen¬ tral moot or “ Althing ” was created for the whole island, and “ a speaker to speak a single law” 2 (principally that followed by the “ gula”-moot in Norway). In 964 the reforms of Thord Gellir fixed a certain number of local moots and chieftaincies, dividing the island into four quarters, to each of which a head -court or quarter-court was assigned. Ecclesias¬ tical innovations (Christianity was introduced in 1000) caused upheav¬ als, eventually putting an end to the commonwealth, which had produced men of mark and encouraged progress. The practical rule of Iceland was transferred by the union of the three crowns to Den¬ mark in 1280; it had formerly been under Norwegian viceroys and Nor¬ wegian law; the island then received a foreign governor (Earl, Hird- stjori or StiftamstmaSr) and was divided into local counties (syslu), administered by sheriffs (sysluinenn) ; local affairs were attended to by the bailiff (hreppstjori) and the quarter- courts were abolished. The ideas agitating Europe percolated through Scandinavia to Iceland and successful efforts were made to educate the peasant class, who were about all that were left after the cruel wars of the thirteenth century had broken down the great houses which had monopolized the chieftaincies. The “ Althing” had existed for fully nine hundred years, but sometimes as a mere council of powerless delegates. It was sup¬ pressed but reorganized in 1843. Thirty years’ agitation brought about home rule in 1874. The absolutism of the sheriffs and the governor was replaced by officials assisted by elected boards. The government may be said to have been at first hierarchic and aristocratic; afterwards it became a kind of aristocratic republic. 1 The freeholder of former times held his lands from the Crown free from feudal servitude to a subject superior. 2 Encyclopedia Britannica, Vol. XII. EDUCATION IN SWEDEN AND ICELAND. 997 GENERAL CONDITIONS. Two peculiar conditions exist in Iceland 5 these are the absence of towns and the equality of society in a sense which exists in no other European country. The priest, who has the title “sira,” enjoys certain rank and distinction; but even the governor, with his office of power and dignity, is liable to be accosted familiarly by farmer or fisherman. The people are distinguished for honesty, purity of morals, and a wonderful love of education Notwithstanding their poverty and other adverse circumstances, it is rare to find an Icelander who can not read and write. At Reykjavik is the governor’s residence; the u Althing,” which once met in the valley at Thingvalla, meets here; the bishop has his home here; there is an observatory, a public library of 10,000 volumes, and Reykjavik is the seat of an Icelandic society established in 1794. Three newspapers are printed here, and since 1530 (when the first print¬ ing press was set up by Mathieson, a Swede) books, original and trans¬ lated, have been annually printed in Icelandic. The translations have included portions of Milton’s Paradise Lost, Shakespeare, Pope, and Oowper. As for the language, as a genuine living dialect, spoken and written and even printed in newspapers of the present, Icelandic may claim to be the oldest in Europe. The Romaic has dropped many cases and tenses; Danish and Swedish are modernized and simplified dialects, while Icelandic retains the archaic forms of the ancient Scandinavian tongue once in use throughout northern Europe. The literature reflects and perpetuates the beliefs and manners of the people through successive generations. Both language and literature are of historical and living interest to scholar and statesmen. Ice¬ landic literature has always been much studied by the people and written in popular idiom; it has preserved the ancient language almost unchanged and hence is an isolated survivor of a bygone historical period. GENERAL FEATURES OF EDUCATION. Considering the extent of country, the sparseness of population, and the difficulties of intercommunication, the diffusion of knowledge seems astonishing, even to those familiar with the history of this island. In Reykjavik, and among the clergy in general, men of high literary cul¬ ture are to be found, some of them scholars who would do credit to any seat of learning in Europe. A child of 10 who is unable to read is not to be found from one end of the island to the other. A peasant under¬ standing several languages is no rarity, and the amount of general in¬ formation is quite noticeable. Formerly all children were taught by their parents or neighbors ; now a few elementary schools have been started ; classical and general studies are found at a college in Reyk¬ javik, which has about one hundred students and seven professors. 998 EDUCATION REPORT, 1895-96. The general physician of the island, assisted by two medical men, gives lectures to medical students. Those who propose to enter upon a course of law have to attend the University at Copenhagen. There is also a flourishing academy in Modruvellir, in the north of Iceland ; an agricultural college at Olafefjord. The island also supports four semi¬ naries for young women, the first one having been established in Reyk¬ javik in 1876. Iceland has always been a land of learned men, and to this day erudite Icelanders may be found in almost every university of Europe $ in no country is a scholar held in more esteem j yet it is stated that the Icelandic student devotes himself more exclusively to languages and literature, to the neglect of science and mathematics. In 1886 a limited suffrage was granted to women, permitting them to vote in the selection of clergy for the parishes. In the same year women were admitted as students in the higher institutions of learning. Owing to the difficulties attendant upon obtaining any very precise information regarding education in Iceland, a letter was sent, in the autumn of 1895, to the governor-general requesting more specific data. The reply of His Excellency Magnus Stephensen, the govern or- gen¬ eral of Iceland, is here incorporated. He says : In reply to your letter of the 18th September, I have much pleasure in sending you the following notes on education in Iceland. As the hulk of the population is scattered over the country in isolated farmhouses, with long distances between them, schools are impracticable in the rural districts, and the children receive the rudiments of learning from their parents or any other qualified member of the household. This instruction is superintended by the clergyman of the parish, whose duty it is to examine candidates for confirmation, not only as to their religious knowledge, but also as to their jmoficieney in reading, writing, and the first rules cf arithmetic, and to refuse or postpone that rite until the children have acquired the necessary knowledge. Of late years a system of “circuit teachers” has been organized and is in operation in many country districts. These teachers travel from place to place during the winter, remaining for several weeks at each centrally situated farmhouse and teaching the children from all the surrounding farms within reach. They are supported by the people of their districts, and receive a small grant from the Icelandic treasury. In 1894 these circuit teachers numbered 165, and they taught 3,280 children, the subjects being reading, writing, orthogra¬ phy, arithmetic, and religious instruction. In the towns, trading stations, and fishing villages there are 26 children’s schools, which in 1894 were attended by 836 children. These schools are open in the winter time for six to eight and a half months, and have generally one, but sometimes two, teachers. The subjects taught are reading, writing, orthography, arithmetic, religious knowledge, geography, the rudiments 'of natural science, and Icelandic grammar. Some schools in addition to these teach history, Danish, English, singing, gymnastics, and swimming. All these schools are locally supported, receiving in addition grants from the treasury, The higher and specialized schools are three schools for women, where the higher branches of education, needlework, and housekeeping are taught; two “Real schools,” one at Modruvellir, supported entirely by the Government, with three teachers; the other, called “Flensborg school,” is supported by private endowment and Government grant, and serves also during part of the year as a seminary for teachers; one Latin school or high school in Reykjavik, with seven masters, besides assistants, and 115 pupils last year ; four agricultural schools, and one nautical school. There is also a school for the deaf and dumb. EDUCATION IN SWEDEN AND ICELAND. 999 Tlie professional schools are a theological seminary and a school of medicine, each with four teachers, "both situated in Reykjavik. Tuition is free in all the higher schools; most of them provide free lodging for their pupils, and bursaries are attached to some. METHODS OF EDUCATION. Iceland furnishes a singular example of a country which has almost no primary schools, and yet primary education is universal. The pastors refuse to give illiterates in marriage, and these are rarely to be found. The mothers teach their children reading, writing, and arithmetic.1 At 7 years of age [says an Icelander] all children know how to read' and write their language, and they know how to reckon. Even among the poor fishermen there are none who have not had a good elementary education. The mothers are the instruct¬ ors; the rural home (boer) is the schoolroom. The nearest clergyman watches over the progress of the children, and the child who does not indicate sufficient knowledge for his years and the instruction given is refused confirmation. The mother of the family would die of chagrin if such were the case ; hence she makes all effort to suit¬ ably prepare the child. Ask the first child whom you meet who taught him the his¬ tory and geography of the country, the names of birds and flowers ; his answer is invariably, my mother (modre min). Each house is in itself a school of intellectual, religious, and industrial training, after a crude fashion. The long winter evenings are givon to reading, to traditional lore, to indoor occupation, by which every child is trained to such handicrafts as the necessities of their position require — making fishing tackle, boats, casks, sails, etc. — and the women to knitting, and working up moss, skins, feathers, and eider down into marketable and domestic use. Every able-bcdied adult Can do something for a livelihood, and the highest dignitary of Iceland, judge, governor, or bishop, can, if occasion requires, shoe his own horse and repair his own boat and tackle or land vehicle and harness. The landed proprietors are responsible not only for the education of their own children, but those of their servants and of the families who are their tenants. The clergymen and their aids are expected to observe what progress has been made at least twice a year. STUDIES PURSUED. In a few towns on tbe coast there exist a number of villages which have primary schools. According to terms of the law the course of study includes moral and religious education, national history, reading, writing, and arithmetic. At Reykjavik there is a gymnasium with 100 pupils, faculties of theology, medicine, and law; at Modruvellir a school of agriculture, a course of study covering agriculture, Icelandic, Danish, and English languages, geography, history, physics, chemistry, and mineralogy. The imxrression seems to be gaining ground that in this little country of the far ETorth the learned men are taking a firm stand in regard to the carrying on of higher studies, and even now the humanities are thoroughly comprehended. ^uibson: Dictionnaire en and ink. Perspective problems. 1 With the approval of the principal, shopwork may be substituted for this work. 2 Three for the first four months. One of the five periods is for unprepared work. 3 French may bo substituted for mathematics in the third year. 1004 EDUCATION REPORT, 1895-96. Decorative drawing: Includes work relating to the decoration of form, viz, elementary design, historic ornament, decorative design in color. First year. — Free-hand : Working drawings of solids ; elementary perspective in outline; water coloring in flat washes; charcoal and pencil drawings from object and cast; historic ornament and design. Mechanical: Instruction in use of drawing tools; working drawings to a scale; sections, elevations, and details of machines and parts of machinery ; geometric con¬ struction; problems in orthographic projection; development of surfaces; isometric projection; lettering and borders. Second year. — Free-hand: Elementary perspective in light and shade from object with charcoal, pencil, pen and ink; water color shading; sketches of machinery; historic ornament and design, conventional forms, designs for ornamental ironwork. Mechanical: Isometric projection ; intersection of solids and development of sur¬ faces; architectural working drawings; elementary perspective; projection of shadows; machine drawing; lettering and borders. Third year. — Free-hand: Drawing from cast in charcoal and pencil; decorative art work; pen sketching and shading; perspective; designing. Mechanical : Machine design and construction ; perspective ; shades and shadows ; geometric problems. A finished drawing with full details, embodying all that the pupil has learned in drawing. CLAY MODELING. This work is done the first half of the second year, and consists of modeling from casts, plant forms, carvings, and designs. It is intended to give the pupils along with this work a knowledge of the model¬ ing of the various styles of relief decoration, such as the Greek, Roman, Romanesque, and Renaissance. Also in modeling from plant forms to teach the pupil to see broadly, and while getting the character of the leaf or flower, to eliminate the non- essentials and those features impossible of reproduction in plastic form. MANUAL WORK. In disciplinary value, the manual work rises to the dignity of laboratory work, and holds equal rank wffth the regular academic studies. It embodies a training in habits of careful, patient, systematic, intelligent labor. The pupil is made to feel from the beginning the necessity for planning his w'ork with the utmost care and exactness, in order to Secure accurate results. All exer¬ cises made in the shop must agree precisely iu form and dimensions with the drawing, usually in the form of a blue print, with which each pupil is provided. Each exercise is carefully planned to embody some definite mechanical principle, anti to bring into use, one alter another, the various shop tools. The shop teacher explains the construction and use of each tool as it is needed and gives directions for its care. Then in the presence of the class he shows exactly how to perform the work, and also occasionally by way of a caution, “How not to do it.” Economy of time, labor, and material is taught and enforced by careful super¬ vision. Special attention is given to the formation of habits of neatness and order, and to the employment of workmanlike methods. For boys the work is as follows : First year. — Joinery, turning, carving: In the joinery course only hand tools are employed. The object of the course being to give practice in the use of the princi¬ pal woodworking tools and teach the elementary principles of construction. The course in wood carving affords instruction in the use of the principal wood¬ carving tools, and a further training in appreciation of beauty of form in design. After the work at the bench, wood turning is taught. No kind of shopwork is more fascinating to the student, or presents a greater opportunity for developing an appreciation for grace, symmetry, and beauty in form. Throughout the year frequent talks are given by the instructor upon such topics as these : Distribution of forests ; processes of lumbering ; the principal varieties of wood and their leading uses; physical properties of wood; its behavior under var¬ ious conditions; its proper distribution in construction; preservation of timber, etc. Second year. — Pattern making, molding, forging : Some foundry work precedes the pattern making, in order that the student may better understand the construction of patterns. The course in pattern making will consist in plain work ; pulley, "pipe, gear, and core work. In the foundry the students are taught to make molds and cores, each student pouring for himself into the molds that he has made. Forging: Exercises in drawing, upsetting, shaping, bending, welding, punching and cutting, hardening and tempering of steel. During the course each student forges and tempers a set of steel lathe tools, to be used in the shopwork of the following year. MANUAL AND INDUSTRIAL TRAINING. 1005 A sliort course in ornamental ironwork closes the year’s work. Third year. — Vise work and machine tool work : The vise work includes chipping, surface filing, straight, angular, and round fitting, scraping, and finishing. The machine tool work is designed to teach the uses of the most common machine tools and the elementary principles of machine construction. It consists of a series of graded exercises involving the uses of the lathe, drill, planer, shaper, milling, and grinding machines, and will include work in cast and wrought iron, steel, and brass. The ground covered may be summarized as follows : Lathe work, consisting of centering, drilling, and countersinking, straight and taper turning, chuck work and screw cutting, also hand turning, filing, and polishing. Planing and shaping, including the production of both plane and curved surfaces, and key seating. Straight and spiral milling, includes key seating, gear cutting, and the fluting of taps, drills, and reamers. Grinding and fitting, including the sharpening of milling cutters and reamers, and the grinding of hardened steel arbors and gauges. During the year some project such as a small motor, dynamo, steam engine, or machine tool is constructed. MANUAL WORK FOR GIRLS. First year. — Sewing, joinery : Instruction and practice is given in all the important varieties of plain sewing by hand, including mending and darning, also drafting and cutting patterns of undergarments. Lectures are given by the teacher upon the nature and manufacture of the mate¬ rials used in the work. Local mills and factories are visited by the classes. From January to June, joinery alternates with the sewing. This work is intended to familiarize the girls with the principal wood-working tools, and elementary con¬ structive principles, and thus serve as a basis for their work in wood carving in the following year. Second year. — Sewing, wood carving: Cutting and fitting garments; care and use of the sewing machine, instruction in selecting and purchasing materials. From January to June, wood carving alternates with sewing. Instruction is given in correct methods of handling wood-carving tools, and in the principles of applied design for relief ornament. A variety of woods, from soft to hard, are employed. Third year. — Cooking, domestic economy : The instruction in cookery is both theoretical and practical, and is intended to furnish many illustrations of applied chemistry. Laboratory methods are employed, and habits of neatness, order, economy, and systematic work encouraged and cultivated. The course in domestic economy is designed to give instruction upon the subjects of foods, their constituents, comparative values, and proper methods of cooking. Instruction is also given in plain and fancy cooking, invalid cookery, chemistry of foods, adulterants, dietetics, and the care of the house. The work of the kitchen is done by three housekeepers appointed from the class each day; instruction is given in the use of sapolio and scouring agents, the care of silver, and sweeping and dusting. Foods are treated in relation to the demands of the body, with attention to physi¬ ological subjects. Milk is taken as a type of a perfect food, and its analysis forms the basis of all analytical work. Special study is given to economics and the food questions in household economy, such as the production of the most nutritious foods from the cheapest materials, the best methods of cooking, and the advantageous use of food remnants. The equipment of the cooking room includes a coal range, a gas range, and an Aladdin oven. The room fittings are designed to accommodate class sections of twenty-four at one time. The arrangement of the subject-matter of the course for the year is as follows: Fall term. — Fruit cookery, water, starch, milk, eggs, fish, meats, soup stock, and simple desserts. Special attention is given to the housework, and only the simplest methods of cooking are employed. Winter term. — Marketing, baking powder, yeast, batters, doughs, bread, and the more elaborate desserts. Work in physiology and dietetics. Spring term. — Fancy cooking, invalid cookery, preparation of economical menus, dietetics, questions of ventilation and sanitation, practice in laying the table and serving. EQUIPMENT OF THE SHOPS, ETC. The joinery shop is 32 by 51 feet. It has 13 double cabinetmaker’s benches with set. of tools for each bench ; each bench has 6 locked drawers in which are kept the individual sets of edge tools of the pupils working at the bench. 1006 EDUCATION REPORT, 1895-96. The pattern shop is 32 by 60 feet. It is furnished with 12 double cabinetmaker’s benches, with set of tools for each bench; the same provisions for individual edge tools are made here, as in the joinery shop, with the addition of a set of turning gouges and chisels. The equipment also includes 25 wood lathes, a band saw, and 2 grindstones. The foundry has accommodations for class sections of 24. For the present lead is the only metal used in casting. The forge shop is 35 by 58 feet. It is located on the ground floor, and is equipped with 25 Buffalo Forge Company’s improved down-draft forges. The blast is fur¬ nished by a fan driven from the motor in the engine room. The equipment also includes 25 anvils and sets of hand tools, a tool rack containing a complete assort¬ ment of special tools, a post drill, a powerful hand punching and shearing machine, and 5 vises mounted on the benches which surround the room. In the benches are locked drawers which contain the pupils’ work aprons and unfinished work. The machine shop is 32 by 60 feet. It is equipped with the following machine tools: 6 Reed engine lathes, 14-inch swing, 5-foofc bed; 8 Putnam engine lathes, 14- inch swing, 5-foot bed; 1 Pratt & Whitney engine lathe, 16-inch swing, 7-foot bed; 1 Putnam engine lathe, 20-inch swing, 7-foot bed; 2 Pratt & Whitney hand lathes, 9-inch swing, 30-inch bed; 1 Brown & Sharpe 9-inch universal hand lathe; 1 Pratt & Whitney hand lathe, 14-incli swing, 5-foot bed; 1 13-inch Slate sensitive upright drill; 1 22^-inch Barnes upright drill ; 1 grindstone; 1 Diamond Machine Company wet emery grinder; 1 Cincinnati Milling Machine Company universal cutter and reamer grinder; 1 Cincinnati Milling Machine Company No. 1 universal milling machine; 1 Gould & Eberhardt 12-inch shaper; 1 Gray planer, 22-inch by 6-foot bed; 1 gas blowpipe for hardening, tempering, and brazing. Two sides of the room are lined with benches on which are mounted 18 Prentiss vises, for work in chipping and filing. Underneath each vise is a drawer containing steel scale, try square, hand vise, dividers, chipping hammer, etc. In addition to these, each student has a separate drawer in which to keep his assortment of files, chisels, and lathe tools, as well as his unfinished work. The tool room, which occupies a space 9 by 16 feet in one corner of the shop, con¬ tains a complete assortment of necessary appliances, such as chucks, drills, reamers, taps, dies, gauges, surface plates, micrometer calipers, etc. The engine room is situated directly under the machine shop, and contains a 60- horsepower Reynolds Corliss engine, “1890” frame. It is fitted with indicator pipe and reducing motion, so that by means of the Crosby indicator and Amsler polar planimeter, students arc taught how to properly adjust the valves, calculate the horse¬ power, etc. This engine furnishes the power for the shops, while a 15-liorsepower, slide-valve engine is used to drive the two large ventilating fans which furnish a constant sup¬ ply of fresh air of an uniform temperature to all parts of the building. A 12-kilowatt 500-volt Edison motor is used to drive the blower which supplies the blast to the forge shop. The current is supplied from one of the city power plants. Tools and materials required in the shops are furnished by the school. When the exercise made in school is something which the pupil is to carry away and retain, then he is required to furnish the material. [From a letter from C. A. Bradley, principal of the school.] Cost value of plant is about $135,000. The annual expense of maintenance is difficult to tell. Our school is a new one, and this is the first year that all of the departments are in working order. So far as materials for the shops and laborato¬ ries are concerned I think that the cost per pupil will average about $6 for the year. In other directions the cost of maintenance will not differ from that of any other first-class high school. So far as my experience goes it seems that the effect of manual training upon other studies is to stimulate them, or rather to make it possible to do more and better work in the same time. The effect in the laboratory work is quite marked; pupils who have had manual training work are much superior to those who have not had it. Washington, D. C. WTIITE SCHOOLS. [Statement "by J. A. Chamberlain, director of manual training.] 1. The central idea in the instruction. — There are two classes of pupils who are attracted by the opportunities presented by the manual instruction. The first have higher technical study in view, and this preliminary instruction may be said to thus be “educational only.” The other class do not expect to go on to higher study but, MANUAL AND INDUSTRIAL TRAINING. 1007 while they have not in every case a definite trade or occupation in view, yet they or their advisers believe the manual instruction would prove valuable in almost any line of work. For this class the instruction may be said to be more or less a direct preparation for actual work. In planning a course of study, therefore, it has seemed necessary to consider the motives leading both these classes of pupils to take the manual work. The aim in the Washington schools has been to make the educational idea para¬ mount, but it is believed that while serving educational ends the so-called practical side can also be recognized without inviting the criticism that the instruction is tending toward industrial or trades teaching, neither of which is considered proper in public-school work. In grammar grades seven and eight the instruction is obligatory except for a very small percentage who present valid excuses. In the high school the work is elective. It may be taken as a minor, or half, study for two periods a week, or as a major study for six periods a week. 2. Organization. — Manual training is part of the regular public school course of study. Annual appropriation is made by Congress for the purchase of supplies and for pay of teachers. There is no charge for tuition. 3. Course of study. Sind of work. Grade of school. Number of pupils. Approximate age. Joinery _ .... _ 7 and 8 . 1, 860 12-15 Wood turning and pat¬ First year, high school . . 112 15 tern making. Forging . . Second year, high school . . . . 68 16 Machine- shop work - Third and fourth years, high school. . 40 17-18 Mechanical drawing: All years and pupils indicated above. The instruction is largely individual, although the class method is followed some¬ what. The latter is always supplemented by the former, and to the greatest extent with the youngest pupils. The exercise is executed by the teacher in view of the class, the steps in the process being emphasized. Where possible the uses of the tools are likewise taught by steps. There is no general time limit set for the completion of any piece ; each pupil works at his own best gait. When he is through with an exer¬ cise he takes up the next in order, regardless of the progress of the rest of the class. The rapid worker is not given more exercises than his slower neighbor. He may be required to produce better results, however, and later in the year he reaps the benefit of his ability by being allowed to make a larger, more elaborate or more difficult special piece or project. Pupils of less ability are given less choice in the selection of a project, but their work is treated with the same consideration. .• 4. Material equipment. — The buildings are old, rented makeshifts, unworthy of con¬ sideration in this connection. This statement applies more particularly to the build¬ ings occupied by the high-school shops ; many of the shops for the grammar-school work are located in regular school buildings, and answer the purpose very well, except where basement rooms are used. The 17 bench shops for the use of the seventh and eighth grades are equipped with, altogether, 216 benches and sets of tools. The latter include all the most generally used woodworkers’ tools. In each shop there is also a set of such tools as are less often needed ; these are for use in common by all the boys attending the shop. The first year high-school shop is furnished with 18 wood-turning lathes and sets of tools and 5 benches and sets of tools; the latter are for such bench work as is required by the pattern work. The second year high-school shop equipment con¬ sists of 16 forges and anvils and sets of tools. The machine shop contains 6 10-inch, 1 12-inch, and 1 14-inch engine lathes, 1 10-inch hand lathe, 1 6-foot planer, 1 20-inch drill, 1 10-inch shaper, 1 milling machine and 1 tool grinder. In addition to these machines there are the usual small tools found In a well-equipped shop. There are also vises and benches. All the tools provided for all kinds of work arc tho best made, and of sufficient variety to insure a suitable diversity of results. As the work is carried on, primarily, for mind training through the hand, many of the “labor-saving” tools and machines are not provided. 5. Cost. — About $17,500 have been spent for equipment to date. From this sum $2,500 can fairly be deducted, because spent, in part, for replacing cheap machines which wero bought at a time when the small amount of money available and the large number seeking accommodation made it necessary, and in part for labor of twice rearranging the high-school shops in the effort to provide needed facilities in build¬ ings inadequate for the purpose in hand. Making the deduction indicated above makes the value of the entire plant about $15,000. The annual expense of maintenance is $3,900. 1008 EDUCATION REPORT, 1895-96. 6. Results. — The following statements are taken from the reports of regular teachers: “It leads to greater accuracy.” “It develops habits of industry.” “It relieves the monotony of school work.” “It tends to make pupils more skillful in handling school apparatus.” “The change in occupation and thought has had a beneficial effect.” There is not much definite information as to the effect of the instruction upon the length of school life, hut some instances are known where the pupil remained longer in school than he would have done otherwise, and it is believed, that the tendency is to prolong the school life in many cases. No statistics of the occupations of graduates have ever been collected, though some are known. There is a large number who are advanced students, largely in technical lines. Several have entered the shops of the Washington Navy-Yard as apprentice pattern makers and machinists ; several are in railroad and other shops ; others are in patent attorneys’ offices as draftsmen and assistants, while three are conducting the patent soliciting business on their own account. Three are teachers of manual training. [From the course of study, 1892.] WORK IN SHOPS. Wood — Seventh and eighth years. — Bench work : The correct method of using planes, handsaws, chisels, gouges, brace and bits, hammer, gauge, clamps, and other tools in the working of different kinds of wood. All construction is from drawings executed by the pupil. High school — First year. — Lathe work: The proper use of the hand wood-turning tools in the various operations of turning. Blue prints used are taken by pupils from their own tracings and drawings. Second year. — Forging : The making and management of a forge fire and the forging of small articles of iron involving all fundamental operations. Steel tool-making, hardening, and tempering. Third and fourth years. — 'Machine-tool work: The use of engine lathe, planer, shaper, drill press, and hand lathe in the various processes of metal turning, boring, thread cutting, planing, slotting, drilling, polishing, etc., upon cast iron, wrought iron, steel, brass, and composition. COURSE IN COOKING. Seventh and eighth years. — The object of the course is to give the pupils instruction in plain cooking and in housekeeping, so far as it is dependent on the kitchen. In addition to recipes for ordinary dishes, and making and cooking the same in the school, notes are given on the proper way of mixing ingredients, and on the best manner of arranging and preserving provisions. As much of the chemistry of food is taught as is necessary for intelligent cooking. Two hours a week throughout the two years. COURSE IN SEWING. Third year. — Basting; running; stitching; overcasting; hemming, three widths, one-eighth, one-half, and 1 inch; top sewing; workbag. Fourth year. — Teach bias fell ; French seam; tucking; gathering, plain and French ; patching ; buttonholes ; drafting of seamless waist and making of same. Fifth year. — Gussets; Buttonholes and buttons; cloth darning, with and without piece, straight and three-cornered; garment mending, both patching and darning; hemstitching; feather stitching; herring-bone stitch; draft skirt and make same. Sixth year. — Buttonholes, cotton and cloth; stocking darning; draft drawers and make same; drafting of sleeve; cutting and fitting by measurement, from “The M. O. Jones self-adjusting tailor system,” as taught in the sixth grades in the south¬ east and southwest sections of the city. [From the report of W. B. Powell, superintendent of public schools, 1893-94.] The manual training departments of the school were prosperous last yeai. The work of these departments has been extended from year to year, until now every child within the District limits is provided with tuition in manual training branches belonging to his grade of school, excepting only those pupils attending outlying schools which can not without the expenditure of too much time, and therefore at too great a cost to the District, be reached by the teachers of these branches. The number of such pupils is now, however, very small, owing to the fact that means of convenient transit have developed in nearly every part of the District within a few years. These branches of education continue to be held in high repute by the parents whose children are taught, while the supervisors, who have given much time and careful thought to the consideration of their value as educational factors, as well as MANUAL AND INDUSTRIAL TRAINING. 1009 to the consideration of their relation to the other parts of the school curriculum, are unanimous in pronouncing all of them valuable acquisitions to our means and processes of education. This high opinion of the value of these manual exercises in our schools is held by the majority, if not all, of the teachers. The interruptions occasioned by the division of schools when classes are sent to the shops or to the kitchens offer opportunity to the teacher to get closer to the minds of the pupils that remain, and to understand their needs better, and to provide for them more intelligently. This interruption at first was a source of annoyance and the occasion, possibly, of some loss of time, and was, therefore, objected to by some conscientious and painstaking teachers. But these are not now considered interruptions, but are welcomed as opportunities for doing a work much needed, a work which can be done best when the distracting influences of large numbers are few or altogether absent. The pupil now takes readily to the custom of leaving his schoolroom for an hour or two once or twice a week to engage in other profitable and educating pursuits, and, because the change requires the exercise of other faculties and occasions a variation of processes, he has grown to relish the work and to profit by it. We have so related the manual training branches of work to the others of the school curriculum, and this articulation or complementary adjustment of school exercises has become so thoroughly understood by the teachers and pupils that not only is economy of work a result, but in many cases certain parts of many subjects are now taught much more efficiently than ever before. The drawing and everything that pertains to it is now either a necessary introduction to or an accompanying part of or a rational outcome of much of the other manual work, and at the same time lays a necessary foundation upon which to build, or establishes the necessary primary con¬ cepts out of which only true art can be built or developed. The cooking gives oppor¬ tunity for the exercise of thoughtful work in several branches of English composition and is used largely for that purpose. Besides this, the children’s knowledge of elementary chemistry, elementary physics, and the application of hygiene is increased and made practical. The child finds that when he is at work in the shop he is demonstrating the truth of what he has learned by experiment or from the text¬ books in the regular schoolroom under another subject nominally and under the direction of another teacher. The arithmetic learned under the tuition of the regu¬ lar teacher is applied and enlarged, taking on new meanings and greater significance by the boys in the carpenter shop and by the girls in the cutting and fitting shops. The boy’s knowledge of nature is enlarged and enriched by learning of the nature of wood, or iron, or other metal, the place of its growth and the uses to which it is put. The girl’s knowledge of nature is correspondingly increased by the study of food products, their sources and their multifarious values, in the cooking school, and by a consideration of the sources and values of the materials which she cuts into form in the cutting and fitting school. These children might study from the one source in the one kind of school and from another source in another kind of school without economy and without making the two schools complementary or mutually helpful and broadening. I am calling your attention to the condition of our schools and the quality of our teaching, about which it is my duty to inform you, to say that this is not the case. The regular and the technical teacher work in harmony alike for the accomplishment of the broader growth of the child, each one supple¬ menting or complementing rather than repeating, under another name or for another purpose, the work of another teacher. It has taken years of labor to accomplish this integration of work or this complementary effort of all who take part in the development of the child. But I need not remind you that this is to a large degree the legitimate and mandatory office or duty of the superintendent and his assistants. That the work has been fully accomplished is not assumed, but I am glad to be able to state that it has reached a high degree of efficiency and that it is improving year by year, and, what is as gratifying, I may also state that the efforts of the supervis¬ ing corps to accomplish this are seconded in a most commendable degree by the teach¬ ers of the schools. The effect of the manual training connected with the art work and with the primary reading and language work in the lower grades is very evident since it has been in operation long enough for its results to be tested, when the pupils in the higher grades are set to do more intricate work, work requiring care and skill. The effect of this training is observable in the work of the boys when they first go to the car¬ penter shop, and its growth is also observable when they go from the carpenter shop to the manual training shops and the chemical, physical, and biological laboratories of the high schools. They learn to do well now in one year or in a given time what pupils could do but indifferently in double the time a few years since. The economy in the expenditure of effort, also, on the part of the child no less than on the part of the teacher, compared with what it was a few years ago to accomplish corresponding results, is noticeable. 1010 EDUCATION REPORT, 1895-96. Chicago, III. ENGLISH HIGH AND MANUAL TRAINING SCHOOL. [Statement by A. It. Robinson, principal.] 1. The central idea of this school is practical education. Not to make the students mechanics, hut to round out their powers in the fullest way. The manual training is obligatory. Those who do not wish it may attend some of the ordinary high schools. 2. This is one of the public schools of the city of Chicago and is supported by public funds. 3. W oodwork is taught in the first year, ten weeks being devoted to each of the three branches of it, i. e., wood-turning, joinery, cabinetmaking, and pattern making. The second year is given to blacksmith and foundry work. The third year includes the ordinary work in the machine shop. The average age of the pupils on entering is about 15 years. The unique feature of the work is that to the greatest extent possible it is indi¬ vidual and is the property of the student W'hen finished. 4. Our buildings have little or no plan, as they were old buildings remodeled and added to as the school needed room. All the tools used are the property of the school. 5. The cost of the plant outside of the buildings was about $40,000. The amount appropriated for the school each year is from $40,000 to $50,000. Last year we expended about $38,000, nearly $30,000 being for instruction. 6. The effect upon the other studies is good, but the fact that most of the students would not attend any school unless hand training were a part of the course makes it difficult to obtain absolutely reliable statistics. The occupations the graduates enter are varied. Many enter technical schools, while many others go into some occupation where they can use some of the skill acquired in their school course. Course of Instruction. Note. — Numerals in parentheses refer to the number of hours per week in the respective studies. FIRST TEAR. First term. — Algebra (4), biology (zoology) (4), rhetoric and composition (4), me¬ chanical drawing (4), free-hand drawing (1), joinery and wood turning (10), lectures on wood. Second term. — Algebra (4) ; biology (zoology and botany) (4), 8 weeks ; rhetoric and composition (4), mechanical drawing (4), free-hand drawing (1), cabinetwork and pattern-work (10), lectures on wood. Third term. — Algebra (4), biology (botany) (4), rhetoric and composition (4), mechanical drawing (4), free-hand drawing (1), pattern-work (10), lectures on wood. SECOND TEAR. First term. — Geometry (3), physics (3), general history (3), English or French (3), book reviews and essays, mechanical drawing (4), free-hand drawing (1), foundry and blacksmith work (10), lectures on iron. Second term. — Geometry (3), physics (3), general history (3), English or French (3), book reviews and essays, mechanical drawing (4), free-hand drawing (1), foun¬ dry and blacksmith work (10), lectures on iron. Third term. — Geometry (3), physics (3), general history (3), English or French (3), book reviews and essays, mechanical drawing (4), free-hand drawing (1), foundry and blacksmith work (i0), lectures on iron. THIRD YEAR. First term. — Solid geometry or shorthand (3), civil government (3), chemistry (3), English or French (3), book reviews and essays, mechanical or architectural draw¬ ing (4), free-hand drawing (1), machine-shop work, chipping, filing, and fitting (10)- Second term. — Higher algebra or bookkeeping (3), shorthand continued and type- writing commenced, political economy (3), English or French (3), chemistry (3), book reviews and essays, mechanical or architectural drawing (4), free-hand drawing (1), machine-shop work (use of lathes and planer) (10), lectures on machinery and its work. Third term. — Trigonometry or typewriting (3), shorthand continued, political .economy (3), English or French (3), chemistry (3), book reviews and essays, meclian- 1cal or architectural drawing (4), free-hand drawing (1), machine-shop work (use of shaper and milling machine) (10), lectures on machinery and its work. MANUAL AND INDUSTRIAL TRAINING. 1011 MANUAL TRAINING IN GRAMMAR SCHOOLS. [From the report of Mr. A . G-. Lane, city superintendent, 1895.] The "beneficial results of tlie introduction of manual training into tlie seventh and eighth grades of some of the grammar schools have been clearly demonstrated, and the time has come when the system can he further extended. During the past year assistants were employed in the Tilden School and in the Medill Schojol (to which the class was removed from the Garfield School building), thus allowing the boys from six additional grammar schools to receive instruction and to have shop practice. Mr. Richard T. Crane, who first provided for manual training in the grammar grades at the Tilden School three years ago, still pays all the expenses connected with that school, except the salary of the assistant teacher, which is paid by the board of education. There are two rooms in the well-lighted basement which are used for shop practice. Classes from the Tilden, Skinner, Brown, Emerson, Hayes, Carpenter, Washington, Armour Street, and Wells schools receive instruction once a week at the Tilden School. The following schools are accommodated at the Medill School: Dore, Goodrich, Garfield, Throop, Walsh, Froebel, Cooper, and Clarke schools. Classes from the Jones, Haven, Moseley, Douglas, and Calumet Avenue schools are taught at the Jones School, and the Agassiz, Alcott, Hawthorne, Knickerbocker, and Prescott schools are accommodated at the Agassiz School. The work continues to attract and greatly interest all boys who are permitted to receive instruction. In several instances requests have been received to permit boys in sixth-grade classes to take the shop practice also. Boys are surprised to find that they can handle tools, make working drawings, and then execute work in accordance with them. They discover their power to do things, to make things. The disciidine of continuous, -interesting, and effective work is very valuable. Moline Manual Training School, Moline, III. [Statement by 0. Curtis "Wicks, director of manual training.] Our school is five years old, and its central idea is educational, but this being a distinctively manufacturing city we find it best not to ignore the fact that our boys on leaving school enter the shops, and in a sense we teach a trade to meet the needs of the boys. A few of our boys pursue their studies further in the technical school. The work is obligatory on all seventh and eighth grade pupils, but is entirely optional in the high school. Our school is connected with the public-schools system, is supported from the general fund, and is entirely free. Course of study. — Seventh grade: Sloyd; cutting tool — knife; laying out tools — gauge, square, compass, rule, pencil. Work taught in regular schoolroom 45 min¬ utes per week. Eighth grade: Fifty-five boys; time, one-half day each week ; bench work in wood; elementary useful articles. Exercises: Gauge exercise, pen tray, half-lap joint, tile handle, key label, string winder, round ruler, paper knife, hone, soap tray, blotter pad, spoon, table mat, ruler (15-inch), towel roller, hatchet handle, mail box, try square, bevel square, open mortise and tenon joint, thorough mortise and tenon joint, half-lap dovetail joint, dovetail joint, book rack. We always precede the work by making a drawing either from a model or a drawing. High schools. — First year: Advanced bench work, three periods of 45 minutes each per week, 2 classes of 14 each. Exercises: Bench hook, stool, spoon, knife box, dovetail joint, framed triangle 45°, framed triangle 30° and 60°, tusk tenon, scarfed joint, stool, dovetail brace joint, box-dovetail corners, small paneled door, beveled tray, fly-wheel arms, sash (4 lights). Second year: Lathe work (time, three periods of 45 minutes each per week, 1 class of 9 boys). Exercises : Cylinder, rolling curves, stepped cylinder, cylinders and con¬ cave cuts, potato masher, chair leg, 1 pair indian clubs, 1 pair dumb-bells, rolling pin, chisel handle, ring, mallet, stool, vase form (original). Our bench room is equipped with 14 single benches, each supplied with 1 rapid¬ acting vise, 3 planes, 6 chisels, 3 saws, 2 gauges, 1 square, 1 pair wing dividers, 1 hammer, 1 mallet, 1 brush, 1 bench stop, 1 bevel square, 1 rule, 1 oil stone and can, 2 brad awls, 1 screwdriver, 1 bench hook, 1 gauge, 2 files. We also have about $100 worth of special tools in cases on the wall, including braces and bits, pliers, saw set, saw clamp, spoke shaves, plow hand drill, etc. Our machine room is supplied with 7 wood-turning lathes, 1 scroll saw, 1 circular saw, 1 band saw, and 1 grindstone. The main aim of our work, as I said before, is educational, but we also plan our 1012 EDUCATION REPORT, 1895-96. work that it may work on lines that shall insure, during and by means of the exer¬ cise it affords, the development of the pupil in other definite directions. These are of various kinds. As the more important, it is usual to bring forward pleasure in bodily labor, and respect for it, habits of independence, order, accuracy, attention and industry, increase of physical strength, development of the power of observa¬ tion in the eye, and of execution in the hand. Educational manual training has also in view the development of the mental power, or in other words, is disciplinary in its aim. Manual Training High School, Louisville, Ky. [From the Fourth Annual Report of 1894-95.] The school was founded May 2, 1892, when the following proposition was laid before the board of trustees of the Louisville public schools : “ To the Louisville School Board: “ Gentlemen: I propose to purchase a suitable lot, to erect thereon a building suitable and sufficient to accommodate 300 pupils, to equip said building with furni¬ ture, tools, and machinery suitable and necessary for a manual training high school of the first order, and convey said property, when complete, to the Louisville school board in trust and upon the following conditions : “First. That the said property shall be used as a manual training high school and not otherwise. “ Second. That the board shall establish and maintain in said building a manual training high school of the first order as a part of the public school system, free to all white boys in the city qualified to enter the male high school, and not under 13 years of age. “Third. The teachers and professors in the manual department shall in every case be graduates of some reputable manual training school. “Four+h. The board shall keep the property fully insured, and if destroyed by fire rebuild the property at once. “ Fifth. That no special trade shall be taught in said school nor any articles manufactured therein for sale. “Sixth. That if the board at any time fail to comply with the conditions herein the trust shall cease at my option, provided that six months’ notice of a purpose to declare said trust ended shall be given by me or my heirs to said board; and if within that time the terms of the trust be complied with in good faith, said trust shall not cease, but continue upon the same conditions as before. “ Seventh. If the trust be terminated, as provided in the foregoing section, the board shall reconvey the property herein, on demand, to me or my heirs. “I propose, upon the acceptance of this proposition, to proceed to carry out my part of the above proposition. “A. V. DUPONT. “Louisville, Ky., May 2 , 1892.” This proposition was unanimously accepted by the board. Mr. duPont lost no time in putting his proposition into execution, and on the 3d of October, 1892, the school was opened. PLAN AND PURPOSE OF THE SCHOOL. The plan of instruction followed in the manual training high school is such as will best fit boys of ability who are mechanically or scientifically inclined, and who may have neither the time nor means to continue in school after they become 17 or 18 years of age, for positions of usefulness in the various productive and construc¬ tive pursuits. * * * This school recognizes the preeminent value and necessity for intellectual develop¬ ment and discipline. Close and thoughtful study is required in both shops and class rooms. The academic work is taken up as thoroughly as in any school and with a view of giving the student a broad general education, without which any special course of study or work is, to a considerable extent, of little value. The course of study does not include Greek or Latin, as these are properly the special branches taken up in classical schools. In their places this school offers, as its special branches, courses in drawing and in shopwork. In both of these method is taught, and accuracy and precision are insisted upon. In all constructive work in the drawing room, laboratories, and shops the primary object is construction, and while many articles of commercial value are made from drawings prepared by the student, they are made for the purpose of instruction, rather than that a finished article maybe produced. Similarly, many of the tests MANUAL AND INDUSTRIAL TRAINING. 1013 and measurements made in tlie laboratories would be of considerable commercial value if performed in tbe laboratories of business concerns. Their only value here, however, is the instruction which they furnish. COURSE OF INSTRUCTION. Provision is made for but one course of study, which occupies three years of two terms each. There are three classes — junior, intermediate, and senior. The junior class enters in September, and entrance examinations for this class are held in the school building in June and September. No student is permitted to elect any special or partial course. Everyone must talse the full work of the class of which he is a member. Recitations are fifty minutes in length, and the classes are divided into sections, not more than 30 being placed in each division of the junior class, and not more than 24 in each division of the other two classes, so that no more are in recitation at one time than is consistent with thoroughness of instruction. * * * The subjects composing this course are elementary mathematics, English, German, physiology, physics, chemistry, drawing, and shopwork. The course embraces instruction by text- books, lectures, and laboratory and shop practice, with special reference to practical physics and chemistry, machine design and construction, the properties of materials, etc. WOOD-SHOP PRACTICE. Two large shoprooms are used for instruction and practice in the use of wood¬ working tools. These are equipped with 30 double wood workers’ benches, 48 lathes, 2 circular saws, 2 jig saws, and 2 grindstones, besides a bench and lathe in each room for the instructor. Necessary hand tools are provided for the accommodation of 150 students. Power for the lathes and saws is furnished by two 10-horsepower electric motors. During the junior year students devote ten periods per week to woodwork. The course includes joinery, turning, pattern making, and carving. The first fifteen weeks are given to joinery. The exercises give practice in the use of the principal wood-working hand tools. Each exercise must be carefully laid out with meas¬ uring and guiding tools. The students next spend seven weeks with lathes and wood-turning tools. Pattern making follows turning. The making of patterns gives practice in the use of both bench and lathe tools and in building up and gluing stock for large pieces. This work is conducted in such a way as to secure accuracy, care, and judgment. During the intermediate year, students use their own patterns in their foundry practice. Six weeks of instruction in wood carving concludes the course. At the end of this time students become quick and skillful with hand tools, and difficult designs in grooving and low relief are executed. FOUNDRY PRACTICE. One large room in the shop building is equipped with a brass furnace capable of melting 50 pounds of metal; 12 molding troughs, 24 snap flasks, and a sufficient number of small tools to accommodate 24 boys. The course in foundry work is given during the first half of the intermediate year. The students are taught the names and uses of tools, and are shown in lectures how molds are made, where mistakes are likely to occur, and the effects of these mistakes upon castings. Students are then given very simple patterns to mold, and as progress is made more difficult pieces are used. Later the molds are cast, first in white metal and then in brass. Instruction is given in the composition of various alloys and in the use of gaggers, chaplets, and uores. From time to time lectures are given upon the manufacture of iron and copper and upon the construction and management of iron cupolas. FORGE PRACTICE. The forge shop is well lighted and ventilated and thoroughly equipped. There are 8 forge stands, each of which has under one hood three separate fires, thus accommodating 24 boys. The work in this department is taken up by the students in the second year, and is begun with work in lead, the cold lead acting very much as hot iron does under the hammer, except that it can not be welded or upset. The purpose of this exercise is to give the student facility in using the hammer and tongs. Instruction is then given in tbe building and care of fires. Then the forging of iron is taken up and carried forward by the usual steps, such as drawing out, bending, twisting, setting ^shoulders, upsetting, and welding. The course in steel work embraces the making and tempering of such tools as 1014 EDUCATION REPORT, 1895-96. screw drivers, chisels of all descriptions, hammers of various kinds and sizes, and complete sets of lathe tools for use in the machine shop. In addition to the above course, more or less time is given to project work. This is usually designed by the student himself, and consists in the making of 5 o’clock tea stands, umbrella racks, hatracks, flower stands, and other ornamental work. Much ingenuity and skill are often shown. MACHINE-SHOP PRACTICE. The machine shop is equipped with 12 engine lathes, 14-inch swing; 1 engine lathe, 18-inch swing, with grinding attachment; 6 speed lathes; 2 22-inch by 6-foot planers ; 1 shaper ; 1 20-inch and 1 24-inch drill press; 1 universal milling machine; 1 Pratt & Whitney centering machine; 1 emery grinder; 1 power hack saw, and 1 gas¬ tempering forge. Besides the above machines, which are of the most improved pattern, the shop is well equipped with vises, taps, dies, drills, reamers, squares, calipers, etc., sufficient to accommodate 24 boys at one time. The instruction in this department is designed to give to students a thorough knowledge of the con¬ struction of machines and practice in the use of machine tools. From time to time lectures are given, discussing general methods of machine-shop practice. TEXT-BOOKS AND TOOLS. The following list comprises text-books and tools prescribed by the Louisville school board. All students are required to provide themselves with these from time to time, as they are required. Books recommended for collateral reading, books of reference, and tables furnished from the school library are not included in this list: Milne’s High School Algebra, Wentworth’s New Plane and Solid Geometry and Trigonometry, Waldo’s Descriptive Geometry, Shaw’s English Composition, Lamb’s Tales from Shakespere and Brown’s Rab and His Friends from Maynard’s English Classics, Guest’s History of England, Pancoast’s Introduction to English Literature, Civil Government (Peterman’s, or other equally as good), Otis’s German Grammar, Bronson’s Colloquial German, Storm’s Immensee, Avery’s Elements of Natural Philosophy, Carhart and Chute's Laboratory Physics, Remsen’s Chemistry, Briefer Course f Martin’s Human Body, set of drawing instruments, triangular scale, two triangles, one j square, drawing board, drawing paper. Following is the cost per pupil, for material, for each of the several departments, for the scholastic year of 1894-95: Machine shop, $3.59; forge shop, $2.93; molding and sheet-metal shop, $3.71; woodworking shops, $2.38; chemical laboratory, $4.59; physical laboratory, $0.15; drawing rooms, $0.09; general shop supplies, oil, etc., $0.84; repairs of all kinds, $0.28. The average cost of material of all kinds, except fuel, for heating, was $5.89 per pupil. The total receipts for tuition were $2,119.58. The average enrollment and attendance by years has been as follows : 1892-93, 118 average enrollment, 115.8 average daily attendance; 1893-94, 178.9 average enrollment, 174.6 average daily attendance; 1894-95, 185.9 average enrollment, 184.4 average daily attendance. The iirst class, consisting of 22 young men, was graduated June 15, 1894. Seven of these are now attending higher institutions of learning, as follows: One, the Massa¬ chusetts Institute of Technology, Boston; two, the Rose Polytechnic Institute, Terre Haute; one, the State A. and M. College, Lexington; one, a school of veterinary surgery, Toronto; two, schools of medicine in this city. Number of graduates June 18, 1895, 24. [From a letter from H. G. Brownell, principal of the school.] Our course as a whole might be described as a “junior technical course.” We do not pretend to teach trades. The course is obligatory upon all whose health will permit taking it. School is public and free to residents of city; tuition, $130 to nonresidents. Cost, $130,000. Maintenance costs annually $26,000. Our students as a rule obtain better positions than do graduates from classical high schools. Many go away to technical schools and almost invariably are near the heads of their classes. The shop discipline and the work taken up there improve the academic work. The number of students who drop out is not greater than in other high schools. Manual Training School, Portland, Me. [Statement by Geo. H. Babb, principal of manual training.] 1. The central idea is primarily educational. Two and a half hours per week are given to each class and everyone is obliged to attend. 2. Manual training is in connection with the three upper grades of the grammar schools and is supported by tho city, no tuition being required. 3. There are about 60Q pupils receiving manual training, and they are very nearly equally divided between the three grades. MANUAL AND INDUSTRIAL TRAINING. 1015 The beginners (third grade) work on thin stock, the knife, rule, and tile being the principal tools. No instruction in drawing on paper is given in this grade, as it is sufficient to lay the lessons out on the stock used. During the second year (second grade) three dimension stock is used, and after two or three preliminary lessons in drawing each pupil makes a concise working drawing from the model, being aided when necessary by the instructor. The plan is to have the drawing completed previous to the corresponding lesson in wood. The third year (first grade) stock of three dimensions is used as in the preceding grade, but the work is harder, requiring more accuracy in laying out the work, and much more care in working to the lines. In this grade every lesson in the course is planned to be of some use to the boy when completed. The drawings in this grade, like those in the preceding grade, are made from a study of the model, but there is much more individuality to each drawing, as the plan is not to give general instruc¬ tion, the instructor giving individual help when necessary. During the year a turning lathe and an electric motor have been added to the equipment. As no class instruction can be given with one lathe, only those boys who desire to remain after hours receive instruction, and what has been given has been of a very practical nature, the object of the lathe being to have the boys keep the chisel handles, vise handles, etc., in repair. The grindstone has also been attached to the shafting and is driven by power. The boys in the second grade are taught to stone their chisels, planes, etc., only, while those in the first grade are taught to grind as well as stone all the edge tools. During the last two years considerable time has been given to the study of the different kinds of woods in our own locality. A large wood collection has been added to the school by the boys. This work has proven very interesting to both instructor and boys. 4. There are two rooms, each equipped with 30 benches. Each bench has upon it 4 planes, 3 saws, 3 chisels, 2 files, 1 hammer, 1 brush, 1 mallet, 1 marking gauge, 1 level, 1 trisquare, 1 2-fpot rule, 2 bits, 1 bit brace, 1 nail set, 1 screw driver, a draw ¬ ing board, T -square, triangle, and a bench hook. Besides the bench equipment each room.has a good equipment of special tools. One of the rooms is in the fourth story of a school building, and is very inconvenient everyway. The other is on the first floor of another school building, and has every necessary convenience. 5. The cost of.equipping the two rooms was $1,500. The annual expense is : Sala¬ ries, $2,300; cost of material and incidentals per year, about $400; total expense per year, $2,700. Average cost per boy, about $4.50. 6. The results of manual training in the class room have been very satisfactory, because it has helped to stimulate correct reasoning, has decreased truancy, and has served to keep boys in school longer. Baltimore, Md. BALTIMORE POLYTECHNIC INSTITUTE. [Statement by John W. Saville, president.] Manual training is intended merely as a stepping-stone to higher technical study. It does not aim to teach a trade, but does aim to give an insight into many. The central idea of such instruction is to develop all the faculties a youth may possess, whereas in a purely collegiate school we frequently find that there is no association whatever of theory and practice; in a manual training school the two go hand in hand. Owing to opposition, the promoters of manual training have not yet met with the success that they feel will one day crown their efforts. I boldly predict, however, that when that day does arrive, the superiority of the manual training school boy to the collegiate student can be easily demonstrated. My belief in this prophecy arises from the fact that in this system of instruction may be found the secret of true education; the mind should be stored with ideas, instead of words, using the latter only so far as they are needed to convey the necessary ideas to the mind. The Baltimore Polytechnic Institute bears the same relation to the public-school system of Baltimore as do the other public schools. It is supported by the tax¬ payers, thereby making tuition free, excepting to nonresident students, who are obliged to pay a fee of $50 per year. The completion of the entire course requires five years, two of which are devoted to preparatory work. During each year, except the last, the students work alter¬ nately in the metal and wood shops, spending half of the year in each shop. This is obligatory; the students have no choice in the matter. The final year they devote entirely to the construction of some one piece of machinery, such as a triple¬ expansion engine, a steam pump, lathe, etc. This and the preparatory department constitute the principal unique features of our work. 1016 EDUCATION REPORT, 1895-96. SCHEDULE OF STUDIES OF THE PREPARATORY DEPARTMENT. First year (number of students, 195; average age, 13 years). — Language, reading, writing, arithmetic, algebra, geography, drawing, forty-five minutes each day; sketching from models ; free-hand drawing ; maps of Maryland and of the United States; woodwork, sixty minutes each day for twenty weeks; care and use of tools — make ten lessons; sheet-metal work, sixty minutes each day for twenty weeks; care and use of tools and charcoal furnace — make ten lessons. Second year (number of students, 202; average age, 14). — Language, reading, writing, arithmetic, geography, history of the United States, algebra, drawing, forty minutes each day ; free-hand and maps ; woodwork, sixty minutes each day for twenty weeks; care and use of tools — make ten lessons; metal work, sixty minutes each day for twenty weeks. COURSE OF INSTRUCTION IN THE INSTITUTE. First year (number of students, 150; average age, 15). — Arithmetic, algebra, geom¬ etry, spelling, reading, English grammar, historical essay, one per week ; declamation, geography, map drawing, history of the United States, physics, physiology, German, writing, drawing, free-hand first half year, geometrical second half year; shop work, carpentry or wood turning and wood carving, blacksmithing, and the proper care and use of tools ; lectures on materials and tools — one each week ; military drill, once a week. Second year. — (Number of students, 58; average age, 16). — Algebra, completed; geometry, first eight books; plane trigonometry ; mensuration; oratory, delivering essays written by the students ; English and American literature, lectures on rhet¬ oric; history, general; physics, Peck’s Ganot completed, and lectures with experi¬ ments; physical geography, completed; German; political economy, lectures ; steam engineering, lectures, two each week ; writing, notes on lectures and simple corre¬ spondence, arrangements of papers, ruling, etc. ; drawing, architectural and mechan¬ ical; shop work, pattern making and molding or chipping and filing, boiler making and lectures; military drill once a week. Third year. — (Number of students, 28; average age, 17). — Geometry, completed and reviewed, first half year; analytical geometry, elementary, second half year; trigonometry, plane and spherical; English composition, outlines, parts of composi¬ tion, gathering materials for composition, arrangement of materials, etc. ; English and American literature, completed; rhetoric, completed; extemporaneous speaking and journalism; chemistry; physics; German; steam engineering, with lectures; civil government, lectures; geology, lectures and field work; history, English; writing, notes and lectures; bookkeeping; drawing, mechanics and machiue design; shop work, machine shop and decorative work ; military drill once a week. Throughout the course, about one hour per day will be given to drawing, and one hour and a half per day to shop work. The remainder of the school day will be devoted to study and recitation. EQUIPMENT. The general scientific laboratories are very complete. They are substantially similar to those of other first-class institutions of like grade, and an enumeration of their contents here does not seem to be necessary. LIBRARY. The library is furnished with 1.839 volumes of scientific and English literary works and reports, besides nearly all the American scientific weeklies and monthlies for circulation among the instructors and students. DEPARTMENT OF STEAM ENGINEERING. This department is fitted up with forty lecture-room chairs. It contains a work¬ ing model of the Worthington duplex steam pump, a model of the Campbell & Zell boiler, both of which were presented to the school by the patentees ; a number of steam gauges and saiety valves, a hydrometer, a working model of a slide-valve engine (built by the students), a Tabor steam-engine indicator, a pantograph, a Coffin planimeter and specimens of the different kinds of riveted boiler plates. COMMERCIAL DEPARTMENT. A room has been fitted up with offices, etc., as a countingroom or bank, in which practical instruction is given in bookkeeping and banking. This department con¬ tains 18 typewriters, and the students are given instruction in this now almost MANUAL AND INDUSTRIAL TRAINING. 1017 essential branch of a commercial education. It also contains a mimeograph, a cyclo¬ style, and other duplicators, which the students are taught to use. The senior class will he divided up into firms, and each firm will conduct a general merchandise busi¬ ness with the others, buying, selling, exchanging, and discounting notes, drawing up business forms, corresponding, banking, etc. FIRST DRAWING ROOM (FREE HAND). Drawing tables for 50 students at one time, or 300 per day. Drawing boards for 300 students, models and copies, plaster cast of the human body, and ornaments. SECOND DRAWING ROOM (MECHANICAL). Drawing tables for 50 students at one time, or 300 per day. Drawing boards, T squares, triangles, and instruments for 300 students, models of fundamental, simple, and complex forms. MECHANICAL DEPARTMENT, First — Wood-working shops. — Twelve (double) carpenters' benches, for 24 students at one time, or 144 per day ; five small turning lathes, five scroll saws, and one grind¬ stone, with tools for 144 students. The bench tools consist of a jack plane, smoothing plane, foreplane, cross-cut saw, ripsaw, tenon saw, hand hammer, mallet, brace, 6 bits (assorted sizes), bevel, 2-foot rule, 6 chisels (assorted widths), oilstone, drawing- knife, spokeshave, try-square, brad awl, punch, chalk line, oil can, hand brush, bench hook, and note book and pencil. Second — Wood-working shop. — Twenty-seven (double) carpenters' and cabinetmak¬ ers' benches for 54 students at one time, with tools, as in last-named shop, for 172 boys per day. Pattern-making shop. — The pattern-making shop is on the south side of the second floor. Its dimensions are 20 by 64 feet. The equipment consists of 12 double benches and 2 single ones, 13 wood-turning lathes, 1 circular saw, 1 band saw, 1 band-saw filer, 1 jig saw, 2 grindstones, and an assortment of wood-working tools amply suffi¬ cient to instruct, 25 students at one time, or 150 in each day. Forge shop. — Located on the first floor, containing 1,609 feet floor space. Fitted with 14 power forges arranged around the four sides of the room. Placed in the center of the room is a power grindstone and bench fitted with 4 vises. The forge beds are 3 by 2 feet, a partition for coal, and furnished with blast from a No. 7 steam-pressure blower. Each forge is fitted with hood and piping, through which the products of combustion are carried off by a No. 6 B pattern exhauster. Placed conveniently to each forge is an anvil of 125 pounds weight, a slack tub, a tool rack containing sledge, hand hammer, tongs with jaws for holding various shapes of iron, hot and cold chisels, swedges, fullers, flatter, set hammer, hardie, heading tools, punches, callipers, and 2-foot rule. SHEET-METAL WORKING DEPARTMENT. Fitted out with a forge for brazing and annealing, with a sufficient number of benches and gas soldering-iron heaters to accommodate 25 students at one time, or 150 per day; 1 small cornice brake, 1 forming, 1 folding, 1 wiring, 1 beading, 1 turn¬ ing, and 4 burring machines; 1 mandrel, 2 beak horns, 4 double-seaming, 1 con¬ ductor, 4 square face, 2 blow-horn, 1 creasing, 1 candlestick mold, 2 needle-case, 2 bottom, 2 round head, and 2 hatchet stakes; shears, riveting hammers, raising ham¬ mers, chisels, squares, mallets, rivet sets, steel punches, compasses, soldering irons, and grooving tools; dividers, lead blocks for punching sheet metal, wooden rules, flat chisels, and 6 bench vises. MACHINE SHOP. No. 1 Brown & Sharpe universal milling machine with overhanging arm; 124-inch swing by 12-foot engine lathes with table for cylinder, being built by Draper Machine Company; 8 10-inch swing by 3J-foot bed engine lathes, male by W. C. Young & Co.; 4 10-inch swing by 4-foot bed engine lathes, made by F. E. Reid; 1 12-inch swing by 5-foot bed engine lathe, made by W. C. Young & Co. ; 4 14-inch swing by 6-foot bed engine lathes, and 1 15-inch swing by 8-foot bed engine lathe, made by Prentice Bros. ; 1 16-inch swing by 9-foot bed engine lathe, made by W. C. Young & Co. ; 1 engine lathe 8-foot bed by 14-foot swing, built by students of the institute, class 1894; 1 metal planer 18 inches square; 1 24 by 24 by 6 foot planer; 1 universal cutter and reamer grinder ; 1 50,000-pound testing machine (Riehle) ; planer 18 by 18 by 4 foot table, made by Putnam ; 1 Biskford radial drill ; drills to center of circle, 5 feet 9 inches ; 1 20-inch wheel feed drill press ; 2 6-inch Boynton & Plummer shapers, and 1 shaper 15-inch stroke; 1 double emery grinder for 10- inch wheels (dry) ; 1 24-inch Barnes’s water emery grinder ; 1 Worcester twist-drill grinder, style 1018 EDUCATION KEPOKT, 1895-96. B; 1 24-inch grindstone and trough; 30 vises and benches for same; 1 set pipe tools, from one-eighth inch to 2 inches; one 12-inch 3-jaw combination chuck; 3 7-inch 3-jaw combination chucks; 3 4-inch 3-jaw scroll chucks; drill chucks, twist drills, tap reamers, files, chisels, hammers, scales, squares, etc., for 150 students. These shops were fitted up by the students and instructors. Power is supplied by 2 Campbell & Zell boilers, and a 25-horsepower horizontal direct-acting steam engine (of 9-inch diameter of cylinder and 14-inch stroke of piston) built by the members of the graduating class of 1893. The value of our plant is $60,000. The annual expense of maintenance is $30,000. The study of manual training seems to increase the desire of the learner to pursue other studies. Seeing, each day, in the mechanical department, the practical appli¬ cation of the rules which they are taught in the academical department, it is but natural that they should take an equal interest in both theory and practice. NIGHT classes. In October, 1894, the board of school commissioners authorized the opening of night classes to meet the desires of students who were unable to attend the day school. Classes were organized in arithmetic, algebra, bookkeeping and penmanship, mechanical and free-hand drawing, carpentry, spelling, typewriting, stenography, and electricity. The classes in drawing and bookkeeping have been very large. The efforts of the students have been enthusiastic throughout, and they have shown great apprecia¬ tion of their privilege. The experiment has been very successful and the continuance of these classes is assured. The classes meet on Monday, Wednesday, and Friday nights of each week. The total number in attendance during the year has been 759. SEWING. [From the report of Hr. Henry A. Wise, city superintendent, for 1893.] Instruction in sewing is given to the girls in the third grade of the primary schools, and to those of the fourth, fifth, sixth, seventh, and eighth grades of the grammar schools. The instruction is given by 14 special teachers under the supervision of a direct¬ ress of sewing. Thirteen thousand six hundred and fifty-seven pupils are taught this branch, each of whom receives an hour’s lesson once a week. The reports received from principals and teachers generally speak very decidedly in favor of the great advantages this instruction is to the girls and of its good effect upon the other work of the school. It is claimed by some of the principals and teachers that since the introduction of sewing into the schools the interest of parents in the work of the schools has increased, better attendance has been secured, the girls have become neater, more orderly, and that more interest has been awakened in the other studies pursued in the schools, COUESE IN SEWING. [From the report of hoard of commissioners of public schools, 1894.] Third grade . — First half year : Practice correct position, thimble exercise, holding the needle, holding the work, moving and threading the needle, making a knot, using scissors; stitching canvas, using chenille thread and split zephyr, basting, running, back stitching, overcasting, hemming, and seaming. Second half year: Instruction about implements and materials for sewing; inch measure; review, practical work, using colored cotton and sewing needle. Fourth grade. — Develop cotton plant from the sowing of the seed to the manufac¬ ture of the cloth; history of the cotton gin; names of the threads, in all woven fabrics ; review work of the preceding grade, using half-bleached cotton cloth, using red and blue cotton ; the blue marking the improvement in the work. Basting, run¬ ning, stitching, hemming, overcasting, overhanding. Fifth grade. — Patching, stocking darning, resoling stocking, hemming gathers and half-back stitch gathers to bands, tucking, gathering, placket, band. Sixth grade. — Felling, buttonholes, loops and eyelets, tear darning; French hem, buttonholes and buttons. Seventh grade. — Gussets, gores, bias cutting and piecing, facing, plaiting; French gathers; overhand gathers to band; hooks, eyes, and loops; inserting. Eighth grade. — Ornamental stitching, hem, herringbone, feather, chain, Kensington outline, blanket, tapestry ; buttonholes in cloth ; cloth darning. MANUAL AND INDUSTRIAL TRAINING. 1019 Boston, Mass. MECHANIC ARTS HIGH SCHOOL. [From the report of George H. Conley, supervisor, 1898.] The Mechanic Arts High School will complete the third year of its existence in June and the class which entered when its doors were first opened will graduate. * * * The course of study following serves at present as a guide for the work of the school, and in all probability, Avith such changes as in time may prove desirable, it will continue to be obseiwed as the permanent arrangement or the general plan of Avork ; but to arrange a course of study that shall carry out to the best advantage the purposes intended in the organization of this school will require such length of time as shall be amply sufficient to demonstrate its needs. It is only through experi¬ ence that these needs can be ascertained and that a satisfactory course, one adapted and adequate to meet future demands, can be developed. * -* * The intention is, as may be seen from the course of study, to provide in about equal measure for the study of the elements of the mechanic arts and the practical academic branches intimately connected with them: Coarse of study. FIRST YEAR. Academic. Hours per week. Months. Mechanic arts. Hours per week. Months. A 1 gp.hm, . . . . . 5 10 Drawing . 5 10 General history _ _ .... _ 2 10 Carpentry . 10 7 English . . 3 10 Wood carving . 10 3 SECOND YEAR. Algebra (alternate days) . Plane trigonometry . . History of the United States, civil government (alternate days) . . . . Engiish . French . Solid geometery . Plane trigonometry . Physics (alternate days) English (alternate days) French . . 2£ 4 n 2 4 10 10 10 10 10 Drawing (alternate days) . Wood turning, pattern mak¬ ing . Forging . 2g 10 10 10 5 THIRD YEAR. 5 5 Drawing (alternate days) . 2* 10 5 5 Machinist’s work with hand 2 h 10 tools mainlv . 10 2 2* 10 With machine tools mainly. . . 10 7 5 10 The study of algebra extends through tAvo years of the course. The first year’s work has special reference to the attainment of proficiency in the more important processes and extends through simultaneous quadratics. The second year’s work is a review of the work of the preceding year and extends through progression. Alge¬ braic methods are employed in the solution of such problems as are met with in the study of physical science and in the mechanical departments of the school. Also during the second year the subject of plane geometry is completed. The first half of the third year is devoted to the principles of solid geometry and to numerous exercises illustrating and enforcing them, while the remainder of the year is given to plane trigonometry and reviews. The work in trigonometry is designed to familiarize the student with the fundamental principles and formulae that are constantly used in surveying, mechanics, physical science, and the higher mathematics. The central purpose of the mathematical course is to give pupils clear notions of the Aralne and convenience of mathematical processes in the investigation of practical problems. The readiness with which pupils master the difficult problems of the machine shop that involve the application of mathematical principles testifies to the value of this training. In history and in civil government the course consists of a rapid survey of general 1020 EDUCATION REPORT, 1895-96. history, followed by a study of the history of England, with special reference to its influence upon the colonial period in America. A topical review of the history of the United States during the second year is designed to fix in the mind the causes and results of important historical movements. The instruction aims to trace clearly the growth of the principles of free self-government in England and their develop¬ ment when transplanted into America, to give clear notions of the character and functions of the colonial government, and of the municipal, State, and Federal governments of the present day. The instruction in English aims to cultivate a taste for good literature, and the course is largely determined by the requirements for admission to New England colleges. A careful study of the authors read is made, with a view to awaken a genu¬ ine interest in literature in the pupils, to raise their standard of reading and thinking, and to improve their literary tastes. This work in literature is supplemented by exercises whose merits rather than defects are emphasized for improving the style of expression. Applications of the principles of grammar and rhetoric are drawn from Carpenter’s Exercises in Composition and from portions of Hill’s Foundation of Rhetoric, and other sources ; but these books are used more as aids and for reference than as text-books. The distinguishing feature of this work is the emphasis placed upon practice in writing and speaking correctly. The two-years course in French is adapted to enable pupils to read easy French at sight and to give them considerable practice in elementary French composition. It is designed to meet fully the admission requisitions of the leading scientific schools. The work in physics consists of a limited number of carefully selected laboratory exercises that are performed by all pupils, supplemented by lecture-table exj)eri- ments, explanations, and recitations, designed to give clear ideas of the fundamental principles and laws in every department of elementary physics. On account of the training given in the shops, a smaller amount ot quantitative laboratory work appears to be required than in the other high schools, and it is deemed undesirable to limit the work to the narrow range of a brief laboratory course. Special attention will be given to the principles of electricity and their recent practical applications. Ample provision has been made to equip the school adequately with illustrative apparatus, so that the course in physics can be made highly interesting and instructive. The aim of the course in drawing is to teach the proper use of the pencil and drawing instruments, and to give facility in the expression of ideas of form by the various methods of free-hand and mechanical representation. About two-fifths of the time assigned to drawing each year is devoted to free-hand work and the remainder to mechanical drawing. The free-hand work consists of the drawing of type solids, simply and in groups, machinery, historic ornament and original designs for wrought- iron work, light and shade in charcoal, and the theory and practice of lettering. Much attention is given to the rapid production of drawings of models sufficiently accurate for many useful purposes, but by no means finished work. Such sketches frequently furnish the data for complete working drawings. The mechanical draw¬ ing embraces geometrical problems, elementary principles of working drawings as applied to shop exercises, intersections and developments, isometric projection, appli¬ cations of principles of projection to working drawings, geometrical problems ap¬ plicable to machine design, working drawings of machines, and house plans. It is the aim of the mechanical departments to teach in a thorough and systematic way the elements of carpentry, joinery, wood carving, wood turning, pattern making, forging of iron and steel, chipping, fitting, iron filing, and machine-tool work. For each department a carefully graded series of models has been chosen, the construc¬ tion of which illustrates every fundamental principle or process. The models in the primary series are made by all the members of a class. Running parallel with the primary series is a set of supplementary models that involve the application of princi¬ ples already learned to more difficult work. The supplementary exercises are under¬ taken only by those who are capable of doing more than the regular work of the class. This arrangement makes it practicable to adapt the rate of movement of the class to the needs of pupils of fair ability, while the more rapid and skillful workers employ their spare time upon interesting exercises that demand their best efforts. The work is planned so as to require the exercise of judgment, thought, and care. No tasks are repeated merely for the sake of gaining facility, for the educational value of shop exercises depends largely upon the amount of careful thought they are adapted to develop ; and as soon as the difficulties of a given process have been fairly mastered a new problem is substituted. It is unnecessary to give a full description of all the branches of work performed in the different departments of shop work, since some of them have been described in former reports. It will suffice to describe briefly the exercises in the machine shop, which was completed and made ready for occupancy in September last. The hand tool work at the bench and hand lathe consists of exercises in chipping, filing, fitting of sliding parts, drilling, etc. Some of the articles made are surface gauges, surface plates, calipers, electric binding posts, and turned brass ornaments. MANUAL AND INDUSTRIAL TRAINING. * 1021 The machine tool work consists of exercises in grinding and setting tools, and prac¬ tice upon models that exemplify the various uses of the different machines, such as straight, taper, and irregular turning; screw- cutting, chucking, boring, and ream¬ ing; use of boring bars as in the cylinder of the steam engine; plain and irregular work on the planer, shaper, and milling machine. The models, except at the very outset, consist of articles of practical use, intro¬ ducing as materials cast iron, wrought iron, steel, malleable iron, brass, and compo¬ sition. Some of these articles are bolts, shafts, handwheels, pulleys, tools for various purposes, and parts of machines designed as class projects. When the parts of a machine are assembled, all parts are rejected which would not pass the inspec¬ tion of a reputable manufactory. All the exercises are adapted to furnish the pupil with material for earnest thought; to compel him to make careful and accurate observations concerning the nature of different materials, the action of various tools, and the operation of various machines. He soon learns that no work is successful that is not carefully planned and thoughtfully executed. One purpose of the course of study is to attract to the school those boys who would not ordinarily attend a high school, by offering them an opportunity to pursue prac¬ tical studies in connection with shop exercises which are calculated to call forth their best efforts, to develop their judgment, and to give them a thorough knowledge of the elements of the mechanical arts as well as some degree of mechanical skill. A further purpose is to furnish preparation for admission to such institutions as the Massachusetts Institute of Technology and the Lawrence Scientific School. The course as arranged affords excellent preparation to this end, and is sure to arouse in many boys an ambition to continue their studies in these higher institutions or other scientific and technical schools. However, this is an ulterior purpose ; but, fortu¬ nately, no better course, it is thought, can be devised for those whose school life is to end with the high school than one that insures satisfactory preparation for the higher scientific schools. In any calling the worth of such preparation will be felt, and. in any scientific pursuit its value is priceless. In the higher scientific and tech¬ nical schools boys who have passed through good manual training courses have a decided advantage over those of equal ability who have not had such training, as evidence at hand plainly shows. Manual dexterity, with a knowledge of tools, materials, machinery, and mechanical processes, tends to insure in the scientific laboratories a more rapid progress and more ready mastery of difficult subjects. For all the pupils of the school the subjects of study are the same, but' the amount of work required in each subject is proportioned to the varying degrees of ability displayed by the pupils. The classes are so divided and the work so arranged that no pupil may be taxed beyond his power, while those who work rapidly receive the stimulus of demands calculated to call forth their best efforts. The amount of work accomplished is deemed relatively unimportant in comparison with the mastery of correct methods and the formation of good habits. The school has suffered on account of the trying delay in providing for its pressing needs, and the satisfaction is great, indeed, to be able to state that its equipment is now complete. I may add that in regard to the school building, while some changes in construction and finish are desirable and even necessary, the class rooms and shops are all well lighted, perfectly ventilated, and attractive in every way. GRAMMAR SCHOOLS. [From the report of Mr. Frank M. Leavitt, principal of manual training schools, 1895.] There are at present for the use of the grammar schools 15 rooms equipped for wood working. Considering an average class to be 25, and that the supply of pupils is limited to the three upper grades, these rooms are capable of accommodating 3,635 boys per week. There are this year 2,522 boys thus accommodated, as follows : Class I, 397 ; Class II, 1,923; Glass III, 202. These boys are receiving instruction in wood working under 12 teachers, 11 special and 1 regular. Each special teacher has weekly an average of 225 pupils in his charge. * * * In addition to the boys’ classes there is a class of 30 girls from the Bowditch school. * * * The general need of this department to secure its future welfare is the equipment of more manual training centers, which will decrease the extent of the districts, and the greatest improvement within our reach is the further introduction of the work into the first or third classes, or both. * * * The present policy of the school committee permits this extension of manual train¬ ing in the same spirit as that which dominates the movement to enrich the grammar- school course. Any principal of a grammar school, finding the conditions under which his school is working favorable to the introduction of manual training into his first or third classes, or both, is invited to make that extension without waiting until every other grammar school enjoys equally favorable conditions. 1022 EDUCATION REPORT, 1895-96. COURSE IN MANUAL TRAINING IN GRAMMAR SCHOOLS.1 The relation of manual training to the study of elementary science is intimate and essential. Moreover, the relation of both to other departments of school work — especially to language, geography, and drawing — is so close as to result in mutual helpfulness and in economy of time and effort. The exercises in manual training are a means not only of physical and intellectual, but also of moral, culture. They "train to habits of accuracy, neatness, order, and thoroughness; they make a helpful occupation for otherwise unemployed time, or a relaxation from less pleasurable work; they present an incentive to good work in all directions, and olfer at all times and in all connections a moral stimulus and preparation for usefulness at home and in the community. Classes VI, V, IV (two hours a week). — Sewing, light tool work, or clay modeling. Note 1. — All the girls in Classes VI, V, and IV are to spend two hours a week in sewing. If, however, any girl shall have passed a satisfactory examination in sew¬ ing, she will be allowed to substitute for it some other branch of manual training. Classes III, II (two hours a week). — Cookery, wood working, or clay modeling. Note 2. — Every girl is to pursue a course of twenty lessons of two hours each in cookery as a regular part of the w'ork either of Class III or of Class II. But a girl who shall have passed a satisfactory examination in cookery will be allowed to sub¬ stitute for it some other branch of manual training. Note 3. — If the whole or a part of the time assigned to specified branches of manual training be not used therefor, such time may be given to any other of its authorized branches. Class I (two hours a week). — Drafting and cutting, wood working, or clay modeling. PRIMARY SCHOOLS. Course of observation lessons and manual training. Class III (three hours a week). — Observation lessons on color, form, size, place, and prominent qualities of objects, to be related to and illustrated by each of the following branches of manual training : Clay modeling of sphere, cube, and cylinder, and of familiar objects approaching these types (e. g., apple, nest, basket; box, house, stove; bottle, rolling-pin, muff); also of hemisphere, square prism, and triangular prism, and of familiar objects approaching these types (e. g\, bowl, spoon, saucer; cake, brick, steps; cradle, boat, stool). Paper folding and cutting of faces, edges, and sections of the above-named solids, in blue, red, and yellow papers, carefully measured and divided, with study of squares, circles, angles, and line's. Sewing in colored threads (blue, red, yellow) on coarse cloth or canvas (stitches over and under, counting threads) in vertical, horizontal, and oblique lines; the same, in parallel lines; and in outline forms as in paper folding. Stick laying, preceding and conformed to the regular drawing lessons for this grade. Class II (three hours a week). — Observation lessons on plants, on animals, and on the human body, to bo related to and illustrated by each branch of the manual training and by the drawing: (a) Flower, leaf, stem, root; bud, fruit, seed. (6) Do¬ mestic and other common animals, (c) The parts of the human body and their uses and movements; the care and. protection of the body. Clay modeling of the ovoid, ellipsoid, cone, and square pyramid, and of plant and animal forms approaching these types (e. g., leaf, petal, corolla, seed A*essels, heads and trunks of various animals, bills of birds, eggs). Paper folding and cutting, in colored iiapers (red, blue, yellow, orange, green), of plane figures made by sections of the above-named solids, andt>f plant and animal outlines approaching these types (e. g., leaf, sections of fruit, flower, seeds, starfish, shells) ; also of bilateral and radiate designs based upon these, for decorative work. Sewfing on canvas, with colored threads, on the same lines of development as in the paper cutting. Stick laying, preceding and conformed to the drawing lessons for this grade. Class I (three hours a week). — Observation lessons on nature, on plants, on ani¬ mals, and on the human body. Clay modeling of symmetrical designs on plaques, and of plant and animal forms in relief on plaques, or as models for art. 1 A letter from Mr. E. P. Seaver, tlio city superintendent, dated May 25, 1890, states that “the course of wood working in the grammar schools is still under consideration and has not been reduced to definite form.” MANUAL AND INDUSTRIAL TRAINING. 1023 Paper folding and cutting in all colors,. tints, and shades, for harmony of color and beauty of design; also in bilateral curves conformed to the drawing lessons for this grade. Sewing on soft cloth, in colored worsteds, for harmony of color, beauty of design, and free use of curved lines. Light cardboard constructive work : Modifications of type forms, for use or beauty ; representations of toys, utensils, furniture, etc., with use of glue. COOKING. [Based on the report of Amabel G-. E. Hope, principal of cooking schools, 1895.] It is now ten years since the study of cooking was introduced into the public schools of Boston. There are 14 school kitchens m the city under 10 teachers, 3 assistants, and a principal or director. The course of study in all the kitchens is uniform, and consists of 36 lessons. The girls work in sets of 6 to 8, a plan that has reduced the cost of food materials to $80 per year, as against $600 under the former method of allowing each girl to cook a separate dish. All the pupils are from the second class of the grammar schools, the girls going for instruction to the kitchen nearest their regular class rooms. COUKSE IN SEWING. Material desirable for the worlcbox. — One-half yard of cotton cloth; 3 spools of white cotton, Nos. 40, 60, 80 ; 1 spool of colored cotton, No. 50; needlebook containing needles, Nos. 7, 8, 9, or assorted, Nos 5 to 10; 2 darning needles, Nos. 4, 6; pin¬ cushion filled with pins ; thimble; emery; scissors; measure; tape needle. First year. — Instruction: Position of pupils while sewing; how to choose the needle and thread; the proper length of thread; drill in threading the needle ; also in drawing the thread; how to make a knot; the use of the thimble; how to hold the scissors, with practice in cutting paper; the use of the emery; the position of the needle, and the proper way of holding the work in the different stitches taught ; how to begin, join and fasten the thread ; length and regularity of stitches ; how to fold a narrow hem ; neatness and order in the care of work. Stitches taught : Basting, backstitching, hemming, overcasting, running. Articles which may be made: Plain aprons without gathers, bags, towels, napkins, bibs, handkerchiefs. Any plain article illustrating the required stitches. Second year. — Instruction: Review of first year's work; the proper way of cut¬ ting and putting together an apron with band; the proper way of cutting or tearing bands; gathering and laying of gathers; stitching gathers into a binding, and finishing the band by hemming; measuring and basting wide hems; practice in buttonhole stitch on folded edge of cloth, and in the preparation of buttonholes before working them ; basting of selvages and folded edges; overhanding on selvages and on folded edges; overhanding on lace trimming. New stitches taught: Gather¬ ing, half-backstitching, and combination of one running and one half back-stitch, overhanding, buttonhole stitch. Articles which maybe made: Aprons of various kinds, pillow slips, fringed towels and napkins, any plain article illustrating the required stitches. Third year. — Instruction : Examination and review of work of previous years ; cut¬ ting simple garments from measurements; setting gathers into a band; making plackets; putting in gussets; sewing on buttons; patching and darning on cotton cloth ; buttonholes on cotton fabrics tucking if practicable. New stitches taught : Patching, darning, gathering on flannel, feather and herringbone stitches, chain and cross stitching. Articles which may be made: Cotton skirts, flannel skirts, drawers, underwaists, stocking bags, shoe bags, sweeping caps, buttonholes; any garment illustrating the required stitches. Fourth year. — Instruction: Examination and reAuew of work done in all previous classes; darning stockings; darning diagonal and corner tears and rents; cutting bias bands; mending and patching wroolen and cotton fabrics; basting ordinary gar¬ ments. New stitches taught: Stocking darning, straight and bias felling, whipping and sewing on ruffles, hemstitching, blind stitching, tucking, if not taught previously, gathers overhanded to a band, sewing on hooks and eyes and buttons, eyelets, loops. Articles which may be made : Children's dresses, night dresses, night shirts, skirts and drawers with tucks, sampler, articles illustrating the required stitches. Fifth year. — A system of dress cutting by which girls are taught to take measures, draft, cut, and fit a dress waist. Drafting and cutting garments from patterns. 1024 EDUCATION REPORT, 1895-96. Brookline, Mass. [Statement of S. T. Dutton, superintendent of schools.] The central thought in all our manual training is education, and not with reference to technical study or to trade. We make all branches of hand work in our grammar schools, including bench work, sewing, cooking, etc., obligatory — that is, it is a part of our regular course. In regard to the course of study, we are trying to hare some manual work in every g~ade, beginning with the kindergarten. The first three years consists of model iug in clay, cutting in paper, water color, painting, and drawing. The fourth year we have cutting upon wood of two dimensions, done at the pupil’s desk. Commencing the fifth year, we have slovd, which gradually develops in- the upper grades iuto simple construction and wood turning. In one grammar school we are teaching sloyd, pure and simple, after the models prepared by Gustaf Larson, of Boston. The instructor has taken a course at Naas, Sweden. I am unable to give you the value of our plant. My usual estimate for the fitting up of a shop for bench work is $500; for a school kitchen, $250; our wood-turning department costs $2,500; our foundry, $200, and our forge shop, $1,200. We are well satisfied that manual training has a good elfect upon pupils with respect to other studies. Many who are slow in the more abstract subjects are very successful in the shop, and get courage and confidence which helps them in their other work. Manual training helps to develop the manly tone and pride, which is one of the best products, as I think, of school life. We have one very large grammar school where the children come from the homes of working people. Many of these pupils after leaving school are going into mechanical pursuits, and some of them are making a good record. We are ottering elective studies in the way of advanced manual training, domestic economy, and needle work to all the classes in our high school. As this is the first year in which this plan has been pursued, I am unable to make any definite statements as to the results, but quite a number of our pupils who are preparing for college are taking this work. COURSE OF STUDY IN MANUAL TRAINING. The following schedule provides one year of preparatory practice in wood of two dimensions, one year of work upon sloyd models, a year of joinery, a year of wood carving and construction, a year of wood turning, and a final year in pattern making and foundry work. In all elementary manual training there should be a maximum of interest. Only neat and accurate work is accepted. All wastefulness of material is carefully avoided. While class instruction is given upon the various exercises, each pupil works independently. Those who complete their work in advance of others are given supplementary exercises. Fourth grade. — The work of this year is done upon slips of basswood one-eighth of an inch thick and 4 inches square. These are shaped by the knife into simple flat forms, some being put together with glue or small nails. The Avork is done in the schoolroom upon the desk, a cutting board protecting the desk and holding the wood for the knife. In addition to the knife, each pupil has a pencil and rule. The occa¬ sional tools are the hammer, nails, a brad awl, and sandpaper and glue. There are sixteen models in the regular course, with extra ones for the more advanced pupils. The teacher makes a working drawing of the model upon the blackboard, then demonstrates the construction of the model and the uses of the tools required. The pupils draw the outlines upon the wood and cut to the lines. The objects to be derived from the training of this course are to read and to make simple working drawings, to take accurate measurements, and to work to those dimensions, thereby fitting the pupil for the next year in bench work. Fifth grade. — The work of this year is upon sloyd models. There are 20 models in this course, with extra models for the advanced pupils. The tools used are the essential wood-working tools. The pupil works from his own drawing, made from the model, and estimates the worth of the work done by judging each part of the model. Sixth grade. — The work of this year is joinery. There are 14 models in this course. These models include the essentials of joinery, with some applications. The pupil works from his own drawings and blue prints. The theory of the use and construction of the tools is taught during this year. The stock used is clear pine. Seventh grade. — The work of this year is carving and constructive work. The carding course consists of 11 models which require the common carving tools. The latter part of the year is spent upon case work, as a further application of the work of the preceding years. MANUAL AND INDUSTRIAL TRAINING. 1025 The pupil makes one or more of the models in construction, as his time permits. Eighth grade. — The work of this year is wood turning. There are 21 models. Ninth grade . — The work of this year is pattern and foundry work. There are 21 models in the course, 15 of which are required. COURSE OF STUDY IN DOMESTIC ECONOMY. The course extends over the last four years of the grammar school, each class receiving two hours7 instruction per week. In the first year it is intended to give- the pupils an idea of the scope of cooking, to he elaborated during the succeeding years ; the course of each year is, however, complete in itself. It is the aim to com¬ bine both the art and the science of cooking. At the beginning of each year thn actual cooking is to be made as simple as possible, in order to avoid confusing the child and also to give time for the necessary details of housework. The sequence of the lessons is followed as closely as possible, but in many instances seasons and pricea must be the guide. First Year. Housekeeping. — The pupils wash their own dishes at the desks as soon as they have finished using them. There are three housekeepers appointed at each lesson, who have general oversight of the room, their duty being to see that the room is kept and left in a good condition. Thus, No. 1 attends to the fire and care of the stove; No. 2 has general charge of the room and cupboards, while No. 3 sees that the sink is left clean. Since the important part that dust plays as a carrier of micro-organisms is becom¬ ing more and more recognized, attention is given to household bacteriology. Lessons, are given on how to sweep the floor; how to get rid of the dust; to wash dishes; the care of dish towels; the care of the sink, and the use of the various cleaning agents, such as sapolio, pearline, borax, putz-pomade, electro-silicon, pumice stone, etc. Lessons on the chemistry of foods. The food in order to enter the blood from the alimentary canal must be made* soluble. The solution of food may be greatly aided by the preparation it receives before entering the alimentary canal. Water, playing the part of nature’s great, solvent, is considered first. Water. — (1) Effect of cold water upon gelatin; (2) effect of boiling water upon gelatin; (3) difference in taste between freshly boiled water and that which has been boiled for some time; cause of difference in taste; (4) temperature of boiling water ; cooking in high altitudes ; (5) way in which the boiling point of water may be raised; (6) amount of water in some of the common vegetables and fruits; illustrate both by experiment and charts. Milk. — After water, milk is studied. Milk is a natural food and contains the food materials in the perfect proportions : (7) Allow milk to stand in a glass tube; notieer what happens at first; later on; (8) temperature of boiling milk; (9) study chart giving composition of milk; (10) study chart giving composition of the commercial products of milk. The food materials in milk are taken up in turn — albumen, fats,, sugar, and mineral matter. Albumen. — The white of egg is typical albumen. Eggs illustrate the form of a concentrated food. (11) Effect of heat on albumen; illustrate by dropped egg ; (12) carefully separate and examine the yolk and white of an egg ; set each aside for fu¬ ture study; (13) examine same in the dried state; (14) make beef tea; study the albumen in meat; note the effects of different degrees of heat of the water solution; (15) drop a piece of beef into boiling water; result. Fats. — (16) Extract fat from the dried yolk of egg by means of naphtha; (17) extract fat from corn meal with naphtha; (18) temperature of smoking fat; correct the expression “ boiling fat;77 cause of bubbles when the fat is heated. Sugar. — (19) Burn some sugar. Show that it contains carbon. The reason that carbohydrates and fats are heating is because they burn as a fuel in the body. Starch and cellulose are the forms of carbohydrates found in the vegetable world. These are considered next. Starch.— (20) Pop some corn ; this illustrates the effect of heat on the starch grains ; (21) steam rice; this illustrates the necessity of water with starchy foods; measure before and after cooking ; (22) pour boiling water upon dry starch powder ; result; (23) break open lump and examine interior; (24) mix starch with sugar, pour on boiling water ; (25) mix starch and cold water, pour on boiling water ; induction in regard to pudding sauces, etc.; rule for making laundry starch; (26) put starch and sugar into separate tumblers, add cold water to each ; give terms “ solubility,77 “insoluble,77 “dissolve;77 (27) masticate a piece of cracker thoroughly; effect of ED 96 - 33 1026 EDUCATION REPORT, 1895-96. saliva on starch ; (28) masticate a piece of corn meal ; compare with former ; (29) get starch from a potato ; (30) get starch from flour; give term “ gluten ” to substance left after the starch is washed out of the flour. Cellulose or woocly fiber. — (31) Get cellulose from the potato ; (32) get cellulose from the turnip. Cooking. The experiments just given indicate the plan of the first year’s work. Following are given a few of the dishes that may appropriately he given to illustrate these principles. The other side, namely the manipulation, is also to he considered, and attention is given to the various processes of cooking, viz, steeping, boiling, steam¬ ing, broiling, pan broiling, sautding, frying, and stewing. Water. — Lemon gelatin; the beverages, e. g., tea, coffee, etc. Fruits. — Stewed fruits, scalloped apples. Water and cellulose. — Vegetables— potatoes, turnips, carrots, beets, onions, spinach. Millc. — Rennet custard, milk toast, blanc mange. Albumen. — Beef tea, beefsteak, stews, hamburg steak, boiled mutton, soups, fish, eggs. /Starch. — Rice, macaroni, the cereals, lemon sauce. Additional dishes — biscuit, coru-meal muffins, bread pudding, bread. Second Tear. Housekeeping . — The housekeeping is tho same as in tho previous year. A review is made of the various cleaning agents. Each pupil is responsible for her own desk, and tho housekeepers for the whole room. Chemistry of foods. — A review of tho previous year’s work is made. Since meats are to bo studied this yeaT, moro attention is given to albumen, and how to cook it. As tho foods are studied, attention is called to their value as foods and to their com¬ position. Tho children are to learn to recognize the different food materials and food adjuncts, both by sight and by taste. Prices and how the different foods are purchased should be considered. Tho pupils should bo led to see that tho laws of harmony apply to the mixing and combinations of food, as they do in music and color. Cooking. The practice work of this year consists in cooking meats and fish, white sauce> and simple desserts. Meats. — By means of diagram draw from class which cuts will be best for soups, steaks, etc. With fresh meat show difference between tough and tender fiber. Cook different parts of the animal and thus get the class familiar with the different cuts as well as with the various methods of cooking: Beefsteak, tripe, chops, drippings, meat balls, liver, stew, small roast, beef roll, bacon, fricassee, minced meat on toast. Fish. — Fish illustrates well tho cooking of albumen. Baked stuffed fish, boiled fish, fish chowder, fried codfish. White sauce.— Demonstrate. Thick white sauce may be served in various ways. Salmon in white sauce, creamed salt fish, scalloped fish, creamed vegetables. A thinner white sauce may be used for milk toast, and egg sauce for fish ; very thin white sauce for egg vermicelli. The principle of white sauce is used in one method of thickening soups. Illustrate by making tomato soup or potato soup. Some meat gravies aro made in same way. When possible, make gravy when cooking meat, and thus give additional practice in making a smooth sauce. Desserts. — A few simple formulas are given and the method of work carefully demonstrated. From these few principles many varieties may be made either by a change of flavoring or by combinations. The following will suggest the work done in this line: (I) Cornstarch mold, (II) soft custard, (III) meringue, (IV) lemon gela¬ tin, (V) omelet. When once it is understood how certain effects are produced, an endless variety may be made, thus: Italian jelly, variation of IV; orange pudding, combination of I, II, and III; snow pudding, combination of III and IV; fruit tapioca, based on I; Spanish cream, combination of II, IV, and V, and so on. Some language work may be brought into the work, thus : The legends in regard to the introduction of tea and coffee as beverages are read to the class, from which abstracts are written. Dictionary exercises are given, and the pupils are taught the use of the following terms, with their derivatives: Digestion, maceration, to steep, infusion, decoction, percolation, simmer, garnish epicure, etc. MANUAL AND INDUSTRIAL TRAINING. 1027 Third Year. The science of the past two years is revieweel and made "broader. In connection with doughs the chemistry of baking powder, and the various ways to obtain carbon dioxide to make the dough porous, are considered. Foods are studied in a way leading to the subject of dietaries. The cooking consists of a series of lessons on invalid cookery. Just before Christ¬ mas a lesson is given on home-made candies. Then the subject of doughs and batters is studied carefully. The latter part of the year the food materials are studied top¬ ically, leading to the combinations of food for simple meals, with the cost and quantity necessary. The whole meal is not always prepared, but parts are, and the cost of the whole estimated. Invalid coolcery. — Dishes suitable for sick-room diet are cooked, with a few sugges¬ tions relative to the comfort of the patient. At tho end of the series of lessons each pupil is to prepare a paper on the care of an invalid, and also be able to arrange an invalid’s tray. Dishes to be prepared. Cooling drinks: Lemonade, apple water. Mucilaginous drinks : Irish-mass lemonade, flaxseed lemonade. Gruels : Corn-meal and oatmeal gruels, milk porridge. Oysters : Oyster stew, parboiled oysters. Simple desserts : Apple snow, lemon gelatin with prunes, blanc mange. Additional dishes: Eggnog, steamed custard, albumenized milk, chops. Demonstrate to class: Flaxseed poultice. How to wring a cloth from boiling water. What to do in case of a burn or a cut. Doughs. — The subject of doughs and batters may be made very simple. By class¬ ing those of a kind together much may be done in the time allotted. A few things are considered carefully: The ways in which gas is introduced to make the mixture light. The consistency of doughs required for certain results. Manipulation in regard to rolling the doughs. From the simple biscuit formula is shown how the other doughs may be evolved. Biscuit. — Dutch apple cake, strawberry shortcake, flour muffins, graham, rye, and corn-meal muffins, griddle cakes, cake, cookies, etc. Fourth Year. The work of tho last year is a resume of what has been given the past three years. Many of the children may never have a liigh-school training, therefore it is intended to apply as much chemistry and physiology as is practicable. The foods are studied topically, and attention is given to dietaries suitable for different seasons. A review is made of the dishes already studied. Attention is given to garnishing, and pupils are instructed how from simple dishes more elaborate ones may be made. Manual Training School, Springfield, Mass. [Statement by George B. Kilbon, principal.] The central idea in our school is education, either fitting a boy for higher technical schools or for business, or to learn a trade more easily. The work is not obligatory. It is a part of tho public-school system and is supported by yearly appropriation. Any boy in the eighth or ninth grades of the grammar school can attend once a week, one and one-half hours. Any boy in the high school has hitherto been allowed to attend every day, two hours, for three years. A course of four years in the high school goes into effect next year, which is composed of two academic studies daily with drawing and manual training. This fits for technical schools or business. Our methods are by dictation where possible, and by performing in the presence of the class such operations as are difficult or impossible to describe. Drawings are made and worked from sometimes and blue prints worked from sometimes. We commenced in 1886 with an appropriation of $1,000, which has been yearly increased. From $500 to $1,000 has been spent yearly in additional equipment. Wo have also in grades 4 to 7 a system of knife work which all of the 1,200 boys in those grades take, Avhile girls in same grades take sewing. These two branches of inter¬ mediate grammar Instruction are both very successful and highly appreciated by our citizens. The knife work has been gradually built up since 1887, when $10 was expended for equipment and a class of 12 boys taught in ono school. For several years our regular teachers took lessons in knife work at tho Manual-Training School and taught them to their own pupils. For three years past, however, a special teacher has been employed. The building occupied for high school and eighth and ninth grammar grades is 70 by 50 feet, two stories and a basement. Forging and molding are in the basement, ironwork and wood turning are on the first floor, joinery benches on tho second 1028 EDUCATION REPORT, 1895-96. floor. Individual tools are provided for pupils in grades 4 to 7 and general tools in grades 8 and 9 and high school, except individual planes for high-school pupils. The building is one formerly owned by the county of Hampden and used as a work¬ shop in connection with the jail. It was bought by the city for about $8,000. It with the entire jail buildings is to be torn down next fall and the site used for a new high-school building. Then the present high-school building will be devoted to manual training. Cost of equipment in this building at present is about $7,500; annual expense of maintaining the work in this building, about $4,000; annual expense of maintaining knife work in grades 4 to 7, $800. Results: A widespread interest in our community in manual training; an acquaint¬ ance on the part of all of our boys with tool work and on the part of some of them to the extent of acquiring skill and ability ; the interest they take in it reacts on all other school work, promoting interest and aiding discipline ; the grammar manual training is known in some cases to prolong school life. The high school is so much hampered by contracted quarters and new building plans that its manual training suffers with other branches in proper development. Of 19 graduates since 1891, 1 is now teaching in our own manual training school, 6 are engaged in drafting, 4 have finished or are pursuing a technical course, 1 is a clerk in a hardware store, 4 are employed as mechanics, 1 enters college, and 2 take additional study next year in our high school. Woodworking equipment. — This consists of 34 benches and sets of tools, costing $850; 256 drawers for holding work in process, 200 drawers for holding prepared material, and supplies costing $484. The benches are each 4£ feet long by 2 feet wide by 34 inches high. Pupils of small stature are accommodated with movable platforms. The bench tops should be 2 or 3 inches above the wrist when the pupils stand erect. Benches are arranged in rows about 3 feet apart each way. The following is a list of tools with which each bench is supplied: Bevel, 6-inch; bit brace; bits, auger, one-fourth, three-eighths, three-fourths inch; bits, drill, five thirty-seconds, seven thirty-seconds inch brad awls in handle ; chisels, firmer, one-eighth, one-fourth, one-half, 1 inch countersink, dividers with pencil, gauge; gouge, one-half inch inside, ground; gouge, three-fourtlis inch outside, ground; hammer, claw ; hammer, pein ; hand screw, 10 inch-knife with two blades, mallet, oil¬ stone, oil can; 1 lead pencil, medium; plane, the Bailey iron smooth, 8-inch; plane, the Bailey iron block, 6-inch ; plane, wood smooth, 8-inch ; pliers, rule, 12-inch ; solid boxwood, saw, 18-inch; panel, slitting, saw, 18-inch, ; panel cutting-off, saw, 10-inch; back; saw block; screw-driver, 3-inch; try square, 4 inch; dustpan, broom for floor, brush for bench top, whisk broom for clothing. The school is further supplied with 8 22-inch iron Bailey jointers, 12 framing squares, and 2 26-inch handsaws. Each bench is provided with a vise at the left-hand end and a shove-plane block at the right. On or about each bench a place is provided for each tool. The drawers above mentioned are each 21 inches long by 10 inches wide by 7£ inches deep, inside measure, and are inclosed in cabinets, each 6 feet high by 4 feet 5 inches wide by 2 feet deep, each cabinet containing 32 drawers. Each pupil has a drawer for his exclusive use, his name being on a card attached to the front. Wood-turning equipment. — This consists of 15 lathes, 4 feet by 10 inches, with 15 sets of tools, costing $900. The lathes were made by F. E. Reed & Co., of Worcester, Mass. Each lathe is provided with head and tail centers, screw face plate, 4-inch diameter, plain face plate, 6-inch diameter, 5-inch rest, 10-inch rest, oiler, oilstone, slip stone, and the following tools : One-inch gouge, ground straight across the edge for roughing; three fourths-inch gouge, round end; three-eighths inch gouge, round end; 1-inch chisel, skew edge; tkree-fourtfis inch chisel, round edge; three-eighths inch chisel, skew edge; one-half inch chisel, straight edge; one-eighth inch chisel, for parting; mallet, 10-inch calipers, 7-inch dividers, rule and lead pencil, dust brush and pan. Carving equipment. — The carving equipment of 24 sets was purchased of White, Van Glahn & Co., New York, and Goodnow & Wightman, Boston. It comprises seventeen tools in each set, designated in J. B. Addis’s catalogue as follows : One-half inch, No. 1 ; one-fourth inch, No. 1 ; three-eighths inch, No. 2 ; three-fourths inch, No. 3; three-fourths inch, No. 4; five-eighths inch, No. 5 ; seven- sixteenths inch, No. 5; one half inch, No. 7 ; one-eighth inch, No. 7 ; seven-sixteenths inch, No. 9; three-eighths inch, No. 9; three-sixteenths inch, No. 9; one-fourth inch, No. 11; one-eighth inch, No. 11; three thirty-seconds inch, No. 11; one-fourth inch, No. 39; one-eighth inch, No. 39. Also a pencil gauge and 2 stamps, 1 one-fourth inch square, and 1 one-eighth by three-eighths inch, both of which were made by the pupils. Pupils also made octagonal handles for the above tools. Each carving set is arranged in a portable tray, the trays being fitted in a cabinet built for them. Cost of carving equipment, $205. MANUAL AN D INDUSTRIAL TRAINING. 1029 Pattern-making equipment. — Tlie joinery benches and tools and wood-turning lathes are used for pattern making, a few inside ground gouges being added. Molding equipment. — This consists of 12 troughs and sets of tools, with 12 drawers for holding work, costing $230. Calcined plaster is used sometimes for pouring. Also lead is melted at a furnace built in part by the school. Forging equipment. — This consists of 12 forges, 28 by 40 inches ; 12 anvils, 125 pounds each, and 12 sets of tools, as follows : Hardie, set hammer, If inches ; flatter, 2f inches ; top and bottom fullers, each three-eighths, one-half, and three-fourths inch; top and bottom swages, each three-eighths, one-half, and three-fourths inch ; tongs, each one- fourth, three-eighths, one-half, and three-fourths inch ; hot and cold chisels ; ball-pein hammer, If pounds; 2 sledges, 8 pounds; 3 sledges, 6 pounds; 1 sledge, 5 pounds. The blower and exhauster driven by power. Cost of forging equipment, $1,200. The school has 4 grindstones, costing $65, each of which is furnished with a water faucet and with a drip box and pipe connected with sewer. Ironwork equipment. — This consists of 6 engine lathes, 6 feet by 14 inches, each fitted with a 12 by 7 inch and a three-fourths inch chuck ; 1 planer, 4 feet by 20 inches ; 1 drill press, 20 inches ; 8 vises and 8 sets of bench tools ; an assortment of drills and reamers ; 1 gig saw ; 1 drill lathe; 1 twist drill grinder, and 1 emery stand. The four last-mentioned machines were made by the school. From 1887 to December, 1891, power was furnished by a 6-horsepower Shipman engine. Since the latter date it has been furnished by a 15-horsepower electro¬ motor, manufactured by the Elektron Manufacturing Company, of Springfield. The drawing room, which is in the main high-school building, is supplied with 24 wooden tables of original design, 24 T squares, 24 pairs of triangles, 50 drawing boards, with a rack to hold them, and a case of trays to store drawings, also of origi¬ nal design. Pupils furnish their own drawing instruments. Each table is 36 inches high, the dimensions of the top being 34 by 22 inches, and is provided with four drawers, 14 by 6£ by 3f inches, inside measure, each drawer having a metallic pro¬ jection or staple on the side, corresponding when the drawer is closed to a like projec¬ tion on the side of its pocket, so that the hasp of a small padlock may be thrust through the staples, thus enabling pupils who wish to secure each his own instruments. Lessons in mechanical drawing are given to grammar pupils in the grammar schools by regular teachers, under the direction of the supervisor of drawing. Enife-ivork equipment.— In grade 4 the tools used are rule, pencil, compasses, and small pocket knife. As this work is confined to knife carving, no protection is needed for the desk but a small piece of thin wood. In grades 5, 6, and 7 the gauge and try-square are added and a larger knife fur¬ nished. A desk cover is necessary in these three grades when the work is pursued in the ordinary schoolroom. Each boy has his own set of tools kept in a box made of one-fourth inch stock, 8f by 4-f by l-a% inches, with his name and number attached. Ten of these boxes are placed at the close of every lesson in a larger box, made of one-half inch stock, 25 by 9 by 3f inches, inside dimensions, or in some schools they are deposited on suitable shelves. Knives which become dull are sharpened every week by a regular workman. COURSES OP LESSONS. Knife work. — Lessons principally given are described in a book entitled Knife Work in the Schoolroom, prepared in 1890 by George B. Kilbon, principal of the Manual Training School, and published by the Milton Bradley Company of Spring- field. Knife carving, taught in grade 4, has been developed since the preparation of that book, and will be found better described in The Northampton System of Man¬ ual Training, arranged by F. W. Hinckley, of Northampton. Work done in grades 6 and 7 is on wood five-sixteenths, three-eighths, and one- half inch thick, successively. Also forms are cut from wood seven-eighths inch square and If inches square, with still others of miscellaneous dimensions, interspersed with problems in construction. Eighth and ninth grammar grade courses. — A course prepared in 1886 for the ninth grammar grade has until recently been used in that grade. This course is described in Elementary Wood Work, 1 prepared by George B. Kilbon. Its contents will be found below. The admission of eighth-grade boys to tho Manual Training School in 1892 has caused some changes in this course, as it is now made to cover two years. Contents of elementary course for eighth and ninth grammar grades. — Use of hammer, use of gauge, measurement, use of try-square and bevel, explanation of saws, use of saws, surface planing, edge and end planing, use of bit and brad awls, shove plan¬ ing, square prism and cylinder, use of chisel and gouge, use of hand screw and screw-driver, to make a pair of scales, to make a beveled box, grinding tools. 1 Lee & Shepard, Boston, Mass. 1030 EDUCATION REPORT, 1895-96. HIGH-SCHOOL COURSE IN MANUAL TRAINING. First year . — Fall term : Academic studies : Algebra, zoology, English language and grammar. Tool Avork : Joint making, sandpapering, staining and varnishing, grind¬ ing and honing tools, lecture on grain of wood. Mechanical drawing. Winter term : Academic studies: Algebra, zoology, followed by physiology, English language and grammar. Tool work: Wood turning. Mechanical drawing. Spring term : Academic studies : Algebra, physiology, followed by botany, English language and grammar. Tool work: Wood turning, scraping, polishing, saw filing. Mechanical drawing. Summer term: Academic studies: Algebra, botany, English language and grammar. Tool work : Car\ring, lecture on kinds of wood and their uses. Mechanical drawing. Second year. — Fall term: Academic studies : Plano geometry, general history, botany, followed by physics. Tool work: Forging, welding, tempering. Mechanical draw¬ ing. Winter term: Academic studies: Plane geometry, general history, physics.. Tool work : Soldering, brazing, lecture on kinds of metal and their uses. Mechan¬ ical drawing. Spring term: Academic studies: Plane geometry, general history, physics. Tool work: Pattern making. Mechanical drawing. Summer term: Aca¬ demic studies : Plane geometry, general history, physics. Tool work : Molding, cast¬ ing. Mechanical drawing. Third year. — Fall term: Academic studies: Rhetoric, higher algebra, chemistry, French or German (optional). Tool work: Chipping and filing metals. Mechanical drawing. Winter term : Academic studies : Rhetoric, followed by American litera¬ ture, higher algebra, followed by solid geometry, chemistry, French or German (optional). Tool work: Turning, planing, and drilling metals; study of machinery. Mechanical drawing. Spring term: Academic studies: American literature, solid geometry, chemistry, and geology, French or German (optional). Tool Avork : Turn¬ ing, planing, and drilling metals. Mechanical drawing. Summer term : Academic studies : American literature, solid geometry, geology, French or German (optional). Tool work: Machine construction. Mechanical drawing. St. Cloud, Minn. [Statement cf S. S. Parr, city superintendent.] The schools of this city haAm a system of drawing, sloyd, paper folding, clay molding, etc. The leading lines are those of drawing and sloyd. These forms of training extend through the eight grades (nine years). The drawing includes the simple laws of perspective, a study of how objects appear to the eye and how they must bo represented, tho geometrical basis of form and drawing, the study of the simplest Ariew of historic design, and tho application of color in the representation of objects. The sloyd consists of whittling from the second to and including tho sixth grades, and tho use of the commoner tools in the seA^enth and eighth grades, for the produc¬ tion of some forty different models of towel holders, coat supports, brackets, rolling- -pins, etc. The immediate purpose is purely an educational one. It seeks to develop skill of hand and eye and acquaintance with the simplest principles of mechanical construction. These courses of instruction are supported the same as other teaching, by appro¬ priations from the public-school funds. There is no charge for tuition. COURSE OF STUDY. First grade : Clay modeling, paper folding and cutting, color work, drawing. Second grade: Same subjects as first. Third grade: Clay modeling, paper folding, cutting, and pasting, color work, draw¬ ings from objects, and Avhittling. Fourth grade : Same subjects as third. Fifth grade : Drawing, including shading, simplest laws of ornamentation, whit¬ tling simple models. Sixth grade: Same subjects as fifth. SeATenth grade : Drawing, including shading and perspective, the use of saw, try- square, square, jack and smoothing planes, auger and bit, spokeshaAm, chisel, rasp, shaA'ing knife, gauge, sloyd knives and gimlet, working drawings. Eighth grade: Same as seventh, with addition of leading forms of historic ornament. The value of tho plant (tools) is about $250. Tho effect of manual training has been to give added interest to tho work ; parents tell of mechanical things their children do, showing increased skill in constructi\*e MANUAL AND INDUSTRIAL TRAINING. 1031 power. The high school and eighth grade now have more hoys than girls, whereas before the opposite was true. The effect has been altogether helpful. The community is apparently well satisfied of the utility of what is attempted. St. Paul, Minn. [From tlie Thirty-seventh Annual Report of the Board of School Inspectors, 1394-95.] AN OUTLINE OF WORK IN MANUAL TRAINING FROM FOURTH GRADE TO IIIGII SCHOOL. Fourth grade. — Drawing: Use of drawing tools; extension and dimension lines; making free-hand and instrumental drawings of models constructed. Woodwork: Use of knife; cutting of straight line geometric designs, making articles useful in home, school, or play. Tools used: Knife, T square, 45° and 60° — 30° triangles, 12- inch scale. Some of the models are (1) oblong, (2) octagonal mat, (3) key tag, (4) Greek and Maltese crosses, (5) kite string reel, (6) match strike, (7) blotter, (8) 6-inch rule, (9) hexagon, (10) 45° and 60° — 30° triangles, (11) paper knife, (12) frame. Fifth grade. — Drawings : Use of compasses, drawing and dimensioning an arc ; free¬ hand and instrumental drawings of the problems to bo executed in wood. Wood¬ work : Cutting convex and concave surfaces ; finishing with sandpaper. Tools used : Knife, T square, 45° and 60° — 30° triangles, 12-inch scale and compasses. Models made are (1) quatrefoil, (2) fish-line reel, (3) yarn winder, (4) pencil sharpener, (5) pen wiper, (6) calendar board, (7) keyboard, (8) match scratcher, (9) paper knife, (10) valise or key tag, (11) frame, (12) bracket. Sixth grade. — Drawing: First principles of orthographic projection; use of two views to express the facts of a model; making working drawing of the sinrplo geometric solids and of the assembled problems to be constructed. Woodwork: Geometric solids; free-hand modeling .with the knife; making of useful articles having more than one piece to a problem; assembling of parts; use of hammer and brads. Tools used: Knife, hammer, try-square, gauge, T square, 45° and 60° — 30° triangles, 12-inch scale and compasses. Tho models are (1) square prism, (2) cylinder, (3) sandpapering block, (4) pointer, (5) bracket, (6) easel, (7) pencil tray, (8) glove darner, (9) brush rack, (10 and 11) windmill. Seventh grade. — Drawing: Free-hand working sketches and working drawings of all exercises to be made. Woodwork: Use of chisel; making models illustrating the application of tho simple joints used in practical wood working. Tools used : Knife, chisels, hacksaw, hammer, mallet, try-square, gauge, file, T square, 45° and 60° — 30° triangles, 12-incli scale, compasses, and dividers. Models are (1) wedge, (2) bangle board, (3) toothbrush rack, (4) cross-lap joint, (5) match box, (6) inkstand, (7) book¬ stall, (8) T square and triangles. Eighth grade. — Drawing : Working drawings, full size or to scale ; working sketches of pieces of apparatus to be used in school work; theory of projection. Woodwork : Use of plane; making useful articles and pieces of scientific experimental apparatus. Tools used: Knife, chisels, planes, saw, hammer, mallet, try-square, gauge, file, l square, 45° and 60° — 30° triangles, 12-inch scale, compasses, and dividers. Models made: (1) Ruler, (2) bill file, (3) box, (4) footstool, (5) box with partitions, (6) towel roller, (7) knife box. For the schools ha ving no ehisels and jdanes to do the regular seventh and eighth grade work a series of exercises in chip carving has been laid out, the construction and ornamentation being of such a nature that it can be done with the regular sixth- grade equipment. Some of the models that have been made in this series are (1) line cutting, (2) notches based on square, (3) notch pattern based on equilateral triangle, (4) flower¬ pot stand, (5) paper knife, (6) frame, (7) thermometer boards, (8) box, (9) knife, (10) blotter, (11) bread boards, (12) portfolio, (13) bookstall. In tho fourth and fifth grades the drawing gives but one view of tho model. In all grades a free-hand sketch is first made of the model, using as many views as is necessary to express the facts. The model is then analyzed step by step, and the dimensions thus obtained put on the sketch. From the data of tho sketch the accurate working drawing is made. 1032 EDUCATION REPORT, 1895-96. Courses of study for the mechanic arts high school. FIRST YEAR- -First Semester. Boys. Girls. General. Algebra . 5 Latin, German, or French . 5 History and English . 5 Joinery . 5 Mechanical drawing. . 3 Free-hand drawing . 2 Algebra . 5 Latin, German, or French . 5 History and English . 5 Mechanical drawing . 3 Free-hand drawing . 2 Algebra . 5 Latin, German, or French . 5 History and English . 5 Joinery or drawing . 5 Mechanical drawing . 5 Second Semester. Algebra . 5 Latin, German, or French . 5 History and English . 5 Turning . 5 Mechanical drawing . 3 Free-hand drawing . 2 Algebra . 5 Latin, German, or French . 5 History and English . 5 Mechanical drawing . 3 Free-hand drawing . 2 Algebra . 5 Latin, German, or French . 5 History and English . 5 Turning or drawing . 5 Arithmetic . 5 SECOND YEAR— First Semester. Algebra . 4 Latin, German, or French . 5 History and English . 6 Carving . 5 Mechanical drawing . 3 Free-hand drawing . 2 Algebra . 4 Latin. German, or French . 5 History and English . 6 "Wood carving . 5 Mechanical drawing . 3 Free-hand drawing . 2 Algebra . 4 Latin. German, or French . 5 History and English . 6 Wood carving or drawing .... 5 Bookkeeping . 5 Second Semester. Geometry . 4 Latin, German, or French . 5 History and English . 6 Cabinetmaking . o Mechanical drawing . 3 Free-hand drawing . 2 Geometry . 4 Latin, German, or French . 5 Historv and English . 6 Wood carving . 5 Free-hand drawing . 5 Geometry . 4 Latin, German, or French . 5 History and English . 6 Cabinetmaking, wood carving 5 or drawing. Bookkeeping . 5 THIRD YEAR— First Semester. Geometry . 3 Latin, German, or French . 5 Physics . 5 Pattern making . 5 Mechanical drawing . 2 Free-hand drawing . 2 History and English . 3 Geometry . 3 Latin, German, or French . 5 Physics or botany . 5 Wood engraving . 5 Free-hand drawing . 4 History and English . 3 Geometrv . 3 Latin, German, or French . 5 Physics or botany . 5 Pattern making, wood engrav- 5 ing, or drawing. Civil government . 4 History and English . 3 Second Semester. Solid geometry . . . 5 Latin, German, or French . 4 Physics . . . 5 Forge work . 5 Mechanical drawing . 2 Free-hand drawing . 2 History and English . 2 Solid geometry . 5 Latin, German, or French . 5 Physics . 5 Modeling . 5 Free-hand drawing . 3 History and English . 2 Solid geometry . 5 Latin, German, or French . 4 Physics . 5 Forge work, drawing or model- 4 ing. Commercial law . 5 History and English . 2 FOURTH YEAR— First Semester. Trigonometry . 5 English literature . 5 Chemistry . 5 Machine shop . 4 Mechanical drawing . 2 Free-hand drawing . 2 Latin, German, or French . 5 English literature . 5 Chemistry or zoology . 5 Modeling . 4 Free-hand drawing . 4 History. . 2 Trigonometry . 5 English literature . 5 Chemistry or zoology . 5 Machine shop, or drawing, or 4 modeling. Historv . 2 History . 2 Second Semester. United States history . 5 English literature . 5 Chemistry . 5 Mechanical drawing . 3 Free-hand drawing . 2 Machine shop . 5 United States history . 5 English literature . 5 Chemistry or botany . 5 Free-hand drawing . 5 United States history . 5 English literature . 5 Chemistry or botany . 5 Machine shop, drawing . 5 MANUAL AND INDUSTRIAL TRAINING. 10S3 Camden, N. J. [Statement of Mr. Horatio Draper, supervisor of manual training.] The central idea of this work with us is entirely an educational one as distinctive from technical or industrial, in the commercial sense. In the eight grades of our grammar and primary schools (four grades to each) we have a course laid down in manual training that is obligatory on teachers and pupils. The aim and basis of this course is form study— stick and tablet laying, color work, drawing with the straightedge and pen from the object, paper cutting, paper fold¬ ing, cardboard, etc., constructions, geometric designs made of colored papers. Through the eight grades we use White’s “New Course in Art Instruction.” In addition to the above, on the girls’ side we require a course in plain sewing, based chiefly on Hapgood’s “Sewing in the Schoolroom.” In the high school we have both young men and young women, ranging in age from 13 up to 17 years. We have a course of twenty-nine exercises in joinery for both sexes ; a course in carving in wood with light tools, both sexes ; a course in wood turning and pattern making — models and patterns of parts of steam engines, etc., anvils, tool handles, etc., for the young men only; a course in machine work — chip¬ ping, filing, scraping etc., young men only; a course in tin work — open cylinders, telescoping, plain seam and lap seam, cones, pyramids etc., and related forms, as cups, elbows, T joints, funnels, pans, etc., for young men omy ; a course in forging — - drawing out, upsetting, welding, etc., for young men only. We have a full course in drawing, from the object — orthographic, isometric, and scenic projections, free designs, in ink, charcoal, etc., the use of colored washes; the study of color— arranging, matching, etc. We make use of the color wheel, and use colored inks and colored paper of a fine grade. Our wood-working class room is 41 feet long and 18 feet wide. It accommodates 24 pupils at one time, the classes rotating between the academic class rooms and the manual-training class rooms. It contains 12 double benches, each bench supplied with planes of four sizes (block, smooth, jack, and fore), aset of chisels one-fourth inch up to 1£ inch, a claw hammer, a screw-driver, a marking gauge, a 1-foot rule, a bench dog, and 1 12-inch hacksaw. In common 2 cross-cut saws, 2 ripsaws, 1 gluepot, H dozen wooden cabinet¬ makers’ clasps, 1£ dozen iron clamps of different sizes, 1 grindstone, run by a 5-horse power C. & C. motor; 2 Crown power wood lathes, and a Victor power scroll saw. During the first year pupils are confined to the use of hand tools; they are not allowed to use the scrollsaw, miter box, or lathe. For carving we use Addis’s sets of carving tools — 12 tools to a box ; each student is supplied. Our metal working class room is about 41 by 18 feet. It contains 3 long, double benches for machine work, supplied with 24 Parker vises with brass clamp. Each student is supplied with a cap chisel, flat chisel, 12-inch steel straightedge, 1 6-inch steel scale, 1 4-inch graduated steel try-square, 1 steel scribe, 1 steel scraper, 1 pair 5-inch spring calipers, 1 pair combination dividers, 1 12-inch flat bastard file, 1 8-inch hand bastard file, 1 dustbrush, 1 tool rack, 1 center punch, 1 bolt peen, (1 pound), hammer; general tools; 6 surface plates, 6 scribe gauges, 6 steel 12-inch protractors, and 6 oil cans. These benches and tools accommodate 24 students. For forging (the same room) : Two 100-pound anvils, 2 Buffalo forges, 1 10-pound sledge, 2 pair close tongs, 2 pair hollow-bit tongs, 2 set hammers, 1 hardie, 1 grind¬ stone (foot-power), 1 truing device for same. Tmsmithery (in the same room) : One bench, 18 by 2 feet, accommodating 6 students at a time; 2 double iron gas furnaces, one-half dozen tinner’s mallets, 4 hand groov¬ ing tools, 3 riveting hammers, 2 pair 6^-incli flat-nose pliers, one-half dozen 11-pound soldering irons, 3 pair plain dividers, one-half dozen scratch awls, 2 rivet sets and headers, 2 pair tinner’s straight shears, 1 pair tinner’s crooked shears, raising ham¬ mers, 2 beakhorn stakes, 1 creasing stake, 1 square stake, 1 creasing swedge, 1 square-face swedge, 2 iron bench plates, 3 bottom stakes (1, 2, 3,) 1 hatchet blade, 1 hollow mandrel, 1 wire gauge, 2 pair round-nose pliers, 1 pair 5 inch cutting pliers, 2 pair 6-inch flat pliers, one-fourth dozen Chesterman’s rules, 1 blow-horn stake, etc. We use box tin, solder, muriatic acid, and zinc. We find the exercise in tin work useful in bringing into play geometric developments and sections. All exercises are constructed from drawings done by the students. The drawing room accommodates 24 students; it contains 24 adjustable drawing desks, racks for 145 drawing boards (25 by 20 inches), 1 rack for clay boards (12 by 6 inches), clay and plaster of paris. Manual training is kept up by the city and State — by special tax the city raises a certain amount, and the State appropriates a like amount, only in no case will the State appropriate more than $5,000 ; and the money from both city and State can bo used for no other purpose than manual training. ED 96 - 33* 1034 EDUCATION REPORT, 1895-98. Pupils, -with us, arc required to furnish, for themselves a box of drawing instru¬ ments and from two to three aprons. Manual training was started in Camden, February 4, 1891 ; from that time up to date our plant has cost us : Drawing, $719.90 ; modeling, $1,954.19 ■; sewing, $1,234.75 ; metal work, $1,242.07; woodwork, $1,695.92; carving, $163.84. During the year ending June 30, 1896, 129 students were taught the higher grades of drawing in the manual training high school; 4,898 males and 5,339 females were taught the various exercises in modeling (including drawing) in the eight grades of the district schools of the city, and 239 boys and 3,174 girls were taught sewing. The cost of manual training for the city during the year, $7,603.98. Fifty-one young men and 78 young women were taught joining and carving in the manual training high school; 51 young men were taught metal work, including forging and tinsmithing, in the manual training high school. In sewing there is 1 lesson per week, of 60 minutes; in modeling two lessons per week, of 45 minutes each. By modeling we understand all construction work, of paper, cutting, etc., including color work; we have no clay work in the district schools. ■ In the manual training high school two to four lessons per week, of 45 minutes each, in shop work. In drawing there are 4 lessons per week, of 45 minutes each. Since the introduction of manual training I have noticed a greater interest among parents in all school work ; that we keep a certain class in school longer, and educate a certain element, at least, in accuracy, neatness, etc., that seemed beyond our reach under the old methods. By the manual exercises we awaken an interest in and get a hold on this element. Once having roused an interest in the pupil the skillful teacher can and does carry that interest over to the ordinary class-room work. The number of discipline cases is fewer, and the degree of offense less. Moxtclaie, N. J. [Statement of Randall Spaulding, city superintendent.] The object in all instruction in this department is disciplinary. It is not our aim to teach any trade, but simply to train the hand and the eye coordinately, and, through them, the mental faculties. We have no objection to teaching useful arts, but utility, in a commercial sense, is not our chief aim. Manual training is obliga¬ tory with all pupils of both sexes and in all grades until the high school is reached. The work is a part of our public school course for which, of course, no tuition i3 charged. Manual training in New Jersey is subsidized by the State, tho State giv¬ ing to the town each year a sum to be devoted to manual training, a sum equal to that which is raised for the same purpose by the town itself. The town in order to avail itself of the State subsidy must raise at least $500, while $5,000 is the maximum that can be received from the State. In the sixth to ninth grades inclusive, instruction is given by special teachers and in rooms suitably furnished for the purpose. We have two buildings. One is a one-story building about 25 by 50 feet and is used for carpenter work, wood-carving, lathe-work in wood and metal, and vise- work, About twenty-eight sets of carpenter tools are provided and an equal num¬ ber of sets of wood-carving tools. Five wood lathes are furnished and the same number of metal lathes for turning, respectively, wood and metal ; also a suitable number of vises. Our other building is of two stories. Tho first story includes (er week; Tilden’s Commercial Geography, com¬ plete, excepting footnotes. History of the United States.^- One hour per week; by use of supplementary his¬ torical readers. - Drawing. — Two hours per week, as in subdivision (a) ; also, mechanical — elements of architectural drawing. First Grade— Second Year. — Supplementary- Course. For those not desiring to enter either of tho colleges. English. — Eight hours per week. Reading: Earlier English authors (seventeenth century) in prose and verse, with short biographical sketches of the more important ones. Elocution: As in subdivision (a). Compositions: As before, and including critical essays on books read at home. Words : As before. Grammar : In connection with the reading and compositions, with study of style. Bookkeeping. — Two hours per week; details as prescribed by committee on courso of study. Geometry. — Three hours per week ; Hill’s Plane Geometry completed. Physics. — Two hours per week; Shaw’s. History, general. — One hour per week (text-books). Phonography . — Two hours jier week; details as prescribed bv committee on course of study. Drawing. — Two hours per week. Free-hand and mechanical, continued. 1040 EDUCATION REPORT, 1 95-96. German or French. — Two hours per week. Begun or continued. To show more readily the extent to which this course of study is pursued in our system, and also the distribution of the pupils through the several grades, I submit the following statement : The course is now pursued in 43 different schools or depart¬ ments, namely, 7 grammar departments for males, 8 for females, and 3 for both sexes ; also in 25 primary schools and departments. One primary department gives instruction to girls alone ; in the remaining 24 primary schools and departments instruction is given to both sexes. The following table shows the number of pupils in the several grades: Grades. Grammar grades. Primary grades. Males. Females. Number. Average age. Number. Average age. Males. Females. Age. a First grade . . Second grade . Third grade . Fourth grade . Fifth grade . Sixth grade . Seventh grade . Eighth vrade . . 475 377 448 525 704 834 952 1,230 Yrs. mos. 14 8 14 0 13 6 13 1 12 8 12 3 12 0 11 2 532 424 498 613 685 884 963 1, 332 Yrs. mos. 15 0 14 1 13 8 13 2 i 12 8 12 3 | 11 9 11 2 935 1, 175 1. 181 1, 334 1, 360 2, 295 b 44 990 1, 159 1,169 1,490 1, 314 2, 347 6 62 Yrs. mos. 10 8 10 0 9 4 8 7 7 9 6 8 5 7 Total . 5, 545 5, 931 8,324 j 8,531 i 1 1" a The ages of the males and females are averaged together. 6 The seventh is a kindergarten grade. On December 31, 1895, the number engaged in the several subjects more particu¬ larly relating to a manual training course were as follows : Free-hand drawing, taught in all the primary grades (7) and grammar grades (8), 28,331; mechanical drawing, taught in all the grammar grades, 11,476; cutting from drawn work, taught in the highest primary and the lowrest three grammar grades, 8,120; clay modeling, taught in the highest primary grades and in all the grammar grades except the highest, 12,394; sewing, taught to all female pupils in the highest three primary grades and the lowest five grammar grades, 7,695 ; shop work (in wood), taught to all male pupils in the highest five grammar grades, 2,529 ; cooking, taught to all female pupils in the second and third grammar grades, 922; carving (wood), taught to all male pupils in the second and third grammar grades, 825. It should be stated, for the clearer understanding of the course, that clay is used in form study by ail the primary children excepting those in the first and seventh grades; that is, by 14,920 children. Also, the folding and cutting of paper are employed in the study of form and design. In noting the grades, please to keep in mind the fact that, with the exception of the highest grammar grade, the terms are half-yearly. The highest grade in each class of schools is called the first. The school buildings are similar to those in which the regular course of study is pursued, excepting only provision is made for a shop or kitchen, or both, and, in some few cases, for a room specially fitted up for clay work. The manner of keeping the accounts will not permit us to give definite information as to cost and annual expense. The purpose of the board is not to separate the manual- training element from but to make it an integral part of the educational plan. We have no means of knowing the occupations of former pupils after leaving- school. Cleveland, Ohio. [Statement of "W\ E. Roberts, supervisor of manual training.] The fundamental idea in our manual training work is that it is a part of general education and not special training, and that its value in public-school work lies in its contribution to mental development as a result of hand and eye training. That our manual training high schools give excellent preparation for higher technical school courses is simply incidental, as is also the industrial side of the question. Manual training is obligatory in the first six years of school and optional in the two highest grammar grades and the high schools. The work is entirely under the direction of the board of education, as a part of regular school work, and a special tax levy is provided by State law for its support. No charges are made for tuition. Below the high school all supplies are provided MANUAL AND INDUSTRIAL TRAINING. 1041 for pupils free of charge. In the high school a charge of $5 per year is made for materials used. The course of study covers eleven years, beginning with the first year in school and ending with the third year of the high school. In the first four or primary years the manual training work is based upon the study of form by means of clay modeling, paper folding, stick laying, outlining with needle, paper and cardboard construction work, and drawing, color and arrangement being taught incidentally. In these four grades about 32,000 children receive manual instruction, boys and girls working together. The average ages of children in these four grades are 6.6, -8, 9.2, and 10.5 years, respectively. In the fifth, sixth, and seventh years different lines of work are provided for boys and girls. A course in knife work, requiring the use of the simplest tools — the knife, rule, try-square, compass, and pencil — is provided for boys, and a course in sewing for girls. In the eighth year bench work is given to boys and cooking to girls. The work of the seventh year is not yet fully developed and in most cases seventh-year pupils have had bench work and cooking. At present, means are insufficient to extend manual training privileges to all pupils of the four grammar grades. About 2,400 now receive instruction in the fifth and sixth years and about 1,200 in the seventh and eighth years. The average ages of these grades are 11.5, 12.5, 13.2, and 14 years, respectively. We have two high manual training schools. In one of these the work is taken by high-school pupils in addition to the work of a high-school course, and in the other as a part of a high-school course, in which the manual work counts as a study, or may also be taken as additional work by pupils in any course. The work for boys consists of wood joinery, wood turning, and pattern making the first year, forging and chipping and filing the second year, and machine-tool work the third year, with free-hand and mechanical drawing throughout the course. For the girls, wood joinery the first year, wood turning and clay modeling and plaster casting the second year, and wood carving and a final project involving the ideas of the entire course the third year, with drawing each year. The high-school work is taught to about 300 piipils of from 14 to 18 years of age. All of the work is under the general direction of a supervisor, and an assistant who has charge of the work in the four primary grades and the sewing in the fifth, sixth, and seventh years. All of the instruction below the seventh grade, or seventh year, is given by the regular room teachers, under the direction of the supervisors. For the seventh and eighth grades two special teachers of woodwork and two teachers of cooking are employed, and for the high schools a principal and six assist¬ ants, the supervisor acting as principal of one of the schools. The time devoted to manual training varies from one-half hour per week in the first grade to one and one-half hours per week in the eighth grade and seven and. one-half hours per week in the high school. For the seventh and eighth grades four special rooms are provided, two for wood¬ work and two for cooking, to which pupils go from adjacent school buildings. The woodworking rooms are each arranged with small benches, sets of simple wood¬ working tools, cupboards, etc., for 20 pupils to work at one time, and the cooking rooms each with tables, dishes, ranges, cupboards, etc., for the same number of pupils. The Central Manual Training School for high-school pupils, erected in 1893-94, is a two-story building with basement, of neat and appropriate design, built especially for manual training work. The basement is occupied by the boiler and engine and forge shop, arranged for 20 pupils to work together. On the first floor are the offices, wood-turning rooms, with benches and lathes for 24 pupils, and the machine shop, which is not yet complete in all its details, but which is to have an equipment in proportion to that of the other departments. The second floor is occupied hy the wood-joinery room, with benches and tools for 24 pupils, and two drawiug-rooms. The West Manual Training School occupies the building formerly used for the West high school, remodeled to meet, as far as possible, the needs of a manual train¬ ing school. The equipment is very similar to that of the Central school, though less expensive, and is arranged on a basis of 16 pupils working in a department at one time. In all of tbe manual training work all tools and materials are provided for tbe pupils, except that high-school pupils are required to furnish their own drawing instruments. It is at present impossible to give very accurate estimates of the value of equip¬ ments and buildings. For the four primary grades the permanent equipment is small, not exceeding an average value of $10 per building or $450 in all. This would include the scissors used in the sewing work of the grammar grades. The knife- work equipments of the fifth, sixth, and seventh grades cost about $40 per building, or about $320 for the work now in operation. The present equipment of the two eighth grade wood- working rooms cost $300 each, and of each of the cooking rooms 1042 EDUCATION REPORT, 1895-96. $240, making a total of $1,400 for equipment of grammar grade work. The Central Manual Training building cost about $27,000. An estimate of the cost of equipment c,an not he given. The equipment of the West Manual Training School cost about $6,000. The annual cost of supplies — clay, paper, paste, etc. — for the work of the four pri¬ mary grades, as at present conducted, is about 2 cents per pupil. For the knife work and sewing of tho grammar grades, supplies cost about 54- cents per pupil per year, and for tho grammar grade bench Avork and cooking about 30 cents per pupil. No estimate of liigh-school supplies that would be of Aralue can be given. Our manual training work is so new in the lower grades that but little system¬ atic information has been collected as to its effect upon other school studies. Teachers are finding it a means of gaining tho attention of classes not in this work alone, but that its influence in this direction is extended to other school work. Many instances are noted of pupils whose interest in school has begun with manual train¬ ing and has been extended through its .means to other lines of work. A point of particular interest noted is tho power of pupils in advanced work who haAre had a year’s training to think and act clearly and decisively for themselves and to anticipate and describe the steps in a process. In connection with the high-school work there have been better opportunities for observation, and more definite statements can be made. It is certainly safe to assert that in general the influence of manual training upon other school work is good, and in a large number of particular cases that have been observed the final and suc¬ cessful completion of school Avork was due to manual training. Many haAre con¬ tinued in high school until the manual training Avork was completed who Avould otherwise haAro stopped with or before the completion of the first year, and some have been led by its means to complete the high-school course and go on to higher education. As yet it is difficult to judge much of the influence upon the occupations of former graduates. Of those that it has been possible to follow, a very large per cent are now in classical or technical colleges. Of those remaining all, so far as is at present known, are filling positions principally in mechanical work. COURSE IN MANUAL TRAINING. Fiest Grads. FIRST TERM. Stick laying. — (1) Outline parallelogram, horizontal, size of desk, length of desk, half the Avidth; vertical, width of desk, for height; 1 inch, 2 inches, etc., Avide, oblique; upper left-hand corner to lower right, 1 inch, 2 inches, etc., Avide; vary sizes; make outline of doors, windows, etc. ; (2) to lay lines of different lengths, as directed. Note. — Keep in harmony with arithmetic assignment. Folio av first three points of assignment in drawing; outlining with needle. Modeling. — (1) Use wooden model of sphere. Each child may haAro a smaller sphere, as a marble; discover its properties; give its name; give name of surface, round surface. (2) Each child model a sphere of clay; (3) change model as directed, so as to make apple, melon, etc. ; (4) model small spheres to harmonize with lessons taught on fruits. Tablets. — (1) Pupils select circular tablets; give name, circle; (2) arrange on desks or paste on paper, as directed. Sewing. — (1) Outline circle; (2) Outline spherical objects, as pattern directs, as bunch of cherries, apple, etc. Note. — In a similar way work with a hemisphere. SECOND TERM. Study of the cube. Use solid form as in first term. Modeling. — (1) Children model cube from sphere; (2) obserAm that each face of cube is a square ; (3) model cubical forms, as a lump of sugar, etc. Stick laying. — (1) Lay squares of given dimensions, as directed. Tablets. — Lay square tablets as directed, spacing equally, corner to corner, etc.; (2)' combine square with circular tablets, as directed. Paper folding. — (1) Fold one square into halves; into fourths; (2) horizontal, vertical. Sewing. — (1) Outline one square; bisect it; divide into quarters, etc., as directed. Note. — Keep in line Avith number work. MANUAL AND INDUSTRIAL TRAINING. 1043 THIRD TERM. Modeling . — (1) Outline forms of roots, leaves, and simple flowers in the flat. Stick laying. — (2) Outline forms of leaves, using leaves from nature as patterns. Sewing. — (1) Outline form of roots, leaves, and flowers, as directed. Note. — Teachers will use their discretion about pupils modeling stories in lan¬ guage work in flat relief, as story from Hiawatha, Little People of the Snow. Second Grade. FIRST TERM. Paper folding. — (1) The square. Fold once: fold each of these parts once. Hori¬ zontal ; vertical; observe . results, horizontal or vertical lines, parallel, parallel©-, grams. Compare size. (2) Fold in several folds as directed vertically, then horizontally. Observe results. (3) Fold lower left corner to meet upper right. Result. Fold in opposite direction. Observe result, etc. Paper cutting. — Pupils may cut through the lines made by folding. Pasting. — These forms may bo pasted to make patterns as directed. SECOND TEEM. The circle treated as the square. (See first term.) Folding and cutting. — Triangles, cut from folding square, name, angles. Pasting. — (1) Arrange triangles as directed to make pattern. (2) Combine squares and triangles to form patterns as directed. (3) Combine circles and triangles. THIRD TERM. Drawing and cutting. — Frout view of objects, as tables, etc., may be drawn and cut. Pasting. — These front views when cut may be pasted at discretion of teacher. Building cubical box . — Squares cut for faces: narrow rectangles cut for binding; sewed to form box. Third Grade. FIRST TERM. The cylinder: Use the solid, as sphere and cube were used. (See first year.) Dis¬ cover properties ; learn name. Folding. — (1) Make paper cylinder, fold square as directed, paste. (2) Mako half cylinder. Construction. — Make shallow bos, cylindrical form. Square prism. — Use the solid. Give name. Compare with cube. Folding. — Pupils may make square prism by folding, cutting, and pasting as directed. Construction. — Build boxes of pasteboard, cylindrical or form of square prism by folding, cutting, sewing, or pasting as directed. Equilateral triangular prism. — Use methods preceding, folding; cutting; sewing; or pasting. Construction. SECOND TERM. The cone. Give the form. Give name. Folding. — Fold square and cut as directed. Construction. — Make paper cone. The truncated cone. — Fold, cut, sew or paste. Many pretty and useful objects may be constructed from this form. j Ellipse. — Use the form. Fold, draw, cut. Result, ellipse. Tablet laying. — Pupils may cut their own tablets; arrange as directed; combine with circle, etc. Many pleasing patterns may be made; pasted at discretion of teacher. Vase form. — Folding and cutting. Fold square as directed. Cut as directed. This form may be varied in many ways to give pleasing results. THIRD TERM. The cross. — By folding and cutting as directed, various forms of crosses may be made. These may be cut from bright colored papers and pasted on neutral tint, at discretion of teacher. Varieties of forms. — Teacher may use discretion in choice of forms cut, and of objects constructed. Serving. — Instruction in threading needle, making knot in thread. Give a few exercises in sewing on buttons; spacing evenly. 1044 EDUCATION REPORT, 1895-96. Fourth G-rade. FIRST TERM. The square pyramid. — Use type solid. (See previous assignment.) Discover form of sides; of base. Folding. — As directed fold and cut all tbe triangles at once. Sewing or pasting. — Complete form of pyramid. Vary dimensions : fold, cut, con¬ struct. Truncated pyramid. — (See truncated cone, third year. Teacher should use oppor¬ tunities for constructing as many articles as possible from this form. Equilateral triangular pyramid. — Follow directions preceding. Tablet laying. — Pupils may now cut their own tablets, using triangle principally. But other forms previously learned may be combined to give pleasing variety. Paste on neutral ground. SECOND AND THIRD TERMS. Construction work in cardboard. (Boys.) — (1) Objects made by means of laps based on type forms as directed. Note. — If the work of the previous years has been well done, the work of these terms will afford much satisfaction to the pupils. Sewing. (Girls.) — (1) Instruction in the use of thimble and scissors, manner of preparing work, of holding work. (2) Stitches taught: Basting, overcasting, over¬ sewing, running, hemming, outlining, buttonhole stitch. (Buttonholes at discretion of teacher.) (3) Preliminary work. Use colored paper with white thread, or col¬ ored thread with white paper, to teach stitches, when necessary. (4) Fold paper for hemming. (5) Sewing on cloth. Material to be brought from home; only such work attempted as requires kind of stitches mentioned above. Each girl may make herself a> sewing bag in this year; time at discretion of teacher. Note. — Teacher should from the first insist on neatness of work. Fifth Grade. Woodwork. — Surface forms involving two dimensions only. Tools: Rule, square, gauge, compass, pencil, and knife. Material: Pine, one-eighth and three-sixteenths inch thick. Exercises: Laying out work; use of rule, square, gauge, compass, and pencil. Cutting: Use of knife; straight, end, oblique, convex, and concave cutting. Drawing : Construction of geometrical figures upon which the models are based and working drawings of the models. Models: (1) Ruler, cutting rectangle. (2) Garden label, cutting point. (3) Puz¬ zle, cutting square, right triangle, and rhombs. (4) Whirligig, cutting circle. (5) Table mat, cutting hexagon. (6) Calendar, cutting pentagon. (7) Yarn winder, cutting convex and concave. (8) Vase, cutting symmetrical forms. (9, 10, and 11) Fish-line winder, star, and arrow, cutting recessed edges. (12) Picture frame, cut¬ ting square hole. (13) Picture frame, cutting round or elliptical hole. The remainder of the year is to be devoted to constructions based upon the exer¬ cises and principles already given. Models: (14) Triangle. (15) T square. (16) Penrack. (17) Easel. (18) Wall bracket. (19) Corner bracket. (20) Box. Note. — In the woodwork of the fifth, sixth, seventh, and eighth grades give par¬ ticular attention to correct position, correct use of tools, and to accuracy of work. Sewing. (Girls.) — Attention given to use of thread, needle, and scissors, and manner of holding work. Stitches: Stitching, back stitching, felling, gathering, sewing gathers, button¬ holes (in addition to work of fourth grade). Preliminary work : Use paper to teach folding, as in a fell. Material: See fourth year. Cutting: In this year practice should be given in cutting in given directions as dictated; this, however, only to involve preparation of seams. Striped paper may be used to commence practice on. Note. — Careful attention should constantly be given to neatness of work. Sixth Grade. Woodwork. — Solid forms involving three dimensions. Tools, material, and exer¬ cises (see fifth year). Drawing : Working drawings of models, full size. Models: Geometrical solids. (1) Square flower stick. (Prism and pyramid.) (2) Round flower stick. (Cylinder and cone.) Joints : (3) Flowerpot stand. (4) Wind- MANUAL AND INDUSTRIAL TRAINING. 1045 mill. (5) Book rack. (6) Picture frame. Symmetrical form work: (7) Dough spade. (8) Hammer. (9) Vase. Irregular form work : (10) Knife. (11) Hatchet. Sewing. (Girls.) — Careful attention should be given to correct use of utensils, as well as to neatness of work. Stitches : All the stitches of the previous grades should be practiced ; herringbone or catstitch taught; particular attention should be given to making buttonholes, gathering and sewing gathers, sewing on buttons. In addition, patching (involv¬ ing the use of plaid, striped, and figured cloth) should be taught. Cutting : Particular attention should be given to cutting patches and preparation of cloth for patch. Material : See fourth year. Seventh Grade. Woodivorlc. — Bench work, involving use of bench and a complete set of the prin¬ cipal hand wood-working tools. Exercises: Laying out work, measuring, squaring, gauging. Sawing, rip, cross¬ cut, oblique, and back sawing. Planing, edge, surface, smooth, oblique, block, joint, convex, jack board, rabbet, and groove planing. Chiseling, vertical, horizontal, oblique, convex, concave, groove, rabbet, and gauge chiseling. Boring, vertical, horizontal, brad awl, and countersink boring. Securing work, nailing, screwing, and gluing. Finishing, scraping, filing, and sandpapering. Drawing: Working drawings to scale. Models: (1) Tool rack. (2) Cutting board. (3) Flowerpot stand. (4) Flower¬ pot stool. (5) Coat hanger. (6) Bench hook. (7) Keyboard. (8) Towel roller. (9) Frame. (10) Box. Sewing. (Girls.) — Particular attention should be given to neatness of work. Stitches : All the stitches of previous grades to be practiced ; most attention to be given to the stitch in which pupils are least proficient; teach darning. Note. — This will only be pleasing when pupils are able to do it well. Teach feather stitch; hemstitching, at discretion of teacher. Eighth Grade. Woodivorlc. — Work of the seventh year continued. Drawing: Working drawings from description. Principles upon which working drawings are based. Models: (11) Pen tray. (12) Picture frame. (13) Drawing board. (14) Knife box. (15) Spoon. (16) Book rack. (17) Tool chest. Coolcing. — (Thirty-four lessons.) (1) Fire building, definitions, measuring. (2) Broiling — steak, chops, meat cakes. (3) Baking — croutons, potatoes, bread crumbs. (4) Boiling — potatoes, eggs, mashed potatoes, potato cakes. (5) Toasting — dip toast, milk toast, egg vermicelli. (6) Baking — apples, crackers, cheese, cracker brewis. (7) Boiling — meats, beef tea, gravy. (8) Warming over meats — minced meat on toast, scalloped mutton, tomato sauce, rissoles. (9) Steaming — oatmeal, apples, pota¬ toes, hasty pudding. (10) Bread and biscuit. (11) Griddlecakes, corn-meal cakes, breakfast" puffs. (12) Muffins, brown bread, baking powder. (13) Graham gems, baking-powder biscuit, corn cake. (14) Beef stew, dumplings, apple pudding, plain sauce. (15) Gingerbread, plain cookies, soft-molasses cookies. (16) Soup stock, tomato soup, potato soup, croutons. (17) Soups — mixed, vegetable, tomato, rice. (18) Warming over potatoes — lyonnaise, creamed, princes, in white sauce. (19) Pastry — apple pie, custard pie. (20) Frying— croutons, fishballs, doughnuts. (21) Frying — croquettes, fresh fish, fritters. (22) Sauteing veal, French toast, potato turnovers. (23) Stewing — cranberries, prunes, apricots, apples. (24) Beverages — cocoa, chocolate, coffee, tea. (25) Salt meats — frizzled beef, creamed codfish, corned beef. (26) Hash, mead souffle, cottage pie. (27) Baked fish, stuffing, drawn butter sauce, trying out fat. (28) Simple puddings — cornstarch, chocolate, bread, hard sauce. (29) Cheese souffle, macaroni and cheese, cheese puffs. (30) Omelets and various ways of cooking eggs. (31) Steamed puddings — plain suet, ginger suet, fruit suet, lemon sauce. (32) Invalid cooking. (33) Salads. (34) Cake. MANUAL TRAINING SCHOOLS. Eirst Year. Shop practice. — Wood working: Bench work, sawing, planing, mortise, tenon, dove¬ tailing, doweling, joining, cabinetwork, simple carving, plain and ornamental turn¬ ing, chuck, and face plate work, scroll sawfing, pattern making, molding and casting in a light form. Drawing. — Geometrical drawing, principles of projection, simple developments of surfaces, mechanical and free-hand working drawings, sketching, free-hand perspec¬ tive design, lettering — 25 plates. 1046 EDUCATION REPORT, 1895-96. Second Year. Shop practice. — Metal -working: Forge -work, forging, bending, drawing, upsetting, punching, cutting and welding iron; ornamental ironwork — forging welding, tem¬ pering, and annealing steel. Machine work, vise work, chipping, Sling, scraping, and work on speed lathe. Drawing. — Geometrical drawing, intersections of solids, isometrical drawing, details of machines from measurement, mechanical perspective, line shading, design, archi¬ tectural drawing, ornament, water color in flat washes, lettering — 20 plates. Third Year. Shop practice. — Metal working: Machine work, turning, boring, drilling, planing, screw-cutting, tool making. Study of mechanics : Design, construction, steam engine and boiler. Drawing.-*- Geometrical drawing, projection of shadows, machine drawing, including the laying out of belt motions, screws, gears, cams, etc., tracings and blue prints, pen sketching, lettering — 12 plates. Toledo, Ohio. TOLEDO MANUAL TRAINING SCHOOL. [From tlie Tenth Annual Report of the Directors, 1894-95.] The organization of this school was made possible through the bequest of a citizen of Toledo, the late Jesup H. Scott. Mr. Scott had, during his life, an intense appre¬ ciation of the value of trained intelligence in industrial affairs. It was also his desire to elevate labor and the laboring men to a higher plane, and clothe both with more dignity and respect. For these reasons he had cherished the idea of founding, at some time, a university of arts and trades. A short time beforo his death Mr. Scott matured his plan of the Toledo University of Arts and Trades, and conveyed to trustees of the same, as an endowment fund, valuable lands lying adjacent to "the city of Toledo. This fund was afterwards greatly increased by gifts by the sons of Mr. Scott. Mr. William H. Raymond also generously contributed to the fund a sum of $15,000. But in 1881, owing to some adverse circumstances, the trustees found they would be unable to realize the purposes of the donors on the projected scale, and so made a tender of the entire university property to the city of Toledo on condition that the city would assume the trust under the powers and obligations imposed by the statutes of Ohio. In March, 1884, the common council of Toledo accepted the trust in behalf of the city, a new board of trustees was appointed, and the department of manual training was organized as a part of the public school system, to be managed jointly by the university trustees and the board of education. In October, 1884, the manual train¬ ing work began in an experimental way in the rooms of the high school building. The work began with a class of 60 boys and girls, under the instructions of but one teacher. For the first year the only studies pursued were carpentry or light wood¬ work, and free-hand and mechanical drawing. But so popular and useful seemed the work, and so eager were others to enter upon it, that it became necessary greatly to enlarge the facilities for these studies. The school is now completing its tenth year of work. It has proved itself useful and popular, and may be regarded as having passed beyond the experimental stage of its history and become a fixture in the educational system of Toledo. EXPENSES. For the residents of Toledo instruction in the manual training school is free like the other public schools, a small charge for material only being made as follows : The first year, $6 ; the second, $7.50 ; the third and fourth years, $9 each ; payable in three installments at the beginning of the fall, winter, and spring terms. For nonresidents of Toledo, tuition, including high school fee and regular material fee., is charged as follows, jiayable in the same manner as above : For the boys, first year, $45; second year, $60; third and fourth years, $75 each. For the girls, first and second years, $45 each; third and fourth years, $60 each. The work of the student is the property of the school, but may be given to the pupil at the discretion of the superintendent. THE BUILDING AND EQUIPMENTS FOR MANUAL INSTRUCTION. The building for manual instruction is 60 by 120, and four full stories in height. The drafting rooms occupy the fourth floor of the east half of the building and one- half of the west wing on the ground floor. These rooms are admirably lighted and MANUAL AND INDUSTRIAL TRAINING. 1047 fitted with blackboards; drawing tables, and closet racks, so that the pupils have eacb a place to put away their work, as class after class successively occupy the rooms. As drawing is the foundation for almost every species of correct mechanical work, students of the manual school continue to work in these rooms from the beginning to the end of their school course. The woodworking department occupies two rooms, one on the third and one below it on the second story, each 40 by 55 feet. The former contains 1 jig saw, 12 heavy double workbenches, with full sets of tools for each pupil, and is equipped to accom¬ modate four classes of 24 students each per day. The second-floor room contains the same equipment as the third-floor room, and in addition 24 improved wood¬ turning lathes and 1 emery grinder. The former room receives the boys of the first- year course, and the latter the boys of the second-year course. A complete equip¬ ment of belting and gearing moves all the saws and lathes in the woodworking rooms. The wood-carving and clay-modeling room is 40 by 27 feet, has plenty of light, and is equipped with 12 suitable benches, with racks and cases designed especially for wood carving and clay modeling. As in all other departments, each pupil has his own tools and drawer. The forging room occupies the whole of the ground floor on the east side, and is a room 40 by 55, 12 feet high. The room is well lighted and is equipped with 18 forges and anvils, with all needed tools for each, and benches, vises, grindstones, emery stones, etc. A system of galvanized-iron pipes is over all the forges, and a large exhaust fan ventilates into large chimneys. The forge blast is obtained by means of a power blower. The machine shop is a room 40 by 55, 12 feet in height. It has an equipment of 8 Putnam engine lathes, 2 speed lathes, 2 drill presses, a good-sized planer, a shaper, an excellent universal milling machine, 1 power hack saw, an emery grinder, and a grindstone. Vises of the most improved pattern are fixed upon benches placed under the windows of the room. In the domestic economy department, opposite the drawing rooms on the fourth floor, and occupying the whole of the west half of the building, are the cooking and textile-fabric rooms, lighted by side and skylight, warmed by steam, and perfectly ventilated. The cooking room is equipped with two large ranges and 2 gas cooking stoves, 5 double tables, each made to accommodate 4 pupils ; each pupil has her orvn table space for work, and a small gas stove on the table between each two, the accommodations being for classes of 20. Each table has 4 drawers, and cupboards below for all essential utensils. At the end of the room are pantry closets and a commodious wash room, with all conveniences for girls, including individual closets for each to keex? aprons, clothes, etc. The textile-fabric room is equipped with furniture and appliances for teaching domestic handiwork in the cutting and making of garments, house furnishing, hand and machine sewing, etc. The boiler and coal room is under the sidewalk of Tenth street, in a vaulted room especially adapted to the purpose. The boiler is a 70-horse power steel tubular, and furnishes power to run the engine and steam to heat the entire building. A 50-horsepower Ball engine, the source of x>ower for all the shops, occupies a place in the main hall on the ground floor, and instruction is given the pupils in the use and care of the boiler and engine in all their details ; and these, as well as the force pump, feed water, heater, hot-water receiver, and steam apparatus, are all used to illustrate the generation and application of steam. COURSE OF INSTRUCTION. First year. — Language : Composition; English classics, Latin, French, or German. History: Ancient. Mathematics: Geometry, algebra. Science: Physical geography, commercial geography, and bookkeeping. Drawing: Free-hand and instrumental working drawings, free-hand perspective, cast drawing, illustrative drawing. Manual work: For boys, bench work in wood, clay modeling; for girls, sewing and cooking, clay modeling. Second year. — Rhetorical analysis; English classics, Latin, French, or German. History: English and general. Mathematics: Solid geometry, algebra. Science: Physiology, botany, and physics. Drawing: Instrumental drawing, cast drawing, historic ornament; sketches in pencil, free-hand and pen and ink; illustrative draw¬ ing. Manual work : For boys, wood turning, pattern making, foundry molding; for girls, dressmaking, hygiene, home nursing, cooking. Third year. — Language: English literature; essays, Latin, French or German. History: American. Science: Physics, with laboratory practice. Mathematics: Trigonometry and higher algebra, or business arithmetic and accounts. Drawing: Free-hand and instrumental drawing, charcoal drawing, design; water color, 1048 EDUCATION REPORT, 1895-96. sketching. Manual work: For boys, forging, chipping, filing, machine construc¬ tion; for girls, purchasing household supplies, cooking, chemistry of cooking, garment cutting and making. Fourth year,— Language : English literature, debating, public speaking, Latin, French, or German. History: Political. Civics: Political economy. Mathematics: Mechanism, steam, strength of materials. Science : Chemistry, with laboratory practice; home sanitation. Drawing: Free-hand and instrumental drawing, char¬ coal drawing from the antique; design, water color, sketching. Manual work: For boys, machine shop, steam and electrical engineering; for girls, cutting, making, and fitting of garments, millinery, household decorations, typewriting, stenography. INSTRUCTION IN DETAIL. Drawing and Art. First year. “-Free-hand perspective; pencil sketching from still life; charcoal drawing from still life and ornament; history of design, with practical work in color ; historic ornament in color and pen and ink ; clay modeling from ornament. Second year. — Perspective sketching of interiors and exteriors; pencil sketching from still life and nature; pen-and-ink rendering; elementary water color from still life; interior decoration; charcoal drawing from masks ; clay modeling — heads. Third year. — Sketching from life and costumed figure; pencil sketching from nature; charcoal drawing from heads and full-length figure; advanced water color; clay modeling from full-length figure; history of art. Fourth year. — Charcoal drawing from life — head; water color from nature; char¬ coal drawing from full-length figure; sketching from life and costumed figure; pen- and-ink sketching J clay modeling from life ; anatomy — history of art. Drawing and Shop Work for Boys, woodwork. Drawing. — Free-hand work on blackboard, such as sketches from objects, studies of geometrical surfaces and solids ; lettering ; free-hand pencil work, drawing from objects, parts of machines ; homemade sketches once a week of simple, familiar objects; working drawings in pencil for shop use, consisting of simple projections and figures; pen lining and use of ink; geometrical figures; geometrical problems; mechanical lettering; figured sketch of a simple machine or piece of joinery; tracing and blue print. Carpenter shopwork. — Care and proper use of tools ; exercise in sawing and planing ; making mortise and tenon, square and oblique dovetails, scarf and keyed joints and braces — in all about 30 exercises; turning, ‘‘roughing down ” straight, concave and convex surfaces; ornamental hard- wood turning, tool handles, rosettes, dumb¬ bells, pattern making, etc. ; cabinetwork, ornamental picture frames, models, fancy work boxes, tables, bookcases', etc. Each pupil works from drawings made by himself in drafting exercises. forging. Drawing. — Shop drawings in ink, figured; problems in oblique projection; iso¬ metric projection; shade and shadow; mechanical perspective; development of surfaces; pencil sketch, figured, of machine or architectural work; tracing and blue print ; homemade sketches once a week in pencil. Blacksmith shopivork. — Care of fire; exercises in drawing out, upsetting, bending, twisting, punching, welding iron; tempering steel, staples, nails, hooks, rings, 7;s, hatchets, fire shovels, punches, chisels, bolts, lathe tools, blacksmith tongs, wrenches, lathe dogs, flatters, swages, hammers, screw drivers, etc, — all from drawings made by pupil himself in. drafting exercises. MACHINE WORK. Drawing. — Shop detail drawing; sketches and working drawings from measure¬ ment of machine or architectural work; general plan, elevation, etc., worked up from details; tracings and blue printing. Machine shopwork. — Use and care of machinery; exercise in chipping, filing, and finishing cast and wrought iron; boring, turning, planing, drilling, milling, and grinding; making reamers, taps, drills; work on triple-expansion steam engine. Drawings made by pupils whenever possible. During the year trips of inspection are made to various foundries, forge shops, and rolling mills. MANUAL AND INDUSTRIAL TRAINING. 1049 DOMESTIC ECONOMY. Sewing. The educational value of sewing, training the eye and hand, developing ingenuity, precision, patience, and industry, cultivating good taste, love of beauty, and appro¬ priateness of dress make it an apjiroved means of all-around culture, while the ease with which it is introduced as an exercise into the regular class room, and the small cost of material and instruction, give it some advantage over other forms of manual training. The following outline indicates the course of instruction : Rand ivork. — Basting, running, backstitching, overcasting, hemming, damask hem, reversible seam, fell, overseaming, flannel seam, ruffle, patch, darning, buttonholes, glove mending. Machine ivork. — Use and care of the machine, hemming, tucking, gathering; pat¬ terns made from actual measurements ; cutting and making of drawers, skirts, and nightgowns ; instructions concerning manufacture of pins, thread, cotton, linen, etc. Dressmaking. Dressmaking is taken by pupils of the senior high-school class. To enter this grade the pupils are required to have taken the work in sewing of the junior year. The time given to dressmaking is one hour and a half each day during the school year. When a pupil finishes her work before the rest of the class, she is allowed to do extra work. No work is required to be done at home. Practice material and the appliances with which to work are supplied by the school, and the garments are selected and furnished by the pupils. Two girls work together and each one is responsible for the measuring and fitting of the other’s dress. First term.— Making buttonholes with twist; sewing on buttons, hooks and eyes, and loops ; talks on choice of material, color and designs for dresses ; taking measures for skirt; drafting a skirt; making a dress skirt of plain material; taking meas¬ ures for a basque; drafting a basque; making a basque of plain material; taking measures for a sleeve; drafting a sleeve; making sleeves for the basque; examina¬ tion; sketching objects in outline and in light and shade; sketching from life. Second term. — Talks on the nature and manufacture of woolon textiles; cutting from patterns; making stripes and figures; making a dressing jacket or basque to apply matching; drafting a waist with two under arm pieces; planning a princess dress ; talks on the gro wth and manufacture of silk ; sketches, in water color and pencil, of gowns. Third term. — Make a dress; talks on the manufacture of cloth; examination; mak¬ ing a wash dress and -shirt waist; examination; designing of costumes. Cooking. The design of this course is to furnish thorough instruction in applied house¬ keeping and the sciences relating thereto, and students will receive practical drill in all branches of housework; in the purchase and care of family supplies, and in general household management ; but will not be expected to perform more labor than is actually necessary for the desired instruction. The social, hygienic, and economic questions involved in such instruction are of the greatest practical concern, and it is believed that the careful and systematic teaching needed in this branch of study will yield the best possible educational results. In the high-school classes four practice lessons and one in the theory and chemistry of cooking are given each week. The practice lessons include all the operations of a kitchen, and cover the following instruction and practice : (1) Boiling, (2) baking, (3) broiling, (4) frying, (5) mixing. 1. Boiling , — Boiling and simmering water and its action on starch and albumen. Practical application of facts thus learned to boiling of meats for soups, for stews, and to be served whole, to vegetables, eggs, and beverages. 2. Baking. — Bread raised with yeast. Bread raised with baking powder. Meats, pies, puddings, cakes, vegetables, and fish. 3. Broiling. — Steaks, chops, fish, oysters, etc. 4. Frying. — Chemical and mechanical principles involved and illustrated in the frying of vegetables, fritters, ckqquCtt'ds, fish;, etc, 5. Mixing. — The art of Lpaki'fig; combinations, q?s ih -soups, salads, sauces, dressings, ice cream, ices, etc. • A ^ Pupils prepare and serVe/a complete breakfast, lApclp, and dinner. \ A, Household Science, Including Chemistry and Tueo'Iw pF Cooking. (1) Definition, ahd illustration of physical qnd chemical ,CJiaoges. Study of ele¬ ments and compounds. (£) Oarhon, j nitiro^pn, , hydrogen, , oXV£eib an<^ sulphur; 1050 EDUCATION REPORT, 1895-96. tlieir properties and uses. (3) Heat. Combustion. (4) Composition of fuels. Building and care of a fire. Construction of a stove, damper, etc. (5) Composition of the human body. (6) Classification of food. ( a ) Nitrogen or flesh forming. (&) Carbonaceous or heat producing, (c) Water. ( d ) Mineral matter. (7) Nitrog¬ enous foods. Uses in the human body; daily amount necessary for health. (8) Nitrogenous foods. Relative food value illustrated by charts. (9) Carbonaceous foods. Fats and carbohydrates ; their food value ; daily amount necessary for health. (10) Study of digestion. (11) Daily income and outgo of foods illustrated by blocks and charts. (12) Fermentation, lactic, alcoholic, and acetic. (13) Study of yeast plant. Properties of carbonic acid gas. (14) Alcoholic fermentation as applied to bread making. (15) Chemical composition of wheat, rye, etc. — their food value; manufacture into flour; cost, (16) Baking powder. ( a ) Cream of tartar. (&) x>kosphate. (c) Alum. (17) Tests of baking powder for adulteration. (18) Water. Germ theory; filtration; hard and soft vrater. (19) Rain water, river water, surface water, deep wells. (20) Food adjuncts: alcohol and natural acids. (21) Alkaloids, such as caffeine in coffee and tea. Preparation of tea and coffee. Adulteration. (22) Spices. Culture, preparation, and adulteration. (23) Canned fruits and meats. (24) Manufacture of soap. (25) Ventilation, heating, and light¬ ing. (26) Situation of the house. Removal of waste. Plumbing and care of fix¬ tures. (27) Disinfectants and antiseptics. (28 to 36) Include general plan of household work, care of every portion of a house, invalid cooking, and the prep¬ aration by each pupil of a dietary for six persons for one week, total cost not to exceed $5. COURSE IN SHORTHAND. The work is divided into three grades: Elementary, intermediate, and advanced. The first grade covers a term of three months, the second three, and the third four. Fivo lessons per week are given. Forty-five minutes a day is devoted to each lesson. The work is divided as follows : Elementary grade: Derivation and classification of characters. Learning the alphabet. Combination of characters. Position alphabet. Coalescents. Shading to express letters. Diphthongs. Modifications of characters. Abbreviation by suffixes and affixes. Intermediate grade consists in phrase wwiting, reading exercises, dictation of simple matter, transcription of notes. Advanced grade consists in dictation and transcription of letters pertaining to advertising, banking, brokerage, insurance, manufacturing, railroading, mercantile, and grain business. Dictation and transcription of law forms and court work, embracing depositions, affidavits, chattel mortgages, form of deeds, wills, notes, drafts, etc. Dictation and transcription of general matter, literary selections, news¬ paper articles, etc. COURSE IN TYPEWRITING. Forty-five minutes a day is devoted to typewriting for six months. Instruction is given on the Remington, Yost, and Smith Premier. Course of study. — Location of letters. Special duty of each finger. Word practice. Sentences. Touch writing. Business correspondence. Legal forms and testimony. Dictation. Architectural specifications. Manifolding and mimeographing. Tran¬ scribing shorthand notes. Tabular work. Ornamental writing. Letterpress copy¬ ing. Mechanism, adjustment and care of machine. SENIOR GRAMMAR PUPILS. Pupils of this grade receive instruction as follows: Drawing. — Free-hand and mechanical. Manual tvorTc. — For boys : Bench work in wood. For girls : Sewing and elementary course in cooking. MANUAL INSTRUCTION IN WrARD- SCHOOL CLASSES. Sewing. In October, 1894, there were 88 classes organized jn 20 ward-school buildings, with an enrollment of 2,318. The average1 attendance ‘ffpTiflg the year was 1,871. Nineteen special teachers were employed* with Miss JOlfcvV Ifafihelde as supervisor. In addi¬ tion to 1,766 pieces of vTork« .completed in school, 2,948' \v£ret Completed at home, and 12,528 stockings were darned, anil 9,126 garments mended; . ; On every side is seen, a growing appreciation of the great importance of this branch of education. Those, mqstanterested desire to see this work mhde cpmpulsory. This work in the ward" schools consists of four different courses: The beginners, second, third, and. bn£sc course. ‘ • A « 1 i ‘ 1 , MANUAL AND INDUSTRIAL TRAINING. 1051 Beginners’ Course. (1) Drills. — (a) Holding needle; ( b ) threading; (c) using thimble; ( d ) making knots. (2) Stitches. — (a) Basting; (&) running; (c) hackstitching; (d) overcast¬ ing. (3) Hemming. (4) Seams. — (a) Common seam; (h) fell; (c) bias; ( d ) French seam; (e) flannel; (/) overseam, French hem on sides. Application of work done : towels, dusters, wash rags, bags, holders, etc. (5) Gathering; shirring; ruffle. (6) Sewing on buttons, hooks and eyes. (7) Hemstitching; etching; marking. Work on towels, dolls’ clothes, sheets, pillowcases, handkerchiefs, napkins, bibs, etc. Second Tear’s Course. (1) Bag. (2) Darning, card, scrim. (3) Bias piecing, cut and make. (4) Patch¬ ing. (5) Darning cashmere. (6) Piping in plaiting. (7) Buttonholes and loops on cotton cloth. (8) Aprons, cut and make. (9) Pocket, cut and make. (10) Bibs, cut and make. Articles to make, aprons, bibs, oversleeves, etc. Third Tear’s Course. (1) Tucking. (2) Whipping ruffle, mitered corners. (3) Gussets. (4) Plackets. (5) Skirt, cut and make. (6) Drawers, cut and make. (7) Nightgowns, cut and make. (8) Buttonholes in cashmere. Articles to make, undergarments, etc. Boys’ Course. (1) Drills. — Holding needle; using thimble; threading needle; making knots. (2) (a) Basting; (&) running; (c) hackstitching; ( d ) machine stitch. (3) Over¬ seaming. (4) Carpet stitch — cover ball. (5) Hemming. (6) Darning on cardboard. (7) Darning on scrim. (8) Darning on stocking. (9) Darning bn cashmere. (10) Sewing on buttons and tape. (11) Buttonholes. Articles of simple make brought from homo if desired. Instruction in the history and manufacture of needles, pins, thimbles, shears, buttons, hooks and eyes, silk, wool, flax, cotton, thread, etc., is given to all pupils. Cooking. In December, 1893, classes in cooking were first organized. The course comprises one lesson each week for a period of thirty-six weeks, each lesson being an hour and a half in duration. Practical instruction is given in boiling, broiling, baking, frying, and mixing, as illustrated in the preparation of soups, cereals, vegetables, meats, pastry, cakes, breads, desserts, etc. A study is made of the nutritive properties of the commonest foods, the effect of heat upon different substances, the action of yeast or its substitutes upon breads, and the approximate money value of materials used. During the lesson some branch of domestic work other than cooking is considered, as care of the kitchen, cellar, and sink, washing and wiping dishes, sweeping, dust¬ ing, scrubbing, washing windows, setting and cleaning off the table, serving at table, waiting at door, etc. At the close of a term a breakfast, luncheon, or dinner is cooked and served by the girls of each class. The following is the course of lessons : Lessons. (1) Construction of a stove, forms of fuel, heat, measuring. (2) Rules for wash¬ ing dishes. Boiled and mashed potatoes. Potato cakes. (3) Care of sink. Oat¬ meal and corn meal mush. Creamed and fried potatoes. (4) Scouring. Carrots in white sauce, corn bread, turnips, and fried parsnips. (5) Sweeping. Macaroni and cheese, boiled and escaloped cabbage, tea. (6) Dusting. Coffee, cocoa, cranberry and apple sauce. (7) Blacking stove. Potato soup, mock bisque. (8) Disposal of scraps. Oyster and celery soup. (9) Stock, tomato and mixed vegetable soup. (10) Irish stew, beef stew, and dumplings. Cuts of beef, mutton, and veal illustrated by charts. (11) Scrubbing. Broiled beefsteak and lamb chops, hash and minced mutton. (12) Serving and setting table. (13) Care of cellar. Broiled ham and mackerel, minced ham on toast. (14) Washing windows. Roast beef, gravy, cot¬ tage pie, escaloped oysters. (15) Adulteration of baking powder. Biscuit, creamed codfish, codfish balls, corn-meal muffins. (16) Fermentation. Yeast and bread. (17) Bread and milk. (18) Care of dish towels. Graham bread, rye, and muffins. (19) Steamed brown bread, corn-meal and sour-milk griddle cakes. (20) Waiting on door. Creamed dried beef, scrambled eggs, omelet. (21) Apple, pumpkin, and rhu¬ barb pie. (22) Cottage pudding, plain sauce, corn-starch pudding, boiled custard. 1052 EDUCATION REPORT, 1895-96. (23) Brown Betty, apple tapioca, lemon jelly c (24) Fried potatoes, doughnuts, gingerbread. (25) Serving a breakfast. Table manners. (26) One-egg cake, sponge cake, frosting. (27) Poached eggs, cookies. (28) Potato and cabbage salad. (29) Invalid cooking. (30) Bread pudding, hard sauce, French rarebit. (31) Pease, asparagus. (32) Prepare and serve a dinner. EVENING CLASSES. Evening classes are maintained for six months, from November 1 to May 1, each year, in free-hand and mechanical drawing, cooking, sewing and dressmaking, chemistry and physics. To the foregoing will be added next season classes in Eng¬ lish, shorthand and typewriting, etc. Philadelphia, Pa. [From a report on woodwork in grammar schools, by Edward Brooks, city superintendent, 1893.] In the development of the manual training idea Philadelphia has not been behind her sister cities. In 1880 the board of education introduced sewing as a regular branch of study into the girls’ high and normal school. This experiment was found so satisfactory that in 1885 sewing was added to the course of study of the elemen¬ tary schools of the city. In the same line of progress, cooking was introduced into the grammar grades for girls in 1887 — a movement that has been productive of most excellent results. In 1880 a course in woodwork, devised by Mr. Charles G. Leland, was adopted by the board, represented to-day by the carving exercises at the Indus¬ trial Art School, the earliest institution of its kind in America. In 1885 the boys’ manuax training school was established, the phenomenal* success of which has occa¬ sioned the organization of a second similar school and given a wid e reputation to our city in that line of work. An experiment was also made last year in sloyd work in the James Forten Elementary Manual Training School. THE PHILADELPHIA MANUAL TRAINING SCHOOL. [From the tenth annual catalogue, 18S5-96.] The Philadelphia Manual Training School is an institution of high-school grade, forming an integral part of the public school system of Philadelphia. It was organ¬ ized in September, 1885, with a class of 130 pupils. So rapid was its growth that at the end of three years there were no accommodations for many candidates properly qualified for admission. In order to meet the demands of those desirous of availing themselves of the "new education,” a second school was organized September, 1889, in the northeastern part of the city. These two schools have separate principals and faculty, and thus constitute independent establishments. They are under the direc¬ tion of different committees of the board of public education, but they pursue, as far as possible, parallel courses of study. They are open to boys who have completed the course in the twelfth grade of the grammar schools. Boys from private schools who successfully pass the annual examination in June for admission may also be admitted. This school affords an opportunity to pursue the usual high-school course in liter- atuie, science, and mathematics, and at the same time to receive a thorough course in drawing and in the use and application of tools. The object of a manual training school is the education of all the faculties, and not the training of any special group. The boy is trained aesthetically, mentally, and physically. It is meant that the school shall help each pupil to enter upon his advanced or special training with the best economy of time and with some concep¬ tion of his fitting occupation. It should be borne in mind that a manual training school is not a trade school. The name, unfortunately, is misleading. In the school there are five departments — literature, mathematics, science, drawing, and manual training. The name of one department has been made to cover all, and this misnomer is responsible for much of the current misapprehension concerning the work and purpose of the school. It is, however, a name so firmly rooted in our school nomenclature that it would, per¬ haps, be unwise to attempt to eradicate it. It only remains for us to give the name a broader meaning and to associate with it in the public mind the full scheme of high- school culture of which it forms a part. It is not the purpose of this school, therefore, to produce mechanics any more than it is to produce any other class of specialists. What it aims to do is to surround boys with the realities of life in both thoughts and things, and to fit them more closely to their environment. It is a system of education which is perfectly general in its character, and which is recommended with the same confidence to the future student of the humanities as to the prospective worker in force and matter. MANUAL AND INDUSTRIAL TRAINING. 1053 COURSE OF STUDY. The course of study covers three years. The school time of the pupils is about equally divided between literary and manual work. One hour per day is given to drawing, two hours to shop work, and three hours to the usual academic studies. The course of study embraces five parallel lines, as follows : First. — A course in language and literature, including the structure and use of English, composition, literature, history, economics, German, and French. Second. — A course in mathematics, including arithmetic, algebra, geometry, trigo¬ nometry, bookkeeping, and surveying. Third. — A course in science, including geology, physics, chemistry, physiology, mechanics, steam engineering, and applied electricity. Fourth. — A course in freehand, constructive, and agricultural drawing, designing, and modeling. Fifth. — A course of tool instruction, including joinery, parquetry, pattern making, wood turning, wood carving, forging, soldering, ornamental ironwork, molding and casting, vise Avork, and mechanical instruction. Post-graduate course ( fourth year). — A post-graduate course has been added to the curriculum of the school. This course is elective, and is intended for those graduates who Avish to pursue an extended course in literature, history, mathematics, and the sciences, thus giving them a full and rounded literary course equal to that of any high school. It Avill enable those who satisfactorily complete the course to enter the more adA^anced classes of a collegiate course, and it also provides adequate training for those graduates who wish to pursue a special course as a preparation for the teaching profession. COURSE IN DRAWING. The importance of drawing in its application to manual training can not be over¬ estimated. It is, in fact, the first step in manual training. Without drawing, the use of tools becomes a mere mechanical imitation and has little value as an educa¬ tional factor. From the conception of the idea to its expression in the concrete material, the drawing is the description by which the mechanical processes are logi¬ cally developed and brought to»a definite and practical form. From the beginning, therefore, the pupil is taught to make and interpret working drawings and to reproduce from them the indicated forms. He must understand this universal language in which they are described, and acquire by education and experience the ability to use it. Parallel with this work, the pupil’s powers of observation and expression and his artistic sense are cultivated by the study and representation of the appearance of objects, and by designing on paper and in clay and wood for their ornamentation. While drawing underlies all industrial work, its application is not limited to mate¬ rial purposes. Throughout all the departments drawing is the common language used in explaining facts, ideas, and principles. By means of historical, botanical, and topographical maps, literary and economic charts, physical and mechanical dia¬ grams, anatomical and geological sketches, the pupil graphically expresses the lessons taught in the class room. The course in drawing has three general divisions : First. Constructive drawing, as the basis of all industrial pursuits. Second. Representative drawing, designed to educate the sense of form and pro¬ portion, to train the eye to observe accurately and the hand to delineate rapidly the appearance of objects. Third. Decorative drawing, used as a means of cultivating the taste and develop¬ ing an appreciation and 1oat6 of the beautiful. COURSE IN TOOL INSTRUCTION. In this department, which is a distinctive feature of the school, each exercise involves a mechanical principle, and the chief object of the instruction is the devel¬ opment of this principle rather than a finished piece of work. The exercise has value only as it has rendered educational service during its construction. In the changing conditions of the thing in hand during its construction there is a constant necessity for creating new means to meet new requirements, and the directive skill and logical processes thus evolved make manual training rise to the level of scientific or mathematical studies as a means of intellectual development. Other values of a specific nature — accuracy of measurement, precision of adjust¬ ment, delicacy of manipulation, exactness in every particular — must be taken into account in estimating the educational value of manual work. The shop instruction is simply a part of the laboratory methods of education. The term “shop” in this connection is as much of a misnomer as is the term “manual 1054 EDUCATION REPORT, 1895-96. training” when applied to tlie whole school. It would seem more fitting, therefore, in speaking of this department to call it a laboratory, a term which carries with it the educational significance of its work. All the articles made in the shops are required to he of precise forms and dimen¬ sions given in a drawing made by the pupil himself previous to taking up the exer¬ cise. The aim is to teach the pupil to express his thought in a concrete form with the least waste of material, m the most workmanlike manner, and in accordance with the most approved methods. A feature of the work in the manual training departments is a weekly lecture bearing either upon the principles involved in the work of the week or the nature of the material used in construction. Curriculum of the Philadelphia, Manual Training School. JUNIOR CLASS (O— FIRST YEAR. Hour3 per week. Literature, history, etc. : Eali, winter, and spring terms— Literature and composition . Mathematics: Eali and winter terms— Algebra . Spring term — Geometry . . Science : Fall term — Natural history (geology) . . . Winter and spring terms — Natural history (biology) . . Drawing : Fall term— Constructive . . Free-hand and perspective . . . Winter and spring terms— Constructive . Free-hand and design. . . M anual train in g : Fall term — Joinery . Yise work (chipping and tiling) . Winter and spring terms — Joinery . . . Pattern making . Yise work (chipping, tiling, and fitting) Smithing . . 5 5 5 5 5 3 2 3 2 5 5 3 2 3 2 INTERMEDIATE CLASS (B)— SECOND YEAR. Literature, history, etc-: Fall term — An cient history . - . . . . . . . . . Literature . . . . . . . German . . Composition. Winter term — Mediaeval history . . . . . . Literature . . German . Composition. Spring term — Modern European history . . . Literature . . German . . . . . Composition. Mathematics : Fall and winter terms — Geometry . . . . . . ! Spring term — Geometry . Science: Fall term — Physics (mechanics) . . . . . Winter term — Physics (heat) . . . . . . . . • . .. . . . . . Spring term — Physics (light and sound) . . . . .. . . — ... 3 2 2 3 2 2 3 2 2 * 3 4 5 5 4 MANUAL AND INDUSTRIAL TRAINING. 1055 Curriculum of the Philadelphia Manual Training School — Continued. INTERMEDIATE CLASS (B)-SECOND YEAR— Continued. Hours per week. Drawing: Eall term — Constructive . Eree-hand and perspective Winter term — Constructive . Clay modeling . Spring term — Constructive . Design . Manual training : Eall term— Pattern making . Smithing and molding . Winter term — Pattern making . Joinery . . . . Smithing . . Vise work . Spring term — Wood carving . Parquetry . Ornamental ironwork . Vise work.... . 3 2 3 2 3 2 5 5 3 3 2 3 2 3 2 SENIOR CLASS (A)— THIRD YEAR. Literature, history, etc. : Eall term — United States history. . . Literature . . . * . . German . . . . . — Composition. Winter term— Civil government . . Literature . German . . Composition. Spring term — Political economy . . Literature . . . German . . . . Composition. Mathematics : Eall term— Plane trigonometry . . Algebra . - . - . . Winter term — Analytical geometry . . . . . . Trigonometry . . . Spring term— Surveying . . Bookkeeping . . . . . . Science : Eall and winter terms— Chemistry . . . Electricity . . . . . . Spring term — Chemistry . . Electricity and steam engineering _ _ Drawing : Eall terra — Constructive . . . . Eree-hand . . . . . Winter term — Constructive . . Architectural . . Spring term— Constructive . Architectural and perspective . Manual training: Eall, winter, and spring terms — Constructive work (machine tool practice) 3 2 3 3 2 3 3 4 9 4 9 3 3 3 3 2 2 6 1056 EDUCATION REPORT, 1895-96. Curriculum of the Philadelphia Manual Training School — Continued. POST-GRADUATE COURSE— FOURTH YEAR. Hours per week. Language and civics : English . . . German . French . Politics . . . . . . . . . . . Mathematics : Calculus . Natural science : Biology . . . Mental science : Psychology, ethics, and logic . Business preparation: Stenography . Bookkeeping . . Telegraphy . . . . Manual training : History and principles of art . I Art course — Drawing, modeling, and wood carving . ! Engineering course — Mechanical drawing, mechanical construction, and electrical steam engineering . j Course in applied chemistry — Laboratory work, inorganic chemistry, and organic chemistry . i 2 2 2 2 2 2 2 2 1 1 1 11 11 11 EQUIPMENTS OF THE MANUAL DEPARTMENTS. Woodwork ( first year). — Twenty-five cabinetmaker’s benches, with set of tools for each bench; 8 wood lathes; 1 grindstone, 1 gluepot. Woodwork ( second year). — Twenty cabinetmaker’s benches, each with its full set of tools; 6woodlath.es; 1 grindstone; 1 gluepot. Metal work ( first year). — Twenty -five vises, with set of tools for each vise; 1 grind¬ stone; 1 surface plate. Metal ivork ( second year). — Twenty-four forges, 24 anvils, each supplied with a set of tools; troughs for molding; furnaces, trowels, sieves, flasks, etc., for foundry work ; 2 light drill presses. Mechanical construction ( third year). — Six engine lathes; 2 hand lathes; 1 planer; 1 shaper; 1 drill press; 6 vises; 1 emery-grinding machine ; 3 large surface plates; 1 grindstone; 1 cabinetmaker’s bench, with full set of tools; 1 punch; 1 shearing machine; 1 screw press; 1 wood lathe (the last four made by the pupils). Power is furnished by a 60-horsepower Corliss engine, with a 70-horsepower boiler ; one Thomson-Houston dynamo, 13 kilowatts, and 1 multipolar dynamo, 17 kilowatts. OCCUPATIONS OF GRADUATES. An examination of the records of the 520 graduates reveals the fact that the claims made by the school as to its practical value in gaining a livelihood are fully sub¬ stantiated, about 70 per cent being engaged in those pursuits in which a high order of intelligence, as well as skill of hand, is required. Already a large number occupy positions of trust and responsibility, as superintendents, managers, foremen, etc. That the school fosters a desire for higher education is shown in the fact that about 25 per cent of the graduates are students in colleges, universities, or technical schools. The occupations are classified as follows: Teachers, 17; physicians, 5; law stu¬ dents, 8; dentists, 2; surgeon (veterinary), 1; civil engineers, 6; electrical engi¬ neers, 13; mechanical engineers, 7; architects, 10; machinists, 7; engravers, 5; designers, 7 ; opticians, 3; chemists, 5; druggists, 2; draftsmen, 63; electrical work, 47; carpenters, 2; plumbers, 2; business pursuits, 33; clerks, 34; bookkeepers, 10; agents, 2; reporters, 3; stenographers, 3; bookbinders, 2; collectors, 3; artist, 1; sculptor, 1; salesmen, 18; miscellaneous, 9; unemployed, 10; deceased, 5; students in colleges, universities, and technical schools, 125; positions of responsibility, as superintendents, managers, foremen, etc., 37. MANUAL AND INDUSTRIAL TRAINING. 1057 INDUSTRIAL ART SCHOOL. [From the report of J. Liberty Tadd, principal, for 1890.] The school was first started in 1880, permission having heen obtained of the board of public education by Mr. Charles G. Leland for the use of certain rooms in the Hollingsworth Building for the purpose of demonstrating the feasibility and practi¬ cability of training the mind and hand of our youth at one and the same time. The school was but an experiment, and there being no appropriation for its maintenance the board had nothing to offer but the use of the rooms. Through the enterprise of Mr. Leland, however, these obstacles were easily over¬ come, and the school was opened with 120 children, who came every Tuesday and Thursday afternoons for two hours, permission first having been obtained to absent themselves from their regular schools. The results of the first year were more gratifying than was even hoped for, and it was not long before the school had passed its experimental stage. The following year the educational board took charge of this new departure in education ; regular teachers were appointed and the school placed upon a permanent basis, with more than double the number of pupils in attendance. Since then it has grown in numbers and enlarged facilities provided, until now the number receiving instruction each week has reached almost 1,700, embracing pupils from the lowest primary grades to the highest grades in the grammar school, as well as the teachers7 classes. The annual cost per pupil is but $3.50. Of course, with the experience attained since the opening of the school, there have been material changes in the methods employed, a regular graded course of instruction has been adopted, new graded series of plaster casts have been provided, and in many minor details has the equipment of the school been improved. The four fundamental principles now employed in the school are : First. Free-hand drawing in its simplest form, or, as it might be called, delineation on a flat surface. For instance, we make on the blackboard a circle, one of the ele¬ mentary forms in use. In making this circle the pupils are taught to swing their hands around without support, to get the motion and to make a clear-drawn circular line. When any simple form can be put down at a stroke, we have acquired a cer¬ tain amount of manual training of a most desirable kind. Pupils are taught to make all elementary forms in this manner. Second. To make those elementary forms in soft clay. Third. To make those same forms in the opposite of soft clay, i. e., tough wood. Fourth. Designing, creating forms on flat surfaces, in soft clay, and in tough wood. By these four processes the pupils are taught to draw simple forms, to memorize them sufficiently to put them in any direction, thus creating original designs and then to carry out the idea in clay or wood. There are to-day nearly two hundred and fifty trades, and there is not one of them that does not have one of these four principles as a fundamental element; for if the eye, the hand, and judgment — all tools — are well trained, the tools of any trade will be freely handled, and with reason. [From tlie report of 1895.] . Number of pupils attending from grammar schools , fall term. Boys. Girls. Total. Monday . . . . . . . . . . . 146 48 194 Tuesday . . . 129 57 186 Wednesday . . . 126 • 58 184 Thursday . - . . . . 72 116 188 Friday . . 127 57 184 Total . 600 336 936 The number of pupils (teachers) enrolled in teachers7 manual training classes for the fall term of 1895 was as follows : Elementary drawing, 45 ; advanced drawing, 31 ; elementary modeling, 22; advanced modeling, 10; wood carving, 22; post-graduate classes, 41; total, 171. I have addressed a circular letter to our graduates for the years 1890, 1891, 1892, and 1893, in order that we might obtain some permanent record of the results of the public industrial art training. From the answers already received I find that the pupils still pursuing their studies at the public schools are distributed as follows : ed 96 - 34 1058 EDUCATION REPORT, 1895-96. At tlie high schools, 40; Central Manual Training School, 13; Northeast Manual Training School, 7. At the more advanced institutions of learning, I find at the School of Design, 9; School of Industrial Art, 5; Drexel Institute, 7 ; Spring Garden Institute, 3; Temple College, 2; University of Pennsylvania, 3. These figures do not include the pupils provided for by the city scholarships at these different schools. The total number of answers received to our letters was 130, and among all these graduates of the Public Industrial Art School 14 are now earning their living at some artistic pursuit, either as engravers, designers, interior decorators, or lithographers. COURSE OF STUDY FOR THE CHILDREN’S CLASSES. Elementary Drawing and Designing. First period. — Nonimitative elements and line wort. Second. — Conventional forms. Third. — Plant forms. Fourth. — Combination of preceding. Fifth. — Greek elements and style. Sixth. — Roman elements and style. Seventh. — Moresque elements and style. Eighth. — Gothic elements and style. All work to be free-hand. Designs in the various grades in every case to be original and for the purpose of being used in wood, clay, metal, fabrics, etc. Pupils must indorse on each piece of work its character and purpose. The importance ot* designing for some purpose and in some materials to be kept constantly in view. Making designs to obtain proficiency in linear drawing and simple washes. Working designs in monochrome and training the pupils in handling the brush. Blackboard Work. Free-hand drawing with left and right hands on the blackboard, by each pupil every session, in the designing room, in the modeling room, and in the carving room. Each pupil to work at least five minutes. Pupils will invariably begin with the first period, units and elements, upon entering the school. Lectures and blackboard demonstrations on tho structure and meaning of orna¬ ment and design in material. Model and Object Drawing. All work must be free-hand in this department; no rules or compasses. First period.— Simple geometric forms in linear. Second. — Simple geometric forms. Third. — Elementary forms from, models. Fourth. — Elementary forms from models. Fifth. — Geometric forms in perspective. Sixth. — Geometric forms in perspective. Seventh. — Drawing from models. Eighth. — Drawing from models. Clay Modeling. First period. — Nonimitative and elementary forms. Second. — Conventional and plant forms. Third. — Elements used in drawing for preceding month. Fourth. — Elements used in drawing for preceding month. How to temper the clay, keeping moist, wedging, etc. Training in the use of tools. Modeling in low and high relief from original designs. Modeling in low and high relief from casts. Wood Carving. First period. — Linear, straight, square, and angle cutting. Second. — Simple low relief. Third. — High or low relief in style. Fourth. — Original panel. Instruction in the use and care of tools. Low and high relief carving in hard wood, bosses, scrolls, mold sinking. Carving enrichments for cabinetwork, panels, etc. MANUAL AND INDUSTRIAL TRAINING. 1059 Synoptical table of the course of instruction. FIRST TEAR. Glass D, first term. '■ First month. Second month. Third month. Fourth month. Elementary drawing and designing. Blackboard drawing. Model and object drawing. _ PI o tt m a/IaIIti ractice and constructive skill. Military drill (two hours per week for thirty weeks) : The school of the soldier and the company. Electives. — Five hours per week for forty weeks may be devoted to the continuation of the study of German or French, if the interest of the student requires it. This will take the place of civics and political economy. Students are expected to master the details of grammar and be able to read easy prose at sight. Details of Shop Instruction. Shop instruction is given similarly to laboratory lectures. The instructor at the bench, machine, or anvil fully explains the principles to be used or illustrated, and in all elementary work he executes in the presence of the whole class the day’s les¬ sons, giving all needed information, using drawings and the blackboard freely. After every step has been explained the class proceeds to the execution of the task, leaving the instructor to give additional help to such as need it. At a specified time the lesson ceases and the work is brought in, commented on, and marked. It is not always necessary that the work assigned, should be finished; the essential thing is that it should be well begun and carried on with reasonable speed and accuracy. Precision and system are taught at every step. The particular shapes are given with the intent to familiarize the pupil with the customary styles and methods of construction, to teach the meaning and fitness of common tools, and the exact force of names and descriptive words. During the first half year previous to the execution of a lesson in wood each pupil is required to make a working drawing of the same, inserting all necessary dimen¬ sions in figures. By the end of a half year the pupil has become so familiar with the execution of shop drawings, and so expert in their use, that it is no longer of educational value 1072 EDUCATION REPORT, 1895-96. for him to make the drawings from which he works ; accordingly he is then furnished with blue prints, With the introduction of each tool the pupils are taught how to keep the same in order. They are taught that good tools are absolutely necessary to good work. The taste of the pupils is cultivated by the introduction of forms of grace and the practice of design. A series of lessons is given in wood carving. The lessons are purely elementary, and calculated rather to suggest elaborate and delicate forms than to give oppor¬ tunity for their production. The object of the forging shop is to enable every pupil in the school to master the fundamental principles of forging iron and steel. This work is, in one essential feature, different from any other kind. Wood or cold iron will wait any desired length of time while the pupil considers what he is to do and how he is to do it : but here comes in temperature, subject to continual change. The injunction is impera¬ tive to “strike while the iron is hot,”' and hence quick work is demanded — a hard thing for new hands. To obviate this difficulty bars of lead are first used, with which the lesson is executed, while all the particulars of form and the methods of holding and striking are studied. The lead acts under the hammer very much like hot iron, and permits every operation on the anvil except welding. After the lead come iron and steel. The various operations of drawing, bending, upsetting, punching, welding, and tempering are learned in connection with simple exercises, which generally have no end other than the progress of the student. Occasionally such pieces as hooks, stirrups, chains, tongs, hammers, etc., are made for use in the shop. The final exercises consist of the construction of a set of tempered steel tools, which the pupil will himself use in the machine shop during his third year. Forging “projects” are generally in the form of ornamental wrought-iron work. These “projects” are designed and executed entirely by the pupils. The interest they take in them may be inferred from the care and skill their pieces show. The course in pattern making and molding, with some exercises in soldering, occupies ten weeks; i. e., less than eighty hours. Castings are made of plaster or lead. Though comparatively little molding or casting is done, enough practice is given to illustrate the principles, to test the accuracy of molds, and explain the use of technical terms. In some instances ornamental or art forms are molded and cast. In the machine shop it is obviously out of the question to furnish a class of 20 pupils with a lathe, planer, drill, etc., each. The cost of such tools puts the matter beyond discussion. Hence, it is not possible to have all the pupils in a class of 24 performing the same exercise at the same time, as is the case in all the shops just described. Nevertheless, this fact does not interfere with the use of systematic lessons and uniform practice. By exercises suited to the uses of each machine, and to bench work, and by regular rotation of the class, each pupil does the same work. The verbal instruction and illustration at the machine for any lesson is given to the vvdiole division at once, though several days may intervene between the giving of the instruction and the pupiFs performance. Thus it is practicable to secure, in a large degree, the benefits of the class system. This course includes work at the (a) bench : Use of hammer and chisel, file, scraper, hand dies, taps, and reamers. (&) Hand lathe: Use of hand tools, drilling, counter¬ sinking, filing, and polishing, (c) Engine lathe : Turning, boring, with bar and lathe tool, screw cutting, external and internal chucking and machine fitting, (d) Drill press: Drilling and boring. ( e ) Planer and shaper: Producing flat or curved sur¬ faces and fittings. (/) Care of tool room; the preparation of shop drawings; study of the engine and boilers, (g) Construction of a machine, tool, or device invented or selected by the student. Opportunity for the mastery of these processes determines the nature of the prac¬ tice pieces. The cutting tools the pupil uses are those made, tempered, ground, and adjusted by himself. Each wood- working shop is upward of 40 feet square, and has uniform accommo¬ dations for a class of 25 or 26 pupils. Each pupil has one of the uniform sets of hand edge tools for his exclusive use, kept in a locked drawer. For the care and safety of those tools he is held responsible. The school has 51 speed lathes 1 for wood turning, 51 benches, 51 iron vises, 51 sets of common tools, 51 sets of wood-carving tools, and 150 individual sets of edge tools in as many drawers. Each shop has 2 grindstones, which run continuously during shop hours. The molding and casting room contains 24 benches and sets of tools, flasks, etc., for molding. A small gas furnace is used for melting alloys and for heating the core oven. Separate benches and furnaces are provided for soldering. 1 Two of these lathes are of iron made for the school by the class of 1888, and one by a member of the class of 1889. MANUAL AND INDUSTRIAL TRAINING. 1073 In this shop is the baud saw, which is used for cutting lumber into sizes suited to class exercises. The first floor 'of the shop wing is devoted to metal work, and comprises the machine shop and the forging shop. The forging shop is 40 feet square, and has its complete equi pmont of 25 forges, anvils, tubs, and sets of ordinary hand tools. The blast is supplied by a power blower, and a large exhaust fan keeps the shop reason¬ ably free from smoke and gas, even when all the forges are in use. Brazing is taught in this shop after general forging. The machine shop is 40 by 50 feet. It possesses an equipment of 16 engine screw¬ cutting lathes, 6 speed lathes,1 2 planers, 2 drills, a shaper of 15 inches stroke, a large and a small emery grinder, a gas forge,2 an anvil and tools, and a tool room. Ten vises and benches afford opportunity for bench work. The shop is furnished for a class of 24 pupils at once. The engine room is below this shop. The engine is capable of about 40-horse¬ power. It has a 12-inch cylinder and 12-inch stroke, and runs at the rate of 200 revo¬ lutions per minute. The steam-generating apparatus of the university consists of a battery of three large steel boilers, set and furnished in the most approved manner. These boilers furnish heat for the entire group of university buildings, as well as steam for the engine in the shop. The equipment of steam power furnishes to pupils ofitbe third-year class the means of becoming familiar with machinery on a practical scale. The plans of our building are not given, inasmuch as I do not regard our present quarters as models for other schools to copy. Elsewhere (see the paper I recently contributed to the Bureau on the “Rise and progress of manual training”) I have discussed plans and given illustrations of some of the best. I have given estimates of the cost of tools and shop furniture in the two books which I have written (see the Manual Training School: Its Aims, Methods, and Results, D. C. Heath & Co.; also Manual Training, Scribner & Co.). I have also discussed the question of cost and annual expenses in the article already referred to contributed to the Bureau of Education. I do not hesitate to say that all experiencejustifi.es the claim originally made for manual training that it (a) stimulates an interest in other studies; (&) it arouses the ambition of boys who have poor memory for literary and historical studies, but who are strong in executive matters; (c) that it lengthens the school life for many boys, not only extending it through the manual-training school, but carrying it into higher education to a very unexpected degree; ( d ) the moral influence is very great (this point I have discussed quite fully in the two books referred to) ; ( e ) for the occupa¬ tions of the graduates of the St. Louis Manual Training School, I refer to the record of the alumni in the Report of the Commissioner of Education for 1894-95. The high, manly character of our alumni is so fully recognized in this community that the board of directors of Washington University have recently authorized the alumni association to elect annually from their number one of the members of the board of control of the school. Hebrew Technical Institute, New York, N. Y. [Statement of Edgar S. Barney, principal.] The Hebrew Technical Institute is an institution having a three-years1 course for Hebrew boys between 12£ and 16 years of age. The “central idea” is to give its pupils a general education in the mechanic arts combined with a good English education. During the last year special attention is given to one of four courses, depending upon the aptitude of the pupils — woodwork, metal work, electrical work, and mechanical drawing. It is not a preparatory school for higher institutions, but educates boys for actual mechanical work. Manual training is obligatory, about one-third of the time being devoted to it. The institute was organized in 1883 and has no connection with the public schools or any other institution. It is supported by the members and patrons of the society, the members paying $10 per year and the patrons $25 per year. Woodwork and drawing are taught throughout the course. Metal work is intro¬ duced in the second year. Laboratory work in physics is taught during the first and second years, leading to electricity in the third year. We are about to erect new buildings and our plans are not yet completed. 1 Two of these lathes were made for the school by the class of 1887. 2 The gas forge is furnished with an air jet from a tank kept filled by an oscillating cylinder air pump made by certain members of the class of 1888. A new air pump is in the course of construc¬ tion by members of the class of 1896. 1074 EDUCATION REPORT, 1895-96. Record of graduates. Class. Number of graduates. Deceased. Number following 5 mechanical pursuits . Clerks, salesmen, book¬ keepers, and stenogra¬ phers. Pursuits unknown. | “Woodworkers. Metal workers. Electricians and em¬ ployees in electri¬ cal bouses. Draftsmen. General mechanics. Eoremen and super¬ intendents. Manufacturers. Architects and de¬ signers. Jewelers and en¬ gravers. Teachers and stu¬ dents in colleges. 1886 . 19 2 1 1 2 1 3 1 2 6 1888 . 11 2 1 1 ( 2 1 2 2 1889 . 17 1 1 2 3 3 1 3 4 1890 . 16 i | 1 2 3 1 1 1 1 3 2 1891 . 18 2 8 1 2 5 1892 . 84 l 2 5 5 3 1 12 5 1893 . 26 l ”3 3 4 3 1 5 6 1894 . 31 4 5 7 2 7 1 2 3 1895 . 34 5 4 7 8 3 . ... 2 4 1 -- Total . 205 5 To 120 31 b |17 5 2 3 Q 8 38 29 The number of graduates whose pursuits are "known is 173; of this number, 139, or 80 per cent, are following mechanical work ; of all the graduates, 69 per cent are known to be following mechanical work. Earnings of graduates. Year. Number graduated. Average age at graduation. Average age at present. Average weekly earnings. 19 lGi 15f 25 $2'0. 00 19. 00 1888 . . 11 23 1889 . 17 16 22 20. 00 13. 00 1890 . . 16 16 21 1891 . . . 18 16 20 14. 00 1892 . 34 16 19 11.00 1893 . 26 15§ 17f 17 9.00 31 16 7. 00 1 895 . * . 34 16 5. 00 The average weekly earning is based upon the known earnings of 133 out of 201 graduates. Several are proprietors and do not have a fixed weekly income. Relative number of pupils that have remained throughout the course. Year of entrance. j 1884. 1885. 1886. 1887. 1888 J 1889. 1890. 1891. 1892. 1893. 1804. 1 1895. 1884 to 1894. Number of pupils that have re¬ mained longer than six weeks . 45 i 37 32 G8 60 85 92 78 74 116 125 128 687 Pursued the second year’s course . 28 16 22 30 30 52 54 43 34 66 53 375 Pursued the third year’s course . 19 10 16 15 17 30 33 32 31 47 250 Of the total admissions, 55 per cent have remained during the first and second years and 36 per cent have completed the course. MANUAL AND INDUSTRIAL TRAINING. 1075 The Technical School of Cincinnati, Ohio. [Statement of J. B. Stan wood, director.] As stated in the articles of incorporation, the object of this school is to furnish pupils instruction and practice in the use of tools, mechanical and free-hand draw¬ ing, mathematics, English language, and the natural sciences; to develop skill in handicraft, and to impart such a knowledge of essential mechanical principles as will facilitate their progress in the acquirement of manual trades. Our work is principally educational. When our pupils leave they are prepared to either enter business or to take a course in some higher college. Manual training is obligatory on all pupils. We have no connection with the public schools, and the school gets its support from the tuition of pupils and from private subscription of citizens. The tuition is as follows: For the high-school department: First-year class, per term, $37.50; per year, $75; second-year class, per term, $50; per year, $100; third-year class, per term, $62.50 ; per year, $125. Intermediate department : Perderm, $25 ; per year, $50. Pupils furnish their own books, drawing instruments, and materials, scales, rules, calipers, oilstones, etc., and their own aprons and overalls. The school furnishes all shop tools and materials. Drawing instruments and materials cost from $10 to $12 for the first year and from $2 to $3 thereafter. A laboratory fee of not more than $2 per year is required of each pupil. This is paid to the teacher in assessments as needed. Our pupils generally enter the intermediate department at about 12 years of age or the high-school department at about 14. Our graduates are generally about 16 to 18 years of age. The cost of the plant is $13,286.66. The annual cost of maintaining is about $300, not including teachers’ salaries. We find manual training very helpful to our school. Our pupils, having taken a three years’ course, enter college one year in advance of the city high-school pupils, whose course is four years. COURSE OF STUDY. High-School Department. First year . — Mathematics : Algebra ; arithmetic. Science : Botany ; forestry ; physi¬ ology. Literature and history: English; American literature; English history. Language: German. Drawing: Free-hand, outline, and model; shop details; sim¬ ple projection and geometrical construction; color studies. Carpenter shopwork: Proper care and use of tools; carpentry; joinery; wood turning. Second year. — Mathematics: Geometry. Science: Chemistry. Literature and his¬ tory: English; general history ; English literature. Language: German. Drawing: Shop details; orthographic projection; isometric projection; principles of perspec¬ tive; development of surfaces; machines from measurement; free-hand; coloring. Blacksmith shopwork: Forging, welding, tempering, and tool making. Third year. — Mathematics: Higher algebra; plane trigonometry. Science: Physics. Literature and history : English; civil government ; political economy. Language: German. Drawing: Machine drawing; general plans; detailed, working drawing; shop details, or architectural drawing; interior decoration; buildings from measure¬ ment; architectural perspective; free-hand. Machine shopwork : Chipping; filing; fitting; turning; drilling; planing; milling; construction of some machine or machines. Intermediate Department. Mathematics: Arithmetic, including necessary reviews, followed by compound numbers, mensuration, concrete geometry, applications of percentage, and the prin¬ ciple of algebraic equations. Science: Geography, with which are associated ele¬ mentary botany, meteorology, geology, and zoology. English and history : Reading, speaking before the class, composition, United States history; American literature. German: Conversation, reading, writing, and principles of grammar. Drafting and writing: Industrial and free-hand drawing; colors; penmanship. Shopwork: A course in woodwork closely allied to the Swedish “sloyd.” shop instruction in the high-school department. Carpenter shop for first-year pupils. — Two series of construction exercises constitute the general work of the carpenter shop. The first series is made at the bench, the second at the turning lathe. These exercises are so arranged as to bring info use different tools, to familiarize the pupils with the forms of construction, to develop a 1076 EDUCATION REPORT, 1895-96. reasonable amount of skill, to bring into action the muscles of the arms, trunk, and legs, to develop judgment, and to train the mind to get control of and maintain supremacy over the body. Heretofore, with few exceptions, these exercises have had no intrinsic value. Many of them are now so designed as to be, when completed, either useful or beautiful, and at the end of the year the articles may become the pupil’s property. We find that pupils show greater interest and care if their finished products can be put to use or kept as souvenirs. In addition to this series of exercises, which each boy completes, there is carried on some larger or more important work, upon which groups of boys are employed. Blacksmith shop for second-year pupils.— The course in the blacksmith shop consists of a series of exercises in iron and steel. This embodies the most important princi¬ ples of welding iron, welding iron and steel, tempering, hardening, and annealing steel, and the construction of tools. It is in this work that pupils learn to “strike while the iron is hot,” and to know what it is “to have many irons in the fire;” all of which develop quick judgment. The articles comprising the series of exercises and the order in which they are made are as follows : 1, paper weight ; 2, cold chisel ; 3, center punch ; 4, picture frame ; 5, plain weld; 6, ring for a flower stand; 7, butcher knife; 8, L weld; -9, bracket; 10, forging hammer ; 11, tongs; 12, wrench; 13, wood chisel; 14, pick; 15, easel; 16, flower stand. In addition to these exercises special work is done, consisting of ornamental pieces of hammered iron, for which original designs are drawn by the pupils in the drafting room. This gives practical training in designing and construction. Only the simplest measuring instruments are used, the idea being to train the eye to estimate dimensions. Machine shop for third-year pupils. — The methods of instruction in a machine shop must be different from those in a shop where all pupils work simultaneously at the bench or forge ; for with a variety of machines there must be a variety of work. As all pupils of a class must be at work at the same time, some are put at lathes, others at planers, others at vises, etc. It is, consequently, impossible to instruct by means of a systematic series of exer¬ cises, but we have found that excellent results can be effected by constructing some one machine. In building a machine, the special treatment that each detail requires and the knowledge of machine anatomy that is obtained gives a variety and breadth of experience that a series of exercises does not. In the machine shop of the technical school attention has been given chiefly to the construction of the steam engine, the great tool of modern times. Three have been built in the past four years ; the first was a simple slide-valve engine of 10 horse¬ power ; the next, a noncondensing compound engine of 15 horsepower, is now driving all the machinery of the school ; the last, a triple-expansion engine of about 30 horse¬ power, was put in place last year. The pupils prepared the working drawings for all of these engines. It is the purpose of the school to construct from time to time engines of different types, thereby creating an interesting and valuable collection. Fifteen turning lathes for the carpenter shop have been constructed. The equipment of the workshops is as follows : EQUIPMENT. Carpenter shop. — Fifty-two cabinetmaker’s benches ; 30 speed lathes, 15 of which have been made by the pupils ; 1 rip and cross-cut circular saw ; 1 grindstone; 2 emery wheels ; bench tools for 100 boys ; turning tools for 50 boys. Blacksmith shop . — Thirty forges ; 30 anvils; 2vises; 1 blower ; 1 exhaust fan ; 1 bel¬ lows; 1 grindstone; 1 drill press; 2 workbenches, with the necessary tools; tongs, hammers, flatters, fullers, and swages, etc., for 90 boys. Machine shop. — One engine lathe, 20-inch swing, 10-foot bed ; 1 engine lathe, 17-inch swing, 8 foot bed; 5 engine lathes, 14-inch swing, 5-foot bed; 1 Brown & Sharpe speed lathe; 1 Brainard milling machine; 1 Cincinnati Milling Machine Company cutter and:reamer grinder ; 1 26-inch by 7-foot Gray planer ; 1 14-inch shaper ; 1 26-inch Lodge-Davis drill press ; 1 Slate sensitive drill ; 1 Diamond wet emery grinder ; 1 Washburn twist drill grinder ; 1 52-foot bench, with 10 vises ; lathe and vise tools for 24 boys; also necessary chucks, boring bars, taps, dies, and reamers necessary for same. The power is derived from a 5 by 8 by 12 inch compound steam engine, built by the pupils of the class of 1891, taking steam from two tubular boilers in the base¬ ment. There are also 2 other steam engines built by the pubils. . OCCUPATIONS OF GRADUATES. Students in schools of technology, 8; in universities, 6; in business colleges, 4; in medical school, 1; in law school, 1; teachers, 4; draftsmen, 10; civil engineers, 4; mechanical engineers, 2; electricians, 3; machinists, 3; architect, 1; artists, 2; MANUAL AND INDUSTRIAL TRAINING. 1077 jeweler, 1; superintendent manufacturing establishment, 1; telegraph operator, 1; merchants, 3; farmers, 2; clerks and bookkeepers, 7 reporter, 1 ; at home, 6; indefi- nitely stated, 5. III.— TRADE SCHOOL'S. California School of Mechanical Arts, San Francisco, Cal. [From the catalogue of 1896-97.] The California School of Mechanical Arts is the outcome of the public spirit of James Lick, a citizen of California. Having been brought up in narrow circum¬ stances, earning his living in early manhood as a mechanic, he sympathized with the struggles of the young for a place in life, and resolved to found a school where those who were dependent upon themselves could receive such an education as would give them a foothold in the world. On September 21, 1875, Mr. Lick executed a deed of trust, by which he conveyed to certain trustees a large amount of property for various purposes of public benefit, of which this school was one. The execution of this particular portion of the trust was delayed by prolonged litigation, and it was not until January 3, 1895, that the buildings were completed and the school formally established. On Monday, January 14, 1895, instruction was commenced. ^ PLAN OF INSTRUCTION. A complete course covers a period of four years, of which the first half is devoted to a preliminary course and the last two years to a formal apprenticeship in some one department. The prime object of the school is to teach trades. It aims to give each student a thorough knowledge of the technique of some one industrial pursuit from which he may earn his living. It offers, however, something more than the mere equivalent of a workshop apprenticeship. (1) Before commencing work exclusively at his trade each student must first com¬ plete a graded course of woodwork and ironwork, involving the elements of carpen¬ try, pattern making, forging, molding, and iron fitting, and covering the first two years of attendance. (2) A systematic course of instruction in English, mathematics, science, and draw¬ ing precedes and parallels the purely apprenticeship instruction of the last two years. By means of these lines of preliminary instruction the student’s acquaintance with tools and materials and with science and art is made broad enough to allow the fullest expansion in any trade that he may select, and to permit of his ready adjust¬ ment to the new and varying conditions that are constantly taking place in all the mechanical and industrial arts. (3) There is the additional advantage that the shop instruction throughout is based upon work that is selected, as far as possible, for the benefit of the student, and not for the profit of his employer. This does not imply that his time of labor is frittered away, or that he is not made to realize the conditions he will have to face in after life. On the contrary, a large proportion of his time is devoted to the manufacture of marketable goods, and his success in the school is measured by his ultimate ability to execute his work in such a manner and at such a rate that the product of his labor, if placed upon the market, will stand the test of competition. The school has facilities for teaching the following trades and technical courses: (1) Carpentry, (2) pattern making, (3) forging, (4) molding, (5) machine-shop practice, (6) machine drawing, (7) architectural drawing, (8) technical design, (9) modeling, (10) wood carving, (11) cookery, (12) dressmaking, (13) millinery, (14) preparatory for technical college course. PRELIMINARY COURSE. The two years’ preliminary course serves as a foundation for the different trades and technical courses. This part of the curriculum is essentially the same as the course given in the so-called manual training schools. It is different for boys and girls as regards tool work and domestic branches, but otherwise it is the same for all students, and is required of all. It divides its time equally between academic and industrial branches. The academic branches include English, mathematics, science, and history. One period of fifty minutes per day, for two years, is devoted to each of these subjects, with the exception of history, which is given on alternate days. The instruction in English includes word study, grammar, and rhetoric, practice in written and oral expression, and a study of literature through English classics. 1078 EDUCATION REPORT, 1895-96. The mathematical instruction includes elementary algebra, and plane, solid, and spherical geometry, carried on side by side throughout both years. The science work consists of 'physics during the first year, and chemistry during the second year. The preliminary instruction includes, also, a general course of ancient, mediaeval, and modern history. The industrial branches are made up of the three elements : Tool work, industrial art, and household art and science. The industrial art instruction begins the same for boys and girls. Free-hand representative and decorative drawing, mechanical drawing, modeling, and carving are substantially the same for both up to the middle of the second year, from which point of divergence the boys continue along the mechanical and architectural lines, while the girls do more of the free-hand work, such as designing. The tool work (for boys only) consists of a graded course of carpentry, molding, and pattern making during the first year; forging, molding, and iron fitting dur¬ ing the second year; and during the first term of the third year machine-shop practice. The work in household art and science begins in the first year with a course of plain sewing and the preliminary parts of cutting and fitting. Drafting and dress¬ making proper are completed during the first term of the second year. The rest of the second year is used for millinery. The third-year work of this department com¬ prises cooking and a comprehensive course in the direct application of science and art in the household, including interior decorations and furnishings, heating, light¬ ing, ventilating, and other sanitary conditions, and hygiene. * TRADES AND TECHNICAL COURSES. At the beginning of the third year each student must elect one of the courses enumerated and must serve in it an apprenticeship of two years. All apprentices are required to meet one hour per week, either in a body or in sec¬ tions, for the purpose of discussing papers and reports to be submitted by individual members, somewhat after the seminary plan. The subjects of these reports are selected or assigned by the pupils themselves, as far as possible, and relate to manu¬ facturing processes and devices, to topics from the history of art and industry, and to scientific subjects. Each report must be exhaustive, and will be placed before the class as clearly as possible by means of printed abstracts and the stereopticon, the presentation to be followed by a thorough discussion. All apprentices are given a brief course in political economy, commercial geography, physical geography, and United States history and government. The mathematical instruction for apprentices is different for different courses, as indicated under each course. Nearly all apprentices take one or more of the follow¬ ing: (1) Heat calculations, including a general study of transformations of energy; (2) theoretical mechanics and elementary kinematics; (3) strength of materials, graphical determinations, construction of trusses and beams, and problems of tensile strength and elasticity; (4) bookkeeping and business forms; (5) logarithms, and the use of tables in general; (6) plane and spherical trigonometry; (7) those who elect technical course No. 14 are required to review the entire subjects of algebra, geometry, and trigonometry, and to add such parts as are required for admission to the universities. Science work for apprentices is selected from the following: (1) Tests upon the school boiler and engine; (2) metallurgy of iron; (3) experimental mechanics; (4) use of microscope; (5) phenomena of combustion; (6) physical and chemical proper¬ ties of foods; (7) adulterations; (8) sanitary chemistry; (9) chemistry of dyestuffs; (10) physics, sound, and light. The following is an outline of the shopwork and other instruction for apprentices in each department : 1. Carpentry. — Actual construction of cabinets, stairs, etc., and of a large model of frame house, in all its details; specifications, contracts, and estimates ; ventilation, heating, plumbing, foundations, painting, and plastering; methods of manufactur¬ ing, seasoning, and preserving lumber ; woodworking machinery and mill methods; building materials, their properties, prices, sources, etc. ; mathematics, subjects num¬ bered 2, 3, 4, 6, above; science, subjects numbered 3, 8, 10, a.jo/e; Saturday excur¬ sions to mills and to buildings in course of construction. Each student enrolled in this course may be required to work as a helper on some building during the summer vacations, and at such other times as may seem advisable. 2. Pattern making. — Continuous work upon patterns from drawings executed by students in course 6, for machine parts to be molded by students in course 4, and upon similar work to be assigned by the instructor in charge; methods of manufac¬ turing, preserving, and seasoning lumber ; woodworking machinery; mathematics, 2, 4, 5, 6, above ; science, 2, 10, above. MANUAL AND INDUSTRIAL TRAINING. 1079 3. Forging. — Continuous practice in forging difficult machine parts and structural ironwork; designing and execution, in conjunction with students in courses 4, 7, 8, and 9, of extensive architectural ornamental ironwork; estimates, contracts, specifi¬ cations, etc. ; properties, sources, and prices of -material, etc. ; mathematics, T, 3, 4, 6, page 1078; science, 2, 3, 5, 10, page 1078; Saturday excursions to ironworking estab¬ lishments. 4. Molding . — Casting from patterns made by students in course 2 of machine parts, to be finished by students in course 5; designing and execution in conjunction with students in courses 3, 7, 8, and 9 of architectural ornamental ironwork ; practice in piece molding, molding in gelatin, wax, and sulphur, and by the lost-wax process for undercut "work; mathematics, 1, 4, 6, page 1078; science, 2, 3, 5, 10, page 1078 ; Sat¬ urday excursions to ironworking establishments. 5. Machinist’s course. — Finishing work on castings made by students in course 4; machine-shop practice in all its details; estimates, contracts, specifications, etc.; properties, sources, and prices of materials used; mathematics, 1, 2, 3, 4, 5, 6, page 1078; science, 1, 2, 3, 10, page 1078. 6. Machine drawing. — Execution of drawings for actual use in the pattern shop and elsewhere. Specifications and contracts; mathematics, 1, 2, 3, 4, 5, 6, page 1078; science, 1, 2, 3, 10, page 1078. 7. Architectural drawing. — A continuation of the execution of plans, elevations, details, and perspectives. Landscape drawing; history of architecture; designs for architectural ornament to be executed at the school in wood, iron, terra cotta, and cement; specifications, contracts, estimates; ventilation, heating, plumbing, foundations, painting, and plastering ; methods of manufacturing, seasoning, audpre- serving lumber; woodworking machinery and mill methods; building materials, their sources, properties, prices, etc. ; mathematics, 2, 3, 4, 5, 6, page 1078 ; science, 3, 10. Saturday excursions to buildings of recognized excellence of architecture. 8. Technical design. — This course will be necessarily restricted by the lack of facil¬ ities at the school for executing designs for oilcloths, fabrics, stained glass, wall paper, mural decorations, etc., but this defect will be corrected, as far as possible, by frequent visits to factories and by inquiries among manufacturers. Since the school itself will have means for executing designs in wood, clay, terra cotta, and iron, the fundamental laws of design will be deduced from work done in these mate¬ rials. Excursions to museums, art exhibitions, etc.; chemistry of materials used, their properties, preparation, etc. ; science, 10, page 1078. 9. Modeling. — In this course the student may choose bet’ween a course of sculpture or one of industrial modeling. The former will include anatomy; copying of ornaments from casts, photographs, and natural objects; laws of composition and their application; figure modeling from casts, antique and life; low relief, high relief, and the round. The latter will include the different methods of molding, such as piece molding, molding in wax, sulphur, and gelatin, and by *the lost- wax process; the reproduc¬ tion of modeled objects in preservable materials, such as iron, bronze, terra cotta, cement, marble, etc. ; designing and execution of more or less extensive projects of architectural ornament, in conjunction with students of courses 3, 4, 7, and 8. Chemistry of materials used; mathematics, 6, page 1078; science, 10. 10. Wood carving. — Designing and manufacture of chairs, tables, frames, cabinets, and other pieces of furniture, and the execution of architectural ornaments designed, by students in courses 7 and 8. Methods of manufacturing, seasoning, and pre¬ serving lumber ; oiling, varnishing, etc.; history of art and architecture ; excursions to museums, art exhibitions, etc. ; mathematics, 4, 5, 6, page 1078 ; science, 10. * 11. Cookery. — A continuation of the third year’s course of cooking from a more scientific standpoint. More advanced processes, as canning, preserving, pickling, desserts, ice creams, etc.; cooking for invalids; physiological considerations and nutritive values; preparation of menus; table decorations; mathematics, 1, 4, page 1078; science, 4, 5, 6, 7, 8. 12. Dressmaking. — Designing and manufacture of tea gowns, princess dresses, tailor-finished suits, jackets, children’s garments, etc.; history of costume; study of drapery; sketching; hygienic principles; methods of manufacturing threads, cloths, and other materials used; excursions to manufactories; mathematics, 4, page 1078; science, 9, 10. 13. Millinery. — Covered hats and bonnet, crepe bonnets, shirred and velvet hats, etc.; manufacture of frames and braids; trimming with choice materials; history of costume; sketching; methods of manufacturing materials used; mathematics, 4, pago 1078; science, 9, 10. 14. Preparatory for technical college course. — A thorough review of English, math¬ ematics, and science, to comply with the requirements for admission to the univer¬ sities in the courses of civil, mechanical, electrical, and mining engineering. 1080 EDUCATION REPORT, 1895-96. EXPENSES. There is no charge for tuition, hut students are required to furnish their own hooks, drawing instruments, overalls, aprons, and edge tools, and to pay the actual cost of working materials. The total' expense averages about $20 a year. Working materials, such as lumber, iron, clay, chemicals, sewing materials, draw¬ ing materials, etc., are purchased in quantities for each department, and at the opening of each term payments are required in advance for the estimated cost of materials for the ensuing half-year. For the year 1896-97, this charge has been fixed at $5 a term. Drawing instruments can be purchased from the school at cost, if desired. It is important that these instruments should be of good quality, and well selected. The sets handled by the school are sold at prices from $5 to $10. These are to be pur¬ chased at the beginning of the first year, and they last throughout the course. A set of chisels and plane-blades for carpentry and pattern making can be pur¬ chased from the school, if desired, at a cost of $2.50. They are required of all boys at the beginning of the first year. A set of carving tools is required during the second year. These may be purchased from the school at a cost of $3 per set of ten tools. Each boy entering the machine shop must provide himself with the following tools: 5-inch try-square; 8-inch outside calipers; 4-incli outside calipers; 6-inch inside calipers; 6-inch dividers; 12-inch steel straightedge; three-fourths-pound hammer. These are sold by the school for $5 per set. All other tools and appliances are furnished by the school, and loss or breakage, resulting from carelessness, is charged to the pupil responsible for such damage. Beginning with the year 1896-97, a new plan for furnishing overalls, aprons, and towels will be put into practice. For the sake of uniformity, and to avoid confu¬ sion, these garments must be of a prescribed pattern for each line of shop-work, must be washed at intervals to be designated by the instructor in charge, and each suit must be marked with the name of the owner. Springfield (Mass.) Industrial Institute. [Statement of L. P. Strong, director.] Our several departments cover almost all lines of practical work, the central idea in the trade school being the trade. In the high school department is the manual training course for the first year and a half, at the completion of which, the stu¬ dent chooses a trade to which he devotes the remaining year and a half. Our engineering department, being a preparation to higher technical study, the practical work being compulsory even in this course. This is a private institution ; our shops are thoroughly equipped to do business, and do work for outside firms which goes a long way toward our support. The amount charged for tuition varies from $50 for the trade school to $90 in the engi¬ neering department. The high school boys must be 15 years of age ; the trade school boys must be at least 17 years of age and most of them are older. Our building is a four-story brick structure 160 feet long and 50 feet wide. The machine shop has 29 engine lathes, 1 planer, 3 drills, 1 shaper, 1 universal miller, 1 tool grinder, emery wheels, hack saws, cutting off saws, etc., and a well stocked tool room in charge of a machinist where students can get any tools for their imme¬ diate use. Our carpenter shop equipment consists of 8 wood-turning lathes, 1 pattern-mak¬ ers’ lathe, 1 jig-saw, 1 pattern makers’ saw, and 1 jointer. We have a toolroom here also where the extra tools are kept ; each student has a drawer with lock and key containing the most common sizes of chisels, bits, planers, etc. The cost of the plant including equipment is about $50,000. Baron de Hirsch Trade Schools, New York City. [Statement furnished by J. Ernest G. Yalden, superintendent.] This school, organized five years ago by the trustees of the Baron de Hirsch fund in order to assist Russian and Roumanian Jews to gain a knowledge of some trade, is as yet little known to the general public. * * * Its object is to render it possible for a young man to gain, during his stay at the school, a sufficient knowledge of the English language and the principles of some trade to enable him on leaving school to obtain work as a helper or “junior” at that trade. MANUAL AND INDUSTRIAL TRAINING. 1081 The trade school is not intended to turn out skilled mechanics, hut to give a young man such a training in the principles of a trade and the proper ways of doing work that he is better fitted quickly to acquire, upon active practice at the trade, that necessary skill and quickness which is required of the first-class mechanic. * * * The school offers free course of instruction in six grades: Plumbing, carpentry, wood turning, machinist, house painting, and sign painting. Each course is five and one-half months in length, and the pupil is required to complete the same satisfactorily in order to obtain a certificate. A kit of tools is given to each graduate and efforts made to obtain work for them at the completion of their course. The firstdass to graduate was composed of 23 young men, distributed among the departments as follows : 5 carpenters, 8 machinists, 6 plumbers, and 4 sign painters. Eighty-seven per cent of these graduates came from Russia, the remainder from Roumania, and the average age was 19.1 years. Within three weeks after leaving the school 91 per cent were working at their chosen trade. * * * . All exercises, whenever possible, are made directly from drawings and exactly to size. Shop methods are followed as closely as possible, and during the course frequent visits to large shops are made by the pupils, under the guidance of an instructor, who points out the significance of the work viewed. The machine shop is 25 by 50 feet and accommodates about 20 pupils. It is equipped with 5 12-inch and 2 18-inch lathes or shapes, 2 drill presses, 2 planers, and all necessary hand tools, besides ample bench room for vise work. The pupil is required to first complete some thirty exercises, in most part the com¬ pletion of some finished article, involving as far as possible all the fundamental principles of the machinist trade, i. e., bench work, drill press, planes, and lathe practice. Toward the end of the course the class is divided into squads and put at construc¬ tion work, such as the completion of a copy press or similar article. Lectures are given throughout this course on the tools, material, and operations of the trade. The carpentry and wood turning shop has a floor space of 1,250 square feet and can accommodate 12 carpenters and 8 turners. It is equipped with 10 turning lathes, circular saw, band saw, and all necessary benches for the carpenters. Each pupil first completes some twenty-four exercises, embracing the use of nearly all the car¬ penter’s tools and showing the fundamental operations of woodwork. These exercises include a complete set of joints, the application of mitering, dado¬ ing, rabbetting, chamfering, etc. The pupils then construct a number of articles, such as boxes, cupboards, arch centers, house trimmings, etc., and, finally, the class builds a small cottage complete from plans. In the wood-turning course the pupil is taught the names, uses, and care of the turner’s tools; the use of the lathe, circular and band saws; finishing, staining, and polishing, and the construction of finished articles. The plumbing shop accommodates about 20 pupils and is equipped with 20 solder pots, benches, and all necessary tools of the trade. The course in plumbing and gas-fitting is very complete. Each pupil completes a set of exercises in lead work, such as joint wiping and sheet-lead work. The use of cast-iron pipe, wrought and galvanized iron pipe in plumbing work is fully explained, and each pupil has prac¬ tice in handling such material. In the house-painting course the pupil is taught plain painting, preparation of surface for painting, and how to remove old paint ; kalsomining ; painting in two and three shades; flatting, stippling, gilding, graining, etc. ; paper hanging and the preparation of stencils. The sign-painting course includes the drawing, with chalk and triangle, the dif¬ ferent alphabets used by sign painters ; preparation of colors and boards for paint¬ ing; lettering on wood and metal; glass sign painting in plain colors and gold; drawing of ornaments, scrolls, and borders, and the preparation of stencils. Instruction in drawing is given to the members of the machinist and. carpentry departments, and consists of exercises in practical geometry; then the drawing of plans, elevations, and sections of various objects; and, finally, the making of simple working drawings from objects or written descriptions. This is decidedly a practical course, its object being to enable the graduate to read drawings and to work understandingly from them, though in nearly every instance the pupil becomes skilled enough to make a very creditable working- drawing. A course of instruction in English is offered to such pupils as are not familiar with the language, and also some instruction in arithmetic. Evening lectures are given at intervals throughout the course on general, scien¬ tific, and ethical subjects. 1082 EDUCATION REPORT, 1895-96. New York Trade School, New York City. [Statement of H. Y. Brill, general manager.] Our school is exclusively a trade school, and instruction is given in trades only. By our system of instruction we fit our graduates to earn their livelihood at the trade they come to the school to learn. The manual training school does not have this particular purpose in view, the instruction in the handicrafts being supplemen¬ tary and an aid to literary work. The New York Trade School is an incorporated institution and has a charter from the University of the State of New York. It is managed by a board of trustees and is not connected with the public schools or any other institution. The school is sup¬ ported by tuition fees from students and the income from a permanent endowment fund. The rates of tuition vary from $12 to $16 for an evening course, and from $25 to $40 for a day course. The charges for instruction include the use of tools and materials. The school is restricted to young men between 17 and 23 years of age, and the instruction furnished is of the same practical character as will be met with in actual practice at the trade. A course of instruction is arranged for each trade for the student to follow. The course commences with simple work, and step by step advances on work more complicated. Skilled mechanics are employed as instructors, and the student receives individual instruction. The scientific principles which underlie the practical work is also taught by means of lectures, so that the student acquires not only manual skill but learns why work should be done in a certain way. The workrooms of the school are equipped the same as first-class workshops. The school furnishes all tools and material. The value of the school plant is $275,000. The annual cost of maintenance is $30,000. The yearly attendance is 500. In the evening classes the members are residents of the city. Those who come to the day classes attend from all parts of the United States and Canada. [From the catalogue for 1890-97.] Evening instruction is given in bricklaying, plastering, plnmbing, electrical work, carpentry, house painting, stonecutting, fresco painting, blacksmith’s work, print¬ ing, sign painting, and cornice work. There are day classes in plumbing, house and fresco painting, sign painting, brick¬ laying, carpentry, steam andliot-water fitting, and printing. The evening classes are intended to give young men already in the trades an oppor¬ tunity to improve themselves, and to give young men who are earning their living at other occupations during the day a chance to iearn a trade. Tho day classes, which are also open to beginners as well as to those who have some knowledge of the trade, graduate young men who are possessed of the skill of the average journeyman and have a wider knowledge of the trade in all its branches. Tho past few years much work of an advanced character has been introduced in the various day courses, and the constant practice gained by continuous application, such as tho hours of the day classes afford, enables a pupil to rapidly acquire both skill and proficiency. Master Builders’ Mechanical Trade School, Philadelphia, Pa. [Statement of "William A. H. Allen, superintendent.] The school was established for the.instruction of boys desiring to enter the build¬ ing trades as apprentices, or those already engaged in those trades, but whose term is not yet completed. The pupils make their own choice of the trade, and instruc¬ tion is given in actual work, both practical and theoretical, the former taking pre¬ cedence. With the present accommodations there are no advanced classes, but pupils often attend a second term, and not a few have taken a third term. The school was founded by the Master Builders’ Exchange, and though now incor¬ porated, still bears its name. The income is derived from instruction fees, from a small but increasing endowment fund, and an appropriation from tho State of Penn¬ sylvania — any deficit being made good by the Master Builders’ Exchange. The instruction fee paid by each pupil is $27 for the term. The schools at present are divided into seven departments, in which instruction is given in the following trades, viz : Carpentry, bricklaying, plastering, stonecutting, blacksmith ing, painting, and plumbing. Each department is furnished with competent instructors and is under the direct supervision of three members of the committee of that particular trade, and the schools as a whole are in charge of a superintendent. MANUAL AND INDUSTRIAL. TRAINING. 1083 For tlie present, evening classes only have been formed, bn-t should a sufficient number of applications bo received to warrant the management in so doing, day- classes will l>e established. Three evenings per week are occupied in the instruction of each class, two being devoted to shopwork and one to theoretical instruction, calculation, and drawing. The pupils begin work at once in the trades they have chosen. The present (sixth) term has 90 admissions in all, of an average age of about 18 years. In mechanical instruction the instructors follow printed forms, the lesser details •being left to their discretion. The theoretical instruction is given in the form of questions and answers, the pupils writing the latter from dictation, and any required explanation is given on the following evening. These questions form the basis of the examination at the end of the term. Working drawings only are made, the object being rather to teach the understanding of plans than to mako draftsmen. Tho pupils are expected to have the elements of a common school education, and, if deficient, assistance is given. All the instruction is arranged to meet the prac¬ tical needs of those intending to become workmen at the several trades. The basement of the exchange building is used as a workshop and an upper floor for the drafting room. The shop is equipped with the usual hand tools of the differ¬ ent trades, and both tools and materials are furnished in both the shop and the draft¬ ing room. The cost of the plant is about $4,500 and the usual expenses of maintenance about $6,000 per annum, varying somewhat with the number of pupils. The majority of the pupils have been taken as apprentices by members of the exchange, who speak in very favorable terms of their acquirements, and are willing to reduce their term of apprenticeship where a certificate is obtained. Of those who complete their time with tlio. same employer a record can be kept, but ifc is of necessity incomplete in the case of many. It has but seldom come to our knowledge that pupils have taken up somo occupa¬ tion other than the trade learned at the school, and several who attended the earlier terms are now in business for themselves. The later admissions have been greatly due to tho recommendations of former pupils, and when these have been visitors, it has been with a satisfaction which' they were very willing to express. It has been contemplated to add other mechanical trades in connection w-ith build¬ ing when circumstances allow removal to quarters affording increased accommoda¬ tion. The present space is fully occupied, and in some trades the number of appli¬ cants has exceeded the capacity of the school. Williamson Free School oe Mechanical Trades, Williamson School, Pa. [Statement of John M. Shrigley. president.] Our support is entirely from the income of the endowment fund given us by Mr. Isaiah V. Williamson. Our machine and carpenter shops are provided with hand and power tools and our bricklaying shop with all the appliances required in that trade. Our plant, including 200 acres of ground, has cost $426,757.86. The cost of maintenance in 1895, average number of pupils having been 163, total population 205, was $60,695.56. Our first class was graduated in tho spring of 1894, and many of its members are now receiving full journeymen’s wages at their trades. A very large proportion of our graduates follow the "trades taught them here. We have not the exact figures at this moment, but 90 per cent of the entire number will closely approximate the percentage so doing. [From a circular of the school, 189G.] This school was founded by Isaiah V. Williamson for tho purpose of giving poor and deserving boys a good English education, for training them inhabits of morality, economy, and industry, and for teaching them mechanical trades. Only natives of tho United States are eligible for admission, and no one will be accepted who is not able-bodied, intelligent, healthy, and possessed of natural apti¬ tude and liking for mechanical work. Candidates to be successful must also be of good moral character and be sufficiently educated to readily enter on the school work. The school is only for pupils who intend to follow mechanical pursuits for a living. The scholastic examination is held four to five months prior to the date of admis¬ sion, and covers reading, writing, spelling, arithmetic, including fractions, and weights and measures, geography, United States history, composition, and language. All scholars are bound as indentured apprentices to the trustees for the term of three years, with the provision that the indenture may be canceled at any timo by the trustees for the scholar’s in competency or bad conduct, or if for any other reasons the trustees think him unworthy of future and continued support and education. 1084 EDUCATION REPORT, 1895-96. By the indenture the scholar will he obligated to conform to all regulations and restrictions prescribed by the trustees or their representatives, and all right or claim to control them during the period they remain at the school will be vested in the trustees. Each scholar is given a preparatory course in woodworking and mechanical draw¬ ing, in connection with studies in the schoolroom and extending through six months. At the end of that period he is placed at one of the following free trades, the selec¬ tion of which is made by the trustees, due regard being given to the inclination and adaptability of the boys to the trades to which they are assigned : Woodworking in its various branches, such as carpentering, pattern making, cabipetmaking, etc. Building, including bricklaying, range, furnace and boiler setting, plastering, etc. Machine trade in all its usual details, including practical training in steam and electrical engineering, steam fitting, etc. Each scholar takes but one of the trades named, and his instruction in mechanical and free hand drawing, which continues during the entire three years, tends in the general direction of his trade. The courses are systematic and thorough, and based on instructional methods. The branches taught in the academic department are reading, writing, arithmetic, algebra, geometry, physical and political geography, history, elocution, physical science, English literature, physiology and hygiene, civil government, chemistry, vocal music, theory of the steam engine, strength of materials, and building con¬ struction. The school and shops are in session eight hours daily on five days of the week and four hours on Saturday, each scholar spending about four hours in the class rooms and four hours in the shops daily the first year, the proportion spent in the shops gradually increasing toward the close of the apprenticeship. The school term continues the entire year, but those pupils who merit it are given about two weeks vacation in summer and a few days at Christmas. Ample facilities are provided for in and out of door games, and each scholar, in turn, performs a moderate amount of open-air work. Scholars are required to bring with them a modest outfit of plain clothing, but while at the school no charge is made for boarding, clothing, or instruction, the benefits of the institution being free. The domestic life of the school conforms, as far as is practicable, to good family government. To that end the scholars are divided into families of twenty-four, each having its matron and its own distinct home or cottage, cared for by its occupants. The homes contain no kitchens, dining rooms, or laundries, these being located in other buildings. The trustees deem it to be quite as essential to have the pupils become good men as good mechanics, and special attention is given to their moral training. IV. — NORMAL SCHOOLS. Georgia Normal and Industrial College, Milledgeville, Ga. [From the Third Annual Announcement and Catalogue, 1894.] The object of the State in establishing this school is to provide for the young women of Georgia an institution in which they may get such special instruction and training as will prepare them to earn their own living by the vocation of teaching or by those industrial arts that are suitable for women to pursue. Subsidiary to these two main objects the institution also teaches those branches of learning that constitute a good general education. It furthermore instructs and trains its pupils in those household arts that are essential to the complete education of every woman, whatever her calling in life may be or in whatever sphere of society she may move. In other words, the purpose of the college is to prepare Georgia girls: (1) To do intelligent work as teachers, according to the best methods known to modern peda¬ gogics. (2) To earn their own livelihood by the practice of some one or other of those industrial arts suitable for women to follow. (3) To exert an uplifting and refining influence on family and society by means of a cultured intellect, which can only be attained by a systematic education in the higher branches of learning. (4) To be skillful and expert in those domestic arts that lie at the foundation of all suc¬ cessful housekeeping and home making. (5) To accomplish this fourfold educational purpose, the courses of study to l o pursued in the school are divided, in a general way, into four principal departments, namely : The normal department ; the industrial department; the collegiate department; the domestic department. It mast not be supposed that each of these departments constitutes a distinct and separate school. On the contrary, they are coordinate and coequal parts of one MANUAL AND INDUSTRIAL TRAINING. 1085 complete system, and are so united as to form one harmonious whole. Many of the studies pursued in the college belong in common to all of the departments, but in certain lines of study the departments differentiate, giving rise to the above fourfold classification. * INDUSTRIAL DEPARTMENT, The object of this department is to give thorough instruction in those industrial arts that are suitable for women to follow as a means of livelihood. The department will confine itself for the present to the following branches : (1) Stenography and typewriting, (2) telegraphy, (3) bookkeeping, (4) dressmaking, (5) free-hand and industrial drawing, (6) cooking. In selecting these from all the available industries, the authorities of the college had regard primarily to their business value and secondarily to their culture value. Carefully compiled statistics show that the first four arts mentioned have a greater business value for women than any other employment whatever. The fifth in the list, namely, free-hand and industrial drawing, was selected mainly for its culture value, though if pursued as a specialty for two or more years By persons who have a natural aptitude for drawing, it will afford the most pleasant and lucrative means of livelihood of any of the industrial arts taught in this school. Cooking, the sixth and last art in the list, was selected almost entirely for its domestic or household value, SCHOOL OF DRESSMAKING. The whole practical work of dressmaking is taught in this department, including cutting, fitting, draping, hand sewing and machine sewing. Careful instruction is also given in the principal branches of sewing in white goods. The S. T. Taylor system of dressmaking, generally acknowledged to be the best in the world, is used. It is based on strictly mathematical principles, which insures accurate results, and, where it is well learned, guarantees a perfect and artistic fit in every case. Although thoroughly scientific, it is simple and not very difficult to learn. The department is furnished with an abundance of the very best and finest makes of sewing machines, and with all other furniture, implements, and devices that go to make up a perfect equipment. There are two classes of pupils who study this art in our college : (1) Those who wish to learn it merely for home or domestic uses. (2) Those who wish to learn it as a trade. For the first class, one hour a day devoted to the work throughout the session is usually sufficient, but for those who wish to become professional, artistic dressmakers, from three to five hours a day for at least one year are necessary. All pupils studying dressmaking are required, by way of practice, to make their own college uniform dresses, or to do any other work that may be required of them by the principal. In order to afford those pupils who intend to make dressmaking a profession the practice absolutely necessary to acquiring a high degree of proficiency in this art, there has been organized in connection with the department a regular dressmaking establishment, which carries on the trade of dressmaking under strictly business regulations. The establishment is in direct charge of Mrs. Fannie Shealy, under whose careful supervision all work will be done. A number of licensed assistants from among the most skilled pupils in the department will be appointed for this establishment, and they will receive reasonable compensation for any work they may do. All contracts for work to be done must be made directly with Mrs. Shealy, and all money paid for work must pass through her hands. No work shall be done for pay in the dressmaking department except in this trade school and under these regulations. It is hoped that this will in time become one of the best and most artistic dress¬ making establishments in Georgia. The charges will be reasonable and all work will bo strictly guaranteed. Those pupils who wish to learn cutting and fitting must provide themselves with the S. T. Taylor text-book and accompanying drafting and measuring instruments. The whole outfit costs $7, and can be purchased at the college. Pupils who wish to take only sewing or any branch of needlework will not require this outfit. All students of dressmaking, unless specially excused, are required to take the industrial-English course of study. SCHOOL OF COOKING. This is the pioneer institution of the sort in the Southern States. Neither expense nor pains have been spared in fitting it up. During the three years of its existence it has accomplished much good, but in several important particulars it will do better 1086 EDUCATION REPORT, 1895-96. work next session tlian ever before. The course of study will be better adapted to the particular needs of tlie Southern kitchen and to the dietary of Southern house¬ holds than heretofore, and the methods of instruction will be more thoroughly prac¬ tical. To the gas stoves and oil stoves with which the school is already abundantly supplied the common wood cooking stove will bo added, so as to familiarize the pupils with its use. The aim of the course of study will be to acquaint the girls with ail the fundamental principles of cooking and to give them a practical training in the most healthful and economical methods of preparing such articles of food as are usually found on a well-appointed Southern family table. Special stress will be laid upon the making of plain bread and biscuit, the cooking of ordinary meats and vegetables, and the preparation of simple desserts; sufficient attention will also be paid to fancy dishes. Several special lessons are given on cooking for invalids. Each cooking class consists of twelve pupils and each class receives one lesson of two hours’ duration every week, and at each of these lessons every pupil in the class does actual cooking directly under the eye of the teacher. In connection with every lesson instruction is given in hygiene as related to foods, in the nutritive properties and values of the materials used, and in the chemical changes caused by cooking. Dining-room training. — As an adjunct to tbe cooking school there will be established next session a well-equipped, nicely appointed dining room, in connection with which girls will he taught to make out hills of fare, to set the table, to serve meals, aud to do everything in this branch of housekeeping in the best and most approved manner. They will also be carefully instructed in the etiquette of the table and in everything that constitutes good dining-room manners. Doth in tho kitchen and in the dining room great pains will he taken to train tho girls into hahits of absolute cleanliness and neatness. Tho cooking school occupies a very large, conveniently arranged room in the top story of the college building. It is equipped with the most improved implements and appliances. The cooking lessons are obligatory upon all members of the senior class. No stu¬ dent shall he awarded a diploma from this college until she 1ms taken the course in cooking and has stood a satisfactory examination in the same. Ordinarily only seniors are allowed in this department, hut girls over 16 years of age who expect to he in the college only one year will also he permitted to take the lessons if the y wish to do so. An incidental fee of $2 is charged in this department, and must ho paid when the student’s name is enrolled in the class. No other charge is made. Teachers College, New York City. 1 Statement of Charles A. Bennett, professor of manual training.] The manual-training work of Teachers College is divided into five parts: (1) College work: Training teachers. (2) High-school Avork: Macy Manual Training High School, four years’ course, including science, language, mathematics, history, drawing, and manual training. Pits for Columbia School of Mines in three years. Manual-training work in this school is obligatory. (3) Horace Mann School : An elementary school, consisting of eight grades between kindergarten and high school. Manual training work obligatory in each grade. (4) Extension work: (a) Saturday morning classes for teachers; (&) afternoon classes for boys and girls ; (e) evening trade classes for young men. (5) Summer School of Manual Training. Teachers’ College is an independent institution supported by voluntary contribu¬ tions and tuition fees. Tuition in college, 675; in Macy Manual Training High School, $150; in Horace Mann School, $75 and $100; in extension classes, (a) Satur¬ day classes for teachers, 20 Aveeks, $5; (&) afternoon classes for hoys and girls, 15 Aveeks, $5; (e) evening trade classes, 20 weeks, $15; summer school, 5 weeks, $25. Course of instruction in Horace Mann School: Grade 1, clay modeling, paper working, sewing. Grade 2, clay modeling, paper working, sewing. Grade 3, clay modeling, paper working, sewing. Grade 4, clay modeling, paper working, metal working. Grade 5, clay modeling, paper working, sewing for girls, wood Avorking for hoys. Grade 6, paper working, sewing for girls, wood working for hoys. Grade 7, clay modeling. Grade 8, clay modeling, cooking for girls, wood working for boys. Macy Manual Training High School : First year, for hoys, wood joinery, avooc! carv¬ ing; for girls, sewing, clay modeling, wood ear\Ting. Second year, for boys, wood turning, pattern making, foundry Avork, sheet-metal working; for girls, sewing, cooking, clay modeling, and wood carving. Third year, for boys, forging, chipping, filing, fitting, and machine tool work; for girls, cooking and sewing (elements of dressmaking). Fourth year, a pupil may elect special courses in the department of manual training and art education to fill up tho time allotted to manual training. MANUAL AND INDUSTRIAL TRAINING, 1087 The 11 nmber of pupils in the Horace Mann School below high-school grade are as follows : Grade. Boys. Girls. Grade. Boys. [First _ _ _ _ _ _ _ 12 13 Fifth . 10 11 12 Sixth . 11 T hii'd . 16 4 Seventh _ _ _ G Fouith . . - 13 12 Eighth . . . 13 The number of pupils at present' in the Macy Manual Training High School are as follows : Tear. Boys. Girls. „ 2 17 8 The equipment for the wood-joinery room is as follows; 30 benches for pupils, 1 bench for teacher, 31 sets of tools, 31 tablet chairs arranged in front of blackboard and teacher’s bench, 1 grindstone mounted on iron frame, 1 teacher’s desk, 1 case for drawings, 1 case of pigeonholes for unfinished work, 1 table for glue-pot outfit, 1 museum case containing models of course of study, specimens of wood products, etc. (Connected Avith this room is a locker and wash room, a storeroom, and a dumb Avaiter leading to tho stock room in the basement.) Each bench is equipped with the fol¬ lowing tools: 1 back saw, Disston’s No. 4, 10-inch, 13 points to the inch; 1 Ham¬ mond adze-eye bell-face hammer, No. 0, 7-ounco; 1 Bailey’s patent adjustable iron jack plane, No. 5; 1 round hickory mallet, Bliss Manufacturing Company, No. 4, 2|-inch face, with handle screwed into head ; 1 tang firmer chisel, Buck Bros., No. 2 ; 1-inch, handled and sharpened; 1 ditto, one-fourth inch ; 1 Russell Jennings dowel bit, tfv-e-sixteentli inch ; 1 ditto, one-half inch; 1 Barber’s bit brace, No. 14, 6-inch sweep, 1 sliding T beArel, Eagle, 9-inch; 1 iron handle try-square. No. 12, 6-inch, Stanley Rule and Lermr Company ; 1 marking gauge, No. 64£, Stanley Rule and Leyfer Company; 1 octagon-handled screw-driver, No. 77, 4-inch, Hammacher, Schlemmer & Co. ; 1 nail set, ‘ ‘round points,” No. 77, one-fourth inch, Buck Bros., one-sixteenth inch point) ; 1 foot rule (special pattern, made by Patterson Bros.) ; 1 knife (made by Patterson Bros.); 1 bench brush (Patterson Bros.); 1 pencil, Dixon’s M; 1 bench hook, special pattern; 1 sharpening outfit, consisting of 1 lily-white Washita oil¬ stone 6 by 1|- inches, in mahogany case with leather strap on top of the case; 1 No. 0 steel oiler, 1 waste holder, and a board to which these are attached. Macy Manual Arts Building fully equipped cost about $250,000. The work in manual training reenforces Avork in other branches, especially in drawing, mathematics, and science. [Extract from course of study of the .Horace Mann School.] ART AND MANUAL, TRAINING. First Grads (Five Periods Each Week). Color. — Colors of the spectrum observed. Lessons given in relations of color and harmony of color. Typical colors taught — red, yellow, blue. Scales of these colors. Drawing. — Free expression of the simplest typical forms — sphere, cube, and cylin¬ der; and of natural forms — fruit, leaves, and flowers. Occasionally a story is illus¬ trated by the children. Clay modeling. — Modeling in clay of simple forms — objects, fruit, A'egetables. Paper working. — Tablet laying, cutting and pasting of colored paper to make borders and radiating arrangements. Geometric figures used — circle, square, and oblong. Seiving. — Drill lessons given to gain muscular control. Colored wool on burlap used for first sewing. Free choice of colors allowed. Work Avith coarse needle on unbleached muslin given in the latter part of the year. For practical application of the stitches little useful articles are given near the end of the year. Second Grade (Five Periods Each Week). Color. — Relations of color; harmony of color. Typical colors — blue, and green. Scales of these colors. 1088 EDUCATION REPORT, 1895-96. Draiving. — The drawing is the free expression in light and shade of simple typical forms, such as cube, square prism, triangular prism, pyramid. There is also drawing of good, simple objects and of natural forms — vegetables, fruit, and plants. Clay modeling. — Modeling of simple objects — fruit, vegetables, leaves. Paper working. — Application of color lessons in cutting and pasting paper to form borders and radiating arrangements. Geometric figures used — right triangle and equilateral triangle. Sewing. — Quick review of the stitches given in the first grade. Sewing on buttons. Application of all exercises previously given in making such articles as bags, needle- books, and aprons. Third G-rade (Five Periods Each Week). Color. — Relations of color; harmony of color. Typical colors taught — violet, red orange, yellow orange. • Scales of these colors. Drawing. — Shaded drawings of simple typical forms; also drawing of objects, natural forms, vegetables, fruits, and plants. Clay modeling. — Modeling simple objects — fruit, vegetables, leaves. Paper working. — Cutting and pasting colored paper to form borders and radiating arrangements. Geometric figures used — ellipse, oval, and Greek cross. Sewing. — The work begins with a study of the principles of sewing. The children are shown how to make little looms of sticks and strings. The stitches given in previous years are renewed on new models. This is followed by new principles, which are developed in later work. The girls’ work is coarse darning and making dolls’ clothes; the boys’, a national flag, sails for a toy ship, and baseball covers. Fourth Grade (Five Periods Each Week). Color. — Typical colors, yellow green, blue green. Study of colors as applied in every day art. Drawing. — Shaded drawings of geometric solids given singly .and in groups. Devel¬ opment of principle of foreshortening of planes in free-hand perspective. Free draw¬ ing of natural forms. Clay modeling. — Modeling geometric forms, such as quatrefoil and trefoil and natu¬ ral forms suggested by nature lessons. Paper working. — Drawing, with instruments, for paper cutting and jjasting. The quatrefoil and trefoil used for borders and surface coverings. Photographs and prints used to illustrate the quatrefoil in Gothic architecture. Metal working. — Bent iron work, involving the use of snips and pliers. The course consists of exercises in cutting, bending, and binding, and of making a variety of useful and ornamental articles. Fifth Grade (Five Periods Each Week). Drawing. — Free drawing of geometric models (shaded) of objects and natural forms. Drawing, with instruments, in connection with wood working and paper working. Clay modeling. — Modeling exact forms, such as half sphere, half cylinder, and vase forms in the half round. Designing and modeling in the half round of simple useful objects, such as a cup and bowl. Modeling of historic forms, such as the Egyptian pyramid, lotus, and winged sphere; of natural forms — fruits, vegetables, and leaves. Paper working. — Development of surface of solids; construction of cubes, prisms, pyramids, cylinders, cones, and objects similar in form. Sewing. — For girls only. A series of exercises in making stitches used in outer and under clothing. Planning and cutting a petticoat and a doll’s dress. Making up and trimming a gingham dress of small size. Woodworking. — For boys only. Work in thin wood, involving the use of a saw, a chisel knife, and drawing instruments. Sixth Grade (Four Periods Each Week). Color.— Study of relations of color and harmony of color. Typical colors used — red violet and bine violet. Drawing. — Study of Greek ornament, illustrated by casts, photographs, and prints. Drawing of Greek rosette and Greek scroll in color. Drawing of geometric forms, objects, and natural forms in groups. Drawing, with instruments, in connection with wood working and paper working'. Paper working. — Cutting and pasting simple forms of ornament, such as Greek lily and Greek rosette. Sewing. — For girls only. Course in plain sewing completed. Darning and patch¬ ing on various materials. Fancy stitches and plain embroidery on linen and flannel. MANUAL AND INDUSTRIAL TRAINING. 1089 Woodworking . — For boys only. Chip carving and construction work in thin wood. Outfit of tools the same as used in fifth grade. Course of instruction includes joints, frames, boxes, brackets, and carving exercises. Seventh Grade (Two Periods Each Week). Drawing. — Development of principles of free-hand perspective, foreshortening of planes, and convergence of edges. Drawing of geometrical models and objects placed in various positions above and below the eye, parallel with the observer, and turned. Study of shade and shadow. Clay modeling. — Modeling natural forms — leaves and plants. Eighth Grade (Six Periods Each Week). Drawing. — Free-hand — Development of principles of foreshortening of planes and convergence of edges in geometric solids which are in angular perspective. The same principles are illustrated by objects, presented at first singly, then in groups. Study of shade and shadow on objects and groups. Mechanical. — Simple geometrical work involved in drawing diaper patterns and interlaced designs; easy lettering ; projections of simple objects ; w'orking drawings; sections, drawing to scale; developments. All work done in pencil. Clay modeling. — Modeling geometric solids and good vase forms in the half round. Modeling simple forms of historic ornament, such as lotus capital. Modeling of natural forms — fruit, vegetables, and plants. Cooking. — For girls only. An elementary course in which the principles of cookery are illustrated in the making of simple dishes. The sequence of practical work is in general as follows : Starch, cereals, and fruits, vegetables, batters, and doughs, eggs, shellfish, fish, meats, salads, desserts. Woodivorking. — For boys only. Wood joinery taught in a room equipped with benches and sets of woodworking tools. The course consists of exercises, joints, and their applications in a few useful articles. In connection with the work much instruction is given about the tools and materials used. MANUAL TRAINING IN THE COLLEGE DEPARTMENT. [From circular of information for 1895-96.] Aim and Scope. The aim of the department is (1) to train teachers and supervisors of manual train¬ ing and art education, and (2) to give instruction in manual training and art work to students pursuing major courses in other departments of the college, to special stu¬ dents, to pupils of the Horace Mann School and of the Macy Manual Training High School. Aided by the other departments of the college, this department gives not only the principles of teaching special branches and practice in such teaching, added to a thorough drill in subject-matter, but also a broad professional training, enabling graduates to view their specialty not merely as an isolated subject, but in its true relation to the other branches of education. As an experiment station, this depart¬ ment aims to assist in the solution of many problems connected with the introduc¬ tion of manual training and drawing into the public schools. Equipment. The home of the new department is the Macy Manual Arts Building. This build¬ ing, completely equipped, was given by Mrs. Josiah Macy as a memorial to her hus¬ band. It is 147 feet long, 71 feet wide, and is five stories high, including a well-lighted basement. It occupies a commanding position, overlooking Morningside Park, the Harlem River, and Long Island Sound on the northeast, and Riverside Park, the Hudson River, and the Palisades on the northwest. The view from the upper win¬ dows can hardly be surpassed in New York City. It contains three large rooms for woodworking — joinery, carving, turning, and pattern making; four for metal work¬ ing — chipping and filing and soldering, molding and casting, forging and machine tool work: two for clay modeling; one for mechanical drawing; one for architectural drawing; one for elementary manual training; two for elementary free-hand draw¬ ing, and two large studios for advanced drawing and painting. In addition to these is a lecture room, provided with a stereopticon, many smaller rooms, such as offices, store rooms, a library, museum, conference room, photography room, engine room, and stock room. The machinery, tools, cases, and furniture constituting the equipment of the vari¬ ous departments have been selected with special reference to the requirements of the work to be done in these departments. Whenever it has been impossible to find such furnishings in stock, special pieces have been made. ED 96 - 35 1090 EDUCATION REPORT, 1895-96. The departmental library contains many books and pamphlets on manual training and art education. In the corridors and on the walls of various rooms are many I>hotographs illustrating the history of art. In the museum and scattered through the work rooms are vases, reliefs, models, carvings, and casts. The purpose has been to make the building and its equipment complete and in every way adapted to its use. Courses cf Study. FIRST INTRODUCTORY YEAR. 1. Free-hand drawing. — Ten periods weekly. A course designed for students who are making a specialty of art work. 2. Free-hand drawing. — Four periods weekly. An abridgment of course 1, intended students who are not making a specialty of art work. 3. Mechanical drawing. — Four periods weekly. A course designed for those who are taking up the subject of mechanical drawing for the first time. It includes geomet¬ rical problems, lettering, drawing to scale, parallel and angular projection, sections, intersections, and developments. SECOND INTRODUCTORY YEAR. 4. Wood joinery. — Sis periods weekly. A comprehensive course in bench work, intended to prepare students for course 14 given in the junior year. It includes exercises intended to teach the use of the fundamental woodworking tools, the use of many of the principal joints in construction, and the application of theso joints in making useful articles. From time to time during the course special illustrated lessons or talks are given on such subjects as standard measurements, cutting edges, structure and growth of trees, lumbering and the preparation of timber, warping and shrinking of timber, and consequent allowances in construction. 5. Wood carving. — Four periods weekly. A course covering the fundamental prin¬ ciples of the art. In the first part of the course attention is given to the handling and sharpening of tools and to the carving of typical pieces of ornament involving the various uses of the tools. Later the student takes up the work from the stand¬ point of the decorator and learns to work in the following styles: Moresque, Norse, Byzantine, Roman, and Renaissance. Throughout the course careful attention is given to modeling and design. 6. Metal working. — Four periods weekly. A course of hand tool work in three parts : (a) Chipping, filing, and polishing cast iron, wrought iron, malleable cast iron, steel, and brass; (&) sheet-metal working, including many of the processes of tinsmithing and sheet-iron working, and (c) forging, including ornamental iron work and hard¬ ening and tempering steel, in addition to numerous exercises in drawing, bending, upsetting, and Avoiding. 7. Free-hand drawing. — Ten periods weekly. This course is a continuation of course 1 and consists of drawing in charcoal and water color monochrome from groups of colored objects and casts of ornament and the human figure. It is designed to ghTe the student an appreciation of the perspective appearance of all simple objects and the ability to give artistic expression to what he sees by means of light and shade and color. 8. Free-hand drawing. — Four periods weekly. A continuation of course 2, intended to give a student sufficient training in free-hand drawing to enable him to enter the junior year in any major course in the college excepting Major Course B in the department of manual training and art education. 9. Clay modeling. — Four periods weekly. A technical course, consisting of work from ornament and the antique. Each student is gi\Ten practice in making plaster casts from his own clay models. 10. History of art. — Three periods weekly. A course of reading, conferences, and lectures illustrated by lantern photographs. The subjects Avill be taken up in chron¬ ological order, and will cover mediaeval, Renaissance, and modern architecture, sculp¬ ture, and painting. 11. Mechanical drawing. — Four periods weekly. This course follows course 3, and consists of advanced work in intersections and developments, including conic sec¬ tions, a study of mathematical curves as applied in cams and gearing, the principles of shades and shadows and linear perspective. Special attention is given to the making of working drawings from free-hand sketches. JUNIOR YEAR. 12. Elementary manual training. — Four periods weekly. In this course are taken up several lines of manual training, which are adapted to children in the elementary schools. Each of these is of such a nature that it may be carried on in the ordinary school room at any school desk to which an appropriate desk cover has been added. The course includes ; ( a ) Knifework in thin wood for children in the fifth grade, MANUAL AND INDUSTRIAL TRAINING. 1091 involving mncli geometry and drawing; (&■) more advanced wdrk in thin wood for the sixth or seventh grade, involving problems in construction and chip carving; (c) free whittling for children in the sixth or seventh grade; ( d ) construction work in paper and cardboard for grades four, five, six, and seven; and (e) bent ironwork which may he correlated with free-hand drawing in several of the grades of the elementary school. Students pursuing this course are expected to take complete and accurate notes of all lectures, hut are not required to make all the models. 13. Elementary manual training. — Two periods weekly, second half year. An abridgment of course 12, intended for major students in the department of ele¬ mentary teaching. 14. Wood joinery. — Four periods weekly. In this course the subject is taken up from the standpoint of method. Course 4 or its equivalent is required on admission. The course consists of: ( a ) Lectures on methods of working, methods of teaching, and subjects connected with the tools and materials used; ( b ) discussions, recita¬ tions, and the writing of papers on topics requiring the consultation of books in the library; (c) working out a course of models for grammar schools, also a course for high schools; ( d ) advanced work in hard wood, involving many of the principles of cabinetmaking. 15. Wood joinery. — Two periods weekly. An abridgment of course d, intended to give students the ability to construct simple apparatus for scientific experiments. 16. Wood turning, pattern making, and foundry practice. — Six periods weekly. A course in two parts, suitable for manual training high schools, (a) Spindle turning, face-plate turning, chuck and templet turning, in which much attention is given to beauty of outline and proportion; (&) pattern making, in connection with which practice is given in the foundry. The course contains patterns which may be used to illustrate draft, use of split patterns, “making a joint,” use of green- sand core, use of dry core, use of chaplets, “stop-over molding,” three-part molding, and hanging a core. 17. .Metal working. — Six periods weekly. A course combining hand tool and machine tool work, involving standard processes of modern machine shop practice. At the end of the course each class constructs a lathe, a grinder, a motor, or some other small machine. The equipment for this work consists of 10 engine lathes, a universal milling machine, a grinding machine, planer, upright drill, sensitive drill, and the necessary smaller tools, all of which have been carefully selected from the latest patterns of the best tool manufacturers. 18. Free-hand drawing and clay modeling. — Four periods weekly. A course from the standpoint of the teacher. The subject for the first part of the year will bo the work of the primary school ; that for the last part of the year the work of the secondary school. 19. Drawing and painting. — Eight periods weekly. This course is arranged so that the student first makes a light and shade study from the object or grouu of objects, and afterward makes a color subject from the same object. This plan affords an opportunity for the study of black and white values in connection with color values, and emphasizes the importance of the light and shade work as applied to painting. The course includes studies from fruit, flowers, still life, and the human figure, and in the latter part of the year out-of-door sketching. 20. Free-hand draiving. — Two periods weekly. A sxaecial course for major students in domestic art. 21. Mechanical drawing. — Four periods weekly. The work of this course is taken up from the standpoint of method; hence a knowledge of the subject-matter is nec¬ essary on entering the course. During the course a comparative study is made of the mechanical drawing courses of elementary and secondary schools of recognized standing, with a view of arriving at conclusions as to what should be included in a course of mechanical drawing, and what method should be employed in teaching. The. notebook work is an important part of this course. SEVIOR YEAR. 22. History and principles of manual training. — Two periods weekly, first half year. This course includes a study of the development of the manual training idea in educa¬ tion; the Russian system; Swedish sloyd ; Danish sloyd; manual training in England, France, and Germany; American manual training; pedagogic principles underlying manual training ; methods of teaching manual training ; planning courses of instruc¬ tion for elementary and secondary schools; the manual training high school — its distinguishing characteristics and its place in American education. 23. Plans and equipments. — Two periods weekly, second half year. The teacher of manual training is called upon not only to lay out his courses of instruction, but often to plan and equip rooms for manual training work. With this requirement in mind, a course has been designed covering the essential principles involved in plan¬ ning and equipping for manual training work in elementary and secondary schools. 1092 EDUCATION REPOET, 1895-96. In tliis course tlie following points are considered : Planning with reference to num¬ ber, size, and location of rooms needed; tbeir light, accessibility, and convenience one to another; tools and appliances necessary for a given range of work; how to pur¬ chase tools and machinery; arrangement of these with reference to use, convenience, and safety of operation; location of line shafting; selection of motive power, hangers, belting, and other material required. Classes usually work from assumed data, although in some cases data is supplied by schools desiring the assistance of Teachers College in planning new buildings. ,In such cases the school furnishing the data receives a copy of the completed plans free of charge. 24. Wood carving. — Four periods weekly. A course in two parts. The first part is a continuation of course 5, students being expected to work from their own designs. The second part is a course from the standpoint of method, which is adapted to secondary schools. In the second part students are expected to take accurate notes of all lectures, but are not required to make all the models. 25. Drawing and painting. — Eight periods weekly. A continuation of course 19 con¬ sisting of studies in black and Avkite and in color from casts, still life and from life, and out-of-door sketching in color. Talks on perspective, light and shade, composi¬ tion, color, anatomy, etc., are ghren from time to time as the work progresses. In this class much individual instruction is given, thus enabling a student to do advanced work in any branch he desires especially to teach. 26. Designing. — Four periods weekly. A course in principles of design, including a study of the historic styles of ornament. Working designs are made for: (a) Wood carving, (5) wood turning, (c) pyrography, (cl) bent iron work, and ( e ) stained glass. The course is closely related to courses involving construction. 27. Planning courses in draiving. — Two periods weekly. A course for super¬ visors and special teachers of drawing. This course will include the study of conditions existing in schools; courses of instruction in drawing, modeling, and decoration ; the adaptation of work to the ability of classes, to the season of the year, and to the equipment. Attention Avill he given to the correlation of drawing with other subjects. The relation between superAusion and special teaching, the holding of teachers’ meetings, the giving of typical lessons, and the making of programmes will be considered. Equipments will be planned, material for the different grades in public and private schools selected, and the expense estimated. 28. Free-liand draiving. — Two periods weekly. A course from the standpoint of method, beginning with primary work. It includes drawing from models and objects from nature, illustrative drawing, and modeling from typical and natural forms. This course is designed for major students in the departments of the kinder¬ garten and elementary teaching. 29. Machine design. — Four periods weekly. The course involves the consideration of the strength of material and the form and proper proportion of such machine ele¬ ments as the following, which are employed to a greater or less extent in all forms of machinery: Rivets, keys, bolts and screws, journals and their bearings, shafting, couplings, cam's, and gears. Later the subject of machine design is taken up with reference to simplicity, proportion, beauty of outline, cored and ribbed sections, harmony of parts, etc. Finally, some machine is designed and a set of working drawings made. 30. Architectural drawing. — This course in the elements of architecture will not be opened until September, 1896. 31. Clay modeling. — A continuation of course 9, consisting of advanced work from the antique and from life. The course will not be opened until September, 1896. 32. Methods, observation, and practice teaching. — Two to six periods weekly. The first half year is devoted to lectures on methods of teaching manual training and drawing and to the systematic observation of classes in the Horace Mann School and theMacy Manual Training High School. The second half year is devoted to practice teaching and criticism. The following is a brief outline of the work : (1) Observing expert teaching and assisting in giving individual instruction ; (2) written report of observations; (3) class discussion of lesson obseiwed or conference with critic teacher; (4) written plan of (a) a series of lessons and (h) of a single lesson with reference to purpose, subject-matter, and method of teaching; (5) criticism of written plan ; (6) practice teaching; (7) criticism of practice teaching; (8) written plan of typical lesson; (9) criticism of plan of typical lesson; (10) giving typical lesson in the presence of classmates and the faculty; (11) class criticism of typical lesson. Each candidate for the college diploma must observe and teach in at least two subjects during the year, and no student will be recommended for a diploma whose work in this course is unsatisfactory. Department conference. — One hour weekly. A meeting of professors, instructors, assistants, and major students to report on current literature and discuss questions relating to manual training and art education. This hour has proved to be one of great value to all who attend the conference. MANUAL AND INDUSTRIAL TRAINING. 1093 MAJOR COURSES. These extend over two introductory and two college years and lead to the college diploma. In general the work of the two introductory years is intended to give technical skill, w^hile the work of the two college years is taken up from the stand¬ point of method. Three major courses are offered: Course A, designed to equip teachers and supervisors for all grades of manual training work in elementary and secondary schools. Course B, designed to equip teachers and supervisors of art education for all grades of elementary and secondary schools. Course C, designed to equip teachers and supervisors of both manual training and art education for elementary schools only. MINOR COURSES. Any course offered by the department may be pursued by qualified students as a minor in connection with courses offered in other departments of the college and will be counted as a part of the work leading to a college diploma. DEGREES. Candidates for the degrees of A. M. and Ph. D. may elect to do a part of their work in this department. SPECIAL STUDENTS. The directors of the department are at liberty to admit as special students at any time such persons as in their judgment are qualified to work profitably in the depart¬ ment. No diploma is given to special students. SATURDAY CLASSES. On Saturdays, from March to October, a number of special courses are open to teachers and others who can not attend classes earlier in the week. During the year 1895-98 such courses are offered in the following subjects with the provision that no class be formed with less than six students: (1) Wood joinery, (2) wood carving, (3) wood turning, (4) metal working, (5) elementary manual training, (6) free-hand outline drawing, (7) light and shade, and (8) mechanical drawing. Registration fee for each course, $5. EVENING CLASSES. Under the joint management of the Harlem branch of the Young Men’s Christian Association and the department of manual training and art education of Teachers College evening classes will be opened in October, 1895, in the Macy Manual Arts Building. The following courses will be offered : (a) Mechanical drawing, (fr)forging, (c) wood joinery and drawing, ( d ) sheet-metal working and drawing. Other courses in mechanical and art work may be opened during the year. SUMMER SCHOOL. On account of the large number of applications for instruction during the summer months, it has been decided to open a summer school of manual training and art education at Teachers College in 1896. The entire equipment of the Macy Manual Arts Building will be utilized, including library, photographs, casts, models, and exhibits. It will be possible to offer courses in (a) psychology as applied to manual training and art education, history and principles of manual training, methods of teaching manual training, methods of teaching drawing, planning and equipping manual training schools; and (&) in wood joinery, wood carving, wood turning, pattern making, foundry practice, forge work, chipping and filing, machine tool work, elementary manual training, claymodeling, designing, outline drawing, light ancl shade, water- color painting, architectural drawing, mechanical drawing, and machine design. The work will consist of lectures, conferences, recitations, and practice. The number of courses opened will depend upon the demand. The school will be open six weeks. MACY MANUAL TRAINING HIGH SCHOOL. In order to provide better opportunities for observation and practice teaching in manual training and art work the Macy Manual Training High School for boys and girls was established in May, 1895. The general plan of the school requires the pupils to divide their time in school 1094 EDUCATION REPORT, 1895-96. about equally between English, mathematics, and other academic studies, and man¬ ual training and art work. Throughout the entire course of four years each regular student pursues six lines of study — language, mathematics, science, sociology, drawing, and manual training. The course is so arranged as to fit a grammar-school graduate for the School of Mines, Columbia College, in three years. DEPARTMENT OF DOMESTIC SCIENCE AND ART. MAJOR COURSE. This course is designed for those who wish to prepare themselves to become teach¬ ers of cooking and sewing in accordance with educational principles. Candidates for admission to this course will feel the need of a broad and liberal education. A good high-school course, with two years' added experience as teacher or student, is the least that should be considered adequate; much more is desirable. All candidates for admission will be required to pass the examinations for entrance to the college. The course continues two years, and includes instruction in plain cooking and plain sewing, cutting and fitting; drawing; the application of chemistry, physics, physiology, and hygiene to matters of the household; psychology and general method, history of education, methods of teaching and practice teaching. Erom two to four periods weekly are assigned for observation and practice in the Horace Manu School. The assignments are changed as often as the best interests of the individual require. The laboratory work in cooking includes practice in all branches of cookery. More attention, however, is given to such economical and wholesome cooking as can bo properly taught in public schools and in industrial classes than to the preparation of elaborate dishes. Careful study is made of the different methods of applying heat to food materials, and in these experiments the student learns to operate coal, gas, gasoline, and kerosene stoves and the Atkinson cooker. It is the purpose of the course to reduce cooking to a science by the exact methods of the chemical labora¬ tory. In all the processes the aim is to study the conditions and learn to control them until uniform results are obtained. The course in sewing includes all branches that are required by public and indus¬ trial schools; plain sewing, plain embroidery, the drafting, fitting, and cutting of simple garments. A course of lectures is given on methods of teaching sewing; the materials and tools in use and their development and manufacture; color in connec¬ tion, with dress and home furnishing; healthful dress; hygiene, etc. There is also a course of lessons in drawing and color for the study of the human form and drapery . A collection of raw materials, textiles, and tools for demonstration lessons has been procured, and is of great value to the student. Training is given in such details of departmental management as the purchasing of supplies and the planning of courses of lessons and equipments for cooking and sewing classes. A special feature is made of economical cooking and sewing outfits, and the student is given such practical problems as the planning of an inexpensive outfit for a class of twenty and the making of the best selection of utensils to be obtained for a given sum. Occasional visits are made to the schools of New York and vicinity to study the conditions of the work, and many of the students acquire excellent experience by teaching classes in some of the mission schools in New York when the hours do not interfere with college work. MINOR COURSES. The following minor courses are offered to those who do not intend to become teachers of cooking and sewing, but who desire a practical knowledge of the subjects : Cooking. — Five periods weekly. Sewing. — Two periods weekly. Art of costume. — Five periods weekly. Cooking. — One and one-half hours weekly, October 5 to March 14. Sewing. — One hour weekly, October 5 to March 14. Any person, with the consent of the teacher in charge, may elect any one or more of the above courses. Keystone State Normal School, Kutztown, Pa. [Statement of W. W. Deatrick, director.] Our manual training is educational, with especial reference to later work of the pupil teachers in the construction of apparatus, charts, etc. The plant was established by the State Normal School and tuition is included in general charges. Materials are paid fartments and the shops have a reasonable amount of suitable machinery for hand work. The principal expense of maintenance is salaries of foremen. The results are good in improving discipline of pupils while in school and forming an industrious habit, and the work is no hindrance to other studies. Columbia Institution for the Deaf and Dumb, Washington, D. C. [Statement of E. M. Gallaudet, president-.] We give instruction to the boys of our Kendall school in carpentering and cabinet¬ making. We expect to give instruction in printing next year. To the girls we give instruction in sewing (including machine work), dressmaking, and housework. We do this mainly because of its acknowledged educational value. Institution for the Education of the Blind, Jacksonville, III. [Statement of W . F. Short, superintendent.] The central idea in our instruction is educational and with direct view to actual work or trade. Some form of manual training is obligatory upon all our pupils This institution is supported by appropriations from the legislature, and there is no charge for board or tuition. All the branches of manual instruction are carried on throughout the school year and are arranged according to the age and capability of the pupil. The workshop is equipped with suitable tools and machinery. The cost of the workshop was $15,000. The annual expense of maintaining it and other branches of manual instruction is about $1,500. The effects of manual training upon other studies we regard as very salutary. The average length of the school life of the pupils is about twelve years. The pupils usually follow the occupation of the trades learned in school. Maryland School for the Deaf, Frederick, Md. [Statement of Charles W. Ely, principal.] The central idea in our industrial instruction is the cultivation of habits of indus¬ try, training in the use of tools, with a view chiefly to acquiring such a degree of skill as to enable the pupil to turn his hand to any kind of manual work. We teach shoemaking, cabinetmaking, and carpenter}", chair caning, turning, wood carving, and finishing. We also teach dressmaking and finer needlework. This manual training is carried on as a department of our school, which is sup¬ ported by the State. There is no charge for tuition except for persons from other States. The course in manual training is not commenced in any particular year, but is determined rather by the age of pupils. They are placed in the industrial classes at 10 to 12 years of age. It is our purpose to give each pupil training in the use of all the tools used in the shop to which he is attached. In the shoe shop, for example, every boy learns to perform every part of the making of a shoe, in the different grades of work, up to the cutting. The same rule applies in the other shops. We have a building recently erected, two stories in height with a basement, 65 by 30 feet. The first floor is occupied by the cabinet shop, the other is divided between the shoe shop and printing office, while the basement is used for storage. An engine, 15 horsepower, runs the machinery. The cabinet shop is supplied with a planer, jointer, circular saws, scroll saw, mortiser, tenon machine, turning lathe, all run by steam, and there is also a good equipment of tools for cabinetmaking and joiner work. The printing office has a Hoe Enterprise Cylinder of the latest make, a small Gordon press and a good supply of type of considerable variety. In the shoe shop steam power is not used. We have several sewing machines and the usual tools found in a well equipped shop. Value of the plant, about $6,800. Cost of maintenance, $642.08. As a rule I think the industrial training has tended directly toward making better scholars. Undoubtedly parents are better satisfied to have their children remain in school longer than they would if instruction looking toward employment were not furnished. MANUAL AND INDUSTRIAL TRAINING. 1097 Michigan School for the Deaf, Flint, Mich. [Statement of F= 1). Clarke, superintendent.] Our manual instruction is with a view to actual work and a trade. It is obligatory. This school is supported by the State, and no charge is made for tuition. Pupils or parents select a trade at the beginning of the sixth year, and are expected to continue at it at least a year. At the end of that year, for reason, are allowed to change. After the first year they continue till they know all of the trades we can teach. Our pupils in shops average from 12 to 21 years old, except art, drawing, etc., where they begin at 8. Number taught shoemaking, 38; cabinetmaking, 25; tailoring, 20; baking, 3; printing, 23; sewing, 57; art, 33. Our shops are fairly well equipped with tools and machinery. Cost, exclusive of buildings, $9,645.71. Annual salary of instructors, $3,700. Effect on other studies is good, and it lengthens the time we are able to keep our pupils. Many pupils follow the trade they learn at school, while almost all of them acquire “the habit of industry” and work regularly and steadily after leaving school. I attribute the good habits of the deaf largely to this regular work at school. Iowa Institution for Feeble-Minded Children, Glenwood, Iowa. [Statement of F. M. Powell, superintendent. 1 While we consider industrial training an essential and important part of the sys¬ tem of training, we have not yet a very systematic course on account of lack of facilities. There is provided a wood- working room with machinery and tools at cost of $2,000. In this division twelve to eighteen boys work at intervals during the day. The benefits derived are expected to be educational as well as preparatory to actual labor later on in life. Wood carving constitutes a part of the labor. In this the boys are benefited especially in hand and eye training. Wood turning, planing, and* a variety of work are accomplished in this department. The majority of boys at work here also attend the regular school exercises; in this way it becomes a part of their educational training. On the same floor four to eight boys work at intervals during the day in leather .work, for the same reason involved in other industrial work. In this quite a num¬ ber have become proficient in handwork, even where the mentality rates low. The expenses connected with this department are nearly counteracted by the sale of manufactured goods. There is a brickyard on the premises in which are made all the brick that enter into the construction of new buildings. Its sales also yield considerable profit. A number of the boys participate in this labor of production. Farming and gardening are especial sources for remunerative, as well as educa¬ tional labor. Forty to fifty boys work in this department during the spring and summer. The industrial departments are carried on in connection with other branches of the institution so closely that we have not made any effort to itemize expenses sepa¬ rately. Each year we learn to appreciate more fully the value of industrial training. Ohio Institution for Feeble-Minded Youth, Columbus, Ohio. [Statement of G-. A. Doren, superintendent.] In connection with school work almost all the children are engaged in some kind of work about the house and grounds dependent upon their needs and those of the institution. They are instructed in farming and gardening, carpenter work, paint¬ ing, shoemaking, tailoring, sewing, and other kinds of work, with reference to the requirements of the institution. The industrial training is made useful in the eco¬ nomical working of the household. The children are happier to be occupied in this way when not engaged in schoolroom work, and are made self-supporting to a greater or less degree. The exercise, too, is very often very beneficial. Their education is with reference to life in the institution, the object being to brighten their lives in every way possible and to make them self-supporting. VI.— SCHOOLS FOR COLORED PUPILS. Storrs School, Atlanta, Ga. [Statement of Ellen E. Roper, principal.] TVTe teach only sewing to girls. All take the course except those in the highest grade. The object of our teaching in this branch is primarily to render them com¬ petent to make their own clothing, also to teach them tidiness and a horror of rags. ed 96 - 35* 1098 EDUCATION REPORT, 1895-96. Several, having natural taste for sewing, have been able, after finishing our course, to get positions with dressmakers^. We also teach dressmaking when it is desired. The industrial work is in connection with Storrs School, founded and supported by the American Missionary Society. Spelman Seminary for Women and Girls, Atlanta, Ga. [From the catalogue for 1895-98.] INDUSTRIAL DEPARTMENT. The industrial department is made a prominent feature in this institution. The results accomplished through the aid of the Slater Fund prove beyond a doubt the desirableness and practicability of industrial training in connection with our course of study. Every year increases our firm conviction that labor of the hands fora part of the day, directed by skilled instructors, promotes good discipline, good morals, and good mental energy as nothing else can. Every woman should be a good housekeeper, for her own honor and the progress of civilization. ' For all, espe¬ cially for those who are to be teachers and mothers, we believe industrial training to be essential to give self-reliance and self-support. Our great aim is to make edu¬ cation practical. Hence all the boarders are required to learn the art of housekeep¬ ing in all its branches. The time of eight teachers is mainly devoted to this department. Regular courses of instruction are pursued, and certificates are awarded accord¬ ingly. Each student receiving a certificate in this course has attended the school at least two years, is of good moral character, and has served creditably in the fol¬ lowing branches taught in the industrial department : Chamber work, table work, dish washing, cooking, washing, ironing, and plain sewing. Printing is an elective study. Sewing, dressmaking, and printing may be taken by day scholars as well as boarders. HOUSEKEEPING. The daily routine of life in the institution gives practical instruction in house¬ keeping. Boarders take care of their own rooms, and of the schoolrooms, halls, and dining rooms. Every pupil is expected to give at least one hour daily to house¬ work. Each one has her duty to perform daily, and the assignments are changed once a month. By this means table work, dish washing, bedmaking, sweeping, and dusting, and all the other arts that make home neat and pleasant are taught to all. COOKING. The daily cooking for our family of boarders is done under the eye of the matrons by students. In addition to this, there is a class in cooking, consisting of the candi¬ dates for the industrial certificates, who study cooking as a science, with a regular course of instruction which includes both plain and fine cooking. Bread making is considered of great importance. WASHING AND IRONING. A large, airy, fireproof laundry gives ample provision for fine laundry work. Each boarder is expected to do her own washing and ironing under the sujiervision of a competent teacher. SEWING AND DRESSMAKING. Every boarding pupil is required to learn the art of plain sewing. There are four classes in sewing, and promotions are made from the lower to the higher as fast as the pupil’s proficiency will allow. Mending, the cutting and making of under¬ garments, and buttonhole making are taught. Fancy needlework is taken up after skill in plain sewing is acquired. Those desiring to learn the dressmaker’s trade thoroughly have an opportunity to do so. The most approved methods of fitting are used. Day scholars who wish to make a specialty of dressmaking can enter for that branch alone. PRINTING. One of the pleasantest trades open to women is that of compositor in a printing office. We call the attention of parents to our facilities for teaching this trade. Our printing office issues monthly an eight-page school paper, the Spelman Messen¬ ger; it also prints our annual catalogue, besides the letter and bill heads, envelopes, programmes, cards, and labels required for school use. This variety of work insures instruction in a variety of typesetting. MANUAL AND INDUSTRIAL TRAINING. 1099 NURSE TRAINING DEPARTMENT. The profession of nursing tlie sick is to-day attracting women of all ranks. Every young woman should ho familiar with the fundamental principles of good nursing, so that she may care for her own health and that of her family. Many a valuable life has been lost for the lack of skillful nursing. All who contemplate missionary work should he prepared to nurse the sick. In no way can one ho more sure of following in the footsteps of Christ than in entering a sick room with a trained hand and a sympathetic heart. Wo offer two courses, nonprofessional and professional. The former is for those who wish merely such instruction as will enable them to care intelligently for the sick in their own homes. The latter requires three years’ study. During the first two years physiology and the theory of. nursing are studied in connection with English studies; during the last year the ontire time must he given to practical work. All the sick of the school are cared for in the Everts ward hy the senior nurses, and they do district nursing among the poor and private nursing in the fam¬ ilies of the rich. Certificates are given on the completion of' the eourse. Every graduate must possess a good moral character, must pass satisfactorily the required examination, and must have acquired skill in practical work. It would he pos¬ sible for a person of good education to complete the course in two years hy giving to it her entire time. Atlanta physicians constantly employ and recommend our graduates, who receive very high wages. Students under 17 years of age can not enter this course. Tougaroo University, Tougaloo, Miss. [Statement of Rev. Frauk G. Woodworth, president.] The central idea of the instruction is educational — the development of manual skill as part of the education of the whole person. Incidentally there is the impar- tation of snch skill as will enable the student readily to use tools in actual work aud give fitness for further technical instruction. The manual work is obligatory, form¬ ing a part of the regular curriculum as much as does arithmetic or grammar. The chief support of its teachers is from the Slater fund. The tuition charge is $1 per month for the full school work. No special charge is made for the industries. There have been iu the past year 110 pupils iu woodworking and forging, 30 in mechanical drawing, 100 in needlework and cookery. The ages average about 18. So far as it is possible, the methods used are those of the better manual-training schools, like the Rindge School in Cambridge, St. Louis schools, and the Pratt Insti¬ tute. The time spent iu the industrial period is ninety minutes per day. In all branches the endeavor is made so to teach that the pupils shall have ability to teach others. In addition to the strictly manual training class work there is opportunity given forpractice on finished work, and very creditable cabinet andiron work have been pro¬ duced. A somewhat unique feature in tbe girls’ industries is the practical house¬ keeping in the girls’ industrial cottage, a most admirably arranged and equipped building, in which eight girls at a time can keep house for two months, learning all the practical details of household economy under the direction of a competent teacher. As a preparation for that home making which is so essential a part of the training of the colored people, if they are to rise at all, this cottage work is of incalculable value. The material equipment includes a building 40 hy 26 feet for the woodwork and drawing, with an addition 26 hy 20 for the ironwork. There are full sets of admirably made benches and carpentry tools for 24 pupils, 4 forges, and full draw¬ ing outfits for 20. The girls’ industries are taught in a specially constructed u indus¬ trial cottage,” of three stories, 30 feet square, having sewing and cooking class rooms thoroughly furnished, and the rooms for the housekeeping above mentioned. This building 1ms been pronounced the most complete of its kind in the South. The value of the industrial plant used for purely educational purposes is $7,000. Wo have also painting, steam sawing, farming, market gardening, nurse training, which I do not include in this estimate. The annual expense of maintenance is $4,000. The effort to coordinate the manual training with other studies has been attended with no small difficulty, hut our observation has been that the hand work helps the bookwork. The habits which must he developed in successful manual work have a directly helpful effect on studies in general. It is fouud that industrial education becomes an inducement to lengthened school life. Wo have knowledge of many students who are making use of the industrial training received here as carpenters, blacksmiths, mill hands, mechanics. Some of them have been able to receive large wages through the acquired skill. Not a few of the girls are seamstresses and dressmakers, aud many are making good homes as the result of the impetus and training given. 1100 EDUCATION REPORT, 1895-96. After nine years of observation and practical experiment, it is my opinion that the most valuable form of industrial education for the colored people is a combination of strictly manual training with the trade school. In each of the large schools all should have the opportunity for the best manual training and this should be obliga¬ tory, so that all may have the discipline of it and also the gain that comes from familiarity with tool manipulation. Then those who have special aptitude should have the opportunity for development through thorough technical training. In this way the largest material lift can be given to the race. Claflin University, Orangeburg, S. C. [From catalogue of 1893-94.] DEPARTMENT OF MANUAL TRAINING. The advantages arising from the systematic training of the hand and the teaching of trades and industries, in connection with courses of literary culture, are so patent, that no excuse or argument is needed to convince the thoughtful mind of the wisdom of the undertaking. Over $80,000 have been spent in supplying outfits for the various industrial depart¬ ments of Claflin University, and it is the purpose of the management to make it a first-class manual training school. The object of the industrial feature is to give instruction in manual training and to teach trades in connection with literary studies. In order to provide for manual training, there is no effort to lower the literary standard of. the university, to consume time that properly belongs to that depart¬ ment, or to detract in any way from the broadest and most thorough literary culture. * * * Experience has demonstrated that the subjects taught in the literary departments receive a new inspiration from the practical applications which are made of them in the manual training departments. For instance, there is scarcely a principle of mathematics that is not found useful and helpful in the mechanical departments. Students soon learn that mathematics is as essential to them as the tools in their hands, and, consequently, a* subject that has seemed abstract and uninteresting suddenly becomes one of the most entertaining in the curriculum. Claflin University has in successful operation the following manual training departments : Students. Agriculture . 55 Architectual drawing . 15 Mechanical drawing . 170 Masonry . 150 Woodworking . 44 Iron working . 37 House painting, etc . 89 Milling . 3 Dressmaking . 33 Sewing . 118 Cooking . 41 Laundering . . . . . 33 Millinery . 21 Stenography and typewriting . 14 Domestic economy . 12 Typesetting and printing . 4 ARCHITECTURAL AND MECHANICAL DRAWING. Students are taught to work out their lessons on paper, and when the object they desire to make is clearly defined in their minds, the tools and material are placed at their command for an actual verification of the principles they have learned. COURSE OF STUDY. Selection and uses of drawing instruments. The use of the scale as applied to drawing. Simple geometric constructions involving the use of instruments, defini¬ tions, etc. Lectures on the history and development of architecture. Free-hand drawing of scrolls, irregular objects, etc. Drawing from models to a scale. Sec¬ tions and intersecting drawings. Drawing plans and elevations for wood, brick, or stone construction and foundations. Principles of designing. Original designing, MANUAL AND INDUSTRIAL TRAINING. 1101 plans, elevations, etc. Detail or working drawings. Exercises in writing specifi¬ cations, contracts, etc. Lectures on buildings and superintendence. Lectures on historic styles of architecture and ornamentation. Lectures on ventilation . Prac¬ tice in determining the strength of materials. SCHOOL OF WOOD WORKING. This department is furnished with benches, tools, etc., for classes of 20. Lessons are given in mechanical drawing. Students are taught the names and use of tools and how to keep them in order. A variety of actual work is performed, such as building cottages, shops, repairing buildings, making and repairing furniture, ornamenting buildings and campus, building and repairing fences, making and repairing agricultural implements, etc. The following is the course of study pursued : (1) Exercises in methods of holding and using try-square, gauge, dividers, bevel, saw, mallet, chisel, and plane. (2) Elementary framework : Cross lap joint, tenon and mortise joint, end T. andM. frame, and blind T. and M. brace frame. (3) Lathework : Cylinders, spindles, handles, rosettes, etc. (4) Advanced framework: Miter lap joint, dovetail joint, lap dove¬ tail joint, methods of scarfing, keyed joints, double dovetail puzzle, etc. (5) Small articles, embracing framework, nail driving, turning, scroll sawing, and miscella¬ neous work. (6) Cabinetwork: Sawing, turning, framing, wood carving, paneling, brackets, plain bedsteads, washstands, tables, etc. WOOD WORKING BY MACHINERY. This department is supplied with 2 80-horsepower boilers, an engine, 2 planers, ripsaw, jig saw, cut-off saw, variety machine, 3 turning lathes, boring and mortising machine, tenoning machine, band saw, carving machine, shaping machine, paneling machine, sash machine, etc. Students are taught how to operate the machines and how to keep them in order. With these facilities the university has been enabled to do its own building, repairing, and to manufacture its own furniture. During the past year the industrial departments have put up a 4-story brick annex to the main building, 63 by 80 feet. SCHOOL OF IRON WORKING. This department is fitted up with 8 forges, driven by a steam fan, and with the necessary outfit of tools, vises, drills, etc. The course of instruction includes the care and management of the fire and lessons in heating, holding, and striking iron; drawing, upsetting, shaping, bending, punching, cutting, breaking, welding, hardening, and tempering steel. Considerable attention is given to repairing. Many shoptools have been made, such as tongs, hammers, swedges, fullers, punches, chisels, flatters, cleavers, hardies, headers, bending forks, tire sets, drawjacks, traverse wheels, wrenches, bevel squares, try-squares, screw-drivers, pincers, clinch knives, toe knives, shoe ham¬ mers, masons’ hammers, calipers, etc. Special attention is given to filing and finish¬ ing, and there are many specimens of work on exhibition that do credit to the department. This department is supplied with a planer, power drill, turning lathe, and a 20-horsepower engine. SCHOOL OF MILLING. A first-class mill has been furnished, and students are taught ho .v to grind corn into meal, grits, and hominy. Feed is also ground for the stock. BRICKLAYING. Students are first taught the names and uses of the tools ; then follow lessons in the kinds of materials and their uses, mixing mortar, cement, etc. Practice is given in laying walls, corners, window and door caps, arches, flues, chimneys, cornices, etc. During the early part of the course good work only is sought, but later good work and speed are insisted upon. Instruction is also given in reading plans and specifications. Students who wish to stand at the head of their business will join a class in architectural drawing. Two large boilers were set, several foundations for buildings put down, forges and flues built, and a 4-story brick building, 60 by 83 feet, was put up last year. 1102 EDUCATION REPORT, 1895-96. PLASTERING. Special instruction is given in lathing, plastering, whitewashing, and frescoing. Samples of this work are upon exhibition at the university. This department is attractive, and many students have learned enough in ono year to command good wages during their vacation. STEAM LAUNDRY. A commodious 2-story building has been furnished with the most improved 1. un¬ dry machinery, the entire outfit costing $4,000. The object of this enterprise is to give instruction in all that pertains to good laundering, so that young ladies may have the advantage of their training in their lomes or may follow it as a business. The work of the university is done here, and girls of moderate means may earn a part of their necessary expenses by doing extra work. SCHOOL OF PRINTING. This department has been under the management of an experienced printer. The office is furnished with two good presses, paper cutter, and a good supply of type and other necessary furniture. During the session of the school a small paper is published four days in the week, known as The Clallin Daily. HOUSE PAINTING. Lessons are given in colors and materials, and in mixing and applying the same. Instruction is given also in graining and staining woods; in lettering and sign painting; in glazing, and in'&escoing. Students become quite accomplished in this department in two years. MILLINERY. This is ono of the most attractive and successful departments. Advanced students only are received. They are taught to bleach and sew straw, and shape and trim hats and bonnets. The department is under the direction of a lady of large experience in the business. SCHOOL OF COOKING. Classes in cooking are taught both at the university and at the Simpson Home. The departments are furnished with the necessary implements and materials to do most kinds of plain cooking. We have adopted in part the methods used in the public schools of Washington and in part the methods taught at Chautauqua. Course of study. — Cooking: Definition, purposes, processes, and incidental and general information respecting materials, sources, processes of preparing and com¬ bination, care and selection of materials, care of ranges, fires, and cooking utensils. Processes: Boiling, stewing, broiling, baking, frying, and preserving. Boiling: Meats, vegetables, cereals, doughs, and liquids. Stewing: Meats, vegetables, and fruits. Broiling: Steaks, chops, fish, and oysters. Baking: Bread, meats, cake, pies, puddings, and vegetables. Frying: Fish, oysters, batters, and cakes. Preserv¬ ing: By sugar, vinegar, and salt. Cooking for the sick. — Meat soups and broths, cooling beverages, cereal soups and broths, dainty dishes and relishes. NURSE TRAINING. This department undertakes to give such instruction as shall enable students to take intelligent care of themselves and the sick. * Nurse-Training Courses. NONPROFESSIONAL. First year. — Study as to care of sick room: Ventilation, temperature, furnishings, disinfectants in infectious and contagious diseases. Philosophy of hot and cold- water baths and how to administer them in all diseases. Study of applications : Cup¬ ping, enemata, suppositories, poultices, counterirritants, lotions to relieve pain. Massage and Swedish movements. Instruction in fever nursing: Typhoid, mala¬ rial, scarlet, etc. ; smallpox, measles, mumps, diphtheria. Second year. — Method of ascertaining and noting pulse, temperature, and respira¬ tion. Administrations of anaesthetics. Surgical nursing. Application of bandages MANUAL AND INDUSTRIAL TRAINING. 1103 and splints. Preparation and method of serving food. Preventing and dressing of bed sores, and arranging positions. Method of stopping hemorrhage. What to do in emergencies : Drowning, sunstroke, struck by lightning, burns, bites, bleedings. PROFESSIONAL. Third year. — To complete a course preparatory to professional nursing the follow¬ ing additional year of study is required. Special anatomy and a thorough course in midwifery, chemistry, materia medica, therapeutics, toxicology, theory of poisons. PLAIN SEWING. All of the girls not members of the dressmaking classes are required to take plain sewing. So far as we are able we provide them with material for the making of useful articles, but many are kept upon sample or practice work. SIMPSON INDUSTRIAL HOME. Another important industrial feature is the Simpson Memorial Home, established by the ladies of Philadelphia, in memory of the Tate Bishop Matthew Simpson, one of the bishops of the Methodist Episcopal Church. A neat two-and-a-half story building, containing twelve rooms, has been erected and furnished throughout. The home is under the care of a matron, who gives daily instruction in the art of domestic economy. Several girls reside permanently in the home, and have the constant benefits of the same; others are sent by classes from the university for instruction in cutting, sewing, and ornamental work. COURSE OF STUDY IN THE SIMPSON INDUSTRIAL HOME. Eirst term: Plain cooking, plain needlework, laundry work, general housekeeping, good manners. Second term: Bread making, cutting and sewing, laundry work, care of the sick; hygiene — lectures. Pastry cooking, dressmaking, fine laundering, hygiene, and sanitary regulations. Care of rooms, general housework, and work in the dining halls required every day. DEPARTMENT OE AGRICULTURE. The School of Agriculture was established in 1872, and is sustained by a portion of the interest accruing from the land-scrip fund, the Morrill fund, and a small appro¬ priation from the State of South Carolina. The farm consists of about 120 acres of arable land and about 30 acres of pasture land. The farm maintains 7 head of horses and mules, 7 head of Holstein-Friesian and 7 head half Jersey cattle, 20 head hogs, and some coops of choice fowls. The farm is undeT excellent cultivation, as its prod¬ ucts will indicate. The crop last year was as follows: 1,000 bushels of corn, 1,200 bushels of sweet potatoes, 300 bushels of oats, 50 bushels of clay pease, 3 bales cotton, 1,000 gallons of milk, and vegetables and eggs. HORTICULTURE. This is a new department. Twelve acres have been planted in Irish potatoes, sweet corn, turnips, collarcls, cabbage, tomatoes, squash, melons, beans, okra, asparagus, eggplant, cucumbers, etc. These departments furnish employment and' experience to students, and supply, at the market prices, provisions fresh and crisp for the boarding department. We hope to place these departments among the most attractive in the institution. Bishop College, Marshall, Tex. [Statement of U. N. Goble, superintendent of the industrial department.] Our idea in such instruction is educational, but with a direct viewto actual work. We keep these as distinct as possible. The regular manual -training work is divided up as in most such schools, and is obligatory on all students, as all other classes are. The trade work is for those who wish to learn a trade, and they put extra time on the special trade they may select. The work is in direct connection with the regular school work, and no special or extra charge is made for it. The principal work is in the academy, but begins in the grammar school and runs on up into the college work, though of a different character in each. The work is modeled after the best schools of the North, and is quite similar in many respects. The age of the pupils will probably be older in the same grades than in the North. 1104 EDUCATION REPORT, 1895-96. We all feel that the effects of the industrial work show themselves in all the other school work in increasing exactness, dexterity of hand, neatness, and general good wort. The department has not been in operation long enough to give any definite answer as to the occupation of pupils. One effect of the printing office and the training the students have received there is that the standard of printing in the col¬ ored offices of the State has been raised. VII.— MISCELLANEOUS INSTITUTIONS. Pratt Institute, Brooklyn, N. Y. [From the catalogue of 1895-96.] Pratt Institute was established after many years of investigation on the part of its founder, Mr. Charles Pratt, of Brooklyn. Its object is to promote manual and industrial education, as well as cultivation in literature, science, anearance of objects. Ornament from casts : Drapery, bows, fiats; outline and proportion of the head; practice in the use of water color; sketches in water color of drapery and fiats; study of historic costume; designing fiats and bonnets. Special course. — (Five days each week — six months.) This class, completing in six months the full course described above, is organized in September, and has been arranged for those who can devote their whole time to the study, as well as for those who wish to become milliners. The class meets daily, except Saturday, from 9 to 1 o’clock and from 2 to 5 o’clock. Two afternoons each week are devoted to the course in drawing, and all students attend the lectures given by the director of the department of line arts upon the history of art. These lectures are fully illustrated by lantern slides. Lectures upon hygienic, artistic, and historic dress are given by tho best authorities. Instruction in physical culture and in the methods of keeping accounts and mak¬ ing out bills is given by trained specialists. The literature of hygienic and artistic costume is brought to the notice of the pupils, and they are expected to inform themselves irpon these subjects, making use of the library of the institute. Applicants must pass an examination in hand sewing and in simple fractions, and must also submit for inspection a hat which has been made by themselves, and which shows their ability to undertake the course. General Course in Domestic Art and Domestic Science (eive days each week— two years). To enable young women to meet more intelligently the demands of homo and society, the following course offers training in some of thoso arts and sciences more closely related to daily life. Tho certificate of the institute will bo awarded to thoso students who complete tho work of theso courses to the entire satisfaction of the departments concerned. The following is the curriculum : First year. — Domestic art: Drawing, form and color study; history of art; sewing; millinery; dressmaking, hygienic clothing; physical culture. Domestic science: Chemistry; bacteriology; emergencies; marketing, quality, food value, cost of food materials ; cookery, housekeepers’ course; invalid cookery ; laundry work. Second year. — Domestic art: Drawing, outline and proportion of the human form; history of costume; dressmaking, with study of textiles; millinery, with study of textiles; physical culture. Domestic science : Chemistry of foods, with calculation of dietaries; household science, with working drawings; household art; home sanitation; household economy ; public hygiene. These subjects will bo pursued by the student of this course in the regular classes of tho departments. Instruction will be given by means of lectures and recitations, supplemented by as much laboratory work as tho best methods demand. Tho course will require the entire time and attention of the student during tho school year, the work occupying the greater part of each day. Tuition. The school year is divided into three terms for day classes and two terms for evening classes. Tuition is payable in advance, and no part of the tuition fee will be refunded to pupils who withdraw or who are dismissed from the institute before the dose of the term for which the fee is paid. MANUAL AND INDUSTRIAL TRAINING. 1119 The tuition as given below, unless otherwise stated, is for a single term of three months : Day Evening classes, classes. Department of domestic art. Sewing, two lessons per week — tliree months : First, second, third, and fourth grades, each . Children’s class, one lesson per week . - . Special course, four lessons per week . . . Dressmaking, two lessons per week : First grade . . . . . . Second grade (including chart) . Third and fourth grades, each . . Special course, five lessons per week . . . . Millinery, two lessons per week : First, second, third, and fourth grades, each . Special course, five lessons per week . . . Physical culture, one lesson per week . . Normal domestic art course . . . General course in domestic art and domestic science. .. - Department of domestic science. $5. 00 2.00 15.00 15.00 15. 00 15.00 25.00 10. 00 25.00 5. 00 25.00 25. 00 Normal domestic science course (daily) . . General course . . . . - . . Food economics (course of three months) . Marketing lectures (twenty-four) . Single lecture . . . . Household science: Home sanitation - ] Household economy [thirty-six lectures . . . Household art . J Emergencies and home nursing (thirty-six lectures) Public hygiene. . . . . . . . Cookery : Canning, preserving, and pickling (six lessons) . - Girls’ Saturday morning class (each course) _ Housekeepers’ class (twenty-four lessons) - Physicians’ or nurses’ course (twelve lessons) ... Fancy course (twelve lessons) (materials extra) Chafing-dish course . Maids’ course (twelve lessons) . Maids’ advanced course (twelve lessons).- . Private lessons — materials extra . Laundry (twelve lessons) . . . Private lessons . 25. 00 25. 00 25. 00 10. 00 .50 10. 00 10.00 3. 00 4. 00 2.00 15. 00 5. 00 15.00 5.00 2.00 3.00 2. -00 $2. 00 5. 00 10. 00 10. 00 5. 00 2. 66 4. 00 4. 00 4.00 3. 00 2. 00 4.00 2. 00 1. 00 Department of science and technology . Drawing and machine design . Algebra . --\eacll Geometry.- . jeacn . Chemistry . I Electrical construction [each . . Strength of materials . . J Machine design . . . Carpentry . j Machine work . Painting (sign) . Painting (fresco) . J Normal class in manual training . 15. 00 5.00 3.00 8. 00 5.00 15. 00 D kexel Institute of Art, Science, and Industry, Philadelphia, Pa. [From circulars of the institute for 1896-97.] The Drexel Institute was founded by the late Anthony J. Drexel, in 1891, for the promotion of education in art, science, and industry. The chief object of the insti¬ tute is the extension and imj>rovement of scientific, industrial, artistic, and com¬ mercial education, as a means of opening better and wider avenues of employment to young men and young women. The institute, as at present constituted, comprises eleven departments. While each department is organized with reference to its special objects and courses of instruction, it sustains important relations to the other departments, and the various lines of work are carried on in so broad a spirit as to give a certain unity of purpose 1120 EDUCATION REPORT, 1895-96. to the scope and ends of the institution as a whole. The organization of the several departments is as follows: (1) Department of fine and applied art; (2) department of mechanic arts; (3) department of science and technology; (4) department of commerce and finance; (5) department of domestic science and arts; (6) department of physical training; (7) normal department for the training of special teachers; (8) department of evening classes; (9) department of free public lectures and concerts; (10) library department ; (11) museum department. DEPARTMENT OF MECHANIC’ ARTS. The department of mechanic arts provides a thorough course of instruction and training in mathematics, science, drawing, and shopwork, in connection with the essential English branches of a secondary education. AVhile the education given is intended to prepare for business or industrial pur¬ suits, it seeks to develop and cultivate those qualities of mind and character that are of most value in the conduct of life. The object at every stage is to give the student the power to think and act for himself — the practical ability that is the best result of school training. The whole course of instruction is so broad and yet so practical that the graduate can not fail to find some occupation for which his taste and aptitude fit him ; and at the same time he will be prepared for such an advanced scientific or technical course as he may desire to pursue. The department of mechanic arts prepares students for admission to the technical courses in electrical engineering and machine construction, and to the course in architecture, in the institute. Course of Instruction. FIRST TEAR. First term. — Language: Common figures of speech, punctuation, letter writing; reading of American classics. Mathematics : Algebra — Metric system, review of simple equations, quadratics, ratio and proportion, variation, the progressions, use of logarithms, computation rules, plotting of simple equations Geometry — Solid geometry, including tiie geometrical properties of the conic sections. Drawing: Mechanical, free-hand; descriptive geometry. Science: Elementary chemistry — lectures, recitations, and laboratory work. General history : Ancient history. Shop- work: Woodwork; joinery; ironwork; chipping and filing. Second term. — Language: Composition; biographical studies of American classics. Mathematics: Higher algebra — Binomial theorem, partial fractions, convergency and divergency of series, summation of series, reversion of series, variables and limits. Plane trigonometry: Solution of triangles, practical problems in heights and distances and in triangulation, trigonometrical equations, the circular functions, plotting of the trigonometric curves. Drawing: Mechanical, free-hand; descriptive geometry. Science: Elementary chemistry — lectures, recitations, and laboratory work. General history : Medieval and modern European history. Shopwork : Wood¬ work; joinery; ironwork; chipping and filing. Physical training in the gymnasium, twice a week, throughout the year. SECOND YEAR. First term. — Language: Sentences, diction, composition; selected plays of Shakes¬ peare. Mathematics: Algebra, theory of equations, development of series. The elements of theoretical mechanics: Statics, dynamics, hydrostatics, treated without the aids of the Calculus. Drawing: Mechanical, free-hand; descriptive geometry finished. Science: Physics — Introductory laboratory work, consisting of manipula¬ tion and measurements. Chemistry of metals — one lecture per week and recitations. American history and civics. Shopwork: Woodwork, turning; pattern making begun; ironwork; forging begun. Second term. — Language: Grammatical principles, composition. English classics. Mathematics: Plane analytic geometry; straight line, circle, parabola, ellipse, hyperbola, some higher plane curves, the general conic; both rectangular and polar coordinates are used. Drawing: Mechanical, free-hand. Science: Physics— Intro¬ ductory laboratory work, consisting of manipulation and measurements. Chemistry of metals — one lecture per week and recitations. American history and civics. Shop- work: Woodwork, pattern making finished; metal work; forging, molding, and founding. Physical training in the gymnasium, twice a week, throughout the year. THIRD YEAR. First term. — Language : Rhetorical principles, structure of the English language, essay writing ; English classics. Mathematics: Solid analytic geometry; spherical MANUAL AND INDUSTRIAL TRAINING. 1121 trigonometry. Drawing: Mechanical, architectural; historic ornament. Science: Physics, mechanics of solids, liquids, and gases — lectures, recitations, and labora¬ tory work. Theory and practice of the steam engine. Economics: General princi¬ ples and their practical applications. Shopwork : Machine work. Second term. — Language: Essay writing. Historical outlines of English and American literature ; English classics. Mathematics: Practical mathematics; reci¬ tation and field work ; use of transit and theodolite for practical problems in plane surveying and navigation. Drawing: Mechanical; architectural styles. Science: Physics, heat, sound, light, electricity — lectures, recitations, and laboratory work; some practical work in the electrical engineering laboratory, in connection with the instruction in physics ; lectures on practical geology and metallurgy. Theory and practice of the steam engine. Human physiology and hygiene : Lectures. Economics: General principles and their practical applications. Shopwork: Ma¬ chine work. Physical training in the gymnasium, twice a week, throughout the year. Students attend five days a week, from 9 a. m. to 4 p. m. The time of the student is about equally divided between the class-room and laboratory studies and the shopwork. The scientific instruction is given chiefly by lectures and laboratory work, the text-book being used only for reference and review. The English instruction, which is carried throughout the entire course, is thorough and comprehensive, and furnishes a basis of sound, liberal culture for all the other studies. The practical instruction given in the shops affords a valuable aid to the scientific studies. It brings the student into direct and intimate relation with natural forces, where a practical application of these studies is required. While no attempt is made to teach the student a trade, yet a good knowledge is imparted of the tech¬ nical apparatus involved in the mechanic arts, this knowledge being indispensable in the work of the mechanical or electrical engineer, in order that his designs may be practicable and of economical construction. Visits are made by the students, accompanied by the professors, from time to time to the chief industrial establishments of the city and neighborhood. A diploma is granted to students who complete the course and pass all the required examinations. Special courses can be arranged to suit the individual needs of students who are fitted to pursue them advantageously. LABORATORIES AND WORKSHOPS. The chemical and physical laboratories are large, well lighted, well ventilated rooms, and are supplied with extensive collections of apparatus and with every appliance for the work done by the students. The technical shops for woodwork, bench work, machine work, and forging are unsurpassed in the completeness and perfection of their appointments. A small Corliss engine, which is placed in the machine shops, supplies the power to all the shops and is used also for the instruction in steam engineering. There are two. electrical laboratories, besides smaller rooms devoted to electrical work. The engineering laboratory is a finely appointed room and is provided with a 40-horsepower Porter-Alien engine, a 40-horsepower Armington-Sims marine engine, dynamos of the most recent design, storage batteries, and all the necessary appa¬ ratus and appliances for practical instruction in electrical science and its applica¬ tions. The smaller laboratories are situated in the annex and are well equipped with apparatus and conveniences for the study of theoretical electricity. The extensive mechanical and electrical plant of the institute building is also made available in the technical instruction. FEES AND TERMS. First and second years, $25 per term; third year, $30 per term. A rental of 50 cents per term is charged for the use of a coat locker, with indi¬ vidual combination key, which gives to each student absolute control of his own property. These fees include all materials and tools used in the chemical, physical, and elec¬ trical laboratories and the workshops. Students are responsible, however, for their own breakage in the laboratories and workshops. A deposit of from $5 to $10 is required at the beginning of the year, which is returned, less the cost of the appa¬ ratus destroyed. Students supply their own text-books and drawing instruments. There are two terms in the year, beginning in September and February, respec¬ tively. ED 96 - 36 1122 EDUCATION REPORT^ 1895-96. COURSES IN COOKERY AND HOUSEHOLD ECONOMICS. The following courses in cookery and other subjects connected with the household are offered : I. General cookery. II. Invalid cookery. III. Housekeeper’s course. IV. Talks on food materials and other matters relating to the household. V. Course for wait¬ resses. VI. Course in laundry work. VII. Children’s Saturday morning class. VIII. Normal course for the training of teachers of domestic science. IX. Evening classes in general cookery. I. General cookery. There are three courses in general cookery. Each course occupies one term, and is complete in itself. The three courses are consecutive, and must betaken up in regular order. First course. — This course includes instruction in the composition and dietetic value of food materials. The lessons are arranged in logical order, and each principle is illustrated by the preparation of simple dishes. The instruction is largely indi¬ vidual, each student preparing an entire dish. The object of the course is the prep¬ aration of food in the most digestible and appetizing forms. Second course. — This course includes instruction and practice of an advanced char¬ acter in the preparation of more complicated dishes and menus than are included in the first course. Third course. — This course includes the preparation of still more elaborate and expensive dishes ; lessons in marketing and carving; practical demonstration in the cutting of meat. In each course one lesson of three hours is given weekly. II. Invalid cookery. This course is intended for professional nurses and other persons desirous of acquir¬ ing a practical knowledge of cookery suitable for the sick room. The course extends throughout one term, with one lesson of two and one-half hours each week. A care¬ fully prepared syllabus is made the basis of the instruction. Classes of medical students desirous of taking this course can receive instruction in the afternoon or evening. III. Housekeeper' s course. This course is offered in the belief that greater skill and intelligence are needed in the management of the home, and for the purpose of providing thorough training for women possessing the requisite qualifications to fit themselves for positions as housekeepers or as matrons of public institutions. The course occupies one year. It embraces the following subjects: The general courses in cookery; the course in invalid cookery ; marketing; lectures on physiology and hygiene ; familiar talks on food materials and other matters relating to the household; the course in laundry work; business forms and accounts. IV. Talks on food materials and other matters relating to the household. This course is intended to present the scientific, hygienic, and sanitary features of the household in such a manner as will prove of practical benefit to women who manage their own homes. It supplies the kind of information needed by young women preparing themselves for household duties and responsibilities. The course occupies one term. The instruction embraces the following subjects: Composition and nutritive value of foods; comparative value of animal and vegetable foods; home kitchens and public kitchens; use of coal stoves and ranges, oil and gas stoves, Aladdin oven; buying of supplies; cold storage; marketing; national and State laws regarding the inspection of meat; canned goods; food adulterations; water filters; tea, coffee, cocoa, and other beverages; cereals, vegetables, fruits; breads, flour, yeast; dairy products — milk, cheese, butter. V. Course for u-aitresses. This course consists of six lessons, and includes the following subjects in which every well-trained waitress should be expert : Care of dining room and pantry ; care of silver and cutlery; serving of breakfast, luncheon, and dinner; washing dishes; washing and ironing table linen; removal of stains. The classes meet in the afternoon or evening. Each lesson occupies two hours. MANUAL AND INDUSTRIAL TRAINING. 1123 VI. Laundry ivorh . This course includes practice in washing and ironing fabrics and articles of vari¬ ous kinds. Instruction is given in the scientific principles of laundry work, as well as practical training in the laundry. It is intended for students taking the normal course, and as a special course when classes of sufficient size are formed. VII. Children’s Saturday morning class. This class is for young girls unable to attend on the other days of the week. The instruction is specially adapted to girls between 12 and 18 years of age. The class meets on Saturday, at 10 a. m. Each lesson occupies two hours. VIII. Normal course in domestic science. This course, which occupies two years, includes, besides the theoretical and prac¬ tical training in cookery, household economics, observation and practice in teaching, chemistry, physics, physiology, and hygiene, bacteriology, economics, history and institutes of education, physical training, English language and literature (optional). The laboratories, equipment, and appliances which are used in connection with this course are in accordance with the most advanced demands of scientific instruction. EQUIPMENT. There are two large school kitchens, the equipment and appointments of which are unsurpassed. Everything necessary for the scientific instruction, as well as for the practical training of the students, is provided. LIBRARY AND HEADING BOOM. The library of the institute, which contains 18,000 volumes, is supplied with an extensive collection of books relating to the subjects embraced in the several courses of instruction. The leading home and foreign periodicals are supplied in the read¬ ing room. ADMISSION. Applicants for admission to the housekeepers’ course must have a good general education and be at least 25 years of age.. FEES AND TERMS. The fees for the several courses, per term, including all materials, are as follows : First course in general cookery, $10; second course in general cookery, $15; third course in general cookery, $18 ; invalid cookery, $10 ; classes of nurses from hospitals and of medical students, $6; housekeepers’ course, $25; talks on food materials and other matters relating to the household, $5 ; course for waitresses, $3 ; laundry work, $3; children’s Saturday morning class, $8; normal course, $40. There are two terms in the year, beginning in September and February, respectively. EVENING CLASSES. In the evening classes instruction is given in the first two courses of general cook¬ ery, and is similar to that of the day classes. The session extends through six months, from the beginning of October to the end of March. One lesson of two hours is given weekly. Fee for the entire session, which includes all the materials used in the instruction, $5. COURSES IN DRESSMAKING. The following courses in dressmaking are offered: I. Regular course. II. Special course. III. Normal course. IV. Evening classes. I. Regular course. The regular course of instruction consists of four grades, each occupying one term, or half the school year. Each grade is complete in itself, but the four consecutive grades are essential to thorough training in the practice of the art. First grade. — This grade is devoted to the fundamental principles of dressmaking. One plain dress is completed. Two lessons of two hours each are given weekly. Subjects of instruction. — I. Implements and appliances used in dressmaking. II. Cot¬ ton staple, its various uses ; choice of materials; textiles, as to color and application to dress. III. Taking measurements; drafting foundation skirt ; drafting draperies 1124 EDUCATION REPORT, 1895-96. and principles of same ; finishing skirt for trimming or draping ; making lined skirt. IV. Form, proportion, and line relating to ornament in dress. V. Plans for complet¬ ing skirts; cutting waists with seams from patterns drafted by students of the advanced grades from measurements taken from different members of the class ; bast¬ ing; fitting; planning trimming ; general finish. Second grade. — In this grade attention is paid to taking measurements of different figures and to drafting patt rus from the same. The first dress made is of plain material; the second is a waist or entire garment of striped or plaid material; the third, a garment on the princess form, may be a tea gown or a dress. Two lessons of two hours each are given weekly. Subjects of instruction. — I. Color and textiles; their various uses and relations to personal adornment ; growth of wool and silk ; manufacture of fabrics. II. Taking measurements; drafting plain waist fron different measurements; drafting waist with extra seams for large figure; cuffing and matching striped, plaid, or figured material for waist ; making and trimming the same ; drafting and making dresses on the gown form ; artistic dress in its relations to the body ; design in drapery ; making dress on gown form from the student’s own design. Third grade. — The work of this grade is chiefly an extension of that of the two pre¬ ceding grades, with the additional subjects of instruction named below. For further practice students may receive and execute orders Two lessons of two hours each are given weekly. Subjects of instruction. — I. Advanced drafting. II. Drafting of children’s garments. III. Making child’s dress. IV. Seamless waists. V. Making evening dresses. Fourth grade. — This grade completes the regular course. It includes instruction in tailor finish, as applied to dresses, jackets, and coats. Orders may be received and executed by students. One lesson, of four hours, is given weekly. Subjects of instruction. — I. Material used in making coats, as staple and manu¬ factured. II. Drafting jackets and coats of various styles ; cutting, basting, fitting, pressing; practice in making pockets, applying same to garment; making button¬ holes, sewing on buttons; lining and finish of coat; making collars. III. Principles applied to tailor-made dresses. All materials, except those supplied in the third and fourth grades for ordered work, must be furnished by the students. All work cut and planned in the class room must be finished at home. Each student is required to keep a record of the demonstration lessons in a note¬ book, and to submit the same for inspection at stated intervals during the term. In addition to the lessons in dressmaking, instruction is provided in drawing and water color, for the purpose of giving the students a knowledge of line and form and the ability to execute designs for the various kinds of dresses, coats, etc. The instruction includes outline drawing, light and shade, proportions of the human figure ; draperies, dresses, gowns, and coats, in monochrome and color. One lesson, of one hour, is given each week. In the second term of each year instruction is also provided in accounts, business forms, and correspondence. One lesson, of one hour, each week. Courses of lectures in the chemistry of dyeing and cleansing and in physiology and hygiene with reference to dress are given during the second term of each year. These lectures are made as nontechnical as possible, with a view to interesting the students and furnishing them with knowledge that can be made practically available. II. Special course. This course is arranged to meet the needs of those who wish to accomplish the work of the regular course in one year, and who desire additional practice in execut¬ ing orders which they may take on their own account during the second half of the year. Attendance is required every day, except Saturday, from 9 a. m. to 1 p. m. Stu¬ dents have the use of the dressmaking rooms until 4p.m. Students receive the full course of instruction in drawing and water color, and in the keeping of accounts, business forms, and correspondence, given in the regular course. Students taking this course are expected to attend the courses of lectures in the chemistry of dyeing and cleansing and in physiology and hygiene with reference to dress. Every applicant for admission to the special course must have a good knowledge of hand and machine sewing, and present for examination a dress made by herself from patterns. Applicants are admitted to this course only in September of each year, and for the entiie course. CERTIFICATES. Certificates are granted to students who satisfactorily finish all the grades and meet all the requirements, either of the regular or of the special course. MANUAL AND INDUSTRIAL TRAINING. 1125 III. Normal course in domestic arts. The normal course is intended for those who desire to fit themselves to be teachers of dressmaking, millinery, and allied branches. No one is admitted to this course who has not a good English education and spent at least one probationary term in either the regular or the special course in dressmaking, Besides all the studies of the regular courses in dressmaking and millinery, the normal course includes such additional branches as are essential to the teacher’s work. Opportunity is afforded for practical training in teaching in connection with the evening classes of the institute. The normal course occupies two years, including the probationary period. An average attendance of at least four hours daily, except Saturday, is required.. Students who finish the full course of instruction and training and meet all its requirements receive a normal diploma. ADMISSION. For admission to any of the courses applicants must be at least 18 years of age and must be able to do hand and machine sewing. An examination in sewing is held at the beginning of each term. FEES AND TERMS. Regular course. — First grade, $15 per term; second grade, $20 per term, including the drafting chart; third grade, $20 per term; fourth grade, $20 per term. Special course. — Thirty-five dollars per term. EVENING CLASSES. In the evening classes instruction is given in the first, second, and third, grades of the regular course. Each grade occupies one session. The session extends through six months, from the beginning of October to the end of March. Two lessons a week of two hours each are given. Fees for evening classes. — First grade, $3; second grade, $8, including the drafting chart; third grade, $7. The fee is for the entire session. Certificates are granted only to students who finish the three grades. COURSES IN MILLINERY. The following courses in millinery are offered: I. Regular course. II. Special course. III. Normal course in domestic arts. IV. Evening classes. I. The regular course. The regular course in millinery consists of three systematic grades, each occupying one term. Each grade is complete in itself, but the three grades are essential to thorough training in the practice of the art. In each grade two lessons in millinery, of two hours each, are given weekly. First grade. — In this grade the work is begun with the study of the hat in detail. The methods of^reparing the various fittings for the brim are taught upon a straw and a felt hat, cotton flannel and cheese cloth being used, which represent, respec¬ tively, velvet and crape. The hat is then trimmed with suitable bows of sateen to represent ribbon. Harmony of color is carefully studied in all this preliminary work. One hat is made of choice materials. Second grade. — The study of the bonnet and the toque, using for practice the mate¬ rials appropriate to the same. The latter part of the grade work is devoted to the making of bonnets and toques of choice materials. Third grade. — Throughout this grade students work in choice materials to gain con¬ fidence and experience; they are allowed to receive and execute orders. GRADUATE WORK. Students who have finished the three grades of the regular course may remain an additional term for the purpose of doing more original work and gaining additional practice in dealing with the designs and materials appropriate to the two millinery seasons. The work may consist largely of ord.ers taken by the students. II. Special course. The special course differs from the regular course only in completing the work of the three grades in one year. It is intended especially for those intending to become practical milliners, and who desire additional practice in executing orders, which may be taken by students on their own account during the second, term. 1126 EDUCATION REPORT, 1895-96. CERTIFICATES. Certificates are granted to students who satisfactorily complete all the grades of the regular course, or finish the special course, and pass all the required examinations. All materials are selected and furnished by the students. lu addition to the technical training in millinery, instruction is provided in the regular and the special course in drawing and water color, for the purpose of giving the students a knowledge of line aud form and the ability to execute designs for the various kinds of hats, bonnets, toques, etc., in monochrome and color. During the second term of each year instruction is given in the keeping of accounts and in business forms, customs, and correspondence. A course of lectures in the chemistry of dyeing and cleansing is also given during the same term. Constant use is made of the extensive collection of books in the library and of the important collection of textiles in the museum. The leading American and for¬ eign fashion periodicals are supplied in the millinery rooms. III. Normal course in domestic arts. The normal course is intended for those who desire to fit themselves to be teachers of millinery, dressmaking, and allied branches. No one is admitted to this course who has not a good English education, and has spent at least one probationary term in either the regular or the special course in millinery. Besides all the studies of the regular courses in millinery and dressmaking, the normal course includes such additional branches as are essential to the teachers’ work. Tho normal course occupies two years, including the probationary period. An average attendance of at least four hours daily, except Saturday, is required. Students who finish the full course of instruction and training and meet all its requirements receive a normal diploma. ADMISSION. For admission to any of the courses, students must be at least 18 years of age and have a good knowledge of hand sewing. For admission to the special course, appli- cants«are required to submit a specimen piece of millinery for the approval of the director. FEES AND TERMS. Regular course, $12 per term; special course, $20 per term; normal course, first year, same as in regular course; second year, $35 per term. There are two terms in the year, beginning in September and February, respectively. EVENING CLASSES. In the evening classes instruction is given in all the grades of the regular course. The session extends through six months, from the beginning of October to the end of March. Two lessons a week, of two hours each, are given. The fee for thesession is $3. JUNIOR AND ELECTIVE COURSES IN DOMESTIC SCIENCE AND ARTS. Courses of Instruction. The following courses are offered : I. Junior course. II. Elective courses. I. Junior course. — The junior course is a nonprofessional course of prescribed studies and is designed : (1) To supply that training for the duties and responsibili¬ ties of home life which the ordinary academic education fails to give; (2) to lay a broad and solid foundation for the technical work involved in the direct preparation for a profession or trade. The course of instruction covers two years. This course is based upon the recognition of the fact that the training for the prac¬ tical business of life should have its due place in the education of the individual during the plastic period of life. Experience is constantly showing the soundness of this position. Of the classes that have thus far been graduated, more than three-fourths of the pupils have developed aptitudes for one or another of the arts and sciences, and are now taking advanced courses in chemistry, biology, domestic science, millinery, or dressmaking, with a view, in each case, to following the pursuit as a profession. As a result of this preparatory training in a well-arranged and soundly correlated course of study, these pupils have the advantage of entering upon tbc pursuit of their technical courses with good habits of thought and study, and with the ability to take an intelligent delight in their work. MANUAL AND INDUSTRIAL TRAINING. 1127 The course is divided broadly into scientific work, academic work, and industrial work — about one-third of the time being given to each. The list of studies is as follows : FIRST YEAR. j First term. — Sewing, millinery, cookery, household economics, mathematics, draw¬ ing, history, current topics, English and American literature, rhetoric and composi¬ tion, physical training. Second term.— Sewing, millinery, cookery, household economics, mathematics, drawing, history, current topics, English and American literature, rhetoric and composition, physical training. SECOND YEAR. First term. — Dressmaking, household economics, elementary physics, general chemistry, biology, drawing applied to dress and ornament, English literature, rhetoric and composition, current topics, business principles, physical training. Second term.— Dressmaking, household economics, elementary physics, general chemistry, physiology and hygiene, laundry work, drawing applied to dress and ornament, English literature, rhetoric and composition, current topics, business forms and accounts, physical training. II. Elective courses. — The elective courses are intended only for advanced students who are qualified to make a choice of studies for specialization. These courses are designed for young»women who desire a course of training in the sciences or arts, combining with such training, when necessary, courses in the academic branches. Students may elect a single study or a “ group course” from the several courses offered below. The institute affords superior advantages for students who wish to specialize. The following courses are offered: (1) Mathematics, physics, chemistry, biology, physical training; (2). cookery, millinery, dressmaking, household economy, chem¬ istry of foods, laundry work; (3) free-hand drawing, drawing from the antique, mechanical drawing, painting in oil and water color; (4) rhetoric and composition, English and American literature, history of art, civics and economics. ATTENDANCE. In the regular prescribed courses, attendance five days a week, and, upon an average, five hours a day is required. Work begins at 9 a. m. and continues to such hours (up to 4 o’clock) as the programme of studies demands. FEES. Regular course, $30 per term. Advanced elective courses, according to the group of subjects chosen. The cost of the materials used in the science and the cookery classes is included in the fee. All the materials used in the dressmaking and millinery classes and all text-books and stationery are supplied by the student. SUBJECTS OF INSTRUCTION. The following outlines furnish more detailed information concerning some of the subjects of instruction embraced in the junior course and the elective courses : Cookery. — A thorough course in all the ordinary processes of cookery, with indi¬ vidual practice during each lesson. Each pupil performs the whole of the process treated in the lesson and produces a complete dish from a given recipe. Of the four hours per week, three are given to practice and one to theory. The theoretical part considers, in an elementary way, the chemical properties and constituents of foods and their nutritive value. Millinery. — The fundamental principles of trimming and making hats, Avith thorough practice in wiring, binding, puffing, facing (plain and shirred), covering of buckram frames, trimming hats in choice materials, making of shirred hats. The course fits the pupil to do thoroughly all her home millinery and forms a solid basis for a professional course. Seioing and dressmaking . — Practice in sewing A’arious materials used in making a dress. Cutting, drafting, fitting, and making plain dresses, waists, etc. The course fits the pupil to do all her home dressmaking and forms a solid basis for a professional course. The incidental instruction in millinery and dressmaking includes the principles of hygienic dressing and the consideration of form and color as applied to dress. Laundry work. — During the last term of the senior year practical instruction is given in A\rashing and ironing in the scientific laundry of the institute. The stu¬ dents here make important applications of the facts of chemistry in regard to the 1128 EDUCATION REPORT, 1895-96. removal of stains, the preservation of texture and color, and the use and constituents of soaps, washing fluids, bleaching powders, and starches. Household and social economy . — This term covers broadly the instruction in the various subjects that relate to the growth and well-being of the household and of organized society. The instruction is given (1) incidentally as opportunity occurs in the course of the daily work, and (2) in a series of lectures and lessons system¬ atically arranged with a view to correlating kindred subjects in their bearing upon the household and upon social life and organization. The following general outline indicates the scope of the work. It will be noted, that every part of the work capable of demonstration has its outcome in actual laboratory work. The home. — Evolution of the home; significance in the social economy; relation to the individual, to the community. Administration of the home. Relation of income to expenditure; the common sense of economy; the vulgarity of extravagance. The executive functions of the housekeeper. The question of domestic service. The house. — Evolution of the house and its furnishings; its construction, sanitation, heating, lighting, water supply, drainage, plumbing, cleaning. Points to be noticed in a house when one wishes to buy or rent. Furnishing of the house. — Sanitary considerations. Artistic considerations. Influ¬ ence of environment upon character and disposition. Food and drink. — Relation of food and drink to life. Food and growth ; food and energy; food and heat. Nature, chemical composition, and nutritive value of vari¬ ous foods. Comparative value of animal and vegetable foods. Suitable foods for infants, for growing children, for adults, for the aged; for the sick, for the conva¬ lescent, for the well who wish to keep well. The adulteration of food. Discrimina¬ tion in the selection of food materials; how to tell good meats, etc. ; how to market generally. Drink: Fluids required for the body; effects. Beverages: Nature and composition ; effects upon the human sytem. Alcohol. Construction of dietaries. — For the different periods of life; for different seasons of the year; for different occupations of life; for different incomes. Actual practice in turning the percentages and quantities of carbonaceous and nitrogenous food required to maintain health into economical dishes for families with limited incomes. Related physical, chemical, and physiological facts. — General principles of baking, roasting, broiling, frying, etc. Chemical effects of heat on various food constitu¬ ents — albumen, starch, gluten, etc. Chemical effects of overheating, on bread, fats, etc. Injurious effects of acroline. Chemical and physical principles involved in raising bread, biscuits, etc. Errors in present general systems of cookery; prin¬ ciples of slow cookery. Comparative value of fuels — coal, kerosene, gas, electricity. The Aladdin oven. Clothing. — The hygienic considerations of clothing. Clothing for infants, for school children, for adults; night clothing, bedclothes. Materials for clothing. Discrimination in purchasing cottons, linens, woolens, silks, etc. Artistic consid¬ erations of dress. Use and value of decoration. Laws and principles of decoration. Emergencies and home nursing. — Practical application of those facts and principles of physiology and anatomy that fit one to give that first aid so invaluable in the absence of a physician. Spring Garden Institute, Philadelphia, Pa. [Statement of Addison B. Burk, president.] The institute has three departments: Art, mechanical handiwork, and electrical departments. The art school is educational in its aim, and prepares some pupils for higher studies and others for work as designers. The mechanical school is strictly a workshop school, the pupils working eight hours a day. There is no intention to teach a particular trade, but in the course of their training the metal workers become machinists, and the woodworkers pattern makers. They have, however, general knowledge of various other trades, and are fitted to become learners in any of them. They have also a good foundation upon which to pursue higher studies. In the electrical department laboratory instruction is given as well as practical work in wiring, winding dynamos, etc., so that the pupils may become linemen, makers of electrical apparatus, or electrical engineers. The institute is independent of other institutions, and is maintained by fees of pupils and interest on its endowment fund. The fees of pupils range from $40 to $75 for the day classes, and from $5 to $15 lor the night classes, the bulk of the pupils paying $40 in the day classes and $5 at night. The higher charges are for electricity. The unique feature of our work is the maintenance of workshop schools, with no theoretical studies and work at the bench for eight hours a day. The shops are fully equipped with hand and machine tools. The pupils are fm\ nished with all tools and materials that may be required. MANUAL AND INDUSTRIAL TRAINING. 1129 The value of the plant exclusive of buildings is probably $25,000. The annual expense of maintenance is probably $1,000. The result of our system is that boys become highly skilled mechanics (without commercial speed) in the course of two years. They become so intelligent (without being taught to do anything but work) that they readily acquire theoretical knowl¬ edge by the reading of books. Our aim is that of Stephen Girard, to teach them things, not words, and let them pick up the words afterwards. Workingman’s School, New York City. [Statement of Maximilian P. E. Groszmann, director.] Our school is in no way connected with the public schools, and receives no State aid. It is supported by the United Relief Works of the Society for Ethical Culture, a fund of voluntary subscriptions. We have about 400 pupils in our schools, three- fourths of whom enjoy free tuition. The tuition for the others is $75 in the kinder¬ garten and $125 to $150 and $200 in the school classes a year. The Workingman’s School aims to be a model public school and to serve as an experimental field in which new methods of education, as they arise, may be tried for the benefit of the entire public-school system. This is tlie function which it aspires to fulfill. It hopes to remain in constant touch with the public schools, to work with them and for them, and for their advantage to try new educational ideas, such as can be tested under more free and favorable conditions by an institution out¬ side of the system than by one that forms a part of it. Manual training is one of the special features of the school. Manual training has been introduced into the high-school course of several of the public schools of the country with the expectation that it will work its way downward into tlie lower grades. To us, the opposite way of proceeding seems far more logical. The plan of education should develop from below upward, like a tree, unfolding its several branches more and more as it rises in height, and thus maturing toward x>erfect frui¬ tion at the top. The school, however, is in no sense a trade school for the education of artisans, nor merely a manual- training school. It is a complete day school in which manual training is utilized solely on account of its educational value. The equipment consists of one 6-horsepower steam engine, 1 engine lathe, 6 speed lathes, 6 sets soldering tools, 6 sets carx>enter tools, 10 sets carxienter tools, 10 sets metal-working tools, 20 sets mechanical drawing tools, 4 sets forge tools. The pupils are provided with all the tools. The cost of equipment is about $3,000, and the annual expense for material and supplies about $200. It is difficult to determine the effects of manual training upon the length of school life. It is true that our children, even those who are the children of the working classes, remain with us longer than is usual, but whether this is due to the effect of manual training only or to the general spirit of the school can not be ascertained. There are a number of our pupils who have taken up a technical course after graduation. COURSE OF INSTRUCTION. The course of instruction comprises in all classes: Elementary natural science (object lessons), geography, geometry (form lessons), construction (manual work), mechanical drawing, free-hand drawing, designing, modeling in clay, reading (litera¬ ture), conqposition, language and spelling, German, writing, arithmetic, history, ethics, vocal music, gymnastics. In the three highest grades algebra is taught in connection with arithmetic and geometry. Latin has been introduced iu the two highest classes. Coeducation of the sexes in the same class room and studies is the rule; from the third grade up, however, the boys receive their instruction in manual work in the workshop, the girls being taught in the sewing room; and in some of the lessons in gymnastics the exercises of the boys and girls are conducted in sepa¬ rate classes. MANUAL WORK AND MECHANICAL DRAWING. First grade. — Paper folding, cutting, and x>asting (geometrical forms and designs, partly in connection with exercises in color perception) ; stick laying. Geometrical work with splints. Simple bricklaying and construction of steps, bridge, chimney, and small house, with building blocks, from drawings and dictation. Sketching and drawing from the same structures by the pupils. The more difficult structures are built by groups of children. Sewing: Coarse sampler, different kinds of stitches and borders. Second grade. — Work in lead wire (straight lines, conventional forms, and familiar ED 96 - 36* 1130 EDUCATION REPORT, 1895-96. objects); construction of simple models of wood (ladder, clothesliorse, etc.) to a scale (wood being furnished cut in strips ; tools used, knife and brad awl). Mechan¬ ical sketching of simple objects in two views, free-hand. Sewing : Central design in running stitch (mat), plain corners, hemming. Practice in making seams (running, strong running, stitching, and back-stitching stitches). Third grade. — Mechanical drawing: Parallel lines from construction lines; con¬ struction of simple surfaces in connection with geometrical paper cutting and fold¬ ing. Boys: Work in lead wire completed (construction of link and loop chains); simple scroll sawing; construction of simple models of wood (rake, picket fence, shed, farm wagon, etc.) to a scale (same as in second grade, only more difficult objects; work partly done by groups of pupils). Girls: Flat fell, bag seam, bias fell, and reversible seam. Tucking gusset and gathering sampler. Fourth grade. — Mechanical sketching and drawing (cardboard geometry; drawing in ink, two or three views of blocks of wood of different forms). Boys: AVork in copper and brass wire (conventional forms, hooks, loops, rings, chains, etc.); ele¬ mentary woodwork (sawing, boring holes, planing) ; construction of models of household furniture, to a scale, of wood. Girls : Straight skirt, placket openings, child’s drawers. Fifth grade. — Geometrical drawing in connection with mathematical work; con¬ struction of angles and surfaces. Boys: Mechanical sketching and drawing; pro¬ jection of lines, surfaces, and simple solids; sketching of familiar objects from home (two projections). Tin cutting and forming. AVoodwork of fourth grade continued and enlarged, including cutting of chamfers and grooves with the chisel. Group work: .Combination of geometrical solids, constructed of cardboard and wood, into models of engineering work, such as bridges, locomotives, etc. Girls: Mechanical sketching of simple household articles in two projections. Cutting true bias, match¬ ing patterns, making buttonholes and loops, darning and patching, binding, round apron. Sixth grade. — Accurate construction of triangles and study of angles as measured from their arcs. Boys: Mechanical drawing; solids drawn in three projections; parts of machinery from sketches made in shop, sketching of ornamental ironwork to connect with designing and carving. Elementary carving in wood (chamfer edges, relief work) ; wood turning (turning between centers, hollow chuck work, and face-plate work). Elementary brass turning (use of the graver). Group work: Physical apparatus as required by E. H. Hale’s Elementary Lessons in Physics. Girls: Sketching of plain household furniture; drafting of lines and curves at given angles, preparatory to dress cutting. Machine sewing : Chemise and nightgown. Hemstitching and feather stitching. Seventh grade. — Drill in accurate geometrical construction. Boys: Mechanical sketching and drawing of details of architectural works, such as doors, windows, parts of structures, etc. Blue printing. Making in wood of simple patterns for casting; green sand molding and casting in lead; iron chipping, tiling, and drilling; brass turning. Group work : Series of physical apparatus as begun in sixth grade, completed. Girls : Solids in two projections. Millinery. Eighth grade. — Drill in accurate geometrical construction. Boys: AVorking, de¬ tailed, and assembled drawings of engine in shop and pump in boiler room. Archi¬ tectural drawings from photographs and dictation. Sketching of detailed parts of machinery, to bo worked up for quick working drawings. Lead and iron forging; engine-lathe work. Group work: Construction of simple models of machinery in wood and metal. Girls: Solids in three projections; drafting in connection with dress cutting. Drafting waist, using Brown’s system; making of a simple dress. Both sexes : Factory excursions. Sloyd Training School, Boston, Mass. [From a circular of the school, 1895.] This school was established by Mrs. Quincy A. Shaw in 1888. It represents private experimental work in the interest of education, and offers free instruction to teachers in the hope of giving them such acquaintance with the subject of manual training as will tend to an understanding of the pedagogical basis of the work, as well as to give thorough instruction in mechanical drawing and woodwork. Heretofore the work of the Sloyd Training School has been confined to the prepa¬ ration of teachers for grammar- grade pupils. The superior facilities of the new location of the school not only afford better opportunities for the training of teach¬ ers, but make possible the introduction of a course of work for high schools based on the educational principles characteristic of sloyd. The recent act of the Mas¬ sachusetts legislature regarding manual training in high schools and the demand for thoroughly equipped teachers make more than ever apparent the need for this work. The Sloyd Training School now occupies nearly the entire upper floor of the North MANUAL AND INDUSTRIAL TRAINING. 1131 Bennet Street Industrial School. Two large, well-lighted and well-ventilated rooms, thoroughly equipped, are devoted to the normal classes. Another room accommodates classes of children, giving to normal students ample opportunity for observation and practice of teaching. The commodious office contains a careful selection of hooks for the use of students, and also complete and graphic illustrations of various manual-training courses. COURSE OF STUDY. Daily lectures on the educational principles of manual training, including reasons for and explanation of the exercises and their progression, and also the application of gymnastic principles to movements and positions in working. Lectures on: The nature and development of the child as the guide to that which the teacher must provide; history and growth of manual training; the great edu¬ cators, as Comenius, Rousseau, Froebel, Cygmeus; the use, construction, and care of tools; woods, their growth, qualities, and structure; suitable sloyd room, proper outfit, prices, etc. A course of lectures on psychology is also given by a recognized authority. Students are required to produce weekly abstracts from the lectures, and also papers showing their ability to demonstrate the educational value of the work. REQUIRED TECHNICAL WORK. The satisfactory completion of 31 models, including the making of 15 different joints and involving the use of 47 tools. The course represents 72 different exercises. Working drawings of each model, full size and to scale. Simple projections and geometrical problems. The sharpening of every tool used in the course. Recognition and selection of the proper material for each model. Oiling, shellacking, and polishing. Selection and preparation of specimens of various woods. Working out in wood, steps showing the progression of exercises in the first six models. Invention of a sloyd model involving certain exercises. This model to be the property of the school. Estimate of proper wood and outfit for a given number of pupils. Criticising and marking the finished work is an important feature of the course. Two of the teachers and two or more students examine each model and pass judg¬ ment upon it before it receives the mark of the school. The high-school course will include wood turning, wood carving, and advanced drawing, besides more jiractice with tools than is given in the grammar-school course, and on a different set of models. In addition to the above, the following are required: Observation of children at work as a basis for child study; teaching of individuals and classes; a thesis on a given subject concerning educational manual training. Twenty-five hours a week for eight months must be given to the study of the theory and practice of educational manual training. A working drawing must be made previous to the making of each model. The drawing to be handed in, with the complete woodwork, for approval. Models must be made in the given sequence. Notes must be taken of the “talks” given in class, and students will be required to read such notes in class when called upon. Each student will be required to keep his tools sharp. The use of dull tools will not be permitted. The use of file or sandpaper will not be .allowed until the work is as well done as possible with the edge tool, and is accepted by the teacher. Students must select lumber and submit it to the class teacher for inspection before using. Models made out of school hours will not be accepted. Tlio benches and tools must be left in perfect order, also the pigeonholes and lumber on the shelves. Admission to the high-school course will be granted only to men who give evidence of special fitness and to graduates of the Sloyd Training School. Students are received on probation. Those showing little aptitude for the work will be advised to discontinue the course. Students will be expected to follow a special course of reading, and are advised to obtain the following books: The Theory of Educational Sloyd. By Otto Salomon. Price, $1.25. Published by Silver, Burdett & Co., Boston. — Psychology. (Briefer course.) By James. Price, $1.60. Published by Henry Holt & Co., New York.- — Education. By Herbert 1132 EDUCATION REPORT, 1895-96. Spencer. Published by D. Appleton & Co. Price, $1.25. — Mechanical Drawing. By Linus Faunce. Price, $1.60. Published by the author, Massachusetts Institute of Technology. — Bench Work in Wood. By W. T. M. Goss. Price, 80 cents. Published by Ginn & Co., Boston. — Working Drawings of Models in Sloyd. By Gustaf Larsson. Price, $1.50. Published by E. L. Kellogg & Co., New York. — Handbook of Geo¬ metrical Wood Carving. By Gustaf Larsson. Price, 50 cents. Published by E. L. Kellogg & Co., New York. The making of the models and drawings alone is not considered by the Sloyd Train¬ ing School a sufficient preparation for teaching sloyd. The educational bearings of the subject should be studied thoroughly in connection with the bench work, and for this reason: The regular diploma and the badge of the Sloyd Training School will be given to students who satisfactorily complete the whole course of study, giving continuous daily attendance during the school year. Special classes are formed for those who are engaged in teaching. A special certificate will be given to members of weekly classes. SLOYD FOR AMERICAN SCHOOLS. [By G-ustaf Larsson, principal.] The course for grammar schools in tool work and drawing here submitted is one which is adapted to the teaching of classes in elementary schools. It includes the making of 15 different joints and involves the use of 47 tools. The course repre¬ sents 72 different exercises. * * * Sloyd is not the outgrowth of a single mind, or of the experiments at one time or place, but the result of the work of wise investigators and practical teachers in many countries. Based, as is the kindergarten, on the . philosophy of Froebel and Pestalozzi, sloyd aims primarily, by its appeal to many activities, to make the boy, and not the wooden model. This system was originally planned after the Swedish sloyd as taught under the direction of Herr Otto Salomon, who has devoted a lifetime of faithful study to this subject at Naas, at which place educators from all parts of the world have contributed their thought. As a result of actual experience in Boston, since 1888, with classes of boys, it has now been carefully adapted to the needs of American children. The drawing as an integral part of sloyd work is a conspicuous Ymerican gain. * * * Aim op Sloyd. The harmonious development of the pupil, during the formative age, giving him by manual exercises and the use of the creative instinct such general training as will tend to fit him, mentally, morally, and physically for any subsequent special training. Sloyd is not limited to work in wood. Clay, cardboard, and iron, if adapted to the physical and mental requirements of the pupils, may serve as sloyd materials. Conditions and Means. In pursuance of its aim, sloyd insists upon the necessity for : (1) Properly located, well-ventilated and well-lighted workrooms, with sufficient space for freedom of movement for each pupil. (2) Adjustable benches which are so constructed that they can be adjusted at any lesson. (3) The maintenance of gymnastically correct positions in the performance of ail kinds of work. (4) The exclusion of all kinds of tools and forms of work tending to retard growth, to injure or malform the body. (5) Giving prominence to the use of such tools as require the exercise of both sides of the body equally, and to those which require strong muscular effort. Tools. Since the chief object of this training is the evolution of forces, not the acquisi¬ tion of skill, as such, a great variety of tools are provided, calling constantly for new effort in gaining control. In fact, sloyd employs more tools, more exercises, and requires greater variety of manipulations than any other course of manual training yet presented for schools. To insure careful thought, the more mechanical contrivances are avoided and hand tools requiring a higher degree of muscular control are employed. Right under¬ standing of a tool and a certain degree of control resulting from using it are what the worker is intended to gain, not such mastery of auy ojje tool that using it MANUAL AND INDUSTRIAL TRAINING. 1133 requires a minimum amount of effort. This is one of the differences between indus¬ trial and educational manual training. Yet even if technical skill were the only object in view, the sloycl method would be found far more successful as a means of securing it than abstract exercises and long practice with a limited number of tools. The manner of using tools in sloyd having reference always to the physical and mental need of the worker will increase his ability to handle skillfully and success¬ fully the instruments of any occupation or profession, because it gives him control of himself. A surgeon, a lawyer, a clergyman, a chemist should be as much indebted to sloyd for the gain of power as the cabinetmaker or carpenter. No peculiar methods, however, are used which followers of the latter occupations would have to unlearn. It is of utmost importance that the first impression of the purpose and method of using a tool should be correct and effective. In using any tool the results produced by it, in the wood, should be tested at every step, in order that the purpose for which the tool is used may be fulfilled. Exercises. An “ exercise in sloyd is the specific use of a tool involving certain mental and physical effort. The progression of exercises follows carefully the increase of power in the child. The models are based on the exercises. Models. (1) Models should be simple but pleasing in appearance. Form and proportions should be as far as practicable such as a true artist would approve. (2) The models should be serviceable articles for home use, suited to local require¬ ments. (3) The exercises in each model should be so related to the previous steps that they “ constitute a gymnastic exercise of the attention and the will, never an exhausting labor.7’ 1 Note. — It has been found that, as a general rule, a suitable progression does not allow more than four nor less than one new exercise in a model. (4) The finished article should be a truthful expression of the amount of effort or skill the child has exercised in making it. (5) A large proportion of the models should involve such exercises as will require testing by the unaided eye and the sense of touch. The principles previously stated have been so carefully followed in arranging the course here illustrated, and the course has been so well tested by experience that it is presented with great confidence for the training of children from 12 to 15 years of age; but it is not considered in any particular as a finality. Better means are constantly sought and suggestions leading to improvement most cordially welcomed. It will be seen that the value of a course of sloyd models should only be tested by considering their fidelity to the fundamental principles, and that changes of models should be made with great care. It is also evident that while no one series of mod¬ els need be arbitrarily used, all adaptations which conform to the same principles will possess strong points of resemblance. So long as the completed object forms the basis of judgment, there will be as many systems as there are persons to make new models, and the educational value of manual training will suffer. Not until the motive and the significance of the progression of exercises is understood can the value of any system of work be estimated. Thorough investigation of manual training courses is urged upon those who are concerned in the introduction of the subject into schools or reformatories. Such investigation will show that this is not a matter of mere theory, but, in the words of a prominent reformatory officer who has seen the work of sloyd for several years, that ‘‘The moral improvement of the individual is as clear and indubitable as his advance in skill. ’’ Drawing. The making of the working drawing, which is a concise means of thought expres¬ sion, should precede the making of each model. The drawing would be taught to greatest advantage in the regular schoolroom by the class teacher or the drawing teacher, who should he supplied by the sloyd teacher with models and directions about the drawing. New life would, be given to the drawing, for the pupils would be eager to understand and draw the objects to be made in the sloyd room, a great gain on the blind copying of processes which is now carried on in so many schools. Guyau. 1134 EDUCATION REPORT, 1895-96. The connection of sloyd with the regular school work in this way would lead to a hotter appreciation of its value by teacher and parents, and to greater interest in the drawing on the part of the pupils. In introducing mechanical drawing into schools, independent of sloyd, objects can bo selected from the sloyd models and these rules followed : (1) The pupil should be led to see that drawing is a convenient and forcible means of thought expression. (2) In teaching orthographic projection tho third angle is employed ; that is to say, the object is placed below the horizontal plane and behind the vertical plane. (3) Pupils should be taught to read understandingly any simple working drawing. (4) A working drawing should contain only such views, lines, and dimensions as are actually necessary to a clear comprehension of the object to be made. (5) The objects used should present such a combination of principles as will afford variety, and also.suffieient repetition to impress them upon the pupil’s mind. (6) As a rule, no object should contain more than four new facts. (7) All the objects should be made to exact dimensions. (8) The inspiration which comes from the use of tho creative instinct is as useful in drawing as in other lessons, and therefore, even when drawings are to be made independently of tool work, they should represent, as far as possible, objects of use. Time. It is difficult to say just how many sloyd exercises can be executed in a given time, for, as has been stated, the work is based on growth, and this varies in differ¬ ent individuals; however, from observation and experience the following course -shows approximately what can be accomplished in three years (forty school weeks in a year), giving two hours per wreek to the work. This course might be taken in one year, if six hours a week (three two-liour lessons) were allotted to the subject. 47ote. — Whenever this time has been given to sloycl, under a thorough teacher, improvement in the ordinary school studies has been marked. Elementary Sloyd. The demand for manual work for children younger than those provided for by the sloyd course has led to various attempts to meet this want. Tho danger of exacting from young children work which requires constant repe¬ tition of tine precise movements has been so plainly pointed out by physiologists that in the following course 'there has been constant endeavor to provide for exer¬ cising the larger groups of muscles. But this work is still experimental, and it must be clearly understood that it is not so confidently recommended as was the previous course. Elementary sloyd is a course of work in two dimensions of the wood, requiring, in most cases, but one view in drawing. A special room, fitted with suitable benches, is necessary for this work. But the outfit is not so expensive as the regular sloyd, the tools being fewer and smaller. The knife is not used in this course. The objects are suited to the age of the children (9 to 12 years), and the exercises aro very simple. Elementary sloyd is considered a valuable training by the teachers, who have observed its resuits in the children. Before attempting to teach this course it is important that tho regular sloyd course be completed in order that tho principles of tho work be understood and sufficient mastery of tools acquired. Special attention should be paid to the selection of tools for elementary sloyd. There must be suitable benches, with proper vises. The splitting saw should be 14 inches long, with 12 teeth to an inch; turning saw 8 inches long, one-eighth inch blade, 15 teeth to an inch; smoothing plane 8 inches; center bit well adjusted and sharpened, etc. Whittling Course. Many earnest teachers, particularly in the smaller towns, feel the need of manual training in their schools, but are unable to secure it on account of the expense involved. A special teacher and sloyd outfit being out of the question, a course of woodwork that can bo given in the schoolroom by the regular teacher, and requiring but few implements, has been planned for such cases. With simply a desk board, sketchbook, pencil, rule, compasses, try-square, knife, and sandpaper block (all costing about $1) for each pupil, the course here outlined can be executed. The exercises are chiefly whittling, but are planned to give as great variety of thought and movement as possible. The exercises involve drawing, lining, measuring, testing with rule, tiy-square, etc. MANUAL AND INDUSTRIAL TRAINING. 1135 While I would not recommend a course of woodwork requiring the use of one cutting tool only, if a fuller outtit were possible, yet I feel sure that the development which will ho gained by such a course as this is far better than having no manual training in the school. A sharp distinction must he made between cutting wood with the point of the knife, “ knife work” (so called), and whittling. The former is done in a bending or sitting jmsition and with a cramped muscular movement. Though a great variety of forms may he cut in this way, there is not sufficient stimulus to new thought after cutting the first pieces, the muscular action being nearly the same in all cases. Whittling, on the other hand, is done in a good, standing position, with free muscular movements. New thought is constantly required in making tho various articles wjhich are carefully selected with reference to awakening and holding the interested attention of the worker. The pupil should in most cases express his thought of the' model in a correct working drawing before making each model (such a drawing to include but one view of the object). Thus drawing becomes of more consequence to the pupil as ho realizes that the care and accuracy with which he measures dimensions and makes his drawing go far to determine the excellence of his model. The pupil should also have practice in reading working drawings from the black¬ board. No teacher who has not herself satisfactorily completed both the drawing and the whittling of the entire course should undertake to teach it. 1136 EDUCATION REPORT, 1895-96, g x O a- m © P3 "= H 1 H H ® jd g "Soo £!■§ ir- >" oj tc M-ti 9 5— &jo G ^‘s ® PI 9W be 9 9 n "A & r© g 5^,0 "C s fin G ! G © © tG G ® o © G >ri .9 © ® ’H ® i— i to © ^ ft H c3_, ® =4-1 G GOS 00 93 © 9 be © ?H ' — • O © Pil G3 > © ©.-GrG GrG -, © © +o bic 1 .2 '05 P fee ri a eg pij--; I «*!'£ a O.S-GM® « tD .3 £ ® 9 a o § O^WPP«2 a o 5.9 © «t5 »•§ Ag|'A * ~ * .2 ^3 ® ^ ^ ! S a S 3 3 -g '£ I 3 .Hh c S IPH rG I © OT2PP G „ ' 9 9 53 j 72 W ©J j* I © .« B 1 '9 1^ j_G g . 0 1'® rg . ci I ijj(j bJD fee 9 g ttft pa g '-9 9 5 g "9 .« |G § 3 Ph W 02 S !o C5w © P G £ tr' SilaSH-s © ©GP p^Sto u © ft, © - G SECOND YEAR. [Children 13 to 14 years. Time, two hours a week,] MANUAL AND INDUSTRIAL TRAINING. 1137 e.s £ £,P,P « ? « o te a) C id T W4J ■®s bti s a n3 W)^- t>, P Pi o 'p ,o -2 >stn ©-.S m ® « gji> M rd P< PI M cs © 'o be 3 $ o O 03 . a' o 13 i S £ . . bfiblbC ° .a .9 o'S >■ a® a ao>o «g p A ft p£ © C3 Wo I io»o , „co ^ o ~io §3 S3 O e3 p o JS 0 =P oo nd '43 P S 18 a bo ft^ oW d 0Ja ig .rP bc3 .9 £ ft bJD Weis gr'S'g s.2 a a ^3.3 8 CO © += © S^®§ ° ? p © p 3s ” f'^ I “ b® 8 % H t- T-< to" o' o -e S3 a Size of frames may he chosen by the pupil and submitted to the teacher. [Children 14 to 15 years. Time, two hours a week.] 1138 EDUCATION REPORT, 1895-96. co P o eg S' b~ S' d? »o S' He* M cc v q-d l.s O M M M M C5 X | s x M S’ * « K a K a H o K s © o © i £ 1I=S U i •s rP g HI! © & © © © o p o o © M S £ S o .a o .2 Ph 3 .2 Ah 3 .2 P =2 P O i P O | -P m Models. 1 * ft § ft C3 © o 11 M ’3 © fcc 1 2 g o| ll §1 A m pq M Q H H o 8 8 S s 8 CO fg 2 ^ 5 d CO o P i 1 1 ■ A > g-2 u.s> 8 ^■ag fl'S *ft o 3 £,3^ bC J«3| s^g !i» .3 I1! © i p o .2 o Hd ft a be a P +3 Q, •a © 2 III ^6° ft I . fcJD q i A Miter hox. Framing chise' Plow pi ane. 8 s 3 S lO o t - i rA Isfs « ft S3 1- 2 io ^-r ?iS CO ^ © H 5s? CoS • CO V s ■ r— l Cj ssC- oo-S CO 3 00 8 00'S. UftU A 1^0* C-'n tftpf US §s U1-1 8 u§ 1 8 ft "-S «gf §s 88 S’“3 88 3 o ^ 3s ©T of of"* 5- a* *BiO a" Saa 5s I| o§ ft s a .© .2 New exorcises. Ij |! -ft bc^ •i£f c «> 8 5a ■§s^ ©+" ft S£T i © > o © a ft ft ft ? l Vertical gouging. Cutting with drawing kniJ 6) bil q ^2 <0 II © ® be |S bi bi’p. bi|s Ilf |&| III PhmC? © § ft be | a be c*. P o'43 8 ® Po 1 a |.sr 1 £ on -p -P *f-< ig may bo practiced after 13-24-31. [Children 7 to 12 years.] MANUAL AND INDUSTRIAL TRAINING. 1139 Dimensions (inches). ft M- CO rH X, o ! 1 •hH« , * o M o X A' ‘X 11J x 8. J §?• X, ^ i X X cd X 00 h£i o xb o ico | Kind of wood. © i> i. n © ’I' t> £ s E -1 © £ P 5 5 sf 4 1 6 g o' £ . 1 © a ft 'd i ’*■ >: 5 ^ 1 1'! ^ 3 Ift O|o © bJO .31 a ® © 's O ft £ . Si fi |a © c3 © f-i* O Pi o li r rH oi © J £ “3 © 1=1 M ft CO ft ' 1 t § H id © r3 1 © £ A £ ZD A 1 m +3 & © £ © ft A I CQ 1 !> 00 1 ft a II, i a i © ,ft . O Ith , cS tH © M o © 1 © Hi © W. cd : -3 © w £ ft ft hr A § i - & III III ilsi gft ^ S3 -5 ®"e ° life ism i 411 1 ft 271 ©ft till til aT © III i®& b| Hi % a 1 ft g- S’S mm ft 1 1 1 © . 1 2 |?|a ft 3 imp oft hr 1 ri N M -5*1 O ©t>X© |sss co tp m o’ l> 00 H 1-1 Kepeated exercises. 00 ZD in oc d co d t> o' d in d ! r cd • s L o' > rH 00 o' o' CO o~ d~ CO cT tH cf cd o' TP cd C5 ao oc o" cd lid cd d s o' o' t-H o' i n oc o' | i; ^ 1 3 o'' o £ H- ft-;oo Sjs b-d k& Id'jid' J i X © £ © Jzi Is P i! IIS £ll III 8*1 bb | bh bi)“ 1 .11 III! ft Cd co ft III ®5 % b § m F4 fj?|l Illl bi q i i & © a ft ft ft S$ I g| i © 1 ft 1 •73 lA fill iiii ft c3 1 ft if bJDbJD i a a li if B Li § ft ft o I +=> d br -c ^.2 |s II p2 li © - J § ft ia OQ 1 L2 "© ■o J _g o s cS 1 bC _a I’eS a 1 a a [ be 1 ft _ a bD © q c3 "S bl. C0 ftl © © © .2 © g ■ >> m| *2 h •d 0 pj © ji li ^ o Is 14 be© |4| 15 = | © © > a § bC • = 1” 9 » lip jo cot- CO )0 J £3 ^ co a* cd Sd Cd Cd Cd id hr fcb q % i li §1 it +3 It S|Sgn ■ • f*|H . r°j!H tC© ©ft O * 3al*!j ® s a ST'S £ Tlie following models are suggested as parallel numbers for the more able and rapid workers : Fence, watcb stand, triangle, keyboard, corner bracket, box, bird bouse, cart. WHITTLING IN THE SCHOOLROOM AND SIMPLE EXERCISES IN WORKING DRAWING. 1140 EDUCATION REPORT, 1895-96. g * 8 S .2 "o P ®-S — 83 limlik 1 III si Ui& 3$ M M h!«hM lO C4 ."R H- HKH lO CnI XXXXXXXX ^■f'co 'to < I I f tl 1 ■3° © o 3 § I M !h !i I 1 co^ ® ® s.a a s a £.a £ a I I ills s^a ftp rs 2 o r® J232 s: 7 g S-g © © Hi j|l||= a®-"-”- sSs^ElSS I* aaaa: ®Jl §if !»*§ I aS 00 O s © s * • g© gf! a sc c 'C *S 111 $?»* tc © o -5 ©S ■S ® ce .: big &cj S«8fSf1S»* ail'Slss aa^glffl P1 0O P POO I lias - 3 2*|.s ceSr S S-l 2 e bf) bfr Is ^ ^ nd iumm iiiniiii || I >5 r© PLAN OF SLOYD ROOM— CLASS OF 20 PUPILf MANUAL AND INDUSTRIAL TRAINING. 1141 1142 EDUCATION REPORT, 1895-96. The Boston Normal School of Cookery, Boston, Mass. [From circular for 1895-9G.] The Boston Normal School of Cookery was founded by the late Mrs. Mary Hemen- way. It is designed to enable those who wish to become teachers of or experts in the theory and practice of cookery and allied subjects to obtain adequate prepara¬ tion for positions in public or private schools, medical schools, or other institutions, training schools for nurses, etc. The course of instruction has covered hitherto only one year, but experience has shown that this time is insufficient, and it will henceforward extend over two years. By this means it becomes possible to supply better laboratory facilities, more advanced instruction, and more thorough practical work. Provision has now been made for a sound elementary training in chemistry, physics, biology, physiology, and hygiene (in which subjects the instruction, by special arrangement, is given in the laboratories of the Massachusetts Institute of Technol¬ ogy), as well as in the theory and practice of cookery and the cognate household arts. For the latter subjects, a kitchen laboratory in one of the public school buildings of Boston has been fitted with all necessary appliances, and placed under the super¬ vision of an expert teacher. Here are taught the manifold practical details of kitchen and laundry work, as well as the domestic applications of modern science. THE COURSE OF STUDY. First year. — First term : General chemistry, physics (elementary), the household arts, first principles. Second term: Chemical analysis (qualitative), biology (ele¬ mentary), cookery (theory and practice). Second year. — First term : Physiology and hygiene, chemical analysis (volumetric), bacteriology (lectures and laboratory), cookery (special practice). Second term: Physiology and hygiene, chemistry (sanitary), practice in teaching classes in cook¬ ery, thesis work. SUBJECTS AND METHODS OF INSTRUCTION. Chemistry. — Inasmuch as cookery is based upon an application of chemistry to food preparing, and deals with food stuffs and their treatment by fire and water or by other mainly chemical methods, chemistry has been made one of the principal features of the course. After a general introduction and practice in elementary analysis covering the entire first year, the students proceed to volumetric analysis, and, finally, to the careful chemical examination of air and water, as well as of milk, butter, bread, and other foods. Constant laboratory work accompanies the more formal lectures and recitations. General biology, physiology, bacteriology, hygiene, etc., are of equal importance with chemistry to the expert teacher of cookery. The income and outgo of the human body, its sources of energy, its relation to food stuffs and foods as illustrated by digestion and indigestion, absorption, circulation, metabolism, and excretion — these and many kindred topics, such as food economy, should be familiar to every teacher of cookery. The modern advances in bacteriology, which underlie a scien¬ tific comprehension of canning, preserving, refrigeration and cold storage, yeasts, and fermentation, sterilization or pasteurizing of milk, etc., will also henceforward claim a much more considerable equipment on the part of well-informed teachers of the household arts. Professional icorlc. — The principal object of the school is the fitting of persons, ade¬ quately prepared, to become teachers of cookery and the cognate household arts. To this end, therefore, all the other instruction offered is tributary. Side by side with the more general and theoretical training there goes throughout the course instruction in the theory and practice of cookery; and in the last half year the stu¬ dents themselves become teachers, and actually apply in practice what they have learned. Each student is also expected to prepare a thesis embodying careful per¬ sonal study of some appointed subject relating to the professional work of the school. The following is a more detailed outline of the courses in cookery. The work is arranged on educational as well as technical lines, and affords both theoretical and practical instruction, which is given in the well-equipped kitchen laboratory already referred to. There are four courses. (1) The fundamental principles of foods and cookery. The preparation of simple food stuffs, dishes, and courses. Cost of materials and arrangement of simple meals with consideration of nutritive values. (2) The second course includes instruction and practice of an advanced character. The application of chemistry to cookery; chemistry of foods and calculation of dietaries ; public school observation and practice. MANUAL AND INDUSTRIAL TRAINING-. 1143 (3) After a very careful and thorough, study of the essentials of the subject as being most important, a course is given in the making of more elaborate dishes, as fancy breads, desserts, entrees, frozen dishes, cakes, etc. (4) Cooking for the very sick. This course affords special instruction in the use and preparation of dishes for ihe very sick as well as for convalescents. The pupils are thus enabled to make a spe¬ cialty, if desirable, of training medical students and nurses. Course 2r (1) Fuels. Construction of ranges, stoves, use of Aladdin oven. The building and regulation of fires; the use of gas and oil with relative costs of various fuels. (2) The physiological relations between food and the body. Average composition of the body under given conditions. (3) Composition of food stuffs and a study of the “ food principles-” thus afforded for the body. The effect of heat with objective points to aid digestion by taste, solution and dilution of food materials, and partial chemical change (or decomposi¬ tion). A study of the physical and chemical juoperties of foods with experiments to illustrate such properties. (4) Special consideration of nutritive value. Cost and food value obtained for a given outlay. (5) How to select, combine, and prepare the most necessary and wholesome food materials. (6) Practical instructions in marketing as to different cuts of meat and their selec¬ tion, with relative costs and values. REQUIREMENTS FOR ADMISSION. To be admitted to the Boston Normal School of Cookery candidates must not be less than 17 years old, and must give evidence satisfactory to the director, by exam¬ ination or otherwise, that they possess a good elementary education, and sufficient proficiency in English, arithmetic, algebra, plane geometry, French or German, and history, or equivalent subjects, to make it likely that they are qualified to undertake with success the work of the school, and, eventually, to become teachers. Gradua¬ tion from an ordinary high school should in general enable one to enter. REQUIREMENTS FOR GRADUATION. Diplomas will be awarded to those who, having -completed the course and satisfied all the requirements, have given evidence of their fitness to teach. FEES. The tuition fee is $150 a year, payable as follows: Upon entering, $75; on Febru¬ ary 1, $75. Students furnish at their own expense their text-books and dissecting instruments, but in the several laboratories pay only for their breakage. Girard College, Philadelphia, Pa. [From the report of the president for 1895.] MANUAL TRAINING. Our manual training school has had a successful year. There has been a marked increase in the interest shown by the boys in their work. The improvements in the building have been accomplished by still greater improvements in the work of instruction. Every effort is being made to get the best results, to give tho boys that training which is best for hand, eye, and mind. Heretofore the metal working has been, to an extent, the center around which tho work of the other departments has revolved. That is to say, the work of other departments lias been largely prepara¬ tory to that of the metal-working section. While this fine of work will bo con¬ tinued, it Avill not bo given quite so much emphasis. We do not know what the future of any boy of the college will be. Tho question for us to consider is, “In what way and by what means can we best develop the special capacities and apti¬ tudes of each boy, so that he may most easily find his proper place in life and become a self-dependent and self-governed man?” The new curriculum now being developed and applied enlarges the work of each department, gives it greater vari¬ ety and more practical worth, places all departments more or less on the same level, and encourages the head of each to make the most of his own sphere of labor. * * * Some friends of manual training are now advocating trade teaching. Whether this is better than to give mere skill of hand and knowledge of the use of tools is a 1144 EDUCATION REPORT, 1895-96. question. In Girard College, in which the hoys are all very young, I believe that the best results are obtained by giving the all-round training which will enable the lad to employ his time to the best advantage when he leaves the college to earn his livelihood. From statistics it would seem that specializing has not brought the best returns. During the five years ending with 1894 we did some trade teaching in several departments, and yet the number of boys going to mechanical occupations on leaving school was 40 per cent less than during the previous five years when little or no trade teaching was attempted. These statistics may not be, and probably are not, conclusive. We can understand, however, that there are many boys who care more for manual skill than for trade skill, who are pleased with the idea of being taught the use of carpenters’ tools, but who lose interest at once when they suspect that they are to be taught the carpenter's trade. * ■ * * While we would emphasize the fact that manual training is not trade teaching, we hold that it brings pupils a long way on toward the learning of the trades. This is because the instruction is based on the principles underlying the trades, not in the details of the trades themselves. It is the result of applying the science of educa¬ tion to the learning of trades. As a trained mind is the best preparation for the study of a profession, so are the trained hand and the trained eye the best prepara¬ tion for the successful acquisition of a trade. We believe that the problem is now being satisfactorily solved under the wise action of the board, recently taken, first in restoring class teaching in place of the elective system, and, second, in giving to graduate pupils the privilege of taking a special course in any one of the departments of the mechanical school. This will give manual training to all and trade instruction to such as shall desire and merit it. Lasell Seminary, Auburndale, Mass.1 [From the catalogue for 1893-94.] COOKING. Since the management of a household is to be the occupation of most women, we endeavor so to train bur pupils that this responsible office shall seem to them an interesting and noble one by showing them, practically, in some departments of work, what a vast difference intelligence and skill, forethought and self-possession can make; as, for example, in cooking. For eighteen years women who are known throughout the country as skilled specialists in their work have cooked and explained their methods in the presence of* all the pupils. Miss Parloa, Mrs. Daniell, Mrs. Lincoln, Mrs. Oakes, and Miss Barrows need but to be named to give assurance that the instruction has been the best to be obtained in this country. We hold that applied science can have no better uses for most girls than in scien¬ tific housekeeping — since in no technical art will a little practical knowledge go farther to simplify what is otherwise complicated and laborious; or do more toward what is a chief result of all science — adding to the comfort and happiness of the human race. The application of chemistry and physics to daily living, and of such knowledge of sanitary principles and domestic economy as can be turned to practical use in homes by housekeepers and mothers, seems to us an essential part of girls’ education, and not to be neglected. Hence, for instruction in cooking we have a thoroughly furnished lecture room, with raised seats, and the appliances of a well- ordered kitchen, and we give the subject a place in the required curriculum. In other branches of domestic accomplishment instruction is also given. Dress cutting and fitting, mending, house furnishing and management, marketing, etc., receive careful attention. The results have been well tested in homes, and numerous testimonials to practical efficiency from delighted mothers prove the thought and work to be no visionary one. Better than all is the approval of earlier pupils, bearing now the burden of life in their own homes, who thank us especially for this instruction, assuring us that it has helped them over many hard places in a young housekeeper’s life. The instruction in cooking is arranged for a course of three years — the whole free of cost to pupils, and attendance required of all until satisfactory acquirements have been made. Those who pass examinations in the first year’s work are advanced to the second year ; those failing are conditioned, or recommitted to the first-year class, as seems best; from the second to the third year pupils are passed in the same man¬ ner. The first and second year’s work is by demonstrations; that of the third year is done entirely by the pupils in the practice kitchen. Private classes for personal work, at fixed rates, for any grades, are open to all pupils. A private institution of secondary grade for girls. MANUAL AND INDUSTRIAL TRAINING-. 1145 DRESS CUTTING. Aii opportunity is given to learn dress cutting by the most approved method. The best dress cutters are always in demand, and receive high wages. 'Some of our former pupils are now earning their living by this; others doing all the work at home. Many a woman who fails in music or art might excel in some handicraft. Foolish prejudices must yield to the increasing necessities of the age. The depart¬ ment of dress needs the influence of educated women. The actual work done in this branch has shown its practicability. MILLINERY. Like thorough instruction is offered in millinery ; the pupils, if they wish, making their own hats or bonnets. The success in this class has been encouraging. MENDING. We do what time permits to teach those who need it, how to mend their clothing. The matron will give special attention to any for whom her offices are requested. These, like other studies, may not be suited to all; but to many they will furnish added elements of independence and strength for the needs of life. All is furnished at the lowest possible expense. It is not proposed to make money, but to fit our girls to be self-helpful. University School, Cleveland, Ohio.1 [From the catalogue for 1894-95. J The aim of University School is to develop the pupil symmetrically in mind and body, to impart to him as much as possible of useful knowledge, and to aid him in acquiring healthful and manly habits and in forming an earnest and upright character. The courses of study are arranged with the aim of fitting pupils to enter any col¬ lege or technical school, and of giving a good education to those who intend to go from the school immediately into business life. During the first four years the work is substantially the same for all pupils. For the last four years the course is so planned that each pupil may pursue such studies as will fit him for his future work. The studies are arranged in two courses, the scientific and the classical. The aim of the classical course is to thoroughly prepare boys for the best American colleges, care being taken that, without detriment to his general scholarship, each boy shall be fitted in every subject required by the college of his choice. The scientific course is designed to meet the wants of those who desire to prepare themselves for busiuess or for technical schools. The special aim is a thorough training in the English branches. The study of some language, ancient or modern, is required, as essential to a proper mental development. For pupils preparing to enter a technical school, the work in Latin, German, and French is adapted to meet the requirements. The study of mathematics, science, English, and history forms a part of each course, and is regarded as essential for all. The work in manual training is begun in the first year with free-hand drawing, which is continued during the second year. In the third year this is replaced by clay drawing or modeling, and in the fourth year by Avood carving. This is followed in the fifth year by mechanical drawing and wood work, in the sixth by mechanical drawing and metal work, and in the seventh by mechanical drawing, forging, and machine work. In the eighth year are introduced the study of engines, boilers, and other machinery, experimental work, and the visiting of manufacturing- establishments. The pupils in the classical department are not required to take all of the shop work, but it is believed desirable for the best development that all should follow the course through the fifth year. Classes are so arranged that older pupils may, if they wish, do special work in free-hand drawing or in wood carving. Tyler School, Providence, R. I.2 [Statement of E. B. May, sloyd teacher.] The work is intended for educational purposes, and is a part of the regular school course, which covers the primary and lower grammar grades. The boys are obliged to give two hours a week to manual training. 1 A private school for hoys. A parochial school. 1146 EDUCATION REPORT, 1895-96. The school is parochial, and is under the immediate supervision of the rector of the cathedral. It is supported by the church, there being no charge for tuition. The course is the Swedish sloyd, as adapted to American schools by Mr. Gustaf Larsson, of Boston, Mass. There are 31 models, intended to cover three years’ work. There are also 15 preliminary models for pupils of the lower grades. There are 6 classes of 8 to 16 boys, with a total of about 80. The average age is about 11 years. The method of instruction, owing to the small number in the classes, is almost wholly individual. A working drawing is first made by the pupil from a model belonging to the school, and from this drawing he afterwards makes a similar model. This shows him the connection between the working drawing and the model, and also why certain lines, etc. — dimension lines, for instance — are necessary. Each pupil is allowed to advance as rapidly as he is able, not being obliged to wait for those slower than himself. The building itself is of the common style of school buildings, four stories in height, and contains ten class rooms and hall beside the manual-training department. The equipment is as follows: Nine double and two single benches. The double ones each have 1 common ripsaw and 1 cutting-off saw, and on each side 1 10-inch hacksaw; 1 jack plane; 1 smoothing plane; 1 block plane; 1 marking gauge ; 1 sloyd knife; lspokeshave; 1 bench hook; 1 5-inch try-square ; 1 2-foot rule; 1 hammer;- 4 chisels. There arc also a number of common tools — files, braces, bits, turning saws, etc. — at the sides of the room. There are several foot-power machines, but they are not used by the boys. The drawing room is fitted up with adjustable desks, cases for drawing boards, materials, etc. The cost of equipment is stated as being $1,600. The annual expense is from $1,200 to $1,500, including the teacher’s salary. Outside of the skill obtained by the pupils there seems to be very little to show for the time spent. The age of the boys is considerably against very great results, as the majority are under 12 years. United States Indian School, Carlisle, Pa. [Statement of A. J. Standing, assistant superintendent.] This school has practiced industrial and manual training from its beginning, seven¬ teen years ago. The object of such training has been instruction, occupation, and utility. Beginning, as this school did, with a class of pupils who had no knowledge of the English language, it was not practicable to give instruction by any course of lessons or explanation of processes. Of necessity, therefore, skill in any trade had to bo acquired by observation and practice. A competent mechanic was placed at the head of each workshop, whose duty it was to show the apprentices how to do their work. The education has been wholly practical, the carpenters working on neces¬ sary buildings and repairs for the school; shoemakers and tailors on articles needed for school use; tinners and harness makers on supplies required by the Government; blacksmiths and wagon-makers on necessary work for the school farm and in build¬ ing wagons for Government use at Indian agencies. The instruction from the first, therefore, has been productive and at a small cost, for the reason that the various mechanics employed as instructors have done, with the help of their apprentices, the work of the school in their various lines, which otherwise would have had to be done by outside mechanics. This system was the only one open to us under the circum¬ stances, and we also think that with undisciplined and uneducated miuds it was the best system to pursue; there was not the ability to appreciate a progressive technical course, but the lowest intellect can derive some satisfaction from being able to make something complete, as a tin-cup, a pair of shoes, a horseshoe, a table, etc. Another feature of this system is its great utility to the school, keeping us sup¬ plied with many articles which, if not manufactured here, would have to be pur¬ chased, combining therefore instruction, occupation, and production. The system that experience has shown to be the best for us is a half day in the workshop and a half day in the schoolroom for all. Thus each teacher and mechan¬ ical instructor has two complete sets of pupils, changing each half day, and the whole reversing each month; so that neither set of pupils will be confined too long to the same daily period at school or work. While the foregoing applies more especially to the instruction given to the boys, the same system is pursued with the girls, but with a less variety of occupations, they being instructed in all that pertains to household work, plain sewing, dressmaking, MANUAL AND INDUSTRIAL TRAINING. 1147 cooking, and some tailoring; but nothing for girls has been attempted aside from these usual and necessary lines. The school is purely a Government institution for the education of Indians; it is supported by Government appropriation at the rate of $167 per capita per annum, all Indians of the United States being eligible without charge except the Five Civil¬ ized Tribes. The graduating point of the school is somewhat in advance of the ordinary gram¬ mar grade. Pupils are of all ages, from 8 to upward of 20 years, some entering as adults, without any education whatever or even knowledge of the English language. They are therefore of all grades, from the adult primary to the graduating point. Industrial training in the workshops commences when the pupil is of a suitable age, and if already grown, when they have made selection of the particular trade which they wish to learn. For the younger pupils a sloyd department has been established in connection with the class-room work at the schools, where the instruction is purely educational. A modification of tho Swedish system is used by a competent teacher trained in Sweden. A basement room in the school building has been fitted up for this pur¬ pose, Avhich is light and sunny and well ventilated. Ordinary manual training benches made in the school workshops are used in this department, the equipment being simple, but sufficient. Observation by tho teachers leads them to the conclusion that sloyd instruction quickens the interest of the younger pupils in their studies and makes them more practical and active. In the matter of discipline it is also helpful, makes them more cheerful and intelligent, and gives them pleasant exercise, developing a taste that will in a marked degree determine their future. It is also expected that when the pupils now in the sloyd department are passed on into the trade shops they will make much more skillful and intelligent mechanics. The school workshops were formerly cavalry stables ; they occupy three sides of a quadrangle, tho buildings being one story brick, 40 feet wide, with 12-foot ceilings, and a total length of 332 feet. The constant aim has been not to introduce a multitude of expensive appliances, but to work with such tools as a young man count easily purchase for himself, the idea being that the uso of hand tools makes the best mechanics. In the printing office, which is extremely valuable as an educational and indus¬ trial factor, there are published two papers, all the mechanical work being done by tho students. The office is the second story of a building 40 by 70 feet; it is well lighted, and supplied with a cylinder and three smaller presses, and is a well- equipped office, the plant being valued at about $3,000. The motive power is now electricity. The buildings occupied by the workshops are valued at about $8,000, the plant — i. e., tools, etc., exclusive of the printing office — probably $2,000 additional. The annual expense of maintenance is very small, for the reason that all the opera¬ tions are productive, with very little waste material, and tho labor of instructors counts in actual work done for the school. Instruction is therefore practically without cost. Experience has demonstrated, in the case of this school at any rate, that literary progress is almost as great under the half-day system with an evening study hour as by having all-day school, while the gain to the class of pupils under instruction in other ways is of inestimable value, contributing to their education, health, and discipline. Another result of industrial education is that it preserves an equilibrium between tho abstract and physical in education. It also gives the student an advantage by opening another avenue for excellence which he may pursue simultaneously with his literary work. The dull student has also a chance to achieve excellence industrially where he may be a positive failure in the schoolroom. This success, of course, gives him encouragement and self-confidence, so that by the end of his five years’ school term ho inav bo sufficiently well equipped in his chosen trade to enter the labor market himself. In order that a distinction may be made in the workshops between those who are active and intelligent and those who are lazy and unprogressive, a system of grad¬ ing has been established, promotions being made from one grade to another by examination at the end of each quarter, grades being that of helper, apprentice, efficient apprentice, and journeyman, no one being graded until having worked at a trade four months and shown sufficient ability and adaptitude to follow it up. Whatever may be the experience elsewhere, at this school we could not do without our industries, the theory of the education here given being first a knowledge of the English language; second, some industry that will give ability for self-support; and lastly, a knowledge of books or purely literary education. 1148 EDUCATION REPORT, 1895-96. Soldiers’ and Sailors’ Orphans’ Home, Xenia, Ohio. [Extracts from State laws relating to the home.] The trustees shall afford to all pupils under their charge such literary, technical, industrial, and art education as can he made accessible to them. The trustees shall have power to establish schools for the purpose of education, and shall also estab¬ lish and maintain within the grounds of the home shops wherein suitable trades may be taught and practiced in a thorough and comprehensive manner; and under their regulation the superintendent shall have power to employ the jiroper persons to teach the pupils under their charge and to dismiss such instructors for cause. The trustees, and, under their regulations, the superintendent, shall have power to purchase books, materials, tools, and machinery necessary to carry out the said purposes, and to dispose of the productions of the pupils to the best advantage of the institution. Those pupils working inside the institution shall be entitled on their discharge to the net earnings during the two years previous, to be approximated by the trustees; and, under their regulations by the superintendent, the pupils shall have the right to select for themselves such trade or occupation as they may wish to engage in, but every pupil, male or female, remaining in the institution after having completed his or her fourteenth year, except in case of disability or ill health, must devote himself or herself for part of his or her remaining time to the learning of one of the occu¬ pations provided for, and when the pupils are discharged the trustees, through the superintendent, shall, so far as practicable keep in communication with the pupils, to enable them to report to the governor and general assembly in regard to these children of the State. The curriculum of the studies of the home of those having passed the thirteenth year shall be such as to assist them most effectively in their future pursuits. The division and assignment into schools and classes shall be so regulated that the pupils may have the benefit of instruction in approved literary branches at such hours as would appear to be most practicable, whether given in evening schools, half-time schools, or in schools during certain seasons only. Whatever branches of industry the trustees may find it proper to introduce shall be taught and practiced in such a thorough and comprehensive manner, that the Soldiers’ and Seniors’ Orphans’ Home shall be considered as a model school for these particular branches; and said board of trustees shall have power to make all neces¬ sary arrangements to carry into effect the purposes of this chapter. It shall be the duty of the superintendent of tli > Soldiers’ and Sailors’ Orphans’ Home, located at Xenia, Ohio, four weeks before each child that has been admitted, or may hereafter be admitted there, arrive at the age of 16 years, to ascertain what, if any, trade said pupil has learned while at home, and what trade or business each of said pupils so arriving at the age of 16 desires in the future to engage in; there¬ upon said superintendent shall forthwith cause a notice to be published in two newspapers printed and of general circulation in the State, one of which shall be published in the county which said pupil was sent from, that said pupil desires a situation in the business, as the case may be, and desires a home in a respectable family, and compensation to be paid to such pupil as the employer may agree upon with said pupil and the superintendent. The said superintendent shall answer all communications and inquiries relating to the securing a respectable home and em¬ ployment for said pupil and keep a record thereof, which shall be kept open to public inspection. EXTRACTS EROM REPORTS EOR 1894. [From the board, of trustees.] We have in the institution 272 children over 14 years of age — boys, 153; girls, 119. Two hundred and sixty-nine are receiving preliminary instruction in industrial pur¬ suits. The importance of industrial training can not be overestimated. The clothing department furnishes a good illustration of what may be accom¬ plished in the way of economy, as well as the great advantage these industries are to the boys and girls. To do "the work of this department, there were employed in 1890, 19 lady assistants; in 1891, 25 lady assistants; in 1892, 27 lady assistants. Since the introduction of machinery and the conversion of the department into a school of industry, the present foreman and instructor, with one lady assistant, aided by his pupils, manufactures all the clothing for the children. Many other occupations are doing equally well. The interesting reports showing the condition and progress of all of them are herewith published, and deserve special attention. During the year there has been organized a school of telegraphy, and as soon as the necessary funds can be commanded we hope to see a school of electricity established. MANUAL AND INDUSTRIAL TRAINING. 1149 [From the superintendent.] In no other year of the history of the institution has the manual training depart¬ ment made a better exhibit. The introduction of first-class machinery, especially in the printing, clothing, shoe, baking, and engineering departments, has success¬ fully demonstrated the wisdom of training these children in habits of industry and to be self-supporting. The reports of the heads of departments show that the labor of these children has been utilized in the interest of economy. In every department savings are shown, aggregating many thousands of dollars. It is the intention, as near as possible, as Henry Ward Beecher said, “To find the bent of each child. ” That this is so, the vocations followed by many of our grad¬ uates and ex-pupils give ample proof. It is noticeable that the greater number of our children take pride in their trades, and the hours devoted thereto do not lessen their interest and standing in the schools. A child in every instance employed a half day at industrial training will keep up in the study room with a child who goes to school all day. Pupils learning trades. Occupation. Printing . Tailoring . . . Cooking, cutting, and fitting . Plastering . Shoemaking . . . Tinning . Carpentering . . . Black smithing . . . . Painting . Baking . Stenography and typewriting Telegraphy . . . Engineering . . . Floriculture and gardening . . Farming . Butchering . . TJnassigned . . . . Total . Boys. Girls. Total. 21 !... . 21 7 i 53 60 . ! 54 54 23 . 23 5 5 6 ! . 6 G ! . 6 4 j . 4 15 . 15 20 ; 12 32 9 . 9. 15 1 . 15 11 1 . 11 3 . 3 5 ' . 5 3 . 3 153 | 119 272 [From the chief matron.] The school of domestic economy, in charge of Miss Belle Pigott, continues to instruct successfully our girls in practical and scientific housekeeping and dress¬ making, thereby dignifying domestic service. Everything that tends to elevate labor and make our pupils self-reliant, as well as thorough and competent in all the branches taught in schools of a like nature, is here promoted and sustained. [From the printing office.] At the time of my last annual report 25 boys were at work in the printing office; since then 11 have been admitted and 14 discharged, leaving now on the roll 21 names. The work of the department is conducted with the fact constantly in view that this is a manual training school and not a commercial printing office; that is, that the work is done not for its own value, but to teach how it should be done. The effort is made to give each boy wrho works two years as a half-day pupil a knowledge and experience in the trade at least equal to that of the usual apprentice of a full year’s experience. Each one, besides typesetting, is given experience in making- up, pressfeeding, and other miscellaneous work of a printing office ; and one boy in each half-day's force is regularly detailed to do the job printing, which, though limited in variety and mostly plain in character and of standard forms, gives fully as varied an experience as would be acquired in the same time in any office. Of the boys discharged the past year 7 have been reported to me as working at printing, though 2 of these gave up their situations to attend school. Of the others, some are. working in different lines of business and some have not written as to their employment. The past record of the department is still sustained that more boys from this department find good positions and continue to work at the trade after their discharge than from any other of our industrial departments. [Report of slioe shop.] I have had an average of 22 boys at work learning the trade. Twelve have been discharged ; all are fully able to make a living at the trade. The work of the past year has been 2,145 pairs of new shoes, worth $4,972.50, and the 1150 EDUCATION REPORT, 1895-96. mending to the value of $4,326.50. I have now in stock 675 pairs of shoes of our own make, worth $1,521. Stock and tools purchased during the year to the amount of $2,359.65. Salary paid to employees, $1,500. I find the machinery which was placed in this department a little over a year ago of great benefit to the hoys who are learning this trade. This also enables ns to turn out a greater number of shoes and of better quality. Friendford Industrial School, Roxbuey, Mass. [Statement of E. C. Hurmeman, superintendent.] The school, which is a part of the work of the Ruggles Street Baptist Church, meets each Saturday morning at 10 o’clock for a. two hours’ session. The term opens the last Saturday in October and closes on the first Saturday in May. The opening exercises each week consist of responsive reading by superintendent and school, singing and repeating the Lord’s prayer, after which the several classes are formed and work lasts till noon, when the school is dismissed. The membership of this department is something over 125. The central idea in the work of the school is educational — intellectually, practi¬ cally, and morally. In many cases the influence here is the only refinement the child receives aside from the public schools, where the size of the class prevents the personal attention we endeavor to give. If so desired, the work may be carried on outside in a trade. The boys enter the school of their own desire, but regular attendance and punctu¬ ality arc required. The line of work is optional — sloyd, carpentry, and woodcarving, machine drawing or free-hand work. The school was organized and is supported by the Ruggles Street Baptist Church and friends, being in no way dependent on the city for maintenance. No tuition is charged, but each boy pays for the material he uses, having the result as his own property. In the carpentry and wood-carving and sloyd classes each pupil is expected to make something which may be sold for the benefit of the school. Various classes are as follows: Primary, ages. 5 to 8; about 20 pupils. Work suit¬ able for age of pupil, emphasizing drawing. Elementary mechanical, ages 7 to 9; about 12 pupils. Use of ruler and T square and angles taught, with application and. drill of each. Preparatory sloyd, ages 9 to 13; about 30 pupils. In this class the pupils draw the models instrnmentally to scale, placing dimensions correctly. A clear understanding of the work at hand is given by skillful questioning on the part of the teacher and from use of model, but no copying from finished drawing is allowed. Accuracy and neatness are insisted on as being the fundamental principles of all good working drawings. Sloyd, ages 10 to 16; about 28 pupils. Here the pupil is assigned the model to be made. First, he draws the model (this time work¬ ing it out for himself, the teacher watching the result step by step), after which lie carries his drawing to the shop, where wood is given him, and he makes the model he has drawn. Machine drawing, ages 9 to 13; about 12 pupils. Projection forms the early work of this class, as well as geometry, leading up to the drawing of parts of machinery, learning use, etc., of each part of itself and as related to whole machine. Carpentry and wood carving, ages 10 to 16; about 22 pupils. Use and handling offltools taught. Small articles of furniture, crickets, stands, frames, etc., arc made and carved for ornament; and some larger pieces have been made by the boys of this class, as chairs, tables, and bookcases. Free-hand, ages 8 to 15; about 1C pupils. This is the only free-hand class, so the work is fitted to the pupil. Out¬ line drawing from models and objects (singly and in-groups), light and shade (char¬ coal) drawing of same, as well as from casts, covers the work. A year is supposed to be spent in each class, though under favorable circumstances promotions are made from the younger to the next advanced class as deemed expedient. One of the most gratifying results of the work is the strong interest the children have for the school. They show hearty enjoyment in their classes and are very proud of their work when it is exhibited at the close of the term. A roll ot honor is awarded to those perfect in attendance, deportment, and faithful work throughout tbc year, and a card of honorable mention to those nearly perfect in the same. As this school is one of the many charities of the church, and there is but one session a week, the drawing-rooms are not reserved for us alone. One largo room or hall accommodates the drawing classes. A table on horses is placed between two seats for a class which has 10 pupils. In the free-hand class easels and chairs are provided. In the basement is tbe shop given to the sloyd and carpentry and wood-carving classes. Here each student has a bench with tools necessary for his work. Annual expense of maintenance for boys’ department, between $20J and $225. Manual and industrial work trains the child to think more clearly on other studies, and, after thinking clearly, to execute his ideas. It has a moral effect in that it MANUAL AND INDUSTRIAL TRAINING. 1151 insists on truth, accuracy, and neatness, and leads to practical use of acquired knowledge in all branches of work. Manual training offsets the mental training a child is constantly receiving, thus making him a well-developed all-round being. Some hoys after leaving school go to rvork with carpenters or machinists, a few carry on the work toward draftsmanship, and others do not follow the line at all. Free Industrial School, Woburn, Mass. [Statement of Willis S. Carter, principal.] Six years ago the Woburn Free Industrial School was started with 12 pupils in woodwork, 25 in the sewing department, and 30 in the cooking department. The school is run during the summer months only, and has been free to everybody until this year, when the age is limited from 10 to 21 years. The schoolis not a trade school; there is no course of study, but each child takes one or more of the courses as he chooses, and is constantly advancing. Everything is furnished for the pupils. The plant is an old academy building called the Warren Academy. There is a fund connected with the estate, part of the interest being given to support the industrial school. It costs between $800 and $1,000 to run the school one term. Last year ve had a total of 400 pupils; this year, 350, the falling off being due to limiting the age. The school, ever since established, has been very successful, the pupils, parents, and general public being interested in the work. New York State Reformatory, Elmira, N. Y. [Statement of Z. K.. Brockway, general superintendent.] The central idea of instruction in the trades school of this reformatory is the prep¬ aration of the inmates in skill and disposition to earn legitimately the means of their satisfaction when released. The outlines of instruction in the several trades are prepared for a course of one year. Those who by good conduct and gained con¬ fidence of the management are adjudged, after so short a period as one year, to bo reasonably well fitted for orderly behavior in free society again are not longer detained to perfect themselves in their trades, but having had a year of experience and train¬ ing, if they can find employment as advanced apprentices or in any way in connection with the business carried on in society which involves the use of the technical knowl¬ edge imparted here even in this brief period, they are generally released. Of course, others who by misconduct or for any reason remain longer than a year get more training than those who are discharged in the shortest time. The organization of the trades classes here embraces instruction in thirty-four trades, the instruction being given at present in the evening — two evenings each week for most of the trades, and three evenings for a few of them. The evening trades school session is of two hours’ duration. I may properly add that, since, under the new constitution of the State of New York, productive industries must cease in the prisons and reformato¬ ries after the 1st of January next, it is contemplated to bring these trades classes under instruction during some portion of every day, thus adding very greatly to the number of hours of trades instruction the pupils will receive during the period of one year. The processes of the several trades are subdivided under suitable heads, and there is assigned to each division of the processes of each trade a given number of hours in which that portion of it is to be accomplished, when always an examination occurs ; and so, again, at the termination of the arranged course of instruction, a review exam¬ ination is also had. These examinations determine, to the proper extent of them, the progress of each prisoner toward his release. A pupil failing in his trades school examination for any month has lost that month, having made no progress during it toward the goal of his desired release; this is with opportunities to recover losses, of course. The trades classes are under the special care of a trades school director — a graduate of Cornell University, mechanical engineering department— who has a trained assistant also, the remainder of the instruction being given by mechanics resident in the institution or employed to come in from the city adjacent and assisted by advanced pupils from among the prisoners. The means of support for the institution consist of annual appropriations by the legislature and whatever of incidental earnings the inmates accomplish while pursuing their trades. The amount of earnings. last year was $40,000; the appropri¬ ation by the legislature $200,000. I repeat, as above stated, that after the 1st of January next there can be no more earnings, since productive employment is pro¬ hibited by law. The age of the pupils for admission here is fixed by law at from 16 to 30 years — those convicted of felony, not known to have been previously convicted of a felony. All the inmates are confined under the so-called indeterminate sentence. 1152 EDUCATION REPORT, 1895-96. The material equipment of the trades classes, aside from the buildings, is a very complete one. The buildings are within the reformatory inclosure and are a part of the group of buildings which, together with the ground upon which they stand, has necessitated an investment, roughly stated, of $1,500,000. The average period of detention of inmates is about two years. Manual training is for other purposes than the practical instruction of the pupils in trades by which they are to earn their living. It is a new departure here, and likely to be very much developed to the extent of the systematic manual training for the purposes intended for say 300 to 500 of the inmates. From the very complete records kept in the institution of the whole previous history and of the physical and mental peculiarities of inmates on admission, it has been practicable to easily select those manifestly defective as indicated by the records kept, and after a time, during which they fail to progress under the ordinary regime of the institution, io with¬ draw them and subject them to the manual-training treatment. This departure was initiated on the 1st of October last. At present there are 100 defectives receiving manual training, not for the purpose of trades instruction, not for the ordinary common school manual training purpose, namely, the facilitating of progress of pupils in the ordinary common-school studies, but rather for the purpose of over¬ coming by assigned manual exercises, in connection with physical training and the educational work of the school of letters, the peculiar discovered mental defect of each pupil. A general classification or division of the hundred pupils was made at the beginning into three separate groups : First, those apparently ordinarily normal in all respects, except in their inability to accomplish simple arithmetical processes — those showing a manifest defect in the mathematical faculty of the mind. The second group is composed of those possessing ability enough in every direction except in the matter of moral control of their conduct. Third, the matoids or stupids. In this general classification into three groups the instructor proceeds to assign such manual tasks as are believed to most surely call into play the defective faculties, namely, the arithmetical faculty of the mind, additional moral control, and with the third division the awakening and quickening of interest and development of intellectual power. This latter, I suppose, is substantially the purpose of manual training in the common schools. Not time enough has yet elapsed to enable a sum¬ ming up of the work attempted to be accomplished or a tabulation and presentation of any results. So much of promise appears upon the surface here in this new edu¬ cational effort for the defective inmates of the reformatory that it is contemplated to greatly extend it. At a late meeting of the managers authority was conferred to employ additional instructors, and it is believed that for a large number of the inmates, apparently incorrigible under the ordinary regime of the institution, something very valuable may be acconrplished by these means, and many of them be rescued and ultimately be rehabilitated. I have no published matter relating to this, but we shall at the close of the fiscal year, September 30 next, write it up in our report to the legislature. Lyman School for Boys, Westboro, Mass. [Statement of T. F. Chapin, superintendent.] We have two shops especially devoted to manual training. The central idea of instruction in each is educational, and the training is obligatory. In one shop the training is the sloyd system, as worked out for public schools by Gustaf Larsson, of Boston. In the other we have wood turning, machinery, benchwork, and forging. About 100 different pupils are instructed in sloyd each year, receiving about 200 hours each; in the other shop about 32 boys, receiving 400 hours shopwork each. The boys are from 13 to 16 years old. Those receiving the iron and wood work com¬ bined are, as a rule, 15 or 16, while those receiving the sloyd are, as a rule, not much over 15. As far as possible, the instruction is class instruction. In order to provide for the quick boy and the slow boy, the boys are classified somewhat with reference to their rate of working, and also those who do rapid work are permitted to make designs which they work out in their spare moments, thus giving them a kind of busy work. The sloyd shop is equipped with 25 benches; the other shop with 16 forges, 16 benches, and 8 turning lathes. The outlay is principally for tools, arid represents, perhaps, $2,500. The cost of maintenance aside from instruction is not far from $350 a year for material, light, and heat for the sloyd, and $250 for the forge and wood¬ turning shop. The cost of instruction in sloyd is $900; for iron and wood turning, $1,000. The pupils who take this course are visibly more competent in other lines of work, and they seem to do, on the whole, better in their school work. In a good many individual cases the pupils instructed in manual training, going out. from the school, seem to do better and get better places to work. We hat'c no sufficient data to make a generalization upon in this respect, however. CHAPTER XXII. HIGHER A ND SECONDARY EDUCATION IN THE UNITED STATES. By Dr. Gabriel Compayr^.1 HIGHER EDUCATION IN THE UNITED STATES. The following abstracts include the substance of M. Compayr^’s report on higher education in the United States. They are translations, with little or no condensing of the passages selected. The aim has been to present only M. Compayr6’s own observations or comments on the character and scope of higher education in this country as it was presented to him for study, principally at the Columbian Exposi¬ tion at Chicago. So far as possible, therefore, all the details of information which are contained in the reports of the Bureau of Education and the catalogues and pro¬ grammes of institutions which M. Compayr6 was obliged to publish and digest as the basis of his observations have been omitted in giving the results of his study, they being besides well known. In the course of his work many reflections occur to this competent observer from studying the influence upon education of the peculiar form of democracy exhibited in this country, which are interesting and valuable — not to say entertaining — not only to those who are interested in the special subjects under investigation (the teaching of metaphysics, for example), but to the general student of social conditions as well. M. Compayre begins his review with noting the multiplicity of universities in th© United States. They abound, he says, in this country. If we have few in France, and if even the projects of reconstruction of our higher education promise us only a small number of them, it may be said that the Americans have too many, at least apparently. With them the word university has lost its high significance. Any institution, however small its pretensions, where Latin and mathematics are taught, does not hesitate to give itself the pompous title of university. This great name has become vulgarized and almost dishonored by the great number and the mediocrity of some of the institutions which have assumed it. There are many pseudo-universi¬ ties which have nothing, or almost nothing, to do with higher education. In the statistics published in 1889-90 by the Bureau of Education there are no less than 125 universities, and they are of all kinds, including Protestant of all denominations, Catholic, and nonsectarian. Some are open to young men only, while others are for the benefit of both sexes, and some have been founded expressly for negroes (these latter are institutions of an inferior grade, established since the war of secession). Their efficiency also varies from those having more than 200 professors and several thousand students to others having five or six professors and less than a hundred students. Professor Bryce, in his American Commonwealth, speaks of a Western 1 Translated from liis official reports as delegate to the Columbian Exposition, Chicago, 1893, repre¬ senting the Ministry of Public Instruction, France. ED 90 - 37 1153 1154 EDUCATION REPOET, 1895-96. university where tlie faculty consisted only of the president and his wife. A glance over the list of these 125 or 130 'so-called universities is sufficient to show that the distinction between secondary and higher education is not clearly established. A university simply represents a scholastic institution of a somewhat elevated char¬ acter. To baptize it with the name of university little attention is given to tho character of its instruction, whether secondary, technical, agricultural, industrial, or superior, in the sense which we attach to the latter term in Europe. This is so true that some of the real universities, which by the number of their students and the high plane of their studies best merit the name, have preferred to content them¬ selves with their old and more modest name of colleges. It was only in 1887 that the traditionary title of “Yale College” urns changed to “Yale University.” If we attempt to distinguish in this multitude of nominal universities those which are in reality only small institutions of secondary instruction, comprising the preparatory and collegiate departments, and those which approach more or less to the conditions which wo expect of universities in Europe, there still remains a great number of institutions which aspire to give, wholly or in part, what we call in France higher instruction — theology, law, medicine, and high scientific, literary, and philosophical culture — together with technical instruction, in varying proportions, which in France is reserved for special schools. A first glance at American universities gives an impression of diversity, an indefi¬ nite multiplicity of forms, and an absence of a common type. To begin with, there are the universities which havo been founded by private individuals, and which are tho most powerful and the richest in the country, such as Harvard, Yale, Columbia, and Princeton, which date from the seventeenth and eighteenth centuries; others, like Cornell and Johns Hopkins, of recent date; and still others — Clark University, tho University of Chicago, and Leland Stanford University, in California — which were founded only within a very short time. In these institutions, which owe nothing or next to nothing to public assistance, which are independent of the State, which owe their existence to tho liberality of private individuals, and are private corpora¬ tions — some being nonsectarian, while others are under tho auspices of a church or a denomination — it is natural that tho character of the studies should be influenced by tho private initiative, or tho original wishes of the founder, or of the body of men who now have their control. In these institutions the instruction must be adapted to tho object for which they were founded, which is evidently not the same in universities free from all religious control and pervaded with a purely scientific spirit, such as Johns Hopkins or Clark, and where, consequently, there is no theo¬ logical instruction, and in those which are under Methodist or Baptist auspices, as at Boston and Chicago. The studies are selected with a view to local needs and different environments. At Cornell, for example, professional instruction is upper¬ most, while at Harvard or Yale tho old classical training prevails. As means allow and when suitable donations have been made for the purpose, new departments of instruction are organized. In a word, each university has its own constitution, nor is it obliged to follow a single and uniform model, but adapts itself with an admi¬ rable facility to its varied circumstances, having its own character and ways and its own distinct originali ty. Some havo the stamp of time upon them, and while endeav¬ oring to regenerate themselves and advance in new ways, must still obey their ancient traditions, while others, founded from day to day, with millions at their command, can, in tho full independence of their youth and novelty, make innovations at will and inaugurate bold experiments hitherto untried. Side by side with the institu¬ tions of private origin are the State universities (28 in number in 1889-90), which arc maintained at the public expense, and which, after the primary and high schools, complete and crown the national system of education. In them, too, a great diversity prevails. They have no fixed rules nor a common programme. In the absence of a central power imposing a uniform system of regulations over the whole country, each State, like each private corporation, acts in its own way, distributes the studies as it pleases, and restricts or enlarges, as it has means, the number of HIGHER EDUCATION IN THE UNITED STATES. 1155 departments of instruction. These State institutions also show great diversities in their means, ranging from Ann Arbor, with a yearly grant of $274,272 (in 1889-90), to others, in Nevada and Oregon, with $30,000, and the teaching corps varies corre¬ spondingly from over 100 to 14 or 15, while the number of students varies from over 2,000 to a little over 100. We do not mean to say that this diversity is in itself an evil. If it is due to a - settled intention to develop one part of higher education in particular without neg¬ lecting the others it would be rather a good. Even when it owes its origin to cir¬ cumstances it has the advantage of parceling out higher culture over the whole country. In France, where we are suffering from The contrary evil, we would like to have a little more flexibility and variety introduced into the rigid framework of our tradition-bound faculties. The question was proposed and answered favorably to such a proposition. at the Lyons meeting in 1894. It must be said, however, that the excessive American decentralization presents grave drawbacks, and leads to a dispersion of effort and a real waste of force. Aside from a very small number of institutions, seven or eight at most, which really possess all the apparatus for high education, American universities are, generally, only the beginnings or fragments of universities. The different portions of superior instruction are scattered in a multi¬ tude of separate institutions so that both j>rofessors and students are in insufficient numbers in most of them. This is a necessary consequence of a system of excessive liberty of initiative. Each State and each city wishes to have its university, and there appears the contrary of what happens in France, where we sometimes have the thing but not the name — they have the appearance and paraphernalia of a university . without the solid and substantial reality. In America they first build a city, open its streets, lay the jiavements and gas pipes, or light with electricity, and then the inhabitants come if they can. I ought to add that they generally do come, and in large numbers. But the same process applied to the foundation of universities does not always succeed. The buildings are erected, the programmes drawn up, the pro¬ fessors appointed, and then the students are awaited, but it sometimes happens that they do not crowd to the new institution. LAW SCHOOLS AND MEDICAL SCHOOLS. If we reflect that there are 52 law schools in the United States, it is not necessary to consult statistics to learn how prejudicial this excessive dissemination is to the study of law, there being neither a sufficient number of capable professors nor of students to constitute solid and vital centers of instruction. [The statistics quoted show that the number of students ranged from 1 to nearly 500, and the professors from 1 to 23.] Harvard and Yale had only 153 and 106 students, respectively, while there is no law school at Johns Hopkins, or Princeton, or Clark University. So with medical schools; the report for 1888-89 showed that aside from many nonregu¬ lar schools there were 94 distinct institutions in that year, with a great range in numbers of students and professors. DISPERSION OF EFFORT AND WASTE OF FORCE. We can not too often repeat that, sustained by their enormous wealth, the Ameri¬ cans give themselves over to a veritable waste of force. They commit follies in the way of education. Carried away by local pride, or, rather, to speak more accu¬ rately, moved by the legitimate desire to put higher education within reach of the young in as many places as possible, they increase the number of foundations of the same kind without caring for doubling the expenditure of money for the same purpose or disturbing themselves about competition, so that it too often happens that their costly institutions, which have been established under unfavorable condi¬ tions on an unfruitful soil, languish painfully, and only make a problematical suc¬ cess. But how could it be otherwise when we find three or four schools of law or medicine not only in the same region but in. the same city? 1156 EDUCATION REPORT, 1895-96. This is a luxuriant vegetation of which we can form no idea in our country of restricted activity and limited initiative, a vigorous growth which springs up on every side, and if it is impossible to disguise the had features of this unrestrained fecundity, we can not repress our admiration at the extraordinary power of the sap which so profusely nourishes the numberless branches of the tree of knowledge even at the risk of their mutual injury from their varied superabundance and intergrowth, THE IDEA OF THE UNIVERSITY. From what has been said upon the schools of law and medicine, one might be tempted to conclude that the Americans have but little conception of the necessity of uniting or grouping side by side, like the different children of a family, the differ¬ ent branches of superior instruction, and that the idea of the university — that is to say, of an intimate association of all the higher studies — does not exist in the United States. Such a conclusion would not be absolutely exact. There is undoubtedly a marked disposition to regard the schools of law and medicine as capable of separate growth and function in the condition of professional schools, which is their official title. They have a separate place in the report of the Bureau of Education, under the head of professional instruction, by the side of the theological schools. In the same way, conformably to this spirit of special classification, the schools of pure or applied science (of technology, agriculture, and mechanic arts), some endowed by the State and the others private institutions, are placed separately under the head of schools of science, even when they are annexed to universities. The contrary tend¬ ency, however, is making its appearance in the opinions of some of the leaders of American pedagogy and is also becoming realized in fact. Thus, at the Chicago congress we heard Prof. Woodrow Wilson, of Princeton, announce his deliberate opinion that a professional school could not exist by itself. It must, he said, form part of a university, so that the university atmosphere may envelop and penetrate it. And, in fact, in most of the leading universities, those which, by their work of two centuries or more, have gradually enlarged their scope, like Harvard and Yale, and also in those which we see springing out of the ground at the magic call of their millionaire founders, like Leland Stanford, for example, the idea of the universality of instruction seems to prevail. Compared with so many other institutions which are, as we have seen, only fragments or portions of universities, the most renowned of the new institutions aspire, not without au evident exaggeration, to embrace and contain everything in the nature of high instruction. Harvard and Yale disconcert our habits of measurement and surpass our mediocre imaginations by offering to the choice of their students fifteen or twenty distinct programmes of special studies. They resemble towers of Babel, where all languages are spoken, or rather scholastic caravansaries where one can provide oneself with all articles concerning instruction. The truth is that we are in the presence of two opposite conceptions of the development of the university, between which the leaders of American pedagogy have not yet made a final choice. On one hand is the tendency to particularization, as shown by the existence of so many schools of law and medicine, and independent and isolated scientific schools, as is shown also by the recent creation of universities really worthy of the name, which, expressly dis¬ claiming a complete education, aim at excelling some parts only of the entire field of knowledge, such as Clark University, which is above all and almost exclusively a school of experimental sciences analogous to one of the sections of our Ecole frangaise des Hautes Etudes; such, also, as Cornell University, which is principally a school of agriculture and mechanic arts, the equivalent to both our Institut agro- nomique and our Ecole centrale. On the other hand, there is the opposite tendency toward the excessive centralization of all these studies and the full application of the formula of Comenias. “omnia doceantur.” M. Compayre then proceeds to follow the discussion, given in the “proceedings” of the Chicago meeting, of the question HIGHER EDUCATION IN THE UNITED STATES. 1157 whether universities should he of a uniform type, and concludes that if, even in France, where central authority has such weight, the effort to compel uniformity has been unsuccessful, still less is it to be expected that the dissertations of educa¬ tional theorists could force uniformity in a country where each university corpora¬ tion and each political community can dispose of its resources as it wishes. FINANCIAL RESOURCES OF AMERICAN UNIVERSITIES. The want of money alone can prevent the growth of American universities, which is an improbable event, says M. Compayr^, in educational matters in the rich and generous American democracy. What, he continues, are our expenditures of ten or twelve millions [of francs] for higher education, obtained, too, with difficulty, com¬ pared with the sumptuous liberality, nay, the princely prodigality, for its universi¬ ties of which America is constantly giving examples? We could not understand the situation of higher education in the United States if we did not consider, above all, how rich the universities are there, and how the dollars flow in to endow them and maintain them in a splendid condition. In the first place — and it is a circumstance which is hardly met with elsewhere and certainly exists nowhere else in the same degree — there is the extraordinary emulation among private benefactors — enriched individuals of the industrial and commercial classes — who believe that they can not make a better use of their fortunes than by devoting them partly, sometimes wholly, to the foundation, support, or development of schools of higher instruc¬ tion. Sometimes, if they are particularly rich, they create at one stroke a new uni¬ versity, complete from top to toe. Sometimes, to increase the scope of an old insti¬ tution, they present it with a department or faculty which it needs, or, at least, with a special chair ; and, again, if they can do nothing more, they enrich libraries already existing with collections of books, or equip laboratories and museums with costly instruments and rare specimens. What is elsewhere only an accident or a rarity is a habit in America. The United States is the only country in the world where proper names are given to the universities, the names of the generous men to whom they owe either their existence or their aggrandizement. Harvard, De Pauw, Cornell, Vander¬ bilt, Johns Hopkins, and Clark are at once the names of universities and of the free givers who have contributed more or less, in proportion to their means, to building up these different houses of study. Sometimes the benefactor conceals his identification with the university by suppressing his name. For example, the foundation of the Cath¬ olic University at Washington was due to the liberality of Miss Caldwell, of Phila¬ delphia. So, also, Mr. John D. Rockefeller would certainly have a right to be called the godfather of the recently founded University of Chicago, since he presented it with more than $5,000,000 for its christening. Of course the universities of the United States have not always had such splendid beginnings, such fortunate births. But even those which, like Harvard and Yale, had an humble origin and received only a moderate endowment from their original benefactor, have seen their treasury increase year by year, thanks to the incessant and continuous generosity of their former students, their protectors, and their friends. What the fanciful munificence of a Leland Stanford could do at one stroke in California an uninterrupted succession of small gifts has accomplished, or almost accomplished, at Harvard. In two centuries and a half Harvard has come to possess an annual revenue of $720,000. Who is to ask such wealthy institutions to moderate their ambition and contract the sphere of their activity? Their resources are enor¬ mous, nearly unlimited, and it is natural that their scope should be correspond¬ ingly great. After giving a brief account of State institutions and State aid, including land grants, M. Compayre proceeds to the subject bf degrees and their multiplicity in America. He continues as follows: American universities, therefore, are rich and even opulent from various sources, but it is not their popularity alone (whereof their riches are the proof) which will maintain and develop them. It must be said that 1158 EDUCATION REPORT, 1895-96. tlierc is another cause, of an entirely different order, which tends to promote the excessive multiplicity of educational institutions, and that is the conferring of degrees. This prerogative, which is too easily accorded to institutions of all grades, is a power which those who possess it appreciate very highly and which, they are not disposed to surrender; and this explains, in part, the great number of colleges and universities in America. Vf e all know the extent to which the division and subdivision of degrees arc pushed in the United States, and this fact would suffice to show, without any examination of the programmes, how fragmentary and scattered, and consequently how superficial, to some extent, much of the American education is. It is true that we suffer from the same evil in France to some extent, and there is the story of a can¬ didate for a degree who presented himself before one of our faculties on the morning when he was to begin his written examination, perhaps a little sleepy or confused by the near approach of the dreaded ordeal, and who declared that he did not know exactly in what particular series of what particular section he was to begin his work. Ho was like a traveler who enters a railway station where there are many trains ready to start and asks anxiously for the proper train, to which his ticket entitles him: I know that much can be said in favor of this system, and that just as it is fortunate that the network of railways by their multiplicity make communication easier, so it may bo urged that by splitting up and diversifying the baccalaureates, licenses, and doctorates we facilitate success by augmenting the number of ways of reaching it. Nevertheless we must say that the object to be attained has been exceeded in the United States. We are far from equaling the Americans in this respect, with their endless nomenclature of diplomas of all kinds. Nowhere, except in the country of tho mandarins, has the superstition of degrees been pushed to such an extreme; and it may bo said in passing that in America it is not always well to refuse diplomas oven to thoso who do not deserve them. With us the victims of the examinations content themselves with reviling their judges. Bad marks are rare, and tho rage for obtaining diplomas is only equaled by the facility with which they can be obtained at least from certain institutions. (Tho statistics quoted show that in 1889-90 some 400 colleges and universities con¬ ferred nearly 10,000 degrees of twenty-four or twenty-five different kinds.) THE DEGREE OF DOCTOR OF PHILOSOPHY. We will not insist upon what is so strange from our European point of view, viz, seeing bachelors in music or painting, or doctors of veterinary medicine, nor upon other singular peculiarities such as that one can become a bachelor in philosphy after having followed a course simply of geology, chemistry, or architecture, nor upon the confusion which results from giving different names to the same degree. What merits our attention more, and what the Americans themselves most complain of, is the absence of guaranties, the insufficiency of the conditions under which the degree of doctor in philosophy is granted, a degree which assures to its possessors more consideration than any other. The question was discussed fully at Chicago and the evil was clearly defined. On one hand is the ardor with which the title of Ph. D. is sought if only for the sake of being called “doctor,” and on the other is the culpa¬ ble compliance of some institutions which lend themselves, unfortunately, to the unjustified pretensions of the seekers after diplomas. It is interesting to remark that while in France we aspire to a certain degree of diversity, the Americans would like to have a little more centralization. We complain of an excess of regulations, while they regret the absence of a common directing power. One of the speakers at the Chicago congress, Mr. Sproull, dean of the faculty of the University of Cincin¬ nati, expressed the wish that there should be a general understanding in regard to tho essential conditions to which the examination for the degree of doctor in philos¬ ophy should conform. As there could bo no appeal in such a matter to a ministerial department or a central government, it was suggested to appoint a committee com¬ posed of the chiefs of the principal universities. It should be the duty of this HIGHER EDUCATION IN THE UNITED STATES. 1159- committeo to draw up a list of the institutions which it should judge were qualified by their importance and the value of their studies to confer the degree. A journal, to be the organ of the committee, would publish this list, which might be extended or restricted from year to year. This proposition was accepted by the congress and a committeo was appointed, including the presidents of the Johns Hopkins, Yale, Columbia, Princeton, Chicago, and California universities, with instructions to take the necessary steps to maintain the plane and protect the significance of the degrees of doctor of philosophy and of science. This committee will have only a. moral effect, as it has no legal sanction or au¬ thority. Moreover, it is not only in itself and at the moment of conferring it that the high degree of doctor allows of criticism and is too easily acquired. On this point it is some defense to say that the evil is not general; that certain institutions main¬ tain the dignity of this title, and that after all an enlightened public opinion can distinguish the tares from the wheat. A graver fault is that even the more serious universities open their courses of law and medicine to students who are insufficiently prepared. It is not yet a settled question in the United States whether an antece¬ dent liberal education should be required of students in law and medicine or not. Americans are right in retaining the titles of professional schools for their schools of law and medicine. The instruction which is usually given in those schools, as it does not rest upon the solid base of a liberal, that is to say general, education, hardly merits the dignified name of higher education. As it is given to young men who have not received secondary instruction, and are therefore without sufficient prepa¬ ration, who often leave college in their freshman year to enter the professional school, the instruction they receive in the latter can only form practitioners and empirics without breadth of mind or a wide scope, and who will be imprisoned closely in the circle of routine and daily business. The Americans are well aware of this defect, but are at a loss how to remedy it. Opposed to the interest of society, which demands better instructed physicians and lawyers, is the interest of the indi¬ vidual, who demands the shortest cut to_ the practice of a lucrative profession. There is no appeal to the law. “One of the principles the most intimately and tenaciously united with our conception of a democratic government is that admis¬ sion to the different professions should remain almost absolutely free, and our legis¬ lators are unwilling to place any restrictions upon it.’7 So it is public o|:>inion, as usual, which must be convinced, and that is far from being won over. “Public opinion is not disposed to act summarily in this matter, because it has not yet learned that general education ought to precede professional instruction . A given commu¬ nity is ‘proud that its lawyers were admitted to the bar after only six weeks of study.” As long as the public is satisfied, doctors and lawyers without education will continue to multiply. Even if public opinion should reach the idea of reform it would not be easy to carry it out. “In America reforms can only be made bit by bit, by way of trial and example; there is no central authority which can impose them all at once and in their entirety.” [The name of the author from whom M. Compayr6 takes these quotations is not given.] In short, the remedy must come from those universities which, like Harvard, are rich and strong enough to be severe, and demand from their students sufficient evidences of qualification, and if the mere conception of the ideal were sufficient to realize it, higher education in America would have nothing to desire. The evil is aggravated by tho short duration of the course of study; while primary and secondary studies are relatively long and slow in America, and are free from the feverish, dizzy rapidity which seems to whirl everything along, university studies are too much abridged and too hurried. By a kind of regrettable compensation, after the American student has loitered and reflected a little in the high schools and academies and then in the colleges, from which he emerges as a bachelor of arts at the age of twenty-one, two, or even three years of age, in the universities he is 1160 EDUCATION REPORT, 1895-96. obliged to quicken bis pace, and in three years be becomes a doctor of medicine, or in four a doctor in law. Tbis triennium or quadriennium also is a maximum, aDd is only required in tbe more important universities. In many institutions less time is required, as tbe statistics quoted sbow. RECRUITING OF PROFESSORS. Tbe requirements wbicb must be fulfilled in France before a candidate can receive tbe appointment of professor do not obtain in tbe United States. “Anybody wbo chooses may call himself a professor ’’(Discourse Gf President Jordan, Proceedings, p. 34). But tbe great universities at least make tbe greatest efforts to obtain a per¬ sonnel which shall be of tbe highest rank. Cardinal Newman’s saying is often quoted in America, “Install your universities in hovels or tents, if you will, but give them great teachers.” Tbe Americans do not install their universities in hovels, but they do try to give them great teachers, and for this purpose they resort to aid on every side. The titular professor of the chair of European history at Leland Stan¬ ford University is Dr. Andrew D. White, who was envoy extraordinary and minister plenipotentiary from the United States to Germany from 1879 to 1881, and in 1892 to Russia. His name gives reputation to the chair assigned him. At the same uni¬ versity Mr. Harrison, who was Mr. Cleveland’s predecessor as President of the United States, is the professor of constitutional law. These are things which are only seen in the United States, and we would have difficulty, in France, in imagining a former President of the Republic, Mr. Grevy, for instance, giviug lectures on law. Of course, it is hardly necessary to say the salaries of the university professors are large. They also enjoy all sorts of facilities for their work. They are allowed to visit Europe periodically and study on the spot, at some university, the progress of their favorite science. When Mr. Stanley HalJ. was nominated as president of his university, and before he assumed his duties, he made a lengthy visit in Europe to examine the organization of higher education there. A great number of American university professors have studied in Europe, especially in Germany. They also move about a good deal in their own country and change their residence frequently, on account of the great number of institutions and the difference in the salaries. WHAT IS THE ROLE OF THE UNIVERSITY PROFESSOR? American pedagogy has clearly conceived, in its dreams for the future, even if there is no present realization, that the function of a university professor is not only to transmit ready-made knowledge to his students, but that his mission is to create knowledge as well — that is to say, to add to the patrimony of acquired truths and extend the field of knowledge by original researches. President Jordan says that “a professor to whom original investigation is unknown should not find a place in a university. The day will come when our universities will understand that the most useful of its professors may be those who give no lectures, but devote all their strength and time to profound investigation. Their presence and example are, per¬ haps, a hundred fold more valuable for a body of students than the lectures of other teachers.” The idea of a higher instruction looking to the future rather than the past and opening out new ways to scienco is, therefore, not new to American peda¬ gogy. It even appears that in certain universities it dominates with some exaggera¬ tion and diverts a certain number of teachers from their original duties. If we may believe a Harvard professor, who has described the spirit and tendencies of that uni¬ versity in the Educational Review [for April, 1894, an article by Professor Santa¬ yana], it sometimes happens that some of his colleagues, in the exclusive preoccupa¬ tion of their investigations and personal work, come to forget and neglect their professional occupations. He says: “There still remain at Harvard some professors of the old school, with whom intimate and moral relations with the students is the first care, but for the typical young professor the principal interest is science,” and we are shown these teachers demonstrating with indifference and almost with dis- HIGHER EDUCATION IN THE UNITED STATES. 1161 dam the well-known principles, which are, however, the foundation of instruction, and only becoming animated when they come to speak of the novelties and discov¬ eries of the day. They aspire to be scholars and are teachers only by accident. STUDIES, TEACHERS, AND METHODS. Speaking in a general way, it may be said that the best American universities sen¬ sibly approximate the ideal of higher instruction, but in the greater number of universities of second or third rate the common defects are excessive specialization, a dribbling out of knowledge, the want of a broad initiation into the principles of science, and an anxiety to get a diploma as soon as possible. Of these institutions the criticism may be repeated that has already been made of English colleges. “In them letters are not literary enough and science is not learned enough ; in the former they only study texts and in the latter processes.” (Quotation from Demogeot et Montucci, De kenseignement secondaire en Angleterre.) Whatever may be the specu¬ lative efforts of friends of the university in the United States, it is not in vain that their surroundings are utilitarian, so that their institutions are like scholastic oases planted in an immensity of workshops, grain elevators, cattle yards, docks, and manufactories of every kind, and that they have the formidable task of maintaining the rights of thought and opening the springs of moral and intellectual life in the midst of a society which is a prey to an infernal industrial activity, and is, as it were, possessed or bewitched by the demon of business. It is impossible that the univer¬ sities themselves should not be affected, in their tendencies and spirit, by the prac¬ tical and positive character of the entire nation. Even in the schools of the great¬ est renown the methods in repute would not accord with our ideas. In the law school at Yale, for example, the methods consist largely in learning by heart. The lecture rooms have the significant name of recitation rooms. Properly speaking, there is no didactic course, no lectures ex cathedra. The student studies his text¬ book in his own room and is questioned upon it in the lecture room, the teacher limit¬ ing himself to giving explanations upon the subject studied. “It is the conviction of the faculty of law,” say the Yale programmes, “and it is also the tradition of the entire university, that precise and durable impressions of the principles of every abstract science are best acquired by the study of text-books at leisure in the stu¬ dent’s room, and supplemented by the questions and explanations which are given in the recitation room.” We must add that this method of instruction is not of gen¬ eral use in American law schools. At Harvard, for instance, the method by recitation is formally repudiated; the regulations declare that it is not desirable to memorize pages of text-books. In the law schools, as in all others, care is taken to favor practical exercises, and the students are encouraged to discuss the subjects taught, either by themselves or under a professor. So in the scientific schools extreme importance is ""attached to manipulations and laboratory experiments; without sup¬ pressing theoretical instruction, greater attention is given to the practical side, to things which the student learns by himself in the laboratories, which are admirably furnished with all the instruments and appliances of research. One thing which acts as a constraint upon the full development of American univer¬ sities is that they find difficulty in freeing themselves from the traditions of second¬ ary instruction. (Secondary in the French sense, as here used, relates to the lyc€e, which corresponds to our high or preparatory school with two years of our colleges.) They started, for the most part, with being simply colleges, and only gradually have the schools of law and medicine, of letters and higher sciences been added to the primitive colleges, usually by the wills of generous benefactors, like so many annexes, which are rather j uxtaposed than associated and fused together in a har¬ monious plan. New departments, institutes of fine or industrial arts, of music, schools of veterinary medicine or electricity or archaeology are constantly added to ED 96 - -37* 1162 EDUCATION REPORT, 1895-96. a pedagogical domain which is constantly widening, and this indefinite "branching out is not always crowned witli success. Harvard, for example, lias recently found that it is difficult for studies which are too dissimilar to prosper side hy side. The Bussy Institution, which was established there at great expense, only had six stu ■ dents in 1892-93? In many years it has only conferred three or four diplomas of bachelor of agricultural sciences, most of its students being only amateurs. The great evil which pervades the whole system of American education is that it is without definitions and delimitations. In France we do not mix different things, and are fond, perhaps excessively so, of logical regulations. We allow only well- defined categories and precisely determined divisions. In American institutions, on the contrary, everything is confused and intermixed. Secondary instruction is divided into two portions, one, corresponding to our grammar schools (classes do grammaire), in the high schools and academies, and the other, which is nearly equivalent to the higher classes in our lycties, in the colleges and the universities. Out of 2,000 students at Yale, only some 500 take the higher instruction. Of 1,300 at Cornell and 1,000 at Princeton, there are not over 200 who take university courses, properly so called. Everywhere the collegians, the under graduates, that is the students of secondary instruction, form the great majority. Anyone can see the great disadvantage of this coexistence of two kinds of instruction which are profoundly distinct in their character and objects. Is there not danger that the interests of one or the other might be sacrificed; that the secondary instruction might become too specialized and too technical, so as to loso its proper character, which is to give a general culture to the mind? May it not be that pro¬ fessors who teach both in the university and the college (at least as far as letters and science are concerned) might either import into their secondary instruction the requirements and habits of learned research which do not belong to it, or, conversely, might they not introduce into their higher instruction the elementary methods of college instruction, whereby the higher culture would be lowerecFand lessened, the lino of demarcation between the two not being well defined? If we complain in France — and not without reason— that the professors of the faculties of letters and sciences are impeded in their proper work of scientific investigation and original work by the heavy and tedious drudgery which the baccalaureate examinations impose upon them several times a year, in America the evil is still greater, because there the professors ‘not only have charge of the examinations but of the studies which precede them besides. [M. Compayro devotes a short notice each to students, clubs and university exten¬ sion, and concludes this introductory review with presenting the views of well-known American university presidents upon higher education in America. He can not refrain from admiring the spacious and sometimes even palatial buildings of univer¬ sities and schools.] “ Undoubtedly/7 he says, “the largest and fines£ buildings in America are generally those of banking and commercial houses or hotels, but the buildings for educational institutions, whether universities or primary schools, are the rivals, at least, of church edifices both in size and the ornamental character of their architecture. Externally they look like strongly built chateaux or citadels with towers, buttresses and battlements. Within, with their large, vaulted halls, their col¬ onnades and bas-reliefs, they resemble temples. Ah, what fine class and lecture rooms there are at Harvard and Yale ! How spacious and convenient, with plenty of light and air ! It is impossible to visit them without thinking how good it would be to study or lecture in them.” [The remaining chapters of the work are devoted to details of the various univer¬ sities and their programmes. We pass to the chapter on instruction in philosojihy, to which, as the highest branch of learning, M. Compayr*5 devotes considerable attention, and give the following extracts.] HIGHER EDUCATION IN THE UNITED STATES. 1163 AMERICA HAS AS YET NO ORIGINAL PHILOSOPHY. The story goes that an intensely patriotic citizen of Chicago once asked his fellow- citizens if they would like to establish a school of “ American geometry. ” We need not he astonished at this naive outburst of nationalism in the midst of a people which voluntarily affects to depend on itself alone, and which would like to show itself original in all things. It must be acknowledged, at any rate, that there is yet very little originality in philosophy in America despite very laudable efforts in that direction, and that if an American geometry is impossible, there is, properly speak¬ ing, no ‘‘American philosophy. ” Undoubtedly there has been a great change since De Tocqueville wrote, in all truth, “ I believe that there is no country in the civilized world where so little attention is given to philosophy as in the United States. The Americans have no philosophical school of their own, and they care very little about those which divide Europe. They hardly know even their names.” On this point, as on some others, the reflections of the author of “Democracy in America” have become somewhat antiquated. Time has been moving, and to keep oneself au courant and not fall behind in studying a nation particularly active and alive, which is always going ahead, one must strike the balance of its progress every year and almost every month. The Americans of to-day differ in their intellectual and moral condition from those described by De Tocqueville nearly as much as some of their large cities — Washington, or Chicago for instance — Chicago especially— are different now from what they were fifty years ago. Even in the domain of philo¬ sophical speculation, where progress is least perceptible, meritorious attempts have been made in these latter days, and some interesting results have been reached, especially in direct contrast to what De Tocqueville affirmed, and what he was justi¬ fied in saying, half a century ago. It is true that the works of European philosophy, preferably the latest, are now studied with ardor and often with enthusiasm, and it would not be paradoxical to say that German philosophers are better known and more frequently translated and read at the present time in America than in France. However, De Tocqueville uttered a iiermanent truth when he said that “the social condition of the Americans turns them away from speculative studies.” Without taking too strictly the humorous adage which the Americans themselves repeat, that philosophers are as rare in America as snakes in Norway, wo must acknowledge that they are not numerous, and it is not difficult to discern tho reason of their rarity. SUPREMACY OF THEOLOGY, OR, AT LEAST, THE CHRISTIAN SPIRIT. What strikes us at first is that philosophy is much more under the influence of religious belief in the United States than in Europe. The “servant of theology” is far from having shaken off the old yoke in most American colleges and universities. The State University of California, for instance, announces itself as nonsectarian, but it nevertheless remains religious in tone, as its president declares. In a country where theology and religious thought are diversified and separated into an infinity of distinct' sects and denominations, philosophical thought finds in this same diver¬ sity a semblance of freedom and easily accommodates itself to each creed. And, on the other hand, a vague, undefined Christianity is always exercising its sway, even over the most enfranchised minds, so that, in one way or another, it is almost always under the patronage of religion that philosophy strives hesitatingly to develop itself. THE NONTHEOLOGICAL SPIRIT IS RARE IN AMERICA. The “lay” spirit, as we understand it in France, is a rarer thing than would be expected in the free American society. Even when they believe that they do not belong to any religious denomination, that they are unsectarian, the educational institutions, as we have said, can not always detach themselves from biblical traditions. Here is a striking example : “ When I visited Girard College,” says M. Paul de Rouziers [la vie Americaine, p. 658], “the janitor asked me if I was a clergy- 1164 EDUCATION REPORT, 1895-96. man. I was surprised, and made liim repeat tlie question; and when, after I had answered in the negative, I was admitted into the building, I related the circum¬ stance to the president. ‘ These are the instructions/ he replied, ‘ because Girard, the founder, declared in his will that no minister of any denomination should ever cross the threshold of the college/ ‘But what is the meaning of that handsome chapel V I asked. ‘It is for religious exercises. We have prayers there morning and evening, and on Sunday one of us gives a lecture on the Bible/ ‘And do you think that the shade of Girard is pleased with these lectures V ‘Oh, you know the Bible is unsecta¬ rian/” So here is a college which its founder, a French freethinker grown rich in the United States, endowed generously on the condition that no clergyman should ever he admitted to it, and whose legatees, faithful as is usual in America to the wishes of the testator, really believe that they are carrying out his will by refusing, very vigorously it is true, the entree of the college to clergymen even for a visit, while they throw the doors wide open to the sacred hooks of Christianity. In such a medium — of men completely imbued with Christianity, even when they belong to no denomination — philosophy — that is to say, the spirit of independent research which goes right on to the conquest of truth, without caring either for the beliefs which it may injure on its way or the dogmas which it wijl have to contradict ulti¬ mately — philosophy necessarily remains the privilege of a select number of enterpris¬ ing and bold men. The crowd of thinkers continues to move in the narrow and impassable circle in which traditional opinions inclose the steps of human reason without feeling its limitations or aspiring to a liberty of which they feel ho need. We have examined a great number of catalogues of American colleges. Philosophy is certainly represented in them, but in the most elementary and humble form. In gen¬ eral the president of the college takes charge of instruction in philosophy, which is usually moral and pedagogical and most often designed as an instrument of edification or of Christian moralization rather than an ensemble of free and scientific research. The professor is rarely a specialist in philosophy; he unites with that accidental instruction other and very different kinds. If it is true that in Spain, as is said, there are still professors of Latin and singing, and if we remember to have known at the college of Sor^ze in France a regent who boldly styled himself “professor of rhetoric and physics/7 this confusion of things which, with us, is a very rare exception, is of very frequent occurrence in America. THEOLOGICAL TENDENCY OF PHILOSOPHICAL INSTRUCTION. But it is not only the insufficiency or the want of specialization on the part of the teachers which compromises the future of philosophical studies in the United States. The primordial cause of the evil — we must repeat — is the semitheological tendency of the instruction. This tendency is favored and developed by the private nature of most of the secondary and superior institutions of learning. In France, political and social centralization, of which the university is the scholastic expression, undoubt¬ edly has its inconveniences and dangers. But it at least permits the State to disengage a sort of general conscience from the ensemble of diverse and often contradictory individual aspirations, which becomes the rule of education and elevates university studies above all sectarian spirit and any particular religious tendency. In our lycees and faculties a teacher of philosophy is not responsible to anyone except his own conscience and society — the nation at large. Now, the nation is neutral as far as religious opinions are concerned, and consequently theological prejudices do not enter the philosophical lecture room. In America, on the contrary, where the system of private initiation prevails, so fruitful from other points of view, where colleges and universities owe their existence for the most part to the liberality of some private individual enriched by commerce or industry, who has become philanthropic in his old age, and where the institutions are under the supervision of a committee of trustees who are the vigilant depositories and guardians of the will of the founder, and sometimes under the direction of the founder himself, if he is still alive, it is to be feared that the freedom of the teacher of philosophy may often be only a myth. HIGHER EDUCATION IN THE UNITED STATES. 1165 Those who have contributed from their means to create and maintain an institution naturally wish that the spirit of its studies should conform to their own opinions or doctrinal preferences. They, or their executors, have the choice of teachers, and it can not be expected that they should take professors from outside the ranks of the faithful of their own denomination. The college or university becomes thus the chattel or property of one man or a small number of men. It would be unjust not to add that these observations do not apply to all the universities of America. At Harvard, at Columbia, and half a dozen other institutions — to take the figures of Mr. Stanley Hall — emancipation is nearly complete. We are only speaking of the generality of colleges and universities. It is noticeable, too, that the American who is so active and energetic in business matters becomes indifferent and indolent about questions which have no direct relation with practical life. Doubt does not seem to be in any sense an American product. It is astonishing how easily ready-made dogmas and a well-determined religion, which is accepted without discussion, satisfy positive, busy men, who have no time to seek for truth at their own risk and peril, through the difficulties and obscurities of philosophical speculation, and who yet wish to satisfy their need of belief. And so they like to observe Sunday by complete repose after the feverish labor of the week, and they are willing to bestow, as the crowning act of their tormented life, a docile acquiescence upon any religion which will free them from all intellectual worry and offer them the tranquil shade of traditional beliefs. Add to this that the flexibility of American theology is of a nature to facilitate adherence. If you find that you are unwilling to accept some of the numerous Christian dogmas, which you are called upon to believe, do not let that disturb you; there will always be some accommodating sect which has effaced the objectionable articles from its crfeed, and so can free you from the trouble of submitting your belief to them. In this profusion of different denominations, if we may be permitted to use so familiar an expression, all tastes can be satisfied. The choice is easy; the supply always responds to the demand. In France, if you have broken with one of the two" or three accredited religions, you are reduced to the necessity of entering at once the diocese of free thought ; there is no intermediate ground between belief and unbelief. But in the United States there is a multitude of degrees of successive steps and insensible transitions interposed between ignorant and blind bigotry on the one hand and free thought on the other, the latter being rarely met with. But, however convenient for preserving liberty of conscience may be these mani¬ fold forms of a Christianity, which is more and more attenuated, in which dogma is, so to speak, reasoned out in different ways, so as to respond to a diversity of appe¬ tites, it is none the less true that the American is usually tied to some theological party or definite sect or other, so that if he does flatter himself that he is as little religious as possible by having reduced his beliefs to a minimum, he has none the more become philosophical. ABSENCE OE TRADITIONS. The American philosophical spirit is not sustained by the traditions of the past as it is in our old countries of Europe. Assuredly, in one sense, it is an advantage not to be compelled to follow furrows already made and to be free from the incumbrance of oppressive hereditary traditions which prescribe the course of our thought. Originality appears to have everything to gain by the absence of established schools, and the Americans, who are a young people without a history and but recently awakened to the life of thought, seem to realize in actual life that fictitious condi¬ tion of the tabula rasa in which Descartes essayed to place himself when stripping his mind of all old opinions he attempted to approach the problems of nature and the soul with a reason entirely fresh and freed from prejudices. Still, the inherit¬ ance of long-continued previous labor, even if it leaves the field of thought covered with much deadwood, is nevertheless a necessary condition for serious philosophical 1166 EDUCATION REPORT, 1895-96. development. Philosophical systems can not he improvised; they are not built in a day like a gigantic house or a colossal bridge. The complicated, refined, and pene¬ trating turn of mind which distinguishes philosophers can only spring from the slow preparations of a progressive evolution. In Europe how many philosophers there are who are only such because they have followed the footsteps and developed the thought of some distinguished or eminent thinker whose reputation was estab¬ lished years or even centuries ago. From this kind come the “scholastics” — tradi¬ tion has its bad side — who survive long after the disappearance of the head of their school, and who too often paralyze all invention and innovating tendencies. But in return, thanks to these legacies from the past, the habit of philosophizing has gradu¬ ally insinuated itself into our minds; numberless suggestions and inspirations come to us from those who have struggled with the same problems before us; we are rounded with examples and lessons; we live in an atmosphere saturated with questionings, hypotheses, problems proposed, and formulated solutions. All this is wanting in the United States, hence Mr. Stanly Hall observes “As a nation we are not yet old enough to have had time to develop a philosophy.” IMITATION OF EUROPEAN PHILOSOPHY. The same author continues in the article here quoted:1 “We have too much curiosity and are too receptive to despair of having one hereafter.” To prepare themselves for this event Americans resolutely go abroad for assistance from foreign schools. Having no philosophical traditions of their own they go to Europe for them. Philosophy is an imported article with them and, it should be added, Ger¬ man philosophy particularly. Our classical French philosophers are generally little known ; Descartes is the only French writer who is studied in America. Among philosophers of the nineteenth century Cousin is cited once or twice in the pro¬ grammes; Auguste Compte is scarcely mentioned and I hardly see any French writers besides Janet and Ribot, who are quite widely known. The Germanic influ¬ ence is manifestly preponderating, not only in the domain of psycho-physiologieal researches, the success of which in America is not surprising, but also, and this is more remarkable, in the higher speculations of the great metaphysicians. Hegel and Kant are among the authors who are most read, if not textually, at least in the critical expositions which American authors have made of their doctrines, and it is astonishing that such a, transcendental philosophy could find a place in an industrial and business community. “Kant is the Julius Caesar and Hegel the Augustus of modern philosophy,” says Professor Everett of Harvard. And, again, “Plegel is tho sovereign in the world of thought and Fichte in that of life.” The following translations of German philosophical classics have been published at Chicago: Kant’s Critic of Pure Reason, by Morris; Watson’s Schelling’s Transcendental Idealism; Everett’s Fichte’s System of Knowledge; Kedney’s Hegel’s ./Esthetics; Noah Porter’s Kant’s Morals ; Morris’s Hegel’s Philosophy of History ; Harris’s Hegel’s Logic. The programmes show what a large place is given to German thinkers. This preference for German philosophy over English philosophy itself, although diffi¬ cult to explain fully, seems to be due to several causes. First of all, and it would be ungracious not to recognize the fact, it must bo attributed to the scientific value and power of German philosophic thought, and then to a number of minor reasons. When Americans go to Europe to study they hardly ever go to English universities. If only for the sake of learning a foreign language, they go to Berlin or Heidelberg or Jena, and while learning German they learn tho German philosophy. On the other hand, it must not be forgotten that German immigrants are the most numerous in America, and the saying is nearly true that the market for German books is nearly as good in tho United States as in Germany itself. There was at one time quite a pronounced Hegelian movement at St. Louis, and it was there, it is said, that Dr. Harris became acquainted with tho philosophy of tho pantheistic German. The Philosophy in the United States, Mind, 1879. HIGHER EDUCATION IN THE UNITED STATES. 1167 Journal of Speculative Philosophy, which, is devoted to metaphysics, is published at St. Louis. Is not the explanation of this kind of intellectual activity to ho found in the fact that in this city of French origin — it was ceded hy Louis XV in 1763 — out of a population of 450,000 inhabitants about 180,000 are German? What¬ ever may bo the cause, the fact is incontestable that German influence predominates in philosophical matters in the United States, even over English. The latter, how¬ ever, also has its weight. The English psychologists from Locke to Sully are held in high esteem. Critical expositions of the doctrines of Stuart Mill and Spencer have been published, and scientific instruction is thoroughly impregnated with the evolution theory ; Darwin is a la mode, his teachings being reconciled, of course, with religion and Christian doctrines. American philosophy is in process of forma¬ tion under these diverse influences of continental philosophy, and what augurs favorably for its future is the prominence which is given to its study in the colleges and universities. BROAD MEANING OF THE TERM PHILOSOPHY. It is obvious that the term philosophy has not the same meaning in the United States as with us. In some universities, Columbia for instance, it is a synonym for the ensemble of literary studies ; the philosophical faculty in Germany is a school of philology more than philosophy proper. This bread use of the term is pushed still further and is applied to scientific studies of all kinds and even to technical. Columbia College confers the title of bachelor of philosophy upon candidates who have studied only geology and paleontology, analytical and applied chemistry, or fol¬ lowed a course of architecture. In many universities tho single degree of doctor of philosophy crowns studies of every kind, philological and scientific as well as those which are exclusively philosophical. PHILOSOPHY PROPERLY SO CALLED. Philosophy proper, understanding by that term the special study of psychology, logic, morals, and even metaphysics, is no less in honor in American universities. And as far as psychology is concerned, including physiological and experimental j>sychology, for studying which special laboratories are provided, furnished with every kind of instrument for research, American universities have nothing to envy in those of the Old World. Photographs of the different rooms of tho psychological laboratory at Harvard, to cite only one instance, were shown and much admired at Chicago. In America philosophical studies are regarded as peculiarly belonging to higher education, and it would seem at first sight as if the intention was to exclude them from secondary instruction, but such is not the fact. Philosophy is not reserved for graduates alone but helps to form graduates — bachelors of arts and of philosophy. It is part of the college curriculum before becoming part of the univer¬ sity course. Nor is it, as with us, reserved for a single class — the last in our plan of studies — but is taught in the last two years of the college course to juniors and sen¬ iors, and sometimes to sophomores. At the present time when the question is being discussed in France whether the teaching of philosophy should be retained in tho lyeees or be relegated to the faculties, it will not be uninteresting to consider in detail how the matter goes in some of the more important institutions of tho United States. [After giving the programme of Harvard and the report of the experimental laboratory, the author concludes as follows :] It is not only at Harvard that tho psychological laboratory is organized. Clark, Johns Hopkins, Yale, Columbia, and others have equipped them at great expense. This is one of the distinctive traits of tho philosophic movement in America. Professor Royce declares that two branches of philosophical study have prospered in tho United States, one is exper¬ imental psychology and the other the history of philosophy. To this should be added, perhaps, the study of social morals, which is certainly carried further in American universities than with us, where it is too much neglected. Here is the 1168 EDUCATION REPORT, 1895-96. course of applied ethics at Clark: The subjects of study are normal and patholog¬ ical forms of human life; criminal anthropology, criminal embryology, the object of which is to collect from u all the kingdoms of nature ” — i. e., even from animals — '•'the acts which committed by man become criminal.” Then there are divisions and subdivisions of anthropometry, craniology, physiognomy, teratology, etc. It is, therefore, incontestable that the colleges and universities of America are mak¬ ing praiseworthy efforts to develop for their students an almost complete system of instruction in philosophy. From 16 to 20 years the American student can, if he wishes, acquire a better idea of philosophy than his comrades of the same age in Europe; and these ideas are taken from the most recent authors. There is no reserve of even the most delicate questions. The school youth are placed au courant with everything which contemporary innovators are thinking. There is, besides, no official doctrine or uniform tendency. Opposite opinions are often met with in the same university. It is true that by a general understanding all teach¬ ers show themselves respectful and deferential to religious beliefs. SECONDARY EDUCATION IN THE UNITED STATES. We take from M. Compayr^’s report on secondary instruction in the United States several extracts in which the author brings out features that impressed him as a for¬ eigner and which he was able to criticise, both as a competent observer of great experience, and especially as an outsider. In selecting the passages on methods of study it has been the aim to take those which treat especially of the subjects that conduce to culture rather than those in which the studies that qualify for business are handled. M. Compayr6 begins with general considerations on secondary instruc¬ tion which is given, he says, in high schools, academies, and in colleges. In other words, notwithstanding appearances and the intentions of the Americans them¬ selves, who in their defective definition only assign high schools and similar insti¬ tutions to this grade of instruction, American secondary instruction comprises two parts and is divided into two periods. On one hand are the public or private schools, which are either common to both sexes (when they are public) or are for one sex only, which differ in their programmes and in the duration of their studies, and give a course of instruction corresponding nearly to that of our classes of grammar (sixth, fifth, and fourth), or of the first year of our secondary modern instruction; and on the other hand are the colleges with their traditionary four years of freshman, sophomore, junior, and senior classes, which are nearly the equiv¬ alent of the higher classes of the French lycdes, and lead to the baccalaureate degree, which is obtained on graduation. The Americans, therefore, give, so to speak, withoifb knowing it, secondary instruction in their colleges, while they refer these institutions to higher and professional instruction. Words do not have the same meaning with them as with us. Secondary instruction in their point of view only represents an intermediary grade or transition between primary studies and the higher instruction of colleges and universities. In France a lyc€e or a college con¬ sists of a series of progressive classes, in which the same students receive a continu¬ ous instruction, formed on the same principles, which is adapted to a general prep¬ aration for active life or for professional studies. In America secondary instruction is made up of pieces or portions, at least of two portions, the high schools and the colleges. And in some States, in Massachusetts notably, certain secondary studies, that of Latin for example, have been introduced into the grammar schools which are the highest grade of primary schools, so that a little secondary instruction is found in every grade of instruction without being distinctly organized in any one. It is true that in the great majority of colleges the two parts of American secondary instruction are found associated or juxtaposed by combining the preparatory depart¬ ments, so called, with the collegiate. Of 384 colleges and universities enumerated in the statistics for 1888-89 there were only 40 which did not have both a preparatory and collegiate department. It is to be remarked that the colleges without a pre¬ paratory department are found principally in the Eastern States — New York and HIGHER EDUCATION IN THE UNITED STATES. 1169 Massachusetts — where pedagogical organization is most complete, from which it may he inferred- that the separation is regarded as an advance, and that where the high schools are numerous and well organized the colleges do not concern themselves with preparatory instruction. The Americans themselves are the first to recognize the imperfections of their sys¬ tem of secondary instruction, hut are not, perhaps, so sensible as we would he of the incoherence of an organization which intrusts to different institutions the suc¬ cessive development of one uninterrupted grade of instruction. One inconvenience which results from this arrangement is that a majority of the high-school pupils do not pursue their studies further. While in France nearly all the pupils of the quatrihme continue their studies until the end of the secondary grade, hardly a sixth of the population of the American high schools pass on into the colleges. Possibly the Americans do not yet realize sufficiently what confusion there is in the manage¬ ment of their high schools, which are half secondary and half superior primary institutions, by the simultaneous attendance of pupils who do not intend to pass beyond the high schools and those who are preparing for college and the universi¬ ties. Think what disorder, what a pedagogical medley would result if all the gram¬ mar classes were suddenly suppressed in our colleges and lyc6es and the superior primary schools were to take their place, and, by a partial transformation, through the introduction of- Latin and Greek into their course, were to invite to their hetero¬ geneous lessons — half French and scientific, half classic and Greek-Latin — an indis¬ criminate crowd of pupils, some of whom intended to take the humanities while the others expected no more than simple primary instruction of a superior grade. The evil from which American secondary instruction suffers has an historical expla¬ nation. When their existence began in the seventeenth and eighteenth centuries there was no intermediate grade between the primary schools and the colleges and universities. Later the State, or, to speak more correctly, the States, took in hand the organization of the primary schools, which became the common schools, but they left the colleges and universities alone as having an independent life of their own. Then the directing ‘powers proceeded to intercalate an intermediate class of institutions between the common schools and the private colleges, which should unite the two and also be public schools. This was the origin of the high schools, and as they were established at the public expense, it was necessary to take into account both their adaptation to the wants of the majority of the citizens who do not wish their children to have a complete course of secondary instruction, and also the needs of a small number of scholars who desire to enter college. OPINION OF DR. HARRIS. But if American pedagogues do not sufficiently apprehend the vices of the general organization of their secondary instruction, which is, so to say, composite and derived from different sources, and consequently wanting in order and unity, they do not hesitate to declare themselves on other points of their inferiority. The proof is that the question of the reform of secondary instruction has become more than any other the order of the day. In 1892 a committee was appointed under the auspices of the National Educational Association to consider the improvements which might be introduced into the courses of study in the high schools and acade¬ mies. This committee published a long report, of which Dr. Harris declared that it was the most important pedagogical document ever published in the United States. In his letter of introduction to this report Dr. Harris says that it is admitted by all that the most defective part of education in the United States is that which is given in secondary schools. He points out the discrepancies which exist in the regulations, plans of study, selection of subjects, and the different importance which is attached to the latter in different institutions. He speaks of the uncertainty of opinion upon the definition of secondary instruction and the unfortunate conse¬ quences which have followed this state of confusion, both on the part of the ele¬ mentary schools, which can not tell on what condition their pupils will be admitted 1170 EDUCATION REPORT^ 1895-96. to tlio high schools, and on the part of the colleges and universities because the pupils of the high schools are not well qualified to enter them. All of which shows that American pedagogy, having cut secondary instruction in two, finds it difficult to fit the two pieces together. OPINION OF PRESIDENT ELIOT, OF HARVARD. It is interesting to observe that this eminent educator decides in favor of our French system of secondary instruction ; and it is especially to be noted that in reach¬ ing his conclusions, which are so favorable to European methods,' President Eliot makes his comparison between the common and universal methods of our 300 lyc£es and colleges, and what is a rare and exceptional type in the United States, the pro¬ gramme of the Boston grammar schools and the Latin school. Ho says, “The French programme is decidedly more substantial, that is to say, it calls for greater exertion on the part of the pupil than the American, introduces the children earlier to serious subjects, and is generally more interesting and stimulating to the intelligence.” In Franco the child of 8 studies a foreign language, English or German; in America he docs not begin such studies before the age of 13, when the most propitious time for learning foreign languages is past. Then, at 8 years the French boy begins his his¬ tory, which is presented in a peculiarly attractive and instructive form, that of the lives of great men. The American boy does not begin history until ho is 13, and ho is launched at the start into Greek history. On the other hand, the American pro¬ gramme gives three times as much arithmetic as the French, and yet it does not appear that the French are less skillful in handling figures than the Americans. The French scholar also begins natural history earlier than the American, and the subject is better presented to him. The French scholars generally are of the age prescribed by their plans of study, which is not the case with Americans. At the Boston Latin School, while the plan of studies is designed for pupils from 11 to 16, the real age is from 13 to 18. So far we have repeated what the Americans themselves have criticised in their secondary instruction, but our study will show, on the other hand, whatever of good thero is in the efforts already made and the results obtained. In the first place, there is the long duration of secondary studies, during which young people of both sexes receive a liberal education, designed to be am instrument of general culture for developing the faculties and character. Then the comparatively late period of com¬ pleting secondary studied — 21 or 22 years of age — is a good rather than an evil, and it seems evident that a complete education, intimate and profound, which must penetrate into the marrow of the souls, subjected for a long time to the intellectual and moral discipline of its liberalizing influence, must result from such a long-con¬ tinued course of training, lasting even to majority. Why say anything of what everyono knows already — the material conditions under which American secondary instruction is developed? Everywhere sumptuous high schools, like palaces, are established in the cities within reach of all the children of the people, while, by way of contrast, the colleges are situated in the country in the midst of verdure and groves, far from the unhealthy excitement of the feverish life of cities. This is found in every State of the Union. Everywhere are comfortable, sometimes elegant, and at any rate spacious, buildings, and often in the colleges there are rich libraries of 50,000 volumes like those of universities; besides, also, laboratories and museums which offer the greatest resources for personal research or artistic culture. The high schools have no dormitories and their pupils live at home, but even in the colleges where the contrary system prevails there is the greatest freedom. While offering the students the advantages of the common refectory and rooms in the dormitories, these college authorities allow them freedom to live in private houses if they prefer to do so. But those who sleep and board in the college are nevertheless treated like day pupils (externes) or, as it is expressly stated, like gentlemen, and they are con¬ stantly reminded that they are responsible for their own actions. Sometimes even 1171 HIGHER EDUCATION IN THE UNITED STATES. collegians help to form a. council of administration, which acts with the official authorities in maintaining order and decorum. Education of the character is the principal care, and to this end associations and societies of all kinds are encour¬ aged, not only athletic clubs, hut literary societies, where the young men practice debates and learn to conquer the timidity of their age and speak in public. There are also musical and singing societies, and in some institutions there is a general meeting of professors and students every week, in which, under the form of lectures, readings, etc., the effort is made to develop elevated sentiments and cultivate the minds of the scholastic community. EXTENT AND FLEXIBILITY OF THE PROGRAMMES. What strikes us especially in this investigation is the organization of intellectual training in the United States, comprising both the extent and richness of the pro¬ grammes and the flexibility and elasticity of the studies. Strictly speaking, the authorities in charge of American secondary instruction do not themselves choose the different subjects of which their programmes are composed ; it is rather the pupils who make the choice. They are offered a great variety of studies which, taken together, would make a veritable encyclopedia; the scholar who cannot take all decides in favor of such and such a study, according to his tastes and aptitudes. It is like a richly served table, supplied with dishes of every kind, which is set before the student, who sits where he pleases and helps himself to whatever ho wishes. How far removed from the uniform and tyrannical regulations of secondary instruc¬ tion in Europe is all this. The general rule in America is for each student to choose for himself. The road is pointed out to him — in fact, two or three — at the end of which a different baccalaureate awaits him. But even to reach the same end and attain the same degree students can take one route or another, as best suit? them; can con¬ centrate their attention on some subjects and neglect others, and, in short, act in full freedom, and consequently work with more spirit and succeed better in studies which are voluntarily undertaken and which they have chosen in preference to others. We do not hesitate to say that the system of elective courses which is more or less practiced in the secondary schools of America confers upon these schools a character of vitality to which our lycdes can not pretend, because our pupils are all constrained to follow the same course of instruction, without regard to their different intellectual capacities or social destinations. And it is to be noted that this liberty of choice allowed to young Americans does not carry with it, as might perhaps be expected, an abandonment of classical studies, for the Latinists are quite numerous. Greek-Latin instruction, too, is in esteem and holds its place through public opinion, nursed by the leaders of education, who, in spite of the practical and utilitarian tendencies of a commercial and industrial nation, understand the value of the old humanities and, so far from consenting to sacrifice the classics upon the altar of science and j>ractical arts, defend and maintain them with as much conviction and enthusiasm as the humanists of the old world. The report of the committeo of ten, appointed by the National Educational Associa¬ tion makes it evident that there is a tendency to give a largo place to what may be called modern instruction — the physical sciences, natural history, geography, his¬ tory, and modern languages — in opposition to the preponderance hitherto given to classical instruction — Greek, Latin, and mathematics — which Americans call “old and venerable subjects.” There is no danger of breaking with Latin. If there is anyone who would like to “deliver us from the Greeks and Romans,” as there are in France, it would seem as if there would be no hope for him in America. The Ameri¬ cans manifest almost a religious veneration for the classical humanities; but they also feel, and very sensibly, the need of strengthening the course of positive and sci¬ entific studies. Of the diverse subjects of study in the high schools and colleges we can only give M. Compayrdi’s remarks on Latin, Greek, and history. He says : “Despite the move¬ ment which is making itself felt in America, as everywhere else, toward modern 1172 EDUCATION REPORT, 1895-96. and scientific studies, Latin lias remained in practice one of the fundamental studies of the high school. And in theory nearly everyone recognizes its importance as an instrument of intellectual discipline. What strikes us at first is the late period (i. e., about 15 years of age) at which, according to the traditionary usages of Europe, American scholars begin Latin. The two essential points in the study of Latin as it is understood in secondary schools of the United States are reading the Latin test and Latin composition. The latter is only used because it is regarded as an excellent means of penetrating the secrets of Latin construction more thoroughly, learning the meaning of the words and remembering the forms and inflections of nouns and verbs ; of giving, in short, a better understanding of the rules of syntax. Now this is what one must know in order to be able to read a Latin author easily, which is the object sought. The pupil is therefore exercised in composition not in order that he may acquire the useless talent of writing Latin, but in order that he may surmount all the difficulties which he meets in reading the text. It can not be denied that Latin and Greek studies in America are conceived in a somewhat narrow spirit. I do not dispute the advantages which may follow from studying only one author and only one work of that author. [The programmes show that Cfesar’s Gallic Wars and the iEneid are the only Latin books studied the first two years in the high schools.] It was the method of the middle ages when there was hardly more than one book studied in each faculty. But how much more liberal is the modern method which introduces the scholar to all the productions of Greek and Latin genius, and opens to him the treasures of classical antiquity ! Is there not danger that by restricting as much as it does the list of authors to be read and explained, American pedagogy may transform a rich study, which is fertile above all others, into a mechanical and sterile routine? The conference has, however, declared that the selection of Ctesar’s Gallic Wars is most unfortunate, as the work is too difficult for beginners and uninteresting from its too exclusively military char¬ acter. Its vocabulary also is limited by the nature of the subject.” The committee of ten also points out that Latin is not to be studied merely to understand the meaning of words and the form of construction, but also in order to enter into the spirit of Latin literature, and so gain an idea of the thoughts and sentiments of a people who have contributed so largely to the civilization of the present day. Accordingly they recommend certain works of history and criticism in which modern authors treat of Cicero, Caesar, and Virgil, and their times. To sum up, the features which distinguish elementary instruction in Latin in the high schools of America are, the beginner is brought in contact with difficult authors sooner than with us; composition is considered more useful and is more generally practiced than [written] translation; grammar is only taught as an adjunct to the explanation of the text or when translating English into Latin; the number of authors studied is very limited, and, what is remarkable in a land of absolute free¬ dom of choice, the same authors are used everywhere. GREEK. The number of scholars in the high schools who take Greek is very small, not over 3 per cent of the school population, and of this small number Massachusetts alone has one-third ; and this small number does not carry its study very far. The stu¬ dents of Greek are those who are fitting for college, and the council of ten does not deem it desirable that the study should be extended. While the Greek classes of the high school correspond in degree pretty nearly to those in which French boys begin their Greek, the age of the American scholars is greater than that of the French by three years. The books studied are the Anabasis and the Iliad, and the conference has protested against the exclusive use of the Anabasis as not sufficiently important. The beauties of Homer are not celebrated in France with more convic¬ tion than in America, as shown in these words: “The prospect of reading Homer is no small inducement to pupils to study Greek ; in schools where children have been HIGHER EDUCATION IN THE UNITED STATES. 1173 encouraged to read translations of Homer the number beginning Greek has been con¬ siderably increased. The Homeric poems appeal to the pupil’s imagination and arouse his interest in the life and thoughts of the Greeks,” and the “Odyscey deals with fairyland, enchantment, and human elfort.” American teachers hardly recommend written translations of Greek any more than of Latin, but they place great stress on the merits of oral or written composition. These exercises are limited to the ideas and words of the lesson of the day, contained in the texts studied in the class room. The exercises of Greek composition are con¬ sidered necessary to a complete understanding of the texts studied in the class. The object assigned to the study of Greek by the conference is thus defined: It is to teach the language of classic Attic prose by making the Attic grammar understood and by reading Attic texts, but the object is also to excite a taste for Greek literature by reading Homer. Reading, and cursory reading at that, is the great instrument for the acquisition of languages, according to the Americans. This reading is of course accompanied by explanations on questions of geography, history, and mythology sug¬ gested by the text, and these explanations are expressly recommended. Nevertheless, the progress of the student is measured by the number of lines or verses he has read. One teacher felicitates himself on his success and judges it by the fact that a few years ago his students only read three books of Homer, while later they could read five, and still later eight, and he hopes to go still further with them. The knowledge of grammar, in other words, is in no sense the final object of the study of Greek, but is only a means for reaching the real end, which is facility in reading a Greek text, and as the student does not begin Greek until he has studied Latin for a year or more he is forced to rely upon his knowledge of Latin syntax to understand more easily and quickly that of the Greek. [The author cites authorities to show that the same idea prevails in teaching modern langages. The teachers are recommended to confine themselves to instruct¬ ing their pupils to read French and German readily without requiring them to write or speak those languages.] HISTORY IN THE HIGH SCHOOLS. The study of history has not obtained the importance it deserves in the secondary schools of the JUm^d. States, only 27.31 per cent of the attendants of these schools having taken it in 1889-90. In later programmes it also occupies a subordinate place. In the high schools of Chicago, for example, there is no history until the third year, when general history appears. It then gives place to other studies. There is no ancient history for students of the general course and no national or modern history for students of the classical course, nor do the young scholars have any instruction in history before entering the high schools, and none in the grammar schools until the third year, when the history of the United States until the Administration of Wash¬ ington is introduced. The child is therefore 13 years old before he learns the history of his own country. Is this not because the practical American, absorbed by his care for the present and future, is indifferent to a past which he disdains and can not see the use of studying the Old World? The committee has mado a remarkable report on this subject. Rarely have the importance of historical study and the influence which it exerts on the development of the mind, when properly directed, been better defined. MORAL EDUCATION IN THE HIGH SCHOOLS. These schools are attended by scholars who only come a few hours a day to follow a certain course of study, and they would seem to be above all and almost exclusively schools of intellectual education. Are they schools of moral education as well? The Americans say that they are and that they contribute with the church and fam¬ ily to form the morale of the young from 14 to 18 years of age. It is a universal tes¬ timony, says Mr. Huling, that the senior classes of the high schools show a manifest 1174 EDUCATION REPORT, 1895-S6. moral improvement over the lowest classes. They have developed in reflection, conscience, and propriety. They have a sense of responsibility and duty, are less egotistical, and more devoted to goodness for itself. Thero is less lying and flirting, and a general progress in dignity and self-respect. Doubtless this moral progress is in the first place the natural effect of mental work. But the studies are not allowed to exercise their moral effect unaided. Every opportunity that instruction in history and literature can afford for forming the character is utilized, and advantage is taken of public exercises and religious or other lectures to impress the minds of the students with a high ideal of morality. Use is also made of private conversations adapted to the wants of individuals, and even the aid of parents is invoked to the the same end. LATIN AND GREEK IN THE COLLEGES. We find nearly the same authors studied in all the colleges. Except Virgil, which is a book of the high school, nearly all the great Latin prose writers or poets figure in the programmes. The aim of the instruction given is manifestly to teach the stu¬ dents to read Latin easily, and also to use the study of the text as a means to know the history of the manners and arts of the Roman people. The programmes of Greek instruction lead us to the same conclusions. [Gives Greek programmes of Oberlin, Amherst, and Williams.] The Greek authors studied in American colleges, it will bo seen, arc nearly the same as those used in France. The question is, are they studied in the same spirit? They are, assuredly, in some points. The Amhurst programme says: “It is our aim to give the student an exact appreciation of the style and thought of the Greek writers and open to him the treasures of wisdom and knowl¬ edge which their works contain.” But what especially characterizes the American Hellenists is that they try to have a good deal of Greek read and read rapidly. Thus, at Oberlin, it is specified in the programme that “all the comedies of Aristophanes will be read” except certain ones which, for obvious reasons, are read only in part. Greek composition, like Latin, is not practiced after the freshman year, nor is Greek [written] translation regarded with favor any more than Latin. Cursive explana¬ tion of the text is the rule. We must add that the study of the Greek language is combined with that of the literature, institutions, manners, and art of Greece. At Williams, for example, while reading the Odyssey the principal Homeric ques¬ tions are discussed, and while translating Lysias, the political and social circum¬ stances alluded to in his orations are explained. The use of dictionaries of Greek antiquities is recommended, and Athens and Olympia are studied from the topograph¬ ical and archaeological point of view. In a word, the study of Greek is not limited to a dry apprenticeship to the language alone, hut it penetrates into the genius of the Greek race and attempts to know its thought and life, and it is declared that the knowledge of Greek is an inestimable discipline for the mind and is at the same time an indispensable condition of the knowledge both of ancient and modern languages and literature CHAPTER XXIII. MENTAL EATIGTJE IN SCHOOL. The Annual Report of 1894-95 co'ntains an article under the caption “Mental Fatigue in School” (see Part I, pp. 449-460), in which the views of leading German and other European educators and investigators are stated. It contains quotations from Rich¬ ter, Krsepelin, Mosso, Burgerstein, and others, and attempts to represent the peda¬ gogical side of the question. The subject of mental fatigue has occupied English and American educators and a very interesting discussion has ensued, the sum and substance of which is here sketched. Prof. M. V. O’Shea, of the School of Pedagogy in the University of Buffalo, says in Intelligence, after defining mental fatigue from a physiological standpoint : “Many nervous diseases have their origin in the schoolroom, and are due in part to the ignorance and neglect of teachers in their watchfulness of individual children ; we say in part, for certainly the unhygienic conditions of the ordinary schoolroom are far more blamable than the teacher who, while charged with grave responsibili¬ ties, yet must work under the conditions imposed upon her. “The practical questions for the teacher in the study of this subject are, What conditions produce fatigue more easily in some children than in others ? What are the signs by which the existence or approach of this state may be detected? In the first place, it should be understood that fatigue means simply that the nervous sys¬ tem has been depleted of energy which can be restored through proper nutrition or rest. But, if one should speak correctly, rest and nutrition mean one and the same thing, for they both imply the filling up and enlivening of nerve cells by means of proper elements from the blood. In sleep this process of repair goes on more rapidly than waste, provided there are sufficient nourishing properties in the blood, for then there is, or should be, little effort to use up nerve force; and by mental effort must be understood not simply intellectual activity, but all emotional and volitional activity as well. If, then, fatigue implies a lack of nutrition of the nerve centers, from whatever cause produced, it is necessary for the teacher to know, in the first place, whether individual pupils, in whom she may find signs of undue nervousness, partake regularly of a sufficient amount of proper food, and whether there is assimi¬ lation of the essential elements of the food, even if there is the right amount and kind. It maybe easy enough to find out about the quality and quantity of food, but it is not so easy, of course, to determine what each individual appropriates there¬ from, and perhaps this can only be found out by the advice of physicians. But how¬ ever the problem be met, it is an extremely important matter, and one which will explain the restlessness and apparent stupidity of at least some pupils in the classroom.” After citing some examples observed in the schools of Buffalo, the writer goes on to say : “It will not bo necessary to multiply examples, for in all likelihood every teacher can recall a number in her own experience. But there are other conditions besides improper food that may cause fatigue easily in individual children. A pupil who is 1175 1176 EDUCATION REPORT, 1895-96. recovering from some wasting disease needs all the energies of the body for the res¬ toration of physical strength, and he is in no wise able to do as much as may be required of those in a state of health. Let teachers review their own experiences, and recall if some temporary illness even has not incapacitated them for the work which they would ordinarily be able to do easily. Then, too, the kind and amount of bodily exercise which pupils have, determines the readiness with which they become fatigued. After a pupil has been engaged in intellectual work for an hour or more, signs of fatigue become apparent, unless he be given opportunity for phys¬ ical exercise so as to quicken circulation and throw fresh pure blood to the brain centers. Every observing teacher must have noticed in this connection the tendency of children to grow restless and irritable, with inability to think clearly and con¬ secutively, unless they are permitted frequent periods of physical relaxation. “But it seems not to be sufficiently appreciated’ that these periods must be frequent with quite young children, and must occur at least every hour with older ones. Tests made by the writer in the schools of Buffalo, show that with pupils of 11 or 12, thirty-five minutes of continuous application at any one task shows marked evi¬ dences of fatigue in the number of errors made in their work, the apparent greater carelessness in writing, the uncontrolled movements of the body, and the inability to work rapidly. With younger children this period is considerably less, and wise teachers always give a moment or two for some physical exercise between different recitations. It may be interesting and instructive for teachers to test pupils upon this point. Ask them to write a few sentences at the beginning of the morning’s work when they are fresh and rested, and then after an hour’s work have them repeated; and so have three or four writings made during the day, and observe whether there is any difference in the smoothness and neatness of the different specimens, and the care and rapidity with which they are written. “A simple test, but yet an efficient one, will be to have pupils bisect or trisect lines of from 2 to 3 inches long, first when pupils are fresh, and then after an hour’s work, or at the close of the day’s session, noticing whether there is marked differ¬ ence in the accuracy with which the divisions are made. Other simple experiments may be made, such as testing the ability to discriminate colors, tones, slight differ¬ ences in pitch, and so on. When the nervous system is in a state of fatigue from overstrain or other reason the pupil can not respond so keenly and accurately to impressions through any of the senses. Perhaps many teachers have noticed this in the apparent greater carelessness of pupils to what is said at the close of the day than in the morning or immediately after recess. While the cause may sometimes be due to restlessness and the anxiety of pupils to get out of doors, still it is often caused by actual inability to discriminate sound as keenly when pupils are fatigued after several hours’ work. “ It has been pointed out that temperament is an important element in determining what may be expected of a pupil and how he should be treated, and it is especially true in regard to this matter of fatigue. Children of a neurotic type may become fatigued in the prosecution of work which the average individual can do with per¬ fect ease and impunity; and while it will be impossible (and undesirable also) for the teacher to treat types entirely different from each other under the conditions which exist in the schoolroom, still she can and should make some allowances, and modify her demands to some extent according as special cases require. In extreme instances she may be of incalculable aid to a pupil by leading the parents to under¬ stand and care for the child properly at home, and if he needs the advice and direc¬ tion of a physician to secure it for him. “Finally it should be understood by teachers that, contrary to common opinion, boys before the age of 12 or thereabouts become fatigued over the work of the school more easily than girls ; and this is to be accounted for probably by the greater im¬ pulsiveness of boys. It is unquestionably true that boys have more physical strength than girls, but they are not so controlled in its use, but more passionately eager and impatient. Dr. Warner, of London, found, after an examination of 100,000 children, MENTAL FATIGUE IN SCHOOL. 1177 that tlio average school girl is a more healthy being than the average school boy ; and we have probably been wrong in supposing that boys can endure everything without injury, and need no looking after on the part of the teacher. Let anyone observe in the schoolroom the comparative abilities of boys and girls at 8 or 9 years of age to do the work of any class. Notice whether, if the boys seem to gain results a little quicker, they can continue as long at any one task. Observe especially if after continuous application for twenty-five or thirty minutes boys’ work becomes more careless and more full of errors than that of the girls.” If we apply the principle of control of physical movement by definite brain cen¬ ters to the interpretation of signs of fatigue in the class room, we have something to lead us to observations valuable beyond doubt. No one has put this subject in such agreeable form for teachers as Dr. Francis Warner, of London, who indicates other signs also. It will be best to quote his own words, showing conditions of fatigue and the w ay of detecting them : “ Fatigue is the name given to the condition which follows exertion. It is remov¬ able by rest, but if not removed passes on to exhaustion. Among the visible signs indicating fatigue in the individual I may mention the slight amount of force ex¬ pended in movement, and the smaller number of movements. There appears to be a lessened total of force passing from the nerve centers to the muscles. There seems to be general evidence that lessened force in the brain is apt to be followed by asym¬ metry of action, the two sides not acting equally; the result is asymmetry of pos¬ ture and unequal movements in the two sides of the body . Nerve centers when weak¬ ened by overwork are often irritable, giving out force on the slightest stimulation, or upon no apparent stimulation. As you look at the child you see too little move¬ ment, or occasional jerky movements not controlled by circumstances. The balance of the trunk and head is probably asymmetrical — probably the head is inclined to one side. The arms, when extended, may not be on the same level, the feeble hand or other weak posture is seen, possibly with some finger twitching. The eye move¬ ments may not be distinctly fixed by the sight of objects around ; the face is less lively looking, less mobile ; possibly there may be fullness under either eye, owing to a relaxed state of the circular muscles of the eyelids. You will, of course, note the circumstances under which those observations are made, that you may determine the cause and remove it. In the state of fatigue the body comes more directly under the influence of gravity ; if work be persisted in by the student, the body should be supported, as by an appropriate chair ; food may be needed. “If expenditure of force continues after fatigue has existed for some time, the more severe condition termed ‘ exhaustion’ supervenes. In the movements that occur there is very little force, and they are not well under the control of the senses ; the balance of the body is asymmetrical — the head may hang too far forward, and to one or the other side; the spine may be too much bent forward in the loins (lordo¬ sis), and bent back in the higher part. Putting the hand forward causes much alteration of the balance of the trunk; the feeble hand or the nervous hand may be observed probably with finger twitchings in flexion or extension or in lateral movements. The eyes probably wander, the face is motionless and pale; often the under eyelids are full and puffy. The face may be elongated from relaxation of its muscles and slight falling of the jaw, the mouth being partially open. The ordi¬ nary movements of expression are not excited by the ordinary stimuli, and such movements as do occur are slow and delayed. The face may have a dull appearance from ill nutrition and shrinking of its fat, and the eyes may be slightly shrunken from the same cause. “A stronger stimulus than usual is required to induce the child to hold out his hand. The feeble or nervous posture is then seen with ill balance of the head and spine. Sighing and yawning are spasmodic movements common in exhaustion. Speech may be slow, or the voice altered in tone, or even lost. In exhaustion we often find that the nerve centers are too ready to send out currents to the muscles 1178 EDUCATION REPORT, 1895-96. without being stimulated, and time and quantity of the action, of the nerve cen¬ ters are not determined by circumstances around. A slight noise may make him start; on the other hand, speaking to him may not he followed by a ready reply; the useless starting movement is in excess; the reply we want can not he obtained from him. You will find it difficult in this condition of the child's brain to form any new organization for movements, or to get him to learn anything. Further, there may be a tendency to an action the opposite to that usual under the circumstances — an inverted ratio of action among the centers. When irritable, the child may turn his head away from the sight of objects at which in happier moments he would look. You say he turns his head away from his dinner because he is irritable and peevish; his nerve centers turn his head away at the sight of food because they are not in good acting order. Reflex action is usually in excess in the state of exhaustion; movements upon touch are excessive, hence it is not well to try to impress the child much when in such a condition. “The condition termed ‘ irritability 7 in a child is usually an accompaniment of fatigue or exhaustion. Such a state is indicated by the following sign : A slight noise makes him start. This is a reflex movement in excess — a reflex that does not occur in the more perfect condition of health under such stimulus. In irritability other stimuli besides sound may produce excessive reflex action ; a touch upon the shoulder is followed by sudden movement. Not only is the amount of reflex movement excessive and out of due proportion to the stimulus, but the kind of movement may differ from that usually following such a stimulus under better conditions of the nerve system. A child 3 years of age, when irritable, may turn away his head from a familiar object such as usually attracts his attention, or from the sight of his food and say ‘No, no ! ’ Here the sight of the object, instead of causing a reflex movement of head, eyes, and hand toward the object, moves them all from it. The irritability of the nerve centers is indicated by movements in the opposite direction from that which the same stimulus would produce in a more restful condition. Besides these reflex signs, we find the voice altered. When spoken to, he may answer sharply ; the motor force generally is lessened and irregular in kind; twitching, irregular move¬ ments like the spontaneous movements of younger children are not uncommon in this state of irritability, which seems to be a condition of reduction to a more infan¬ tile state. Nervous children often show marked signs of irritability; the spontane¬ ous postures assumed are those of fatigue, with the addition of slight irregular twitching movements. This irritability may result from exhaustion, and, like explo¬ sions of passions, it may lead to exhaustion. Abnormal conditions in the body, par¬ ticularly in the stomach, may render the child irritable ; so may fever or other illness. The child that is irritable may require rest and feeding. Inquire as to his sleeping, and do not try to produce much impression on him by talking wkilo he is in this state. “Fatigue and exhaustion are best removed by feeding and rest. Restfulness implies recreation of the parts fatigued or exhausted; the nerve centers are the parts most needing rest after work, and they do not all get equally tired. One occupation exercises or tires one set of centers ; a different occupation may exercise another set of centers and allow the first set to rest; reading may be followed by writing, and this exercise by singing, which employs the respiratory nerve apparatus. On the other hand, the centers concerned in mental work may alone be fatigued, as indi¬ cated by the eyes not being readily drawn to the work, and by uncertainty to reply to questions and delay in replying. The nerve-muscular apparatus concerned in active play may bo found in good order when the lesson is finished. “Complete rest is needed at all times; the whole of the body and brain at times requires to go through a period of quiet nutrition, without any expenditure of force that cau be avoided. This may best be effected after feeding, when the blood is rich with nutritive material. The signs of restfulness are negative — the absence of movement, as in sleep ; indeed, this state differs from sleep only — we will not say in the retention of consciousness, but in the signs of impressionability ; the child when MENTAL FATIGUE IN SCHOOL. 1179 resting speaks if spoken to, and is impressed with what he sees and hears. To pro- cure complete rest, let the sources of impressions he removed from around him. It has been said that the signs of rest are negative ; that rest has been effected is known by subsequent activity and increase of spontaneous action, greater capacity for the proper functions of the brain, and the removal of all signs of fatigue. “Rest is a condition of nutrition leading to the signs of recreation indicated by subsequent activity. The most essential element in the expression of the condition of rest is the subsequent activity. During rest there is still impressionability which affords a distinguishing character between simple rest and sleep ; arising out of this we have the fact that in rest uncomplicated by sleep the eyelids usually remain open. “One of the special characters of rest is the absence of movement, although impressionability is retained. Rest is usually preceded by fatigue, audit is followed by activity ; the sequential signs of recreation and activity indicate that during the period in which movement was absent there was rest. Rest is expressed by the present signs of rest, followed by the signs of recreation and activity. “Asa matter of interest it may be noted that forces, such as the sound of sooth¬ ing music, may affect movements. Music may cause a man to keep quiet and rest. “ In contradistinction to the state of rest we have activity. Tho condition of activity is indicated by actions, i. e., movements. In activity with strength the movements are probably fewer in number than in the state of irritability, and the kinds of movements differ in the two conditions. “ One sign of healthy activity is a quick response to movement upon stimulation. For example, the movement quickly follows upon the sight of the object or on hear¬ ing a sound. If such movements are looked upon as reflex actions, the quick and ready answer is a reflex series of movements when the period of latency is short ; this, of course, implies also that impressionability is good. “ The necessity for alteration of activity and rest in training young people arises from the fact that each is necessary to aid the nutrition, growth, and development of the body and brain. “The signs of nutrition are so important that, although the subject has been touched upon, I must speak of it here again. A well-nourished body has a weight and height equal to that of the average for the age ; the proportions of the various parts are the normal ; the skin is of healthy color, and the tissues beneath it are firm ; the face is full and bright. A body thus well nourished is not necessarily possessed of a well-nourished brain; a body badly nourished is probably never possessed of a brain well nourished, for this, of all parts of the body, suffers first in conditions of depression. The state of the brain must be observed independently of the rest of the body of which it is a part : look to the various signs of brain action as they have been described. When brain action is defective, observe how impressions are pro¬ duced upon it by sights and sounds. It may not be sufficiently stimulated by the events of daily life, and it may need special training. “Nutrition may be expressed by (1) form of growth and (2) by motion, which is due to nutrition. “'As evidence that motor signs, or movements and the results of movements, may express nutrition, let us examine a few examples. “1. In an ill-nourished infant spontaneous movement is much lessened, or the child may lie almost motionless, instead of being constantly full of movement while awake. The return to spontaneous movement is a sign of the improved nutrition. “2. In a man, after a severe illness, such as a fever, the tone of the voice is usually altered so that we can no longer recognize the individual by his voice. This motor sign, as well as the worn countenance, indicates the man’s lowered nutrition. Returning health is shown by the patient ( looking like himself’ and recovering his old voice. “ 3. In a child 7 years old emaciation and ill nutrition, indicated by loss of weight, 1180 EDUCATION REPORT, 1895-96. may be accompanied by St. Vitus’s dance or by finger twitching, which disappears when weight increases and nutrition is improved. “ 4. A strong, well-nourished man is less fidgety than a weak one. “Now, as to the expression of nutrition by form and growth, proportions of growth often indicate conditions of nutrition. Let me describe a typical example of a nervous child. Reports may be made of a child that he sleeps badly, talks at night, grinds his teeth, emaciates, although there is no disease of any of the organs, often suffers from headache, and is irritable, though quick in mind and affectionate. Let such a child stand up, and observe him. As to conditions of growth, defects of pro¬ portional development are commonly seen. The form and make of the head and the features, as well as the character of the skin, maybe good. The height of the child, in relation to circumference or to weight, is defective; the child is too tall and too thin ; either fat or muscle or both may be defective in quantity. The emaciation may be unequally distributed. Often it is less in the face than in the limbs and trunk. “Now, as to the motor signs, indicating the state of the nerve system. Let the hands be held out with the palms downward and the fingers spread. The left upper extremity is probably at a lower level than the right. 1 The nervous hand’ is seen on either side, perhaps marked on the left. There may be finger twitching, separate digits moving in flexion and extension or laterally. The head is slightly flexed, with some inclination and rotation, usually to the right. The spine is arched too much forward in the loins, often with inequality in the level of the shoulders, and slight lateral curvature. The face as a whole is too immobile, although there may be some overaction of the muscles, widening the mouth on one or on both sides. The eyes move much, mostly in the horizontal direction, these movements not being fully controlled by the sight and sounds of objects around, except under strong stimula¬ tion. The tongue, when protruded, is too mobile; some of the teeth are usually found ground at their tips. This is most commonly the case with the canines. “ Such a child should be watched carefully as to matters of health. He should rest much, and never be allowed to get exhausted by work, play, or late hours. “Certain general conditions of the brain will now be described in terms which indicate points for observation. A child is said to be inert when slow in all his movements, each movement itself being slow, the formation of compound movements (associated movements), and the time of action after stimulation being all behind¬ hand. In such a case look for signs of defective make of the features, signs of ill nutrition and exhaustion. In any case a wisely conducted training is especially necessary to aid brain development. In such a child you will want to see signs of increasing brain power, quicker movement uj)on stimulation, the action being more exactly and quickly controlled by the eye and the ear; greater strength for fatigue; greater capacity for the formation of the groups of movements or unions among nerve centers. Increasing brain development is also shown by lessened spontaneous movement, as the child grows up, concurrent with increase of intelligent movements controlled through the senses. The power to sleep and rest should remain unim¬ paired. 1 1 The indications of mental anxiety and bodily pain may be compared. In looking at children it is well to see what is wrong before trying to find out the cause. Look¬ ing at the face you may see an average of fixed expression, principally located in the frontal zone, as vertical furrows, not apparently due to present impressions through the senses, but apparently to a delayed expression of long antecedent impression. Such usually indicates a brain state corresponding to mental anxiety or pain as distinguished from suffering due to states of other parts of the body. Suffering produced by some part of the body at the time of observation is indicated in the lower part of the face by depression of the angles of the mouth. Depressed angles of the mouth suggest inquiry as to some cause of pain or something acting and about to produce an outburst of crying. In searching for the cause of the MENTAL FATIGUE IN SCHOOL. 1181 expression of mental anxiety, watch the face as you touch upon various subjects in conversation; see what increases or diminishes the appearance. It may he that all conversation lessens the appearance of anxiety, which returns the most when the child is left unimpressed. Then it is probably due to some fixed thought or fear. In the condition of mental pain, corresponding to a memory or a sad thought, the expression there is written on the forehead, the eyebrows being drawn together, causing vertical creases. I have seen a class of boys all frowning and their eye¬ brows thus knit when hard at mathematical work. A placid face with changeful expression is an index free to show its varying brain states.” — (Mental Faculty, Warner, pp. 74-86.) While the foregoing quotations are, for the most part, merely argumentative, though evidently based on careful observation, and carry conviction by circumstan¬ tial evidence chiefly, a witness may now be introduced who presents an array of facts carefully gleaned from teachers and students. The statements are based upon individual reports of 116 teachers, hence are the depositions of eyewitnesses. Mr. Francis Galton, F. R. S., president of the Anthropological Institute of Great Britain and Ireland, published a few years ago, in the journal of the institute, a paper read at one of its annual meetings, in which he says : “I determined to test the matter of fatigue, and sent out a number of selected questions bearing on the subject. The Teachers’ Guild kindly assisted me by circu¬ lating my questions. The replies received form the basis of the following remarks: “The objects of my questions were, first, to determine the signs and effects of incipient fatigue in as measurable a form as possible, for it is obviously most desira¬ ble to know what the tests of fatigue should be, in consequence of the contradictory opinions entertained frequently. There ought to be no room for doubt as to whether the pupils in a particular school or class and at a particular time were or were not overfatigued. Secondly, I wished to hear from the teachers whether they had them¬ selves ever broken down from overwork, and what their own experiences might be concerning their pupils and friends. The actual questions are subjoined: Nos. 1, 2, and 3 regard the person addressed; Nos. 4, 5, and 6 regard their pupils and acquaintances : “ Question 1. — What particular mental work can you perform easily when your mind is fresh that you find difficult or impossible when your mind is somewhat fatigued? “Question 2. — Has illness, due solely to mental overwork, independent of domestic anxiety and worry, ever incapacitated you for more than a month at a time from ordinary school work? If so, give dates and symptoms? Do you consider your present health to be in anyway affected by that illness? “ Question S. — Has experience discovered to you any warning signs, bodily or men¬ tal, distinct or obscure, of the imminent approach of mental fatigue other than the growing sense of becoming fatigued? If so, describe them. “ Question 4. — What particular intellectual work do you find your pupils perform with ease when their minds are fresh in which they fail, more or less, when they are mentally fatigued, even though they are still interested in their work? “Question 5. — Have you known cases of more or less serious prostration from mental overwork as distinguished from the effects of domestic or other anxiety? If so, give initials and dates and a very brief notice of the severity and duration of the illness. “Question 6. — Has experience discovered to you any warning signs of imminent mental fatigue among overzealous pupils? “ The upshot of the replies to the questions is as follows : “General aspect. — Experienced teachers place most dependence on the general aspect of their classes, due to a variety of small indications, such as jaded expres¬ sion and abnormal skin color. They more especially speak of a strange look in the eye, which is variously described as dazed, weary, fixed, or lack luster, as being a peculiarly characteristic indication that work should be slackened at once. “ Nervous irregularities. — Restlessness appears to be the commonest sign of partial fatigue; that is, of the attention being wearied, while the muscles are craving to be 1182 EDUCATION REPORT, 1895-96. employed. I may liere for ono moment break my plan of not traveling beyond my brief by alluding to a short account I wrote in Nature, vol. 22, page 174, but signed only with my initials, entitled 1 Measure of fidget/ describing how I had succeeded in counting the varying rate of fidget of a section of a large audience during the reading of a wearisome memoir. I have since frequently tried this method. It is an amusing way of passing an otherwise dull evening; but, in drawing conclusions from the number of movements, the average age of the audience and their habits of thought have to be taken into account. Children are extraordinarily mobile, and those adults who are little accustomed to concentrate their attention are rarely still, except when spellbound by eloquence. On the other hand, I have frequently noticed at meetings of the Royal Society that as many of the persons present as I could hold in a glance were all as rigid as statuary for many seconds together. Yawning and lolling are common among tired children, and twitchings and grimaces, which in serious cases culminate in St. Vitus’s dance. Here are some extracts from the various replies : “(1) Sudden muscular movements. (2) Grimaces, frowning, or compression of the lips are marked signs. (3) The fingers sometimes twitch and the whole nervous system seems affected. (4) Twitching of the face. (5) Twitching, blinking the eyes. (6) Fluttering of the eyelids. (7) Tendency to nervous laughter or move¬ ments. One correspondent has fits of sneezing in the early morning when he has been fatigued over night. “General unsteadiness of muscular coordination is shown by bad and shaky hand¬ writing; this is sometimes specifically mentioned, but more often implied by such phrases as: (8) Careless writing or (9) failure in all work requiring neatness. (10) Sometimes a loss of power to continue writing, the pen going crooked, etc. Fatigue is also very frequently indicated by disordered utterances, as (11) tend¬ ency to stumble over words when speaking; (12) refusal of the tongue to obey the will, so that in speaking or reading I substitute one word for another. “Irregularity of nervous action is further shown by conditions of pallor or of flushings in the face. They sometimes alternate, testifying to a depression of general nerve power, combined with morbid excitability. Allusions to abnormal skin color are frequent in the replies. One teacher goes so far as to lay particular stress on the color of the tips of the ears in deciding whether and in what way the girls of her class are suffering. If the tips are white, flaccid, and drooping, she concludes the girls are thoroughly weary in mind. If they are relaxed but purplish, she concludes that they are tired not with study but from struggling with their nerves, which the average schoolgirl of 14 or 15 very rarely has completely under control. “ Headaches . — The frequent occurrence of headaches in varied forms and in every degree of severity may be accepted as a matter of course, similarly as regards cold feet, faintness, and actual faintings. Sleeplessness in a very serious degree is another well-known sign; much more rarely somnolence. Grinding the teeth at night and talking in the sleep are frequently mentioned; somnambulism occasion¬ ally so. I do not propose to enter into details respecting any of the matters just mentioned, as they are all of them well-known signs of over fatigue. It may, how¬ ever, perhaps interest the meeting to see a drawing I hold in my hand made in sleep not many weeks ago by a young friend and connection of my own, who was study¬ ing rather too hard for a Government examination. He awoke in the night and found himself in his nightgown, sitting at his table, with the gas burning and with his grotesque sketch of an elephant’s head and of some other animals just com¬ pleted. The ink was still wet. He had not the slightest recollection of anything previous to the act of awakening, but there had been conversation before he went to bed that probably suggested the sketch. “ Disposition. — Irritability is perhaps the commonest sign of incipient fatigue. My correspondents freely acknowledge it to be so with themselves, and it is very MENTAL FATIGUE IN SCHOOL. 1183 easily noticed among their pupils, who become cross and peevish when tired, I shall not enter further into this, as the fact is a familiar one; it is also well known that the nerves of sensitive people become so irritable by overwork as to be painfully jarred by what they wholly disregard when well, such as the ticking of clocks and the rattle of the street. A most pitiable amount of suffering is disclosed in these replies, due to nervous irritability. Much is said of the gloomy way of looking at life that is brought on by overwork; of the sense of incapacity, of magnifying trifles, and of dread of society. Irritability is sometimes accompanied by a notable amount of ordinary excitablity expressed by snch remarks as: (1) I get nervous and start at noises; (1) I start sometimes at a sudden noise or movement in the room. “It is, I need hardly say, known by experiment, that both the quickness and the magnitude of the reaction to any stimulus is greatly affected by fatigue. “There is an experiment, not so well known as it should be, that after a class had practice in performing it, can be repeated at any time in a few seconds, w hich gives an excellent measure of the varying amount of reaction time. The class take hands all around, the teacher being included in the circle ; a watch with a second-hand lies on the table before him. All the pupils shut their eyes. When the second-hand of the watch comes to a division the teacher gives a squeeze with his left hand to the right hand of the pupil next to him. That pupil forthwith with his left hand squeezes the right hand of the next pupil, and so on. Thus the squeeze travels around the class and is Anally received by the right hand of the teacher, who then records the elapsed time since he started it; or he may let it make many circuits before he does so. This interval, divided by the number of pupils in the class and by the number of circuits, gives the average reaction time of each pupil. The squeeze takes usually about a second of time to pass through each dozen or fifteen persons. We should expect to find uniformity in successive experiments when the pupils are fresh; irregularity and prevalent delay when they are tired. I wish that teachers would often try this simple, amusing, and attractive experiment, and when they have assured themselves that their class enters into its performance with interest and curiosity, they might begin to make careful records at different periods of the day, and see whether it admits of being used as a test of incipient fatigue. Deceptions must of course be guarded against. “Senses. — The frequency with which serious alteration in the power of hearing and of seeing is mentioned, and the feelings sometimes of intense sensitivity and sometimes of numbness, show that the delicacy of the senses is markedly affected by fatigue. “Hearing is often heightened in keenness; sometimes it is dulled. It is height¬ ened in those numerous cases of irritability of which I have-spoken, when the tired brain becomes almost maddened by an organ grinder. It is temporarily paralyzed in others. The following is a mixed nase: (1) My hearing had never been very acute, and I think the first symptom of fatigue is a feeling of deafness, but at the same time that I can not hear the voices I want to hear, the outside noises of traffic, bells, etc., become intolerable. Other cases of deafness from fatigue are (2) ina¬ bility to hear in school without a painful effort and (3) increased deafness. “Vision is greatly affected by over fatigue, not only owing to the strain upon the eyes from much reading in a bad light, but apparently through more deeply seated causes as well. It it difficult otherwise to account for the following interesting case in which color-blindness was brought on by fatigue and disappeared after rest. It has much physiological interest and well deserves being placed on record. The lady allows me to mention her name for the sake of authenticity. She is Miss J. Beckett, Girls7 Grammar School, Ripon. She reports as follows : After several hard hours of continuous study I have been subject to attacks of color-blindness, which leave me after resting. The first time I noticed that I was not able to distinguish one color from another was when I was reading for the London matriculation years ago. I was at the same time etching for an American 1184 EDUCATION REPOET, 1895-96. magazine and teaching most of the day. This lasted from Christmas to July, when I began to feel considerably worn out. One day I went to spend a few hours with a friend, and while there began to paint some ivy leaves on a terra-cotta plaque. Imagine my distress when my friend told me the leaves were orange instead of green. On my return I went into my study, and to my astonishment the curtains, which were blue in color, looked a kind of dingy yellow. However, in a few hours I was quite well. Toward the end of the year I was obliged to give up work on account of my health. I got well and took up my work again, still subject to temporary color-blindness when tired. 7 In answer to further inquiries she adds: ‘ I do not remember whether I have any difficulty in recalling colors when tired. From a little child I have been particularly fond of them, and can readily paint flowers, foliage, and neutral tints from memory.7 “The frequency and severity with which the sight is affected by fatigue is suffi¬ ciently shown by the following extracts : “ (1) The eyes fail first. Sometimes after hurrying to a lesson, on my arrival I could not see a single note on the page of music for a few minutes. After writing and playing long everything goes black, or black spots dance up and down. (2) A time of great excitement or worry will so affect my sight that for about half an hour at a time I can see nothing clearly. The outline of everything is deficient in some part, so that I only see half of a thing at a time. There seems to be a bright wheel of light whizzing in the corner of one or the other eye. (3) At first the lines of the page become indistinct, then at intervals they appear to vibrate; finally they merge into one mass. (4) The words appear to rise from the paper, and frequently a double row of words is visible. (5) Lights and after images are distinct before my eye. (6) A confusion in the lettering of mathematical diagrams is sometimes an early symptom of fatigue among my pupils. “As regards sensations in the eye itself, beside such remarks as: (7) A dazzling and burning sensation in the eye, the following is a case of an affection of the eye being subordinate to that of the brain rather than vice versa. (8) A nervous sensa¬ tion in the eyes as though the eyeballs were loose in my head and would fall which¬ ever way the head is inclined. The sensation is worse on lying down. I am some¬ what nearsighted and wear glasses, but only feel this .disagreeable sensation when mentally weary, not necessarily through overreading. “ Memory . — Avery common and early symptom of fatigue is failure of memory, using that word in the allied senses of recalling ideas at will, or else of former ideas presenting themselves readily by association, or else of the sure association of mus¬ cular movements engaged in utterance with the idea of the words intended to be uttered. I have made extracts of no less than twenty-five cases of failure of mem¬ ory, out of which I will select half a dozen. “ (1) My first indication of mental failure is an inability to spell common words ; my second, an omission of words in writing; my third, sudden forgetfulness of what I am actually saying. (2) Tendency to forget the meaning of words in a foreign lan¬ guage which are usually well known or have been met with quite recently. Tend¬ ency to make stupid blunders in subjects in which, when the mind is in full vigor, it is accurate without effort. Simple and obvious mistakes are increased twofold in number, and that throughout the class. (3) Through days and weeks together the utterance of wrong words or sentences not intended or desired to be spoken, and the writing of wrong words. (4) Tendency to stumble over words in speaking, and to misplace letters in writing, generally putting them too soon, as ‘Wesday7 for ‘Wednesday.7 (5) Want of power of calling at will to memory names and little matters connected with everyday life. (6) Some of the pupils never spell correctly when tired. “ Arithmetic and mathematics. — The studies that are the first to fail under fatigue differ in different individuals, but in the majority of cases those of arithmetic and elementary mathematics go soonest. Though many of the li6 replies come from MENTAL FATIGUE IN SCHOOL. 1185 teachers who have little, if anything, to do with those subjects, no less than 47 spe¬ cially mention them. For example : “ (1) The merely mechanical processes of arithmetic become bewildering at the end of a day in which I have been particularly engrossed with school work. (2) Arithmetic and algebra become impossible when fatigued, not as being disagreeable or painful, but because I then blunder so much that it is hardly any use attempting them. (3) Another correspondent speaks of the impossibility when fatigued of doing work that requires both accuracy of detail and a certain force of will to fix the attention, such as arithmetic. (4) Speaks of the difficulty to tired boys of working out any common-sense problem in arithmetic. “Though very many similar answers could be quoted in corroboration of these, there are two that tell in an opposite direction. They are : (5) Whenever my mind is wearied it affords me a certain amount of relief to do some work which involves the solving of arithmetical and algebraical problems, and by preference such as call for the use of logarithms or of the slide rule. (6) I find accounts a great rest when I can not exert my mind usefully in any other way. “I may be permitted again to break my rule by adding a case from my own knowledge of a very distinguished man, now deceased, who, having always found repose in his favorite mathematics when he was fagged and worried by multifarious duties, naively recommended the same remedy to a friend whose brain had so broken down for a time that he shrank from the least mental exertion as from a fatal danger. “ Languages. — A difficulty in translating is another of the noticeable effects of incipient fatigue, and is partly due to the lapses of memory already spoken of. (1) In translating, words and phrases do not occur readily to the mind. (2) Translation into or out of a foreign language with which I am not very familiar. (3) I have occasionally lost the power of speaking German when fatigued, though when in my ordinary condition I speak it without conscious effort. The failure to translate well is due, of course, to much more than the simple failure of memory in small things, and depends on the loss of power of grasp, and on depressed mental vigor gener¬ ally. The following is an instructive case: “When I taught young boys of ages 8 to 13 all day, I took arithmetic and Latin in the morning, and English reading, geography, etc., in the afternoon. On some occa¬ sions the Latin lesson got put off till the afternoon, and I was surprised to find that lesson, which was always a successful one in the morning, failed entirely in the afternoon. The boys wished to learn but could not. Their ordinary work, which made less demand on the intellect, they did in the afternoon well enough. This and such like cases fall more properly in the next division. “ Failure of mental grasp. — Theevidence that the mind fatigued isunable to work up to its normal standard, and that it wastes itself in futile exertion, are very numerous. They aresuchas: (1) Failureof ability to grasp the meaning of even simple things. (2) Fail¬ ure of the portative memory. In reading, complete inability to take in the matter whilst mechanically scanning the page. A curious incapacity to count the cups when serving tea. (3) Reading sentences without recognition of what was read. (4) Con¬ fusion alternating with excessive clearness of thought. (5) Tendency of thoughts to wander. Failure in pupils to grasp the meaning of what is said to them quickly and fully. (6) Before the actual sense of power to grasp ideas, and of an incapacity for conveying them clearly. (7) Inability to read the Journal of Education. (8) Rapid disappearance of immediately preceding concepts, and hence difficulty in establishing connections between paragraphs, as in writing a review article. (9) Tendency to use long words. (This strikes me as a very suggestive reply.) (10) Any book in which the language is wanting in ease and simplicity, though its subject may be familiar or easily understood. In short, to use a common and vigor¬ ous phrase, the mind ceases to bite when it is fatigued. “ Failure of energy. — It requires no evidence to corroborate the well-known fact that ED 96 - 38 1186 EDUCATION REPORT, 1895-96. energy fails as fatigue increases. New subjects are distasteful; teaching dullards becomes almost an impossibility, Sustained effort, vigorous inspection, quick decision— all are impossible. 11 Possibility of tests of incipient fatigue. — The replies I have received do not contain any distinct proposition of tests of incipient mental fatigue, and I am myself far too ignorant of the practice of education to venture to formulate any. On the other hand, the replies are not deficient in indications of what such tests might be directed to ascertain. They are principally as follows: “ (1) The length of time during which neatness of execution can be sustained in performing a prolonged task. (2) Promptness and sureness of memory in simple things. (3) Common-sense arithmetical problems. (4) Eeaction time. The meas¬ ure of fatigue is inversely the measure of endurance, and this strikes me as being a faculty that well deserves investigation. Under the strain and exhausting calls of modern civilized life, the power of endurance is rising continually in importance. Men and women have nowadays to act rapidly and for many hours, and not only to act exceptionally well. It therefore seems very reasonable that teachers should direct their attention to some fairway of appraising the relative power of endurance among their pupils. It is of course incidentally discovered in the ordinary course of tuition, but one would like to see appropriate tests directly applied to determine it, and such as would show at any time, in a definite and unmistakable manner, whether the minds of pupils were fagged or not. “Breaking down. — I now come to the evidence given in these replies respecting the frequency with which both pupils and teachers are found to break down. I'hero is an intelligible and very transparent tendency in not a few of the respondents to say that such a thing as overwork is impossible in their respective schools. Some of them protest so much and so extravagantly as to raise not a little suspicion. There are even a few who say they have never heard of a case of breaking down. “ Taking all tho replies together, I find that, out of my 116 correspondents, no less than 23 of them have at some period of their lives broken down, and that 21 of these have never wholly recovered the effects. There are 6 other cases of a less serious kind, some of them slight. In other words, 1 out of 5 teachers has, so far as tho evidence before me goes, been severely stricken. As to the cases well known to my correspondents, there is a vagueness in some of the replies where the word ‘several’ and the like are used, to Avhich I am quite unable to assign a numerical value, but 59 sad cases are specified in detail in answer to question 5: ‘Have you known cases of more or less serious prostration from mental overwork, as distin¬ guished from the effects of domestic or other anxiety? If so, give initials and dates and a very brief notice of the severity and duration of the illness.’ “In many other cases the writers express the difficulty they feel in distinguishing between worry and overwork. The latter is a consequence of the former, while the former often results from the gloom, anxiety, and sense of incapacity caused by the latter. It is a self-regenerating circle of evil. “I draw two conclusions from the replies. The first is, that the reason why men¬ tal fatigue leaves effects that are so much more serious than those of bodily fatigue is largely owing to the cause just mentioned. When a man is fatigued in body he has very similar symptoms to many of those mentioned above, but there is a great after difference. As soon as tho bodily exertion has closed for the day, the man lies down and his muscles have rest; but when the mentally fatigued man lies down, his enemy continues to harass him during his weary hours of sleeplessness. He can not quiet his thoughts, and he wastes himself in a futile way. “The other conclusion is that cases of breakdown usually occur among those who work by themselves, and not among pupils whose teachers keep a reasonable over¬ sight. Overzealous pupils are rare, as many of my correspondents insist. But the danger i3 not so much at school, when tho hours of study and those of play and exercise are fixed, as it is at the age when young persons are qualifying themselves MENTAL FATIGUE IN SCHOOL, 1187 for the profession of a teacher, and who have also to support themselves, and per¬ haps to enduro domestic trials at the same time. Dull persons protect their own health of hrain by refusing to overwork. It is among those who are zealcus and eager, who have high aims and ideas, who know themselves to he mentally gifted, and are too generous to think much of their own health that the most frequent victims of overwork are chiefly found.” Tlie Psedagogium, an educational monthly of high reputation and great influ¬ ence, published in Leipsic aud edited by Dr. Friedr. Dittes, recently deceased, con¬ tained in the January number (1896) an article on “ Mental overpressure in schools,” which may be regarded as an authoritative expression from an educational stand¬ point. The article is here reproduced in English as a valuable addition to the discussion. The author is Dr. Alfred Spitzner, of Leipsic. He says : “The question resolves itself into an inquiry into the causes of nervousness among children from overtaxation in school. In examining the following points, most important in my estimation, I beg leave to define my attitude from a pedagogical standpoint. We may ask, To what extent does the evil exist and in what direction is it to be looked for? These points are by no means so well defined as many people, the members of the medical profession in particular, incline to suppose. From the present understanding of the question the practical teacher lias good cause to pro¬ ceed in its examination with the greatest precaution. Let us consider the first point. “(1) To what extent are schools responsible for the nervous conditions existing among the pupils of both sexes? “Excepting a few cautious and conservative physicians, we find the medical pro¬ fession generally convinced that nervousness, as a disease, is on an appalling increase even among children, and that this is chiefly due to their being overtaxed in ele¬ mentary as well as secondary schools, ‘The demands of city schools, particularly, are greatly endangering the health of the coming generation’ — ‘Every third child attending a city school has, as a rule, poor blood’ — ‘Thirty per cent of the school children of Europe suffer from nervous affections’ — ‘Chorea, hysteria, and psychosis among children are consequences of school work.’ Such and, similar remarks are frequently heard; the foregoing are culled from resolutions passed by medical conventions. “The educator who is conversant with the actual conditions of a child’s life in primary, grammar, as well as high schools, must, in view of his own experience and psychological knowledge, earnestly protest against these statements of medical men which, in case they be retailed among the people, will result in a pernicious reaction against the cause of civilization, i. e., public education. “The basis of this protest is the consideration that the statistical material upon which medical opinion is based can not be accepted as sufficiently demonstrative; all of it is collected from the statistics of the consultation rooms and private inquiry. As far as I know, there is no such thing as a comprehensive, officially organized investigation and compilation of facts referring to the existence and cause of nerv¬ ousness among school children. In consequence^ despite the careful investigations of Hertel and Key and several others on a smaller scale made in England and America, the categorical expressions of nerve specialists concerning dangers to the health of school children are by no means sufficiently well established to be gen¬ erally accepted, or to lay the foundation for reformatory measures. “The protest is furthermore based on the fact that often it is absolutely impossi¬ ble for nerve specialists to determine with any degree of certainty whether in any one case of nervousness the school be responsible or not. Error is the more likely to prevail the more physicians accustom themselves to consider headache, a dull feeling in the head, palpitation of the heart, indigestion, anaemia, and the various injuries of children’s intellectual powers simply symptoms of nervousness, overesti¬ mating them in their diagnoses, and the more they rely on their memory in retailing 1188 EDUCATION REPORT, 1895-96. tlie statements of children and their parents., Mindful of the dignity of the school, the educator must demand of nerve specialists that they treat the question How and where does nervousness in school children originate? and not merely ask What percentage of school children have nervous affections? The attention and experience of the medical profession alone do not suffice for an exact and true aeti¬ ology of nervousness in children ; they must he combined with psychologic-pedagogic observation and experience. Unfortunately this is almost entirely overlooked, to the detriment of the school. In consequence schools are held responsible for many evils originating elsewhere. When the new science of ‘child study’ has so far advanced that the experience of both the teacher and the physician finds adequate consideration, there will be milder j udgment on the part of the physician in regard to how far the school is at fault. “We must enter into detail on this point. To form a fixed opinion on the causes of the phenomena specified the teacher must, in the first place, point out the fre¬ quent existence of somatic defects which the child in question has either inherited or acquired from some general source altogether independent of school. And in the second place he must point out the fact that many forms of nervousness are chiefly caused by the evils of public life and of domestic relations, by which children are influenced. “What I have said is nothing new. I only wish to emphasize that in explaining nervousness in children and its causes the facts referred to must be considered more in their real meaning and should be considered in the light of a teacher’s experience. “Professor Kollmann and others maintain that nervous diseases are hardly*known in the lower social strata, but are caused by the increase of duties in the higher strata. Every elementary school teacher knows from personal experience that not a few children enter school physically weak and very nervous In my class of 24 boys between 12 and 13 years of age only 10 are physically strong; 14 are feeble, infirm, and ailing. One boy is epileptic; 2 are afflicted with St, Vitus’s dance; 1 has serious heart trouble; 5 suffer from disturbed or weak power of sensation; 4 from diseased or weak vegetative functions; 1 boy has a stiff leg; 8 are indisputably ner¬ vous. Surely neither the school nor myself would be held responsible for such distressing cases. The epileptic is the son of an innkeeper and spends much of his time in the barroom. One of the boys afflicted with St. Vitus’s dance is the son of a builder, and being much in company with his father’s workman became a whisky drinker early in life. Most of the others with nervous affections have passed through severe contagious diseases. In forming a true judgment of diseases among school children the fact that many children are not in good health when entering school should not be underrated. “Educators must lay special stress upon the fact that in many instances the ner¬ vousness found among children is to be charged to the families from which they come. ‘Overpressure’ is a very convenient term for the use of parents and superiors of children to cover the evils chargeable to their account. Teachers must therefore, as far as is within their power, expose the falsity of such excuses and give vent to their feeling of regret that many physicians countenance this action on the part of the parents by disparaging schools above all other things in their medical advice. It is a teacher’s common experience, before and after summer vacation, to receive petitions addressed, in pursuance of medical advice, to school authorities stating that this or that child of (wealthy) parents needs an earlier or more extended trip in the country for the sake of rest from mental application. I am far from wishing to deprive children of this rest. I maintain, however, that unless there has been a serious illness the need for rest in such cases is commonly attributed to school. Now, do physicians in charge know these children well ? Do they know exactly what work is required of them in school and how much they are able to do ? Generally not. The teachers of these often pitiable creatures can point to other causes than overtaxation in school. They know the imperfections, perversions, inconsistencies, and senseless MENTAL FATIGUE IN SCHOOL. 1189 principles of home training and the s^d consequences of excessive severity and over¬ excitement through ambition that torment children in many families. Teachers learn to know the sad state of children in homes where a fondness for pleasure and distrac¬ tions is prematurely cultivated, the time for recreation is shortened by useless music lessons and coaching, and where imaginative reading and immoderate athletic exercises or pleasures (children’s dancing parties, cycling, foot and base ball) are indulged in. “The consequences of nervousness upon such evil conditions are easily observed and proven. Physicians should rouse the consciences of parents before blaming the schools. Family physicians influence to a certain extent the first education of chil¬ dren, and can therefore in a measure see to it that a want of judgment, energy, and sense of duty in parents do not, in children of three or four years of age, engender intellectual faults which afterwards, in consequence of increased duties of school life, develop into intellectual anomalies or disorders of the psychic activities. Observa¬ tions of the intellectual development of infants, such as we owe to Kussmaul, Preyer, Striimpell, Yierordt, and Wundt, prove the great importance of early education of children. “ According to pedagogical experience the children of plain people — the middle strata of society — are the healthiest. In Leipsic, for instance, as I may believe from private inquiry, complaints about sickly and incapable children are not so frequent in burgher schools as in the higher, the pupils of which belong to more pretentious families. Although it must not be forgotten that the most capable boys in these schools usually leave from the fifth grade (eighth school year) to enter a high school, for which reason the percentage of less gifted and physically incompetent pupils increases considerably in the higher classes, the complaints mentioned are not justly to be explained by this fact alone, nor by the mental overpressure of these children. “Furthermore, even if many of the children of poor parents suffer from nervous affections, no physician can lay the blame on the schools as the first cause, when experience points directly to bad food, cramped, badly constructed and located dwellings, and unhealthy sleeping apartments. Moreover, with these children the strain of outside work plays an important part. Thus I learned from two pale, jaded-looking girls in one of my former classes, that they had to sew regularly until 12 o’clock at night, and during the busy season till 4 in the morning. In districts where the custom of house industry prevails — that is, where, instead of factories and large workshops, industrial production takes place in the family dwellings — such facts exist in distressingly large numbers. Such evils offer a much broader field of action to physicians who are humanely interested in the public health than the sins of the schoolroom. But then, the school is so much nearer at hand and so much more convenient for attack, to be sure. “ In examining the causes of nervousness in children the observations and expe¬ riences of teachers lead to exonerating the schools, and plainly show the harmful influence of prevalent customs. Especially is this applicable to hygiene in second¬ ary schools. These students are in the age which an observant physician has called the storm and stress period. He who penetrates into the secrets of our city youth can not possibly be surprised at the increasing physical and mental derangement of the children of certain social strata. With them overexertion in school can hardly be taken into account, as such young men usually avoid every higher intellectual effort. “From the little that has been said it follows, that if psychologic-pedagogic expe¬ riences are properly applied for the purpose of a true analysis of the material derived from examinations of children the percentage of illness for which the school is held responsible will sensibly decrease. Most of the fault-finding of the medical profession will share the same fate, i. e., it will be discredited. Take, for instance, the opinion of Dr. Hasse, which for some years was current throughout Germany, that the overtaxation of school children lays the foundation for later psychic derange- 1190 EDUCATION REPORT, 1895-96. merits; in other words, that schools increase the number of the insane; reports of all insane asylums under the jurisdiction of the Prussian Government state, upon inquiry of the minister of education, that the views of Dr. Hasse can not be substantiated. The cases in which mental derangement can be properly attributed to mental over¬ pressure in school are very rare. “ Psychologic pedagogy has reason enough to regret that the medical profession is so ready to attribute the responsibility of nervousness, especially in its origin, to the schools. Such an opinion can and must never become general, and should always be expressed with the greatest reserve. The term “ overtaxation ” has already become an excuse among children, a convenient apology for unscrupulous parents who often have no conception of what overtaxation of the brain and nervousness are, and a weapon in the hands of the enemies of schools by means of which they shield their secret intentions. It is a most significant fact that this term, supported by medical authority, acquires an unconditional popular value. Pedagogy must point out the danger lying in the indiscriminate use of the term, for it is a danger that threatens all educational progress, clouds the educational wants of the present and coming generations, and checks the imomotion of science, art, industry, and trade. If any governments are occupied with the practical consequences of this question, the argument should be emphasized that the strict and earnest fulfillment of duty and intellectual work such as the school requires, both in ethical and scien¬ tific regard, is just what is needed to counteract the stimuli of irrational home and exciting public life; it is of too great a value for the hygiene of the mind to be suppressed by obscure and unfounded opinions of some physicians. “Iu contradistinction to what has been said, it is now asserted that schools are partially responsible for nervousness among children, because they are favorable to its development. “This is true in certain cases. In the first place some children of inadequate talent can do justice to their work in school only by excessive diligence; and in the second place, many children are so hindered in their studies by pronounced physical derangements, such as epilepsy, heart trouble, neuralgia, etc., or even by mere incli¬ nation thereto, that they are daily exposed to the danger of overworking themselves. In both cases nervous diseases may be caused or developed. Such conditions, deplorable as they are, can no more be ascribed to schools than the overtaxation of a child which, from a want of the sense of duty and respect for school, and a desire for play, etc., idles away or poorly distributes its time, allows work to accumulate, and then, at night, with a hot head and cold hands endeavors to perform its school lessons when it should be in bed. “The consideration of public schools for the physical constitution of pupils has its limits; first, on account of the objective educational end which school, conform¬ ably to it^ character, must keep in view; and secondly, because pupils whose physi¬ cal and mental constitution is normal can not be neglected and wronged for the sake of the weak and infirm. It is impossible for. school to consult every psychical pecul¬ iarity in children and to prevent discipline, increasing tasks, and higher duties from doing harm to those of inadequate ability, energy, and endurance. School can not neglect tho general good for the welfare of a few individuals. This is particularly true of secondary schools, but can also, within certain limits, be said of common schools. “Now, if schools can not depart from their true and normal course, and in conse¬ quence employ harmful severity where certain ineffaceable differences of mental endowment or physical capacity exist in the pupils, it follows that the responsibility rests wholly with those parents who exact a higher education for their children than their talents warrant. Neither are the principles of the lower schools affected by tho facts in question. It is to be hoped that a medico-pedagogical examination will give increased attention to pathological conditions of children, prevalent to a greater extent in elementary than in secondary institutions; views of great value MENTAL FATIGUE IN SCHOOL. 1191 for methods of teaching and training would in consequence develop, and their consideration lead to the gradual suppression of many an evil now existing in our common school system. “The first necessity will he to give more scrupulous attention to weak and sickly children on their admission into school. Greater efforts must he made for the found¬ ing of schools for the feehle minded or mentally deficient, though what has heen done in this direction in some cities deserves praise. With the hest arrangements possible for weak and intellectually dull children, the most depends upon the judg¬ ment, tact, and personal responsibility of the individual teacher. If he commit an injustice against such children it is his personal fault, and the school must not be blamed. I know of no school law, regulation, or pedagogical precept which, instead of awakening strength of character and a sense of duty, causes children to be over¬ burdened with home tasks, exacts more from them than they can do, arouses fear and morbid ambition, or spurs weak children on by questionable or degrading punish¬ ments and methods of training. On the other hand we must be careful in judging the individual teacher rashly. For it is a most difficult task to recognize oppor¬ tunely and prevent skillfully those mental states in deficient and less-talented chil¬ dren which react harmfully on the nervous system. It must not be forgotten that anxiety; bursts of anger against himself, companions, or even the teacher; envy of more gifted comrades amounting to hatred; in short, that many exciting states of mind affecting the nervous system of a child of unsound mind (taking this term in the pedagogical sense) can be observed during school sessions, and must be rightly judged by the teacher if he wishes to avoid injurious rigor in his treatment of these children. From a hygienic standpoint, therefore, the greatest possible psychological training is as much to be desired for teachers as the thorough anatomic-physiological education which physicians of the present day advocate so energetically. “From what has been said, it follows that pedagogy disproves the medical opinion that nervousness of school children is oftenest caused by menial overtaxation. On the other hand, it is impelled to demand that the medical profession give more atten¬ tion to the observations and experiences of psychologic pedagogy in regard to the origin of nervousness in children. It it not necessary at this point to consider a preexisting physically unsound constitution. But it is by no means understood that the modern school need not improve its methods respecting the existence and increase of nervous diseases. Pedagogy, together with medicine, from causes stated and others to be mentioned, recognizes the pressing necessity for the educational prac¬ tice to take into consideration the actual conditions and relations among school children in regard to their physical and mental normality and capacity for education within the prescribed limits, The pedagogical opinion is that these relations and conditions should above all things else be made the immediate and chief subject of exact medico pedagogical examination, investigation, and statistics, so that a pro¬ gressive school hygiene may have the benefit of fixed views and established facts, which thus acquired will be possessed of that intrinsic truth from which deviate the general and ever-spreading wild assertions and unfounded accusations of physi¬ cians in disparagement of schools. “We must now examine the second point. “(2) In what direction does the evil of mental overtaxation, to the extent of caus¬ ing- nervousness in children, exist in the school practice in vogue founded on the principles of pedagogy and considered normal and correct? “The proposition generally advanced, that j>resent methods of public education imperil the health of children, is not only applied to certain evils for which individ¬ ual teachers or schools are called to account, but directly attacks the normal founda¬ tions of school. The censure of physicians does not refer to the harming of already sick or nervously inclined pupils, but to injury done to mentally and physically normal children by methods and practices considered normal. Dr. Pellmann thus tersely expresses himself : ‘ Children work too soon, too much, and badly; that is to say, 1192 EDUCATION REPORT, 1895-96. under unfavorable hygienic conditions.’ In interpreting his meaning we are reminded of the long list of studies, the rushing through of courses, the long duration of hourly, daily, and weekly lessons of useless studies, the method of teaching, unsci¬ entific in its disregard of the laws of physiology and purely in favor of psychology, the evil of home tasks which rob children of their short periods of recreation, etc. We receive also the practical suggestions of omitting home lessons, instructing by means of observation lessons, instituting a beneficial interchange of physical and mental occupation, etc. “It may be truthfully said the judgment of the medical profession on these mat¬ ters is not based on an actual, exact, and technical examination of the methods employed — a procedure hardly practical — but on inference from facts connected with nervous diseases of children which from a medical standpoint are not to be explained by any other cause than mental overtaxation. “Psychological pedagogy must protest against such arguments. The following important points may be touched upon : “First of all, pedagogy must maintain that the members of the medical profession are to a certain degree uncertain in the definition and diagnosis of the term 1 nervous¬ ness’ as regards its psychological meaning. The reason of this is, that in con¬ sequence of neglecting nonmaterialistic psychology, we are still in the dark concern¬ ing the establishment of the complex of psychical symptoms of presupposed nervous states and their diagnoses. This want is explained by the materialistic tendency of psychiatry in advancing the proposition : Mental defects and diseases are defects and diseases of the brain. Pedagogy can never consent to this proposition from the standpoint of that psychology which is based upon the acceptation of an immaterial, indivisible soul which is in sympathetic contact and reciprocal action with the brain, and as the support of the whole spiritual life capable of development. Mental diseases and defects are not diseases and defects of the brain considered as an organ, no more than mental soundness is identical with the health of the organ, the brain. We can only say that mental defects may arise from a conjoined influence of somatic disturbances and diseases upon the psychic occurrences in the soul; as vice versa a disease of the brain and nerves may originate in a psychic process. Therefore, we must demand a more exact proof of the connection between psychic and somatic irregularities and injuries than psychiatry at present adduces. We must maintain that the materialistic proposition referred to in case of its application to the intel¬ lectual life of the child, so far as it is influenced by teaching and training, will, unless it be used in connection with other and better thoughts, lead to nothing more than a surfeiting of pedagogy with ideas altogether too vague aud obscure. “From this conception there primarily results a physiology which in the under¬ standing and explanation of certain processes, disturbances and unsoundness in the physical organism, fails to consider the cooperating psychic factors which are at times the true cause. This gives rise occasionally to opinions on the connection between psychic defects and physical conditions in children and their causes, which are not merely questionable from a medical standpoint, but prove to be actually false. Such opinions can create, and to my certain knowledge have occasioned serious embarrass¬ ment in educational practice. To propose a fitting example, I take the liberty of expressing the opinion that physicians have never with any degree of certainty defined the difference between actual organic disease and hysteria. I know cases in which psychically controlled (hysterical) diseased conditions of individual pupils have been charged to the account of schools as severe physical injuries. In one case where the laming of a boy’s legs and paralysis of the organs of deglutation was attributed to the influence of school, a judicial error was imminent if at the last moment the evidence of a prominent physician had not saved the court from com¬ mitting the mistake. “ There are certainly the most cogent reasons for treating the question in hand fairly and conscientiously. 1 No comprehension of the changes to which the condition MENTAL FATIGUE IN SCHOOL. 1193 of our bodies is subject/ writes a medical authority, Prof. Adolph Strumpell, iu Erlangen, 1 can be more partial and incorrect than that which attributes every change to an external material cause. The simplest self-observation must acquaint us with the great influence of consciousness over our physical nature. We can turn aside from the question of the kind and nature of these states of consciousness, for we really know nothing of them. However, so much is evident from superficial reflection that in this case qualities are exposed to the view which we find nowhere else in the realm of the inorganic world; and laws are in force whose deduction from the laws of mechanical processes has so far appeared impossible. The facts of con¬ sciousness, however, are clearly open to observation ; they are the surest, in reality the only certain knowledge we have on which every conception of the nature of things must be based. Even a cursory observation of the states of consciousness shows us how the change of conditions in consciousness endlessly reverberate in our physical nature. Psychology and philosophy, studies which were formerly taken for granted in the preparation for every scientific profession, are now omitted from the curriculum of medical colleges. It is no wonder then that even excellent phy¬ sicians are deplorably ignorant of psychological questions and slow in comprehend¬ ing psychological thought.’ “If, in view of what has been said, the doctrinary foundation upon which the medical profession bases its opinion of psychic and in part physiological conditions and processes, can not be accepted by teachers who must protect their profession against medicine and its encroachments; that is to say, must place psychologic pathology and pedagogical hygiene and therapeutics in so clear a light, that the facts connected with the intellect and development of children be studied in a man¬ ner consistent with their real meaning and pedagogical observation. This is espe¬ cially necessary, because many psychic peculiarities which, under actual conditions and circumstances during childhood, are seemingly natural, but are in reality faults from an educational standpoint and hence to be treated pedagogically, are falsely defined by the medical profession, prejudiced by physiological or materialistic views, as diseased conditions, either caused by existing educational methods, or requiring special institutions conducted by medical men. If, as Pellruann, Friedmann, and especially Koch maintain, psychic irregularities influencing the personality of man, instability and weakness of character and impaired psychic action are to be under¬ stood as symptoms of existing brain and nervous diseases, even though (as Koch specifically states) we can not prove presumed illness either anatomically or chem¬ ically, the dissemination of such views owing to the frequent errors of medicine regarding psychic facts, threatens education with the immediate danger of an unqualified and paramount influence of psychiatry. This is the more to be feared the more the medical profession overlooks the essential differences between the faults of adults and those of persons physically and intellectually immature. “Before a physician refers weakness and instability of character in an adult to diseased nerves, he must first examine whether the patient ever has possessed sta¬ bility and firmness of character; consequently whether these qualities are the result of a decline of psychic action. We very often seem to forget that what has no existence can not be destroyed. The educator must therefore defend his empiric knowledge of psychic peculiarities in the nature and development of children against the alleged doctrines of psychiatry. There exists a radical ineffaceable difference between medico-pathological and pedagogic-pathological processes, conditions, and events in a child’s life. It can not be denied that psychic and partly physiological faults and irregularities may, in certain cases, be indications of diseased nerves requiring medical treatment; but in most iustances the specified states are perfectly normal phases of a child’s development, and require the attention of the teacher who can correct the faults and elevate and perfect the physical and intellectual abilities of the child by educational means. We must insist, however, that pedagogy alone has the right to establish and judge the facts relevant to the peculiarities in the ED 96 - -38* 1194 EDUCATION REPOET, 1895-96. nature and development of children. These facts are the foundation given by experience in the scientific and practical development of pedagogy. Pedagogy needs neither a medical nor any other guardianship. “In view of the foregoing remarks, pedagogy can and must refute the reproach, expressed by the medical profession, that schools in their normal and strictly peda¬ gogical methods are the cause of nervousness in physically and intellectually normal children. Pedagogy must also demand a salutary school hygiene different from that defined by physicians, who are biased in favor of materialistic views. A few remarks on this point may bo desirable. “Notwitlistandingthat in poor and ill-regulated communities the health of children has been imperiled by inadequate school buildings, uneducated and careless author¬ ities, all kinds of impediments in the way of healthy progress, an insufficient force of teachers, and crude and faulty methods of teaching and discipline — evils against which the teaching profession has for a long time been exerting its influence and energy — it must be admitted that during this century the development of the prac¬ tice of teaching has gradually led toward exacting lighter, instead of increased, intellectual work. No profession with the public good at heart receives, especially from persons of influence and authority, so few advances, so little actual acknowl¬ edgment and support as that of teachers. The teacher, as a rule, is zealous for the welfare of children and the people. Since the epoch, inaugurated by the works of Rousseau and Pestalozzi, teachers and especially those of the German people’s schools, have been unremitting in their efforts to instigate or carry out beneficial reforms and improvements as required by modern pedagogy. A selection and arrange¬ ment of subjects and studies in the natural order, in contradistinction to the redundancy modern civilization demands; the establishment of a natural order for the ends to be obtained, in contradistinction to the intensity of power conditioned by progress in all departments of human exertion; psychologically and physiologically founded improvements in methods and means of instruction, in place of antiquated contrivances; proportionate occupation for the prevention of overloading with tasks and duties; the perfection of school as an educational institution, in contra¬ distinction to the school of learning — these are the objects in view to which teachers are devoting all their energies. “Efforts are made to bring about a beneficial alternation of occupation in school work. The teacher versed in pedagogy conscientiously tries to bring sense-percep¬ tion, and reasoning, desk work, singing, and gymnastics, rest and exercise, work and recreation into proper 'relationship. Intellectual ability, exercise of the organs of sense and the action of the whole body are taken into consideration. What physician, who feels called upon to serve the cause of education, is thoroughly acquainted with the inner work of the modern school. The conscience of a well- trained teacher needs no stirring up by the medical profession ; and what is more, in the field of school hygiene he stands side by side with the physician as his equal. The greatest benefit that medicine can confer on the schools is to put pedagogy in the way of controlling the whole State school system, primary as well as secondary; for the latter is ill-arranged, viewed from a pedagogical standpoint. “ For a full appreciation of pedagogical progress it is likewise necessary to form an opinion based on experience and scientific facts on the question “In what direc¬ tion is the practice of teaching to be developed and improved from a hygienic point of view? ” “ The investigations in the department of experimental school hygiene of recent dato are deserving of mention. Whether, as Burgerstein observes, in their first beginning they promise so much that we may expect important results in the future, is a point that may be set aside for the present. Let us confine ourselves to facts. Up to the present these investigations deal almost exclusively with the recurrent expression of a phenomenon known to every teacher : Intense application to mental labor, after a certain time, fatigues the pupil’s mind. MENTAL FATIGUE IN SCHOOL. 1195 “The provocation to experimental investigation of mental fatiguo in school children is due to Sikorsky and Burgerstein, especially the latter. Since then arti¬ cles and volumes on the subject have been published by Kraepelin, Laser, Hoepfner, and Zimmermann. Sikorsky bases his conclusions on 1,500 dictation tests. Burger- stein occupied four classes of children, 11 and 12 years old, each ten minutes, with the solution of a large number of simple examples in addition and multiplication. After a pause of five minutes a new set of examples was begun. The hour Avas thus divided into four periods, in order to study the signs of fatigue as a function of the working time. Kraepelin examined the increase and decrease of mental energy, and paid especial attention to the factor ‘practice,’ and skill gained by repetition, which Burgerstein neglected to consider. Laser did not folloAV the example of Burgerstein in testing the fatigue at the close of an hour, but investigated whether children flagged during five hours of a forenoon session. He tried classes of boys and girls of the fourth and fifth school year, at the beginning of each of the five hours, with arithmetical tasks similar to those given by Burgerstein, and to which he likewise devoted only ten minutes each time. Hoepfner assigned a two hours’ dictation to 46 9-year old boys, and then studied the ‘ fault line.’ For two years Zimmermann has instructed his pupils of the third school year in half-hour lessons,, or eAren shorter periods, so that he easily gives five or six different lessons in three forenoon hours. Ho has made the noteworthy obseiwation that more is gained by six half-hour lessons in arithmetic than in four whole-hour lessons per week; that pupils adAranco farther in six half-hour than in four whole-hour periods in reading, and that six half-hour lessons correspond exactly to four Avhole-hour lessons in reli¬ gion. “ The other deductions from examinations are as follows : .“Sikorsky finds ‘the essential difference between morning work and that per¬ formed after four or fiA'e hours’ instruction to average exactly 33£ per cent.’ “Burgerstein affirms that children make the most mistakes and Avork out the smallest number of examples during the third period, or third quarter of an hour. In the fourth quarter of the hour the enerATation preceding is followed by a reviyal of energy. This energy, howeArer, does not come up to that displayed at the begin¬ ning of the hour. “Kraepelin draws the conclusion from his investigations ‘that, according to all examinations and tests so far made, the fact is undeniable that schools exact more from pupils than their intellectual ability admits.’ “Laser deduces the following: (1) Mental Arigor is lowest during the first hour. (2) It increases during the second and third hours, and declines after that. (3) Errors increase in number until the fourth hour and decrease in the fifth. (4) The number of corrections made by the pupil increases uiftil the fifth hour. (5) The boys counted fewer figures than the girls. (6) The boys made more corrections than the girls. (7) The number of errors is about the same with boys and girls. (8) The number of those who made no mistakes in calculating decreases from the first to the fifth hour. “ Hoepfner learned that errors averaged 2.7 to every 100 letters. ‘In the first five sentences, namely, in the work done within the first half hour, the percentage, aver¬ aging on the whole less than 1, showed a tendency to decline; in the sixth sen¬ tence It jumped to over 2, and continued to rise with few vacillations.’ “Only Burgerstein, Kraepelin, and Zimmermann, draw practical conclusions from their observations. Burgerstein advocates periods not longer than three-quarters of an hour. Kraepelin opposes all the claims of school in toto. Zimmermann advances the proposition of giving half-houT lessons only, and says: ‘If we arrange to ghre in ten morning hours (or two per day) thirty to thirty-two brief lessons, the afternoons will be free for gymnastics, singing, recreation, nature lessons out of doors, female handiwork, and boys’ manual training.’ Zimmermann published ‘A reformed course of study for pupils of the third school year,’ which found the 1196 EDUCATION REPORT, 1895-96. approval of Professor Preyer. Preyer advocates tliat, from the beginning of the school course to its end, children should never be held down to continued mental effort for longer than ten, fifteen, twenty, or at the highest, twenty-five minutes. “ Observations and investigations of the psychic action and ability of exercise in children, the effect of habit and practice, conditions, duration and return of fatigue, and the alternation of exercise and relaxation, etc., are certainly of great hygienic importance. The question of ‘how long a healthy brain of a child can hold out/ is worth investigating. It only remains to be seen whether the experiments and experiences made are adapted or sufficient to set criteria for educational methods. I do not incline to concede the significance generally attributed to the experiments of Burgerstein, and those similar to his. In the first place, it is self-evident that uniform, uninteresting, mechanical, and lengthy work tires children; and in the second place, no normal lesson presents such conditions. The conclusion on the present mode of teaching is therefore altogether wrong. The only deduction to be made is that continuous and monotonous tasks, such as Burgerstein’s methods in arithmetic and Hoepfner’s two hours’ dictation, are to be avoided. The facts so far observed do not permit a conclusive opinion on the length of period or the daily and weekly school or study hours of children. In my estimation, the chief value of these experiments, and what should be the chief end in view, is the possibility of determining, observing, and judging actual appearances of fatigue. “A thorough knowledge of the physiological and psychological conditions and processes in their effects and first appearances, on which the phenomena of fatigue are founded, is of great importance for school, so far as it may influence the management, occupation, and treatment of the individual child. This individual momentum, so to speak, is much more important than the conclusions on general school management and methods. Burgerstein keeps this almost wholly in the background. Kraepelin, Laser, and, especially, Hoepfner do more in this direction. The observations of Hoepfner are of greater importance for the psychology of teach¬ ing than for the question regarding the length of periods. As a matter of course, it is to be understood that much must be allowed for what is not fatigue; for instance, effects of inattention, carelessness, over-zealousness, all kinds of psychic and physiologic accidents, etc. “Independent of the desirable general observation and investigation of phenom¬ ena, it is necessary to examine the course and differences of mental ability in chil¬ dren individually and generally. To this end more extensive examinations should be made of the experiments started by Burgerstein. According to my experience the results obtained have no general significance. “In my class of 24 pupils, averaging 12£ years of age, I have made three kinds of experiments for testing the given conclusions: (1) Those of Burgerstein; (2) those of Laser with the difference of giving the ten-minute examination at the close of each lesson, and (3) an experiment with whole and half hour uniform instruction. The tasks given out were those of Burgerstein. More repetitions (eight in number) were undertaken in order to make allowance for the ‘factor of practice.’ I made the following observations : “(1) Four repetitions of the experiment allowing for the ‘factor of practice’ did not prove that the ‘ line of vigor’ drops in the third quarter of the hour ; this was true in only one individual. In the other cases, energy declined in the second quarter of the hour, rose again in the third, and remained almost stationary in the fourth. “ (2) Ability, or skill in performing, attained its highest point in the third and fifth hour after the first twenty, and sometimes after the first ten, minutes. “(3) Whole hour lessons had better results than two half hours. “More important for school hygiene than the experiments concerning over¬ taxation or overpressure are the recent, more clearly defined efforts at obtaining a standard for the selection, regulation, and thorough treatment of the branches of study by means of observations which refer to the manner of development of per- 1197 MENTAL FATIGUE IN SCHOOL. ception and interest, as well as thought and speech of children. Such efforts require the greatest precaution and circumspection, hut are likely to lead to better results. The study of the normal child is likely to he more successful than that of the abnormal, there being much more material at hand to judge from. “Lastly, the comprehensive development of pedagogical pathology belongs to the purely educational measures under discussion in the field of hygiene. In this case repeated exact observations and investigations of the intellectual growth of chil¬ dren in view of existing faults give us an insight into the world of the coming generation ; in pursuance of the science of pathology, the thoughtful teacher inves¬ tigates the conditions under which he can best serve his pupils with reference to their mental and physical health, and in doing so benefits his country. The prob¬ lems that present themselves in this direction, namely, to determine mental faults in children and classify them according to their psychologic meaning, to trace their causes, to define the healthy juvenile mind, and to care for children by correcting and preventing their faults such problems invite the most zealous educational labor. Their solution aims at the foundation of salutary pedagogical school hygiene, sup¬ ported by thorough empiric, psychologic, and physiologic knowledge. “The medical science is hindered in all these directions from exerting any notice¬ able influence on education or on the control of educational methods. It is called upon only to cooperate in cases of such physical and mental phenomena in children as are beyond the teacher’s professional experience and opinion. Even then medi¬ cine can not act independently, for the sciences of anatomy, physiology, pathology, therapeutics, and dietetics for children can not aid the teacher in their purely medical character, as has in some instances been claimed; such knowledge must be turned to account specifically from pedagogical points of view, which means, in a manner conformable to the peculiar psychic development of children.” As the writers quoted in the foregoing pages indicate, the question of mental fatigue is closely allied with the movement in favor of child study. Indeed, it may be asserted that the investigations into the manifestations of fatigue have led some physiologists and psychologists to a more comprehensive study of children. It is therefore not astonishing to notice that medical men begin to bestow attention on the new movement of child study, as will be seen from the following extract from an article in the Journal of the American Medical Association, which says editorially in its number of February 22, 1896 : “While the leading idea of such study is undoubtedly psychologic, the subject is suggestive in a medical point of view, and may well be worth an editorial comment in a journal that only deals with psychologic questions in their specially medical aspects and bearings. “There is no period of life when mental and physical development is as rapid as in childhood, and therefore there is none more interesting in a physiologic as well as in a psychologic point of view. Physicians have studied children in their patho¬ logic peculiarities; pediatrics is a recognized medical specialty, but it is a reason¬ able question whether it might not be as well to widen its scope and take into it some attention to the unfolding of the intellectual life in its beginnings. The skilled medical practitioner can better than anyone else first take note of and point out the way of correcting the morbid traits and tendencies that lead to physical and mental degeneracy ; he can study and estimate the hereditary influences and advise how they are to be met, and can instruct the mother in what should be the most fascinating pursuit of her life — the proper method of studying the development of her offspring. These are the possibilities of the profession ; we do not say they are generally or even often realized. “Considering, however, only the physical side of the question of child study, it is not a credit to our profession that while the studies of the growth and the physical data of childhood are being taken up by laymen and educators, it should be in any degree behind them in the same line of investigation. While physiologists were ahead 1198 EDUCATION REPORT, 1895-96. of psychologists in recognizing the value of knowledge of the earliest developmental processes and conditions in the study of functions, it seems noAV that the newer school of psychologists, enlightened hy the data of physiology, may in their turn put prac¬ tical medicine under obligations for important facts and. deductions. Sometimes they may he on the wrong track, or on one that is uncertain, hut they are always suggestive and instructive in their modern methods. “The practical value of child study should he evident to anyone. The old saying that ‘ as the twig is hent the tree is inclined/ so often quoted with a moral application, has a physical and intellectual appropriateness as well. Hence every real acquisition of fact or legitimate theory in regard to the hodily or mental development of children has its value, and there is an ample store of such facts yet to he acquired. At the present time wo may take, for example, the theories of mental and hodily degeneracy that are just now so much to the fore, and it is easy to see that they can only he proven or disproven hy taking into consideration the earlier conditions of the individual and the influences that afl'ected his development. The question as to the existence of such a type as the ‘horn criminal7 is, as might he inferred from the term itself, one that can only he settled hy the study of the development and beginnings as well as the finished type; in short, hy a study of the morbid tendencies and moral development of the child. “As an almost purely medical line of investigation, and not the least important, may he mentioned that of heredity in children, which can hardly he studied hy anyone so well as hy the general practitioner — the family physician. Galton has laid down a plan for this line of research in his ‘Natural Inheritance7 that is at least worthy of some consideration. The amount of valuable facts and statistics that could he obtained from a general interest in this study in the medical profession can hardly he overestimated. Other interesting questions are some of those of the origin of insanity, especially those forms that seem to he more or less dependent upon errors of education and training and management of developmental periods, and here the well-directed attention to the facts of early life will he found to he productive of valuable results. It is not meant to he understood that these questions are neglected hy physicians, hut more systematic study of all the stages of early human development is needed to fully elucidate them/7 CHAPTER XXIV. HOW AGRICULT UBE IS TAUGHT IN PRUSSIA AND PRANCE. Contents. — Introduction ; Course of study for agricultural schools in Prussia; Official course of study in agriculture in elementary schools in France; Comments and peda¬ gogical considerations ; Elementary, intermediate, and superior courses. ELEMENTARY INSTRUCTION IN AGRICULTURE IN RURAL SCHOOLS IN PRUSSIA. It is essential to point out a particular difference between the schools of monar¬ chical Germany andrepublican France. New ideas, new needs, new currents of thought or action appeal in France, as well as in America, directly to the common schools, while in Germany the minister of education holds his protecting hand over these schools, and points out to the reformers that new things and new methods may first prove their power to live by being Applied in private, continuation and supplemen¬ tary, technical, professional, industrial, and agricultural schools. These are all schools which take the pupils after they have gone through the elementary schools, i. e., after the fourteenth year of age. Hence we find no specific agricultural instruc¬ tion in elementary schools in Germany, though we find physics, natural history, and not infrequently gardening taught in the upper grades of the elementary or people’s school. It is of more than passing interest to compare the subjoined courses of study for lessons in agriculture in German and French rural schools. A memorial presented to the Prussian Diet by the royal department of agriculture, in January, 1897, shows that for rural districts in Prussia not much is done in prepar¬ ing the rural population for their vocation, certainly not as much as is done in pre¬ paring artisans in cities. The industrial schools far outnumber the agricultural schools. The authors of the memorial say that the number of boys from 14 to 18 years of age in rural districts of the Kingdom is 828,000, but the number of students in agricultural continuation or supplementary schools is only 13,317, while that of industrial and technical and trade schools is over 200,000. The department asks for more liberal appropriations for agricultural schools, and submits a course of study for such schools of an elementary grade, which course has been in successful operation in the school at Rybnik. It contains only the technical studies, besides which the ordinary common-school branches are taught with application to the conditions of rural life. COURSE OF STUDY FOR AGRICULTURAL EVENING SCHOOLS. NATURAL SCIENCE AND AGRICULTURE— FIRST WINTER. I. Physics. — General properties of matter. Attraction, gravitation. Sources of heat and its carriers. Thermometer. Processes of water: Melting, steaming, boiling, fog, dew, rain, ice. Circulation of w'ater. Phenomena of heat in the atmosphere. II. Chemistry. — The most important inorganic compounds. (1) Oxygen and some of its simple compounds, carbonic, sulphuric, phosphoric, silicic acids ; (2) nitrogen 1199 1200 EDUCATION REPORT 1895-96. and atmosphere, ammonia and nitric acid; (3) hydrogen, the water; (4) kalium, natrium, magnesium, calcium, aluminium, iron, and important compounds. In close connection with the foregoing : III. Mineralogy and knowledge of soils. IV. Knoivledge of fertilizing . V. Agricultural botany. — Useful and injurious plants; plants for cultivation; meadow plants; how to treat the meadow. Weeds and their destruction. Import¬ ance of forests. External and internal form of plant parts; propagation by means of buds or seed; conditions of germination and growth. Nutrition of plants. VI. Drainage. — Rational treatment of the soil. Sowing, tending, and harvesting of crops of importance, including products of the truck farm. NATURAL SCIENCE AND AGRICULTURE — SECOND WINTER. I. Chemistry. — (1) The most important organic compounds: Starch, sugar, fat, albuminous matter ; (2) in close connection with this their relations to the dairy; (3) nutrition, circulation of the blood, respiration. II. Physics. — (1) Levers, inclined plane, pulleys, specific weight, atmospheric pressure, barometer, pumps, syringe, fire engine, siphon. In close connection with the foregoing, (2) all the tools and machines used on a small farm. A little of their development and improvement. III. Zoology and cattle raising. — (1) Useful and injurious animals, birds, and insects. Skeletons and other anatomical details. (2) Most important breeds of domestic ani¬ mals; their teeth. (3) Cattle raising. How to keep and nurse them. (4) Feeding domestic animals, especially the young. IV. Economy. — How soil, capital, and labor work together. Relation of grain and fodder raising. Proper rotation of crops. Cooperative and insurance associations. The work outlined in this sketch is done either by traveling teachers engaged for the purpose or by the local teachers who have received the proper training in the normal schools. ELEMENTARY INSTRUCTION IN AGRICULTURE IN RURAL SCHOOLS IN FRANCE. Contents. — Plan of study; Pedagogical directions; Distribution of time; Comment on the official programme; Elementary course; Intermediate course; First year of the interme¬ diate course; First ideas of agriculture; Second year of the intermediate course; Ideas of agriculture; Advanced course; First semester, agriculture and horticulture; Sec¬ ond semester, growth, observations, fertilizing power of liquid or gaseous products; Power of absorption; Field of demonstration; Out-of-door lessons in agriculture; Plowing, harrowing, and rolling; Distribution of crops and other minutice. The French minister of public instruction and fine arts published in the Bulletin Administratif, January 2, 1897, the following guide for the instruction in agricul¬ ture in rural schools. It is very desirable to know just what is taught in such schools, hence a careful translation and a reproduction of the illustrations are here offered, as evidences of the consistent efforts of the European Governments in behalf of young people to furnish not only a general education, but also a preparation for practical pursuits. PLAN OF STUDY. The official circulars of October 24 and November 30, 1895, briefly outline a plan of study in the form of a practical guide, designed for the help of teachers in the ele¬ mentary instruction of agriculture, which subject is now compulsory (by the laws of June 16, 1879, article 10, and March 28, 1882, article 1). This plan, explained further on, is no more than a general sketch; nevertheless, teachers will find in it important directions, which should be followed by adapting the suggestions to their pupils and applying them to the loeal conditions of the district in which their school is situated. INSTRUCTION IN AGRICULTURE IN FRANCE. 1201 PEDAGOGICAL DIRECTIONS. Elementary instruction in agriculture should be addressed less to the memory than to the intelligence of the children; it should be based on the observation of daily facts in country life and on simple experiments, applying material resources at hand, and designed to prove the scientific fundamental ideas of the most impor¬ tant agricultural operations. Children in rural schools should learn, above all things else, the reason of these operations, with an explanation of the accompanying phenomena, and not the details of the method of effects; still less, a list of precepts, definitions, or agricultural recipes. The first things for every agriculturalist to learn, things that must be learned by the experimental method, are the conditions essential for the growth of garden vegetables, the reasons for habitual work in com¬ mon farming, and the rules of hygiene governing man and domestic animals. No matter how well arranged a manual may be, a teacher would pursue a wrong course in the instruction of agriculture if he were to require his pupils to study and recite from the text-book. It is positively necessary to instruct by simple experi¬ ments, and above all, by observation. It is only by placing phenomena directly before them for observation that children can be taught to observe and fix in their minds the fundamental ideas on which modern agricultural science rests ; children in the country are dependent upon schools for these ideas. It is useless to teach pupils what their fathers know better than the teacher and what they are sure to learn by their own practical experience. Schools should confine themselves to preparing children for an intelligent appren¬ ticeship in the calling that will yield them a livelihood and to cultivating in them a taste for their future profession. A teacher should never forget that the best way to make a workman love his work is to make him understand it. The end to be attained by elementary instruction in agriculture is to give the greatest number of children in rural districts the knowledge indispensable for reading a book on mod¬ ern agriculture, or attending an agricultural meeting with profit; to inspire them with the love of country life and the desire not to change it for the city or manufac¬ tories, and to inculcate the truth that the agricultural profession, the most inde¬ pendent of all, is more remunerative than many others for industrious, intelligent, and well-instructed followers. DISTRIBUTION OF TIME. The end defined would be with difficulty attained were only that time devoted to agriculture which is especially reserved for it by the rules; in other words, were other subjects not studied correlatively in preparing children for their future life. In the country especially, teachers should adapt general education to the daily needs of the local population, giving the reading matter, language, and arithmetic a touch of agricultural knowledge. Pastoral poetry, occupations of rural life, problems in the form of simple accounts and referring to the cost of commodities bought and sold in the neighborhood, and to the mixtures and proportions of food of cattle, etc., are often valuable aids in the lessons on agriculture, as is shown in the division of time per week. The organized official method 1 specifies general conditions for a division of exer¬ cises in elementary schools. According to the plan of study proposed, “ two to three hours a week at least must be devoted no the physical and natural sciences (with their applications), studied at first under the form of object lessons and continued in a regular methodic course later on.” The prescribed regulations do not distinguish between the sciences on the one hand and agriculture on the other; for instance, it is not necessary, during the whole year, to reserve one of the two hours for the sciences and the rest of the time for agriculture. The distribution of subjects on the dual programme published in 1 Enactment of J anuary 18, 1887, article 19. 1202 EDUCATION REPORT, 1895-96. connection with the official method should he arranged with respect to the facilities for demonstration offered by the seasons and the weather. All that relates to vege¬ table life and development (processes in the course of demonstration in garden and field, out-of-door lessons in agriculture) should be reserved for the spring and sum¬ mer; that is to say, should be included in the programme of study for the second semester; the rest belongs to the winter semester. The division of exercises referred to later on accords with this condition, at the same time preserving a logical and methodic connection. If the first ideas oT elemen¬ tary science are properly presented and can be depended upon as the foundation of agricultural and horticultural ideas and for the first principles of hygiene, the two or three hours allotted a week will suffice for the rational application of the pro¬ gramme under the condition of not advancing these ideas beyond the pupil’s com¬ prehension. COMMENT ON THE OFFICIAL PROGRAMME. In obedience to the law,1 most of the departmental councils have arranged special programmes of instruction in agriculture for the schools of the respective depart¬ ment (province). Exaggeration is a fault common to nearly all of them. We must not fail in a just appreciation of the character of elementary instruction ; strictly speaking, this can not be professional. All that can be required of teachers in rural schools is to cultivate the taste for agricultural matters in their pupils, and teach them to understand them as far as their age permits. The general programme in defining a coordinate branch of instruction (physics and agriculture) may, without crowding of subjects, include physical and natural sciences, agriculture, hygiene, and domestic economy for girls, studies that should correlate and mutually sup¬ plement one another. We shall examine the nature of the lessons defined in the official programme for each of the three courses and for every semester in rural schools. The whole forms a sketch of what the majority of pupils must know to be graduated. ELEMENTARY COURSE. (Children 7 to 9 years of age.) Object lessons in this course are a continuation of those set apart for infant classes and infant schools,2 but from an agricultural point of view; objects from the garden are simply ranked with class objects. INTERMEDIATE COURSE. (Children 9 to 11 years of age.) The length of the intermediate course is to be at least two years. In the first year, that is to say, at 9 years of age, a child can acquire only very rudimentary scientific knowlege and begin to apply it to affairs of agriculture. But in the sec¬ ond year of this course the first ideas of agriculture, properly speaking, can be obtained. According to the prescribed regulations, these ideas should be offered in connection with reading, object lessons, and excursions. This division into two years presents no difficulty for schools of several grades. In the country, where schools for the most part have but one teacher, lessons in science and agriculture are generally given to the whole school. These lessons neces¬ sarily embrace information adapted to each group of pupils and form a kind of con¬ centric instruction from which each pupil imbibes a part proportioned to the caliber and development of his mind. A teacher does his duty well if his pupils, according to the division to which they belong, acquire the knowledge defined for each course. 1 Law of July 1G, 1879, article 10. 2 Regulation of January 18, 1887. Special programme for infant schools. INSTRUCTION IN AGRICULTURE IN FRANCE. 1203 FIRST YEAR OF THE INTERMEDIATE COURSE. First semester. — It would be difficult to give an idea of the principal functions of life, to speak with effect, for instance, on respiration to children ignorant of the properties of air, doubting even its being a material thing. We should then begin with a preliminary examination of the three states of matter. The natural sciences 1. 2. Simple experiments with gases. 3. Collecting and measuring gas. 4. Steam acts as gas. 5. Preparation of oxygen. 6. Air contains about one- fifth oxygen. furnish subjects for parallel lessons mutually supplementary. In natural history we should begin with brute animals; the study of man should follow upon the empiric knowledge relative to air and combustion. 1. The three states of matter. — Several simple demonstrations are indispensable for observing and comparing these three states. The following experiments can be made without expense. Immerse a glass in water; also a funnel with the mouth at 1204 EDUCATION REPORT, 1895-96. tlie bottom. We either see or feel the air escape. Collect under water air forced from a bellows or exhalation from the lungs; decant and measure it approximately. Produce steam and condense it; in other words, distill water and observe the changes of state. Generate a little oxygen, produce combustion, maintain it by means of a draft, and observe the results. Prove atmospheric pressure and elasticity of air. The rest may follow later. We suggest the form of experiments easily made. 2. Animals. — The curiosity of children should be excited by conversations — familiar discussions on animals well known to them. Teachers should point out the most striking facts in their histories. The dog and the horse may be subjects of several illustrated lessons. The principal varieties of dogs may be compared and the points of resemblance treated between the horse and the ass, the cat and the tiger and the lion. The habits of domestic fowls; the swallows’ periodical travels and those of other migratory birds; the metamorphoses of the frog; those of the May bug and its ravages; the silkworm, bees, and their products, etc, are subjects full of interest for conversations. 3. Man. — The description of the human body should follow the lessons on animals; it might be begun before the close of the experi mental lessons j ust referred to, but only after the treatment of the functions of nutrition and respiration, to which a few re¬ marks on hygiene may be added, have been discussed. Second semester. — The season permits collecting the objects necessary for demonstrations ; either the teacher or the pupils should bring them to the class, or the lessons should be con¬ ducted near the objects them¬ selves. In the country no object lesson on plants or lesson in botany should be given without the objects being before the eyes of the pupils. 1. Plants. — Naturally, chil¬ dren’s attention should first of all be directed to the active phenomenon of germina¬ tion, easily produced and followed through its diverse phases, esi^ecially in the spring. A bean or a grain of wheat, an acorn or a horse-chestnut, planted in moss or damp soil may serve for the experiment. To make the experiment ordinarily adopted for growth in water the seed is attached to a floating cork. The development of the rootlets and their essential organs, the crown and root-hairs, is easily seen. Figure 7 shows how the experiment can be made, and the results obtained at about the end of a month. The stem and the flower, especially the latter, should likewise be studied from nature. A specimen of the subject chosen should be given to each pupil. Under the teachers’ direction the parts of the flower — calix, corolla, stamens, and pistil (see fig. 8) — should be separated by means of a knife or a long pin. A few examples well chosen will suffice to give an idea of the character of several families particularly interesting because of their good or bad qualities (useful or noxious plants). 2. First ideas of agriculture. — With children under ten years of age these ideas, to be profitable, must be restricted ; they are merely initiatory in preparing a child for observation and familiarizing it with the technical terms employed in the more systematical lessons of the following years. Germination of a dicotyl (radish) and of a monocotyl (oats) ; roots with crown and hairs which absorb the water. INSTRUCTION IN AGRICULTURE IN FRANCE. 1205 SECOND YEAR OF THE INTERMEDIATE COURSE. The plan to he followed is essentially the same as in the first year. The urogram is completed as follows : 1. Ideas of science. — The study of combustion should extend to that of carbonic acid gas, which should be proved to exist in calcareous rocks. Some lime and a few 8. Arrangement of the pupil’s work. A good way to make these lessons profitable is to arrange and paste the different parts of the flower analyzed on a piece of paper, explaining the natural forms hy means of a diagram. The foregoing illustration is an exact reproduction of a page in the copy hook of a child eleven years old. drops of a mineral acid suffice for the following experiments or demonstrations. Convert the lime into quick-lime (the stove in the class-room will furnish sufficient heat for all the pupils to convince themselves) ; demonstrate the loss of weight by comparison with another piece of limestone similar to the first; observe the action of water on quicklime and properties of slack-lime, and whiting-size and lime 9. Preparation of carbonic acid gas. 10. Composition of arable soil. Separation of the parts. water; produce carbonic acid gas (see fig. 9), and let the pupil reconstruct the lime¬ stone in theory and practice. The mechanical separation of vegetable earth (A) into clay (B) on the one hand and silex and limestone (C) on the other is a matter of little difficulty. A little hydrochloric acid will dissolve the carbonate of lime; the silex (D) can then be 1206 EDUCATION REPORT, 1895-96. separated; tlic carbonate of lime (E) can finally be regenerated by means of a solu¬ tion of carbonate of soda. This experiment is easily explained and requires little care to bo conveniently carried out. It is advisable to preserve the results and note them down on a card, as shown in fig. 10. 2. Ideas of agriculture. — Examination of the principal kinds of soil, especially during walks. Children should be taught to observe that plants, like animals, require nourishment. For this purpose a few growing plants in pots or garden plots are needed. The following experiment is the first in order. Sow some seeds of rap¬ idly growing plants — early beans, for instance. (Fig. 11.) In the pot to the left exhausted soil without manure is used. In the pot to the right good soil, wdth a sufficient quantity- of manure added, is used. The necessity of manure will be thus demonstrated. The knowledge of its composition follows later on. The first ideas of common agricultural implements and labor are best gained during walks. They are developed in the more systematic lessons referred to in the programme of the advanced course. 11. Experimental groivth in sterile and infertile soil. Strictly speaking, the advanced course is rarely organized in rural schools. Ordi¬ narily, the oldest or more advanced pupils form what may bo called a higher division of the intermediate course. However the case may be, the rule to be observed is as follows : Children of 12 or 13 years of age should receive more advanced instruction in agri¬ culture than that which is indicated in the programme of the intermediate course. For the largest pupils the teacher should add to what has preceded all that he can add of the following programme, the application of which wTill present no serious difficulty, provided ideas of fundamental science have been established by means of simple experiments in the class room and in observation of nature. ADVANCED COURSE. (Children 11 to 13 years of age.) The ideas from physical and natural science presented in this course are, first, an extension of those of the intermediate course. The extension bears essentially on facts of hygiene as applied to man and domestic animals, on ideas of vegetable physiology, and on some elements of organic chemistry. The subjects of lessons are defined for each semester, the natural and physical sciences being confined to the winter and taught in parallel lessons so as to correlate. First semester. — (1) Animals. — The distinguishing traits of classification should be defined by means of examples taken as far as possible from among native animals, INSTRUCTION IN AGRICULTURE IN FRANCE. 1207 either useful or destructive, according to preference. Domestic animals naturally rank first. The facts upon which rules of hygiene and the feeding of cattle are based should he considered above all other things. A study of the principal organs may be facilitated by the direct observation of a dead animal. Some teachers know how to prepare the digestive apparatus of smaller animals, and even skeletons, by means of which the school museum is enriched. Their example deserves commendation. (2.) Man.—' The ideas of anatomy should be primarily directed toward convincing children of the necessity of the roles of hygiene. They bear essentially on diges¬ tion, circulation, respiration, and the relation of the senses to the nervous system. Exaggeration should be avoided. All recipes, more or less empiric, are not to be confounded with hygiene, still less with medicine, and should be omitted. (3) Fhysics. — The experiments necessary are simple and cheap. This part of the programme should, be developed, j>articular]y in cities and industrial centers. In the country demonstrations may bo confined to proving the principal effects of heat, light, electricity, and gravitation. In this case it is of importance to excite the children’s curiosity and to select examples from among phenomena easily reproduced Somo ideas of meteorology are necessary. Children should become familiar, not with the construction of the barometer and thermometer, but with the indications furnished by these instruments and the man¬ ner of noting them; they should even be taught to read the meteorological bulletins. (4) Chemistry. — There are numerous experi¬ ments easily carried out with very limited material. Figure 12 represents the best and most easily mounted of all minor apparatuses, with which any elementary school may be fur¬ nished. It can be made anywhere, and suffices to extract, for instance, alcohol from a fer¬ mented drink and ammonia from mineral fertilizers and even liquid manure. From among practical experiments those should be chosen which refer directly to agri¬ culture; substances which serve as nourish¬ ment to plants are the most important. Potash should be extracted from wood ashes; a calcined bone should be converted into soluble phosphate by bringing it into contact 'with diluted hydrochloric acid, and reconverted into insoluble phosphate by neutralizing the acid used by a base, or simply by means of carbonate of soda. With the aid of limestone, ammonia should be detected in the salts of which it is a constituent and which arc used as fertilizers. Pupils should learn to distinguish among the principal commercial fertilizers, nitrates of ammoniac and potassic salts, hypophosphates of scorite, etc. It is important that the precise meaning of each scientific term, current in the language of agriculture to-day, be understood by pupils about to leave rural schools. The knowledge of the principal fertilizers will be greatly facilitated by the use made of them during the summer semester in experiments of demonstrative growth. (5) Minerals. — Facts relative to soil, rocks, and earths, should be taught partly in object lessons with the aid of objects from the school museum, and in connection with experiments in chemistry, partly and principally during outdoor lessons in agriculture. (6) Agriculture and horticulture. — Lessons in these branches should begin before spring. They should bear on all interesting subjects, especially local crops. As far as possible, a lesson should refer to things seen or objects already examined by the pupils. Teachers should begin with subjects touched upon in the intermediate 1208 EDUCATION REPORT, 1895-96. course that have already been explained in connection with reading matter and dur¬ ing walks. During the whole summer season, lessons should he in close connection with practi¬ cal exercises, excursions into the neighborhood, etc. The subject of each lesson on agriculture and horticulture should be that of the last or that of the next walk, or that of a practical exercise assigned for the same period. Second semester. — (1) Demonstrative growth. — The experi¬ ments should be prepared and conducted in a manner to prove the following fundamental maxims : (а) Air should be allowed to easily penetrate into the soil, as roots can not dispense with oxygen ; they breathe like leaves. They should find appropriate nourishment — that is to say, fertilizers should be mixed with earth so as to enter into all parts of the soil in which roots develop. (б) In all arable land four substances — azote, phosphoric acid, potash, and lime — suffice for the complete nourish¬ ment and perfect development of vegetable life. (c) No other elements need enter into the composition of arable ground, even though those mentioned be supplied in mineral form ; in the latter case, the physical properties of the soil may be modified to a disadvantage. Organic mat¬ ter, far from being ineffective, keeps the earth in a state favorable to aeration and to the development of roots; it, furthermore, acts efficaciously on the nutritive substances contained in the soil, so that dung is the first fertilizer recommended for earth in the best condition to furnish the four elements in appropriate proportion; appropriate chemical fertilizers are afterwards added. (d) A fertilizer is good for soil, if it supplies what is wanting for the maintenance of vegetable life. The composition of a good fertilizer depends, not only upon the kind of culture for which it is intended, but also upon the nature of the ground. It is impossible to prepare a fertilizer appropriate to all soils, for even one single kind of plant. Formulas, or recipes, termed infallible and generally appli¬ cable, deserve no more confidence than quack remedies alleged to cure all diseases. (e) To obtain remunerative harvests, the soil, after having been fertilized, must contain the four nutritive substances m proportion depend¬ ent upon the kind of plant cultivated. The modern farmer must know that excess of one of the four elements is always useless and expen¬ sive; moreover, that it can be detrimental if there be an insufficiency of any one of the three others. In other terms, the excess of an element is just as detrimental as its insufficiency, the development of plants being in proportion to the element of which they find least in the soil. The first experiments of demonstrative growth, very elementary, but fundamental, should be made in pots, or, better, in boxes with She children’s aid. The above illustrations, reproduced from photographs taken from nature, show the simplest arrangements successfully carried out in numerous schools. The experiment represented by figure 13 proves that the four substances dissolved in the water of the bottle suffice to bring the plant to maturity. If no air is allowed 14. Effect produced by the absence or insufficiency of an element. The two pots were filled with sterile or exhausted earth mixed with hypopiios- phate of lime and chloride of potassium. After the plant appeared (oats), nitrate of soda was added to one of the pots. The other pot contained only a very small proportion of azote, the original quantity in the earth employed. 13. Demonstrative growth in water. The solution . contains the four elements furnished by soluble compounds, such as nitrate of potassium and hypophosphate of lime. INSTRUCTION IN AGRICULTURE IN FRANCE. 1209 to penetrate into the water of the flask, the oxygen indispensable for the roots will he wanting and the plant will perish. Figure 14 shows one of the simplest means of proving that if one of the nutritive elements he found only in very small quantity (all arable land, even the poorest, always contains a little of each of the four elements) vegetation suffers noticeably. The experiment represented by figure 15 is the starting point of the field of demon¬ stration. More complicated than the preceding, it may also he made in pots or in boxes, or better still in a garden plat, if the soil be of good physical quality but greatly impoverished of nutritive elements. It is very important in point of view of the demonstration of the fundamental truths referred to above. It shows the After germination. After partial development. At maturity. 15. Demonstrative growth in sterile or exhausted soil. immense differences in the harvests from the same field in case the fertilizer responds, or not, to the composition of the soil or the wants of the plant. It does not permit an estimate of the production, for it is a qualitative, not a quantitative experiment, but it suffices to show in a striking manner that the excess of an element is just as detrimental as its insufficiency. Observations.— Precautions to be observed in growing plants in pots : Pots used for demonstrative growth are and should be made of porous claj j consequently there is rapid evaporation, necessitating frequent watering. Placing the pots in suffi¬ ciently deep saucers or troughs, into which water is poured, provides sufficient moisture for several days, even during warm and dry periods. 1210 EDUCATION REPORT, 1895-96. Holes large enougli to contain tlie pots may also ho dug in the garden. One should avoid overheating, likely to tako place in the neighborhood of a wall in consequence of radiation, and which rapidly withers the plants used in the experiment. To avoid superficial hardness of the earth caused by repeated watering, the pots may bo covered with a light bed of moss, thin straw, or sawdust; coarse sand or gravel will do, too. No. 1 is the “ evidence ” without fertilizer. No. 2 received a fertilizer formed of 2 grams of nitrate of sodium a, 3 grams of hypopliospliate of lime 5, and 1 gram of chloride of potassium c to 1 kilogram of soil. No. 3 received a and c; No. 4, 5 and c; No. 5, a and 6. No. 3 gave more straw and less grain than the “evidence” No. 1; hence the fertilizer was detrimental. It was useless in No. 4. The foregoing experiments, prepared in such a way that they can be brought into the class room during lessons, should be repeated in a garden plot in connection with experiments in kitchen gardening. Arrangements must be made for those important experiments that supply in a certain measure the place of fields of demonstration where these can not be made. For instance, transplant cabbage or lettuce plants in three adjoining furrows. The first furrow should receive no fertilizer ; the second, on the contrary, should be liberally provided with a fertilizer equally qualified for the soil and for the plant; the third should receive either a ferti¬ lizer deficient in one of the elements, or plain manure. Figure 16 represents the results obtained from an experi¬ ment of this kind. The weights of heads vary according to the furrow in which they were grown. Two other important elementary ex¬ periments that can be made in pots or boxes deserve very especial mention. The first (fig. 17) proves that the liquid and gaseous products escaping from manure have great fertilizing proper¬ ties; the second (fig. 18) demonstrates the absorbing properties of land or soil. Three flowerpots filled with ordinary earth nearly sterile and so wn with grass or a cereal suffice for each of the ex¬ periments. One of the three pots (C) serves as “ evidence” find receives only plain water; the second (B) receives liquid manure ; the third may receive only the grass liberated from manure and liquid manure (see figure 17) by fermentation, or it may receive liquid manure first and then be abundantly watered. Watering does not lessen its fertility (figure 18). The value of fertilizing matter lost annually in France exceeds 500,000,000 francs (5 francs to the dollar). A great service would be rendered to agriculturists by persuad¬ ing them that the first practical progress, without increase of funds, consists in dimin¬ ishing this enormous loss. The preceding experiments prove this evident loss. If they are concluded with precise indications, appositely given, of poor or rich manure, the chances are that the lesson will bear fruit. Teachers can do a great deal, by means of a few lessons in school, toward clearing the streets of our villages of the streams of liquid manure that infect the atmosphere, defile the waters of springs and wells instead of fertilizing fields in the country where the laborer, negligent in collecting it, complains of the insufficiency of his crops. The experiments j ust referred to are the necessary foundation of all instruction in agriculture; they ought to be carried out in all rural schools at least once every two years, so that all children over 11 years of age may have had the benefit of following them. These experiments, or others similar to them, require little care, and cost C 16. Action o f different fertilizers. Transplant cabbage plants in three furrows — A in manure, B in manure enriched with mineral ferti¬ lizers, C without fertilizers. The figure represents a plant from each one of the furrows. INSTRUCTION IN AGRICULTURE IN FRANCE. 1211 almost nothing; they form a natural and necessary introduction to those following in the field of demonstration. (2) Field of demonstration. — Experiments can not he too prudently organized. Their chief end is to teach agriculturists what to do with given soils, to obtain more remu¬ nerative production than that which results under ordinary circumstances. It must not he forgotten, that the same formulas do not apply to all cases. The fertilizer best adapted for the plant to he cultivated is that which contains what is wanting in the soil for its nourishment. Grass is sown in three pots. Pot A has received liquid manure ; B received the gas liberated from the fermented manure in the bottle ; C has received nothing. Air is renewed in the bottle by forcing it in at S, either by means of a bellows attached to a rubber tube or otherwise. A knowledge of the soil, consequently, is necessary in order to determine what fertilizing elements should he used in conducting the experiments. Teachers do well in following tho advice of specialists or well-instructed practical farmers. Too much fertilizing should he avoided under all circumstances; common local custom should he the basis of comparison. The simplest field demonstrations should always accord with tho three following divisions (figure 19) : 18. Power of absorption in arable land. The earth in boxes numbered 1 and 2 has imbibed liquid manure. Box 1 was afterwards abund¬ antly watered by rain. Number 3 received no nourishment; it was used as “evidence.” I. Evidence (without fertilizer). II. Manure alone in the proportion in common local use (from 10 to 30 tons to the hectare, about 2 acres). III. The same quantity of manure, and in addition complementary fertilizers pro¬ portioned according to the nature of the soil and that of the plants to he cultivated. 1212 EDUCATION REPORT, 1895-96. Under the head of supplementary lessons, and in different divisions, the nature of the fertilizer in the third division might he varied by leaving out one or more of the constituent elements. In the field of demonstration the teacher acts as a collabo¬ rator of the work of the official professor of agriculture. However, in his efforts to raise the best kinds of vegetables and fruits the most conclusive experiments are made in his own garden. This one particular point should receive special mention; the culture of fruit and garden vegetables offers useful work in his own sphere, besides being a source of personal profit. The participation of pupils in the preceding work should depend upon their age, manual skill, and knowledge of the sciences. It is difficult to lay down any fixed rule in this respect. In some instances the majority of pupils may take part as mere lookers on in the cutting and grafting of fruit trees. In others, the older pupils may themselves manipulate the pruning knife, and even acquire the dexterity necessary for obtaining a diploma of grafter. Sometimes all take a hand in watering and weeding, etc., a garden plot devoted to experiments. All that is required is reason¬ able practice, and that manual labor and intellectual work be combined. (3) Out-of-door lessons in agriculture, or agricultural excursions. — They serve as a preparation for, and a complement to, the lessons given in the class room on minerals, 19. Field of demonstration soivn in wheat. The complementary fertilizer added in No. 3 was determined by the professor of agriculture after he had obtained a knowledge of the soil. rocks, principal kinds of native soil, insects, useful or noxious plants, the essential operations of growth, the manipulation of agricultural implements, the spreading of fertilizers, the sowing of seed, the gathering of crops, etc. The application of scientific knowledge derived or to be derived in the regular lessons is what is to be gained from the observation and occasional examination of agricultural operations. It is not enough, for instance, to show how earth is mel¬ lowed by plowing ; it should be clearly explained how breaking up the soil facilitates the development of roots, brings them into contact with the fertilizers, insures to" them by consequent aeration the necessary amount of oxygen for their respiration, etc. Most of the other agricultural operations should be explained in the same way. Attention is called to the principal subjects of study, to the nature of the observa¬ tions to be made in walks, and to the practical exercises for the intermediate and advanced courses, as follows : Plowing. — Arrangement of the different parts of the plow; how the cutter and plowshare break up the earth which is turned back or over by the mold board, thus causing a furrow; distance from the edge of the cutter to that of the plowshare according to the tenacity of the soil. How the soil is mellowed; its aeration; its INSTRUCTION IN AGRICULTURE IN FRANCE. 1213 mixture with fertilizers; the utilization of the moisture in the subsoil. How the depth of the plow is regulated. Date and frequency of plowing according to season; plowing in fallow land and worked land. Harrowing and rolling. — Arrangement of the teeth of the harrow ; effects produced by them; superficial leveling and pulverization; consequences of sudden rain, according to whether the earth may be argillaceous or siliceous; if hardening is pro¬ duced it impedes aeration. Action of the harrow on seed beds, on dog grass, and other weeds. Breaking of clods by the roller; leveling to facilitate later mowing; add¬ ing new earth to the winter cereals that have been lifted up by frosts. Date of harrowing aud rolling. Use of fertilizers. — Treatment and spreading of manure. Divers fertilizers. Use before and after plowing. Fertilizers used broadcast on cultivated ground, prairies, meadows; effects of manure in hotbeds. Sowing of seeds. — Conditions necessary for germination ; influence of the depth of the seed bed. The date of sowing. Quantity of seed ; quality to be selected. Cutting and grafting of fruit trees , shrubs, and vines. — In the vineyards ravaged by the phylloxera the grafting of grape vines receives special attention. Particular hinds of soils. — Dressing the earth, developing adventitious roots; sec¬ ond tilling; weeding and other destruction of weeds; aeration of superficial roots; danger of too deep a dressing for certain plants, vines, etc. Distribution and rotation of crops. — Succession of plants with long or deep roots to those with superficial or short roots ; nitrates again found in the subsoil. Fresh fertilizers. Fallow ground. Crops. — Principal operations; treatment in barns, preservation; estimates of the crops of a country. Manipulations of implements, such as rakes worked with horsepower, mowers, reap¬ ers, sowers, thrashers, sorters, chaff and straw cutting machines, etc., are interesting subjects for explanation, given either by the teacher or the practical agriculturist employed. To sum up all in a few words, explanations of agricultural operations in fields or vineyards, in barns or cellars, in stables or poultry yards should be based upon observation; they should aid lessons in the schoolroom and form the substance of written reviews. Notes of appropriate reading matter are to be compared with actual observations. Pupils leaving the elementary school necessarily have only rudimentary ideas of the science of agriculture, even though their attendance has been normal and regular; but if the study has been made attractive and interesting, they will continue it even under disadvantages. The introduction in popular libraries of well-chosen books on agriculture and special publications on local crops constitutes one of the means for this end, but it is inadequate. The adult must not only preserve, but perfect and enlarge the knowl¬ edge gained in boyhood. When there are no long interruptions facility and skill will come with age. The zeal of teachers who open classes for their former pupils during the long winter evenings can not be too much encouraged, and should be sup¬ ported. Familiar discourses, popular lectures, well-selected practical exercises, con¬ ferences for experiments and projects, held from time to time, arouse intellectual effort in young men very profitable to the progress of the country. As’with all other instruction, so with that in agriculture, the work of schools remains very imperfect if it be not continued. It will have no practical result if the interest in it is not kept up and the study continued. ' . CHAPTER XXV. INDUSTRIAL EDUCATION IN GERMANY, AUSTRIA, AND SWITZERLAND. Contents. — Industrial education in Germany; Continuation or supplementary schools in Berlin; Practical training of apprentices in German- speaking countries. INDUSTRIAL EDUCATION IN GERMANY. When, in 1806, Napoleon defeated the army of Prussia, the Prussian Govern¬ ment, prompted by Queen Louise, resolved to regain its power and influence by quickening the intelligence of the people and awakening political consciousness and patriotic feeling by means of renewed efforts in systematic public education. The result -was magical, and the effect is visible to-day in the record of achieve¬ ments, beginning with the battle on the Katzbach and ending at Waterloo, and latterly at Sedan. Field Marshal Moltke justly said, “ The schoolmaster has won our battles.” When, in 1876, at the World’s Fair in Philadelphia, Germany found herself beaten by other nations in the field of art and industry, the courageous German commissioner, Professor Reuleaux, cabled to Prince Bismarck: “Our goods are cheap, but wretched.” This determined the governments of the twenty-six German states to try the Prussian manner of regaining lost ground by means of education of the people. The means of this were available owing to the enormous war indemnity paid by France. The result of this educational campaign in less than twenty years far surpassed the most extravagant expectations. The World’s Fair in Chicago proved conclusively that Germany occupies a place in the front rank of industrial nations, and such books as “Made in Germany” show that that country is successfully competing with France and England in the world's markets. A few striking facts gleaned from the statistics in “Made in Germany” may prove the rapid growth of Germany’s commerce. The intervals of time stated are not always the same in the following table: Exports of German merchandise. Exported to— Year. Value in million marks. Year. Value in million marks. Japan . . . 1884 1869 1884 1884 1891 1880 1 175 16 6£ 1 gi. 1894 1895 1894 1893 1895 1894 2 61 288^ 631 18 ¥ United States _ _ _ _ South America . . . . Australia.. . South African Republic . . Egypt . . . . . . 1215 1216 EDUCATION REPORT, 1895-96. German exports of special items. Exported to — Articles. Year. Value. Year. Value. England _ ............ _ Cotton goods _ 1891 1884 1884 1890 1885 1884 1884 $1,000,000 18,750,000 26,000,000 667,000 6,250,000 a 9, 411 a 1,609 1894 1895 1894 1895 1895 1894 1894 $2,250,000 25,500,000 45,000,000 1,333,000 48,000,000 a 102, 334 a 100, 188 United States _ Paper Various countries. . . Toys. . Do . . . . Glass . . .. Do . Leather gloves.... . India _ _ _ Iron . Do . Steel . a Hundred weight. * Increase in German ocean shipping. The steam tonnage of the German merchant marine has increased as follows: Year. Tons, Year. Tons. 1870 . 982,355 1,181,525 1,443,413 1893 . 1,522,058 1,666,646 1880 . . . . 1894 . 1890 . The effective tonnage (including sailing vessels) amounted to 4,214,385 tons in 1893 and 4,573,526 tons in 1894. This shows an increase of 8 to 9 per cent, while the increase of English tonnage during the same year was 3£ per cent. Says Mr. S. N. D. North, the secretary of the National Association of Wool Man¬ ufacturers, in an article in the Forum: “The record of German progress is most significant. Applying the test usually applied, we find that German commerce has increased from $180,000,000 in 1850 to $815,000,000 in 1889, the percentage of increase being 350 as compared with 150 per cent of increase in British commerce. Admitting that these percentages are not a fair test, it must nevertheless be agreed that German progress has been much the faster of the two, and very much faster when we consider the relative disadvantages under which Germany started in the race. In twenty years Germany had doubled her exports and lifted herself to a point of vantage equal to that at which England started in 1846. In twenty years more she has attained an industrial development on a par with that of England in practically every line of manufacturing, in many lines surpassing it. German ambition sets no limit on the progress of the future, for it looks upon the develop¬ ment of the half century as, merely preliminary and preparatory.” These facts are indications of the enormous industrial activity going on in Ger¬ many, an activity which has been developed chiefly since the Franco- German war. At first the various governments of Germany proceeded by setting afoot a num¬ ber of inquiries into the causes of the evident inferiority, and found (1) that the requisite technical knowledge was wanting among the laborers, a knowledge which could be acquired only in suitable schools; (2) that every industry, if suc¬ cessful in the world’s markets, relies upon the technical knowledge and ability accumulated in a community by years of skilled labor, not to say transmitted from father to son; hence that special excellence in any branch of industry is a result of both technical schooling and acquired skill. Instances are the cutlery industry at Solingen, the silk industry at Crefeld, the toy industry in Thuringia and Saxony, and the furniture industry at Berlin. The commissioners, examining into the causes of the German industrial deca¬ dence, agreed that the excellent results of the French textile industries and the great value of the product of French art industry were owing not only to great innate talents of French laborers, but also to their thorough and very appropriate schooling in designing and manual labor. This special education “for the pur- INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1217 pose ” has been going on in France from the time of Colbert, the minister of finance during the reign of Louis XIY. Indisputable evidences of this were fur¬ nished by the various world’s expositions, which opened the eyes of intelligent Germans to the inadequacy of the institutions for industrial education prior to 1876. It may be said that German industry thereupon took an upward start most gratifying in its results, since it was consistently planned and aided by the estab¬ lishment of a large number of institutions for technical and industrial pursuits. These institutions are of a threefold kind: (1) elementary industrial schools, which prepare the broad mass of laboring people; (2) secondary industrial schools, which prepare the foremen and designers, and (3) higher institutions, like poly- technical and art schools, which prepare engineers and industrial leaders. Of course there were already in existence some schools of each kind previous to 1876; but the State governments now began to foster industrial education by subsidizing schools established for that purpose. The communities usually furnished build¬ ings and adequate equipment, and paid for light and fuel, and the State would then defray a large part, and in many cases all, of the expenses needed for salaries of teachers. It was deemed unwise to introduce purely technical (industrial or agricultural) work into the common school, but efforts were made to draw into the sphere of influence of a systematic industrial training boys and girls who had passed through the common school; hence, all schools for special training admit only students over 14 years of age. An imperial law (that is, a law which is effective in all the 26 States of the Empire) prohibits the employment of children under 16 years in factories and workshops; hence arose the establishment of numerous “continua¬ tion or supplementary schools,” designed to prevent the results of elementary school education from being lost, and to add industrial features which would be serviceable to the students in the choice of occupations or professions. These elementary schools are mostly evening or secular Sunday schools; in some instances they have developed into day schools. Many of these special schools, being situated in rural communities, are agricultural schools. Many communities have found it to be to their interest to make attendance at these schools compul¬ sory for boys and girls between the ages of 14 and 16, and certain States make this possible by law. Thus the German child of the humbler strata of society is pre¬ vented from forgetting his early education before he takes up his life’s work, and is systematically trained to work in directions that will lead to his ultimate self- support. In order not to injure the system by uniformity, the State leaves it to the com¬ munity to determine what industrial features shall be taught, being fully aware of the fact that each industrial center has local needs not duplicated by any other. For the same reason this system of industrial schools is not under the jurisdiction of the minister of public education, but under that of the minister of commerce and industry. The agricultural supplementary schools are under the control of the minister of agriculture. This may in some instances lead to duplication of efforts, but the economic administration of the States in the German Empire pre¬ vents confusion in this direction by giving the supervision of such schools into the hands of master workmen of acknowledged skill, unblemished character, and local prominence. This much is submitted concerning the elementary part of the Ger¬ man industrial system of education. The State authorities were not satisfied with providing for elementary work; they also encouraged the communities to establish secondary industrial schools, chiefly “schools of design,” in which drawing and mathematics claim three- fifths of the time devoted to study. These “ Gewerbe-schulen, ” all of which are day and evening schools, are found only in large industrial centers of the Empire. They have exerted an influence upon the laboring community far ED 96 - 39 1218 EDUCATION REPORT, 1895-96. beyond, anything expected of them. Each of these schools has a preparatory department with a one j^ear’s course. In this department the student is brought face to face with an almost bewildering variety of designs and occupations, at any or ail of which he may try his hand. Soon he finds his favorite occupation, if he has not previously developed a special liking. Towrard the end of the year he has, in most cases, a decided leaning in one direction, and the professors foster it by giving the pupil work to do that will help him on in his chosen specialty. One feature in the study of drawing is that there is no copying done; most of the work is from solids. Copies are sometimes placed before the pupils, but they are to be reproduced on a larger or a smaller scale. These schools rarely have wTork- shops, but most of the students, being apprentices or journeymen laborers in fac¬ tories or "workshops, can make models at home or in the shop after designs made in school; and master workmen encourage this model making in their shops, for in most cases the results of new ideas and inventions benefit the place where they are made. Side by side with these schools of design there are actual trade schools,” also of a secondary character. These are not, like the “ Gewerbe-schulen,” schools of industrial art — that is, nurseries of invention and design — but are intended to directly aid the trades by shortening the period of apprenticeship and developing skill in manual labor. Naturally the mental wTork of these schools consists in mathematics, drawing, and commercial science, besides giving the various bear¬ ings of each trade taught. These advanced trade schools are found in industrial centers only. While higher agricultural, forestry, and mining schools are taken care of exclusively by the State, the trade schools are established by the commu¬ nities and generously subsidized by the State. All the schools mentioned — (a) elementary industrial and agricultural schools (so-called supplementary schools), (5) schools of design for the industrial arts, and (c) purely trade schools — are specially designed to aid the community in which and by which they are established. The State, as such, does not establish them. They form no uniform system; no two of them have the same course of study, nor is the course of study of any of these schools intended to remain unchanged. It is changed as often as necessity and the demands of the locality require. Another feature of this movement for industrial supremacy is this: When skilled labor had been multiplied and the German nation began to be successful in industries in which formerly other nations had a monopoly, it was found nec¬ essary to find markets in foreign countries for goods which could not be consumed by the home market. Germany entered the lists in competing for the world’s markets. The commercial leaders of the Empire, especially the great mercantile houses in Bremen, Hamburg, Lubeck, Frankfort, Munich, Cologne, Breslau, Leip- sic, and Stettin, had foreseen the necessity of a trained army of commercial agents well versed in languages. Hence, simultaneous with the expansion of industrial education, a large number of commercial schools were opened which trained their students in languages, bookkeeping, and commercial science. Most of these schools have a study in their curriculum called “ Waarenkunde ” (knowledge of merchandise) , wdiich term means more than it conveys. It includes a study of modes and ways of shipping and transporting according to the wishes and needs of the customers. One instance may illustrate this: Flour is imported into Central America from Germany, instead of from the United States, simply because the shrewd German merchants adapt their mode of packing to the fact that the mode of transport in Central America is the mule’s back; hence they send flour in narrow sacks several feet long, which can be slung over the mule’s back. In other countries the millers still persist in packing flour in barrels or short sacks, both of which are inconvenient to transport in hilly Central America. These commercial schools of Germany train clerks for correspondence in almost INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1219 any living language, and since Germany entered (in 1872) the list of nations which adopted the metric system, the weights and measures cause no difficulty in filling orders from abroad. England and the United States still adhere to their arbitrary measures, and hence the difficulty of rearranging the orders sent to English and American merchants expressed in terms of the metric system. There are commercial schools of three kinds in Germany, Austria, and Switzer¬ land — (a) elementary, (5) secondary, and (c) higher. The elementary are found in connection with so-called “ continuation schools ” in cities; they are evening and secular Sunday schools. The secondary are mostly day schools, and the higher institutions, of which there are only a few in Vienna, Leipsic, Berlin, Munich, Hamburg, Stuttgart, Frankfort, Zurich, Geneva, and Berne, are of world-wide repute and train commercial leaders. Germany alone had 247 secondary com¬ mercial schools in 1895, but less than 30 in 1871. Commercial schools in Germany have come into existence through the initiative of boards of trade in commercial centers, and were at first private schools. The communal government in many cases made them city schools, and the state gov¬ ernment granted them subsidies, as it did industrial and agricultural schools. They have no uniform course of study, nor do they form a system of schools under professional supervision. In this respect the governments follow the policy adopted with regard to industrial and agricultural schools. The German states are primarily concerned about schools that give elementary education; next, each state establishes and maintains secondary schools that lead up to the university; and, lastly, it provides for higher education in universities and polytechnica. These state institutions all aim at general culture, and form the state school system. Technical, trade, industrial, commercial, and agricul¬ tural schools of lower and advanced grade are special schools which are independ¬ ent of uniform regulations. Their establishment is left to the initiative of private citizens or the communities. When they show that they meet the local needs of the community and are likely to indirectly benefit the state, the latter is petitioned for a subsidy, which is rarely denied. This is the reason why we find a silk- weaving school in Crefeld and one in Saxony, and a braiders’ school in Berlin, where much cane furniture is manufactured. In general, the foregoing statements hold good for Austria proper, and for Switzerland; both countries follow the policy adopted by the various German states. The 20 so-called small German states (Kleinstaaten) have a population of 5,761,- 087, and they maintained 2,437 special schools (industrial, commercial, and agri¬ cultural) in 1896. This does not include any of the six larger German states, Prussia, Bavaria, Saxony, Wurtemberg, Baden, and Alsace-Lorraine, with a popu¬ lation of 46,485,502. Minute statistics concerning the special schools in these six states are not available at this writing. The 2,437 special schools (in states whose area and population taken together are like those of the State of Ohio) are classified as follows: Elementary supplementary schools, attended by boys over 14 years of age__ 2, 047 Industrial or trade schools, attended mostly by apprentices _ 218 Industrial secondary schools and schools of design _ _ _ 54 Commercial schools _ _ 47 Agricultural schools _ _ 34 Schools for female occupations (12 of these schools are of a secondary char¬ acter) - 37 1220 EDUCATION REPORT, 1895-96. The following table shows what the city of Berlin alone pays for its industrial schools, exclusive of State aid: Schools in 1895. Number of teach¬ ers. Number of stu¬ dents. Expend¬ itures. First City Trade School . . . 65 3,193 $33,557 Second City Trade School . . . . . . . 31 908 14,343 City Builders’ School . 34 381 31,395 City Weavers’ School . . . 30 363 13,006 Central Industrial Hall . 53 1,345 10, 303 School for— Cabinetmakers . . . . . 15 755 4, 504 Bricklayers . . . 6 333 3,333 Painters . _• . _ . . . . . . 11 388 3 155 Chimney sweeps . . . . . „ . 5 130 ’373 Barbers _ . _ . . . . . . . 30 493 1,869 Wheelwrights - . _ . . . . . . . . 5 95 ’883 Glaziers ... . . . . . 5 83 373 Paperhangers . . . . . . . _ . 6 350 3,703 Shoemakers . . . . . . . 11 338 1,783 Blacksmiths . . . 5 168 533 Braiders . . . . . 5 37 506 Bookbinders . . . . 7 111 1,071 Gardeners _ _ _ _ _ _ _ 6 98 387 Printers . . . . 13 373 1,767 Tailors . . . . . 6 330 733 Saddlers . _ . 3 163 891 Total . . . . . . . . . 333 8,993 113, 133 Extraordinary expenses . . . . . . , . 15, 970 Grand total . . . . . . 139, 103 Amount spent for industrial education in continuation schools _ 80,339 Grand total _ _ _ _ _ _ _ _ 309,441 In Chemnitz, Saxony, various trade schools are maintained, partly by the State. They are all under the management of the same board. They are as follows: Schools in 1893. Full course. Partial course. Total. High trades school _ _ _ 339 '140 304 17 18 10 356 14 353 140 375 17 18 10 356 Builders’ school . . . . . . . . . . . . . School for master workmen 71 School for millers . . . . . . . School for dyers _ _ _ _ . _ School for soap makers . . . . . School for mechanical drawing . . . . . . Total . . . . . 1,084 85 1,169 The map on the following page is that of Wurtemberg, one of the twenty-six states of the German Empire. It shows the distribution of lower industrial schools, and distances and directions whence their pupils come. Some idea may be formed of the extent and importance of the efforts in behalf of industrial education in Germany when it is stated (by Professor Thurston, of Cornell University) that to educate our people as well as the people of the most favored parts of Europe, as Germany, we should have in this country: “Twenty technical universities, having in their schools of engineering and higher technics 50 instructors and 500 pupils each. “Fifty trade schools and colleges, of 20 instructors and 300 students each. “Two thousand technical high schools, or manual-training schools, of 10 instructors and 200 pupils each. “That is to say, there should be in the United States to-day 1,000 university professors and instructors and 10,000 students under their tuition studying the highest branches of technical work; there should be 1,000 college professors and 15,000 pupils in technical schools studying for superior positions in the arts; and INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1221 20,000 teachers engaged in trade and mannal-training schools, instructing pupils, 400,000 in number, proposing to become skilled workmen. We have in this coun¬ try 10,000,000 families, among which are at least 1,000,000 boys who should be in INDUSTRIAL SCHOOLS IN THE KINGDOM OF WURTEMBERG. Wiir tern berg is one of the twenty-six states of the German Empire. [Dots indicate cities and villages in which industrial schools are located. The radiating lines show distances and directions whence pupils are drawn.] the latter class of schools. The cost of such education would be, per annum, about 50 cents per inhabitant additional to the present school tax, and in the shops of these schools less than $100 per student, and for total costs of higher education 1222 EDUCATION REPORT, 1895-96. under $300 per annum per student. Such is the work of which so small a part, at most, can he done by existing colleges, however great the desire of the authorities to carry out the intentions of the people. Such is the somewhat intimidating comparison, also, of the condition of our country and the more enterprising and wisely governed countries of Europe. The latter have had generations the start of us, and only the extraordinary natural advantages of our country and the more extraordinary general intelligence and enterprise of its citizens can possibly prevent this disadvantage under which we labor from telling fatally against us in the course of time, when the inevitable competition of the world shall affect us.” SUPPLEMENTARY SCHOOLS IN BERLIN. In the foregoing article the purely industrial schools (technical and trade schools) of Berlin are mentioned, and a statistical table of attendance and expend¬ itures is given. In that statement an item called “ continuation schools” is worthy of further explanation. Continuation or supplementary schools in Berlin are evening schools, held in common-school buildings. They are not trade schools, but institutions for the further education of boys and girls who have passed through the common elementary school and desire to perfect themselves in one way or another, in order to rise in the social scale and prepare themselves for higher pursuits than common labor. Many of the students of these schools are ambitious and take up secondary-school studies, such as foreign languages, math¬ ematics, and drawing. Hence five secondary schools (so-called City Realschulen) have opened secondary evening schools, in which, besides the mother tongue and arithmetic, the following branches are taught: French, English, bookkeeping, liighermathematics, drawing, chemistry, commercial science, and related branches. A small tuition fee is charged. Gratuitous instruction is offered to 10 per cent of the attendants if indigent. The cost of these secondary supplementary schools amounted to 38,587 marks ($9,185) in 1895-96. About 1,000 boys attended these schools in the winter of 1895-96, while in the summer preceding the number was 738. Much more extensive than these secondary schools, in both their influence and attendance, are the elementary supplementary schools. There are 12 for boys and 13 for girls. In those for boys the studies are: Mother tongue (grammar and com¬ position), arithmetic, drawing, technical drawing, modeling, bookkeeping, geom¬ etry, physics and chemistry, French, English, history, civics, and shorthand. The sum total of expenditure for the boys’ and girls’ schools, borne entirely by the city government, amounted to 276,606 marks ($38,171) . No tuition fee is charged. The girls’ schools are somewhat more bent upon practical pursuits, as is seen from the following list of studies: Mother tongue, arithmetic, drawing, bookkeeping, embroidery, machine sewing, cutting, ironing, millinery, shorthand, typewriting, French, English, singing, gymnastics. The number of pupils in these girls’ schools was 5,000 in 1895-96. All except the common branches are optional studies. In a governmental report on the Berlin trade and industrial, as well as supple¬ mentary, schools, published in Berlin in February, 1897, the entire number of students attending these schools is found to be 14,750, or about 1 per cent of the population. These students repesent 160 different trades or occupations. The joiners (837), locksmiths (1,420), machinists (1,139), machine builders (919), typo¬ graphers (563), and commercial students (2,549) are the most numerous. EDUCATION OF APPRENTICES IN CENTRAL EUROPE. Court Councilor Dr. William Exner and Dr. A. Vetter, of Vienna, recently undertook a journey through Germany and Switzerland in order to study the various modes in which the Governments of these countries encourage the j)racti- INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1223 cal training of apprentices. The Government of Austria has been induced by the fierce struggle for existence, in which continental European nations are engaged in the field of industry, to promote skilled labor by extraordinary means, which we in the United States are accustomed to call “paternal influence.” Hence this delegation was sent to neighboring states, which are known to be superior to Austria in some fields of industry. These gentlemen reported in the official organ of the Imperial Austrian Technological Museum in Vienna upon the results of their observations. The report contains so many instructive details that it aroused the attention of many who believe that industrial education is a problem worth considering at the present time. Numerous letters of inquiry received In this Bureau concerning the location of certain German industrial and trade schools and their courses of study make it obvious that an English version of the report of the two Austrian commissioners will interest many.citizens in the United States who are apprehensive of the ultimate result of the changed conditions of labor by the introduction of machinery. The following is the report of the two experts: Dr. P. Scheven said, in his book on Workshops for Apprentices, that it was a problem worthy of our attention how to prevent the training of apprentices by master workmen from falling into disuse after the liberty of trade (Gewerbefrei- heit) had been guaranteed by law. This problem has been approached first by three German States, to wit, Wurtemberg, Hessia, and Baden. To some extent other German States followed their example, notably Prussia, Bavaria, and also most of the cantons (states) of Switzerland. But only Switzerland has carried out the proposed work of reform in all its details. It is no wonder that the public affairs of the state are increased by a task which affects the life of the broadest layers of society if we consider that one of the characteristic signs of the time is the rapid extension of the area of state’s duties. We now establish institutions with state aid for the solution of social problems, where formerly individuals attempted it with limited means. In the field of edu¬ cation the state began with universities and reached further and further down till at present the master workmen, are released from training their apprentices, or, in cases where they still keep apprentices, the master workmen are made organs of the state, i. e., state teachers. It seems that in the States mentioned above the venerable, ancient institution of training in workshops by masters is reverently fostered, and three other means have proved to be practical and successful. Aside from industrial institutions of purely educational character (found in great number in Germany, Austria, and Switzerland 1 ) , we find voluntary, and at times obligatory, examinations for apprentices. Hand in hand with these examinations go exhibitions of apprentice work, test work performed for and during examinations. The government of the Grand Duchy of Baden went still further in its parental care and attempted to promote the professional knowledge of the masters themselves by paying them salaries and requiring them to follow a prescribed course of work in training their apprentices. The Austrian minister of commerce began in 1892 to promote the small trades (Kleingewerbe), influencing them by granting privileges and material aid, and they have in consequence developed in a most gratifying manner. On principle, the minister limited his influence to such tradesmen as were either masters or journeymen. His aid was partly given in a concrete way by granting motive powTer for machines and thus changing the drudgery of mechanical labor to machine work, lifting, as it were, the man who had hitherto done all his work by hand to?a small manufacturer and widening his horizon of thought as well as his sphere of trade. But, not satisfied with this material aid, he offered the tradesmen opportunities for the extension of technical knowledge, giving them information See page 1215 of this annual report. 1224 EDUCATION REPORT, 1895-96. concerning modern modes of production found in other countries. This enabled them to vie with foreigners. This information was offered by means of both printed documents and suitable evening and holiday trade schools. Having had such signal success in these attempts, the minister now entertains the idea of extending the work of his depart¬ ment by influencing the younger generation, the apprentices. Hence he sent the authors of this report, Profs. W. Exner and A. Vetter, to Germany and Switzer¬ land, during the summer of 1896, to investigate what is being done in these two countries toward promoting the practical training of apprentices. Examinations of apprentices and exhibitions of apprentices’ work are found to occur in organic connection in several States visited. In the past they were not always so connected. Some States began with examinations, like Wurtemberg, in which kingdom question books for locksmiths (prepared by Mr. Karmarsch, a skilled technologist) were in use as early as 1886. Hessia first began with exhibi¬ tions of apprentice work, the first of which dates back to 1848. At present, the apprentice examinations have developed to so high a degree of perfection in Switz¬ erland that the regulations existing there are considered models for imitation. The city of Basle made the beginning in 1877 with 17 candidates. From there the movement spread rapidly, so that in 1887 Switzerland had 27 cities (examination centers) with 1,536 candidates. These examinations, at first, lacked uniformity and organization, but in 1888 the Swiss Industrial Society, which had been the instigator of the movement, took the matter in hand officially and established a normal course of requirements. Only such candidates as could furnish documentary evidence of having followed the course were admitted to the examinations. The Federal Government granted the society the sum of 2,500 francs to publish the course. This proved to be such an impetus to the annual examinations that the draft of a new industrial code of Zurich in 1895 declared the passing of an examination obligatory for every appren¬ tice in the canton, and made it a duty of the cantonal (State) government to supervise the examinations and bear the costs. Zurich is the leading industrial center in eastern Switzerland. The western part of the Republic did not, at first, take readily to the idea of examining apprentices. Not until 1890 did the cantons of Freiburg andNeuenburg adopt the measure. Geneva and Vaud soon followed the example. Freiburg now (1896) stands at the head of the movement and has adopted the regulation of obligatory apprentice examination. In connection with an exhibition of apprentice work in Geneva (1896) a statistical table was published which showed that during the period from 1877 to 1896 as many as 9,178 appren¬ tices, representing 134 different trades, have been examined in Switzerland. On an average, about 1,200 candidates are now examined annually. This num¬ ber will, of course, greatly increase as soon as obligatory examination is adopted in every canton. The expenditures for these examinations amount to about 20 francs ($4) per candidate. The federal and cantonal governments defray one- third, the industrial societies and trade unions and private citizens two-thirds of the cost. In addition to these local examinations, several trade unions arrange their own examinations to meet the requirements of their special professional needs. Thus, for instance, the Swiss printers have had their own examinations for apprentices which date back to the sixties, and it is stated that at least 90 per cent of all typographers in Switzerland entering upon membership after having completed their term of apprenticeship have been rigidly examined. Their num¬ ber is not included in the total number mentioned above. The organization of apprenticetexaminations is the work of the Swiss Industrial Society; this is a corporation which has had an extraordinary influence upon industrial education in Switzerland. Since the Federal Government pays it an annual subsidy, it attends to apprentice examinations as a duty demanded by the State. The far-reaching result of the second exhibition of apprentice work held in INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1225 Geneva (the first was held in Berne in 1891) is the adoption of a radical reform in the mode of the examinations. The regulations contain the following essential points: The Swiss Industrial Society organizes a uniform system of examinations for Swiss apprentices. Being aided by the Federal and cantonal governments, it sup¬ ports all local authorities, societies, unions, and institutions which arrange such examinations and comply with the following requirements. The central office of the society appoints for the purpose of conducting uniform examinations a central board of seven members and determines their duties. The central board watches over the execution of the following rules, appoints expert examiners, takes part, as far as possible, in the examinations, and reports to the central office. It distributes the appropriations among the various examination centers, and is empowered to follow its discretion in giving special consideration and grants to such centers as excel in extending the movement and improving its methods. The results of examinations are published annually. A roster is kept of all apprentices who present themselves for examination. Rules. — All rules of separate examination centers must conform with the fol¬ lowing general rules: (1) To an examination maybe admitted all apprentices, male or female, who can prove — (a) That their apprenticeship has lasted the number of years required for their vocation (prescribed by the central board in a special rule) ; ( b ) That they have spent at least five-sixths of their required time of appren¬ ticeship at the date of examination; (c) That they have attended regularly at least two half-yearly courses of an industrial continuation or technical school and studied the prescribed subjects. This requirement may be set aside in cases where the applicant can prove that such a school was inaccessible to him or her; but in this case an examination will have to determine whether the applicant has the required elementary knowledge. ( d ) Young journey men and women who have finished their apprenticeship in Switzerland may, within a year from that date, be examined also, provided they comply with the foregoing rules, but in such cases the examiners are enjoined to increase the requirements of examination. (2) The date of the annual examination shall be published at least three months in advance in local newspapers or by means of printed notices in shops and fac¬ tories and announcements in schools. The notice shall state the date and place for the reception of test work. Sufficient time should be given for the completion of this shop work. The central board should be informed of date and place of examination, so that a delegation of the board may attend. (8) Applications for examination should be made on blanks furnished by the Swiss Industrial Society and be filled out in the handwriting of the apprentice. (4) Every candidate is required to pass the following examination: (а) A practical test in shopwork, consisting of a sample of manual work pre¬ scribed by the expert and done in his presence. The central board determines, upon motion of the experts, the limit of time within which his work must be finished. (б) The exhibition of a piece of work done by the apprentice without aid should be made where circumstances permit. This piece may be made in the master’s workshop. The experts, or their deputies, appointed by the board should visit the apprentice in the shop during the time in which he is engaged in making his piece. In cases where the making of such a piece is impossible or impracticable the working drawings may be substituted. ED 96 - 39* 1226 EDUCATION REPORT, 1895-96. (c) In connection witli the examination in shopwork an oral examination in the technique of the trade should take place, conducted by the expert. (d) The examination in school studies embraces the mother tongue, reading, and composition; arithmetic, mental, and written work in denominate numbers, whole numbers, and fractions; simple bookkeeping; drawing, free-hand and tech¬ nical, with reference to the trade in which the candidate is apprenticed. (e) Excellent school diplomas may release a candidate from oral examination, but only with reference to school studies, not with reference to technical branches. Apprentices who fail to give satisfaction to the f oregoing requirements can not be granted apprentices’ diplomas (Lehrbriefe). (5) The oral examination in technical branches (see 4, a, b, and c) is to be con¬ ducted by two expert artisans and one member of the central board or his deputy. The examination in school studies, in cases where the absence of satisfactory school diplomas makes an examination necessary, is to be conducted by professional schoohteacliers. The local examining board supervises the examinations. Only the professional experts and the members of the local and central boards have admission to these examinations. (6) Every apprentice is to be supervised by the experts appointed to conduct the technical examination while the applicant makes a trial piece of his own choosing, and the master of his shop has to certify to his having worked without aid. The prescribed practical test in presence of the examiner is to take place at a neutral place. (7) The results of the examination are to be stated separately (a) for shop- work of the candidate’s own choosing as well as for prescribed tasks ; ( b ) for tech¬ nical knowledge in oral examination; (c) for school studies. (8) The diplomas are not to be delivered to the successful candidate until he has finished the required number of years in the shop as apprentice. The master of the shop certifies as to that fact. The diploma must specifically state what trade the apprentice has learned, or whether only a special branch of a trade, or whether he lias been examined fora specialty only, though having learned the whole trade. (9) Samples of apprentice work handed in by candidates for examination are to be left a few days on exhibition, labeled with the names of the makers, those of their masters, and the diploma rating. For Switzerland, it is obvious from the foregoing, the organization of examina¬ tions for apprentices is firmly settled for a period of years, though minor points may give rise to discussion and changes. Other States have adopted a different policy, owing to circumstances with which they had to reckon. In Baden, for instance, the test work (not only the shop work of the candidate’s own choosing) has to be announced several months in advance of the oral examination. Hessia, too, insists upon this peculiar feature. Whether the candidates should be granted only diplomas or also premiums is still a mooted question. Opinions and customs in different States differ also as to whether the apprentice’s own test piece is to be done in his master’s shop or in that of another, perhaps in the shop of the examining expert. In most cases the former locality is chosen. It is worth stating that indigent apprentices are furnished the necessary material free of charge. In Hessia and Bavaria it is the rule that this test piece is to be made ear¬ lier, not shortly before the oral examination; that is, within one or two years after the beginning of the apprentice term. In Baden the Government began to regulate apprentice examinations much later than other States, and even to-day local industrial societies are allowed to modify the regulations prescribed by the central authority to suit their convenience or local needs. In Switzerland the exhibitions of apprentice work are not an essential organ for promoting the education of apprentices. Such exhibitions are held at intervals of five and six years, but then they are arranged on a grand scale. This is done INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1227 chiefly to give interested persons an opportunity to inform themselves concerning the status of apprentice training and the results of examinations. In Hessia and Bavaria, on the other hand, these exhibitions occur annually; the directors of the exhibition form permanent boards, which collect the pieces of work and attend to their tasteful exposition every year. In Hessia the “ Landesgewerbeverein ” and in Bavaria the union of Bavarian industrial societies have constituted themselves as central authorities, and are so acknowledged by the State, in matters pertaining to apprentice examinations. The Bavarian exhibitions are held annually in the industrial museum at Nurem¬ berg. The following principles, taken from the General Guide, show how exami¬ nations and exhibitions are organically connected there: (1) Examinations of apprentices and exhibitions of tlieif test work are of great value for the practical training of thorough artisans. (2) The work of apprentices which is done on or about the date at which they conclude their term of apprenticeship will bear evidence as to the knowledge and skill they have acquired. Hence an exhibition of such work is made a requirement of examination. (8) Premiums for such work are offered only to apprentices who complete their .term of apprenticeship during the season in which the exhibition is held, but any apprentices may exhibit work done during the first and second year of their term of apprenticeship. (4) In order to judge the work properly, the applicant should bring documentary evidence of his having done the work without aid, and that he possesses the requi¬ site common-school education, as well as technical preparation; for the latter diplomas from industrial schools and working drawings made by the applicant are admissible. A testimonial concerning his conduct while engaged as appren¬ tice must accompany the application. The selection of the work made for examination and exhibition is left to the apprentice, but he is advised to select only such work as is in harmony with his regular shop work, does not require great expense, and does not offer extraordinary difficulties. Technical show pieces are to be avoided. A list of suitable pieces of work for a great number of trades is offered as a guide. This is what is done to promote the techical training of apprentices in Bavaria. Things are managed differently in Hessia. The local examination board here assigns a task, though, if the apprentice furnishes, besides this, a piece of his own choosing, if is accepted and exhibited. The Bavarian mode of procedure seems to aim at facilitating the selection, while the Hessian mode is intended to give the examiner an opportunity to judge the spontaneity of the apprentice. While the Bavarian list of tasks contains only work that may be expected of apprentices who have finished their term of apprenticeship, the Hessian list of tasks contains work which is designed to tell the examiner what he may expect after the first, second, third, and fourth year of the apprenticeship. In Hessia the following tasks are prescribed for machine builders and metal workers: Apprenticeship, first year. — Fit a bolt with a button into a round hole; diameter of bolt 20 mm., length 4 cm. Make a pair of screws with heads and nuts, a fashion piece with handle and crank, or a button on a box cover or on a newel post. File a ruler 25 cm. long and 25 mm. wide. Chisel a cast-iron piece, about 120 mm. long, 60 mm. wide, 25 mm. thick, on three sides perfectly parallel and at right angles. Make a paper weight of pleasing form. Make a ring gauge 40 mm. wide, 100 mm. long with caliper thorn. Turn on the lathe a brace disk 125 mm. diameter, 50 mm. wide, 30 mm. bore-hole, arched. Apprenticeship, second year. — Fit and weld a stay ring on a cylinder of about 30 to 35 mm. thick. File an angle of given dimensions. File a ruler of given dimen¬ sions. Turn on the lathe a screw worm with flat thread, and nut. Cut into a piece of cylinder a nave with wedge teeth. Make a conic valve with three gauges 1228 EDUCATION REPORT, 1895-96. to fit into place; a two- armed cut clamp with borer and cheeks; a support guide; an inkstand with smooth hole; a joint or rectangular lever, a wall joint, an inter¬ mediate joint, or a funnel joint; a brake thread, one with the thread to the left and one to the right, with nuts. Apprenticeship, third year. — Make a sphere with tin case to fit it in ; a “ Haar- schublehre;” a dovetail conduit with guide strips screwed on; a crosshead for graduating with one or two conduits; a conic valve with seat of 30 to 35 mm. diameter; a cube exactly measuring 40 mm., straight, parallel, and rectangular with caliper-ring; an elevator cylinder with stay rings and strap disks. In Bavaria similar tasks are prescribed, but fewer'in number. While in Switz¬ erland a regular examination in common-school branches and test work is arranged, Bavaria provides for little more than an exhibition of work. Hessia pursues a middle course. The Bavarian method is, if not the most effective, the easiest to imitate. And now we turn to the third of the three methods mentioned in the beginning of this report — the promotion of professional or technical knowledge among the masters by subsidizing them for training apprentices. In 1884 the Mannheim trades union petitioned the Baden diet for an appropria¬ tion of 10,000 marks, to be expended in investigating the condition of the small trades, and reporting thereon with suggestions for their improvement. This sum was granted and expended in accordance with the petition. The proceedings of the commission having this matter in charge and the debate in the diet led to the adoption of a suggestion on the part of the Karlsruhe trades union. It was to the effect that master workmen who are willing to train apprentices systematically, according to certain regulations, should be supported by the state treasury. Hence, the minister of the interior of the Grand Duchy of Baden asked in 1888 for 5,000 marks per annum for the purpose of subsidizing work masters and shop- owners who undertook the work of training apprentices. This measure was undertaken with the avowed intention to subject it to an honest trial. The success it had is undeniable. Until the year 1895, an annual sum of 5,000 marks was appropriated; since then a larger subsidy has been granted. At the close of 1892, 23 trades, or 122 workshops, employing 180 appren¬ tices, were subsidized in Baden. At this time Switzerland took up the question. A circular letter was addressed to interested parties concerning the feasibility of adopting the plan followed in Baden, and the Industrial Society of Switzerland concluded in 1894 to appropriate 2,000 francs per year for three years in order that the plan be tested in a small way. The organization will be similar to that in vogue in Baden. If after three years (which will be in 1898) the plan of sub¬ sidizing master workmen for training apprentices according to set rules and pre¬ scribed regulations has proved successful, it is confidently expected that the Federal Government will grant the means to carry out this plan on a grander scale. The discussion of this plan in Switzerland frequently touched upon the relation of educational institutions for the purpose of training in manual labor and the new apprentice shops. It was said that in industrial education the widest possi¬ ble freedom should be given; it should not be confined to any one kind. There is no country in Europe which can boast of more industrial schools and trade schools than Switzerland. A characteristic statement concerning an industrial institu¬ tion in the city of Berne may be quoted here to show how practical the Swiss peo¬ ple are and how wisely they try to meet the necessity arising from fierce industrial competition. It is characteristic of the trade school in Berne that it combines a large number of trades, so as to give its students not only all the bearings of his own trade, but also knowledge of its relation with others. The school is intended to be not only an industrial educational institution, but also a place where the students can earn INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1229 money in working at their trades. According to the regulations in force, the school has the aim (1) to enable young men to learn a trade; (2) to enable young men who have learned a trade in some workshop to complete their technical edu¬ cation practically and theoretically, so as to prepare themselves for higher posi¬ tions than that of laborers; (3) to check the immigration of skilled workmen from other countries and to elevate the Swiss laborers to a higher level of culture; (4) to elevate the trades iri general. The means needed to carry on this extensive school are furnished by the community, partly also by the cantonal and the Fed¬ eral Government, and lastly through the sale of the products of labor in the shops. Instruction is entirely gratuitous. An exhibition of the students’ work is held annually, and the graduates of the institution are examined under the rules in force for apprentices (quoted in a foregoing paragraph) . At present the institution has shops for shoemakers, joiners, carpenters, lock¬ smiths, braziers, and tinsmiths. For each of these trades a three-years course of instruction is prescribed. On admission to the institution the student enters upon a contract which is peculiar in some of its features. It is formed like the articles of apprenticeship, the two contracting parties being the authorities of the institu¬ tion on the one hand and the applicant on the other. The contract fixes the dura¬ tion of apprenticeship and the term of probation (four weeks), and enumerates the duties of the community, to wit, (a) the carrying out of the course of study, (5) gratuitous instruction, (c) accident insurance of the student according to the pro¬ visions of the law, (d) assurance of remuneration for work performed over and above the prescribed tasks. This remuneration is regulated — 50 to 75 per cent of it is paid monthly; the rest is deposited in the savings bank in the name of the student. Then follow the articles which state the duties of the student, and lastly provisions are made which enable either contracting party to sever their connection. Upon this basis an extensive institution is built up. In 1895 it required expendi¬ tures to the amount of 128,108 francs ($25,000), which were met by an income of 59,825 francs ($11,000) from communal, cantonal, and federal subsidies, and 68,281 francs ($18,000) from the sale of the products of the shops. The number of students was 78 at the close of the year 1895. One of the greatest difficulties to be overcome was found in searching for a market for the shop products. Natu¬ rally the local owners of factories and workshops at first objected to the utiliza¬ tion of the students’ work, claiming that they entered into competition with legitimate labor. These objections were met with the following argument: The sum total of the school’s income from the sale of shop products, if divided by the number of factories and workshops of the trades represented in the school, showed that only an insignificant share of the profit would fall upon each master in Berne, and the authorities appealed to their public spirit and asked them to sacrifice so small a sum toward the elevation of the trade rather than throw obstacles in the way of so laudable an institution. The city authorities met the claims of the tradesmen half way by limiting the number of applicants admitted into the school to 5 per cent of the number of the tradesmen doing business in Berne. This percentage has not yet been reached. The trades masters of late have abandoned their opposition to the trade school, and most of them are now staunch friends of the institution, which has recently opened a course for the further advancement of master workmen. The school has opened a few sales depots for its products in the city, enters into competition for public works, and manages its industrial features entirely like a well-managed factory. At first the principal was a master shoemaker of pronounced executive skill; lately a manufacturer and merchant stands at its head. We must deny ourselves the pleasure of quoting other examples of successful Swiss trade schools and industrial institutions for educational purposes for which Switzerland is noted. There are technical schools, masters’ courses for typogra¬ phers, ambulatory schools, traveling lecturers, patronage of apprentice work, and 1230 EDUCATION REPORT, 1895-96. various other appliances for the popularizing of advanced industrial education. The Swiss nation exhibits a remarkably deep interest in everything that is apt to be for the public good. This is attributable to its purely democratic kind of government, which induces the citizen to x>articipate in all public enterprises. The comparatively small yet compactly populated districts into which the cantons (or States) are divided facilitate the establishment of educational institutions which are impossible in sparsely settled countries. To return to the question as to which of the two methods is preferable (trade schools or the old-time apprenticeship in workshops under specified supervision of masters), it should be stated that the institution in Berne, sketched in the forego¬ ing x>aragraphs, approaches nearer the technical preparation in workshops than any bther trade school. Generally, it may be admitted, trade schools, with scholars’ shop attached, are better in large cities representing trades of far-reaching special¬ ization, and difficult trades that need an unusual amount of theoretical education and special preparation, i. e., better than the old-time apprenticeship. On the other hand, it can be stated with confidence that the system of apprenticeship in small workshops is x>referable in simple trades and small towns, because that sys¬ tem offers opportunities to see all the bearings of the trade to be learned. If the workshop is well equipped; if the master takes a hand in the work, and watches the conduct of the ax>prentice; if the latter is permitted to take up all branches of the work and not only repairing and patching; if the master supervises the drawing, modeling, and bookkeeping of the ax>prentice; if to all this comes the ethical momentum of an insight into a flourishing enterprise which hourly shows how diligence, knowledge, skill, and honesty change into material value, the system of apprenticeship will offer great advantages. But rarely are all these conditions found together. Thoroughly equipped and willing masters are rare; rare are also ajpjprentices who have the capacity to rise above the average workman. We gen¬ erally find that boys of small or no means at all are “irutout as apprentices.” Hence the desirability of regulating the training of apprentices by influencing the masters, and offering them a remuneration for the trouble this training causes them. As stated before, the management of the system of paying for results is an imitation of that adopted in Baden. The central office of the Swiss Industrial Society resolved, September 8, 1894, as follows: “ Workshop masters of various trades who enter into an agreement to comply with the rules for training apprentices may be granted a subsidy of 250 francs for each apprentice. The selection of the masters is made by the central office of the Industrial Society. Masters whose former apprentices have passed the exam¬ ination with credit are preferred. It is a matter of importance that the masters who apply for a subsidy give board and lodging to their apprentices.” The following is a copy of the regulations issued: (1) A written contract between master and apprentice is entered into, which contract must be in harmony with the normal contract designed by the Swiss Industrial Society. It must contain the following provisions: (a) The term of apprenticeship begins with a probationary term of from four to eight weeks, which is to be included in the whole term of the contract. ( b ) The term of apprenticeship is not to exceed the normal minimum prescribed by the aforementioned society for the respective trade. (c) The master is required, in case the apprenticeidoes not live with his parents in the neighborhood, to give him board and lodging and supervise his conduct during and after work hours. Exceptions to this duty are admitted in cases where the master has placed the apprentice in a family in which he is well taken care of. (cl) If the apprentice should fall ill, the master is required to see to it that he is X>roperly nursed and that medical aid be called in. If the sickness lasts longer than four weeks, the master must, if desirable, have the patient sent to a hospital. INDUSTRIAL EDUCATION IN CENTRAL EUROPE. 1231 (e) The normal contract inscribed by the Swiss Industrial Society contains a number of paragraphs referring to the mode of teaching the trade, which must be conscientiously followed. Work must not be required of the apprentice after the legal work hours, or on Sundays, except in rare cases of emergency. (2) Every contract entered into, if based upon the requirements prescribed by the society, must be submitted to the central office, where it is to be deposited in duplicate. (3) Every apprentice of a subsidized workshop is required to present himself for examination at the close of his term, and the master workman is obliged to grant the apprentice sufficient time and materials to make his test piece. - (4) An apprentice, under the rules of the society, must have completed his four¬ teenth year and possess the necessary intellectual and physical qualities. In doubtful cases the society may arrange an examination for admission. (5) The subsidy mentioned is determined by local and professional circum¬ stances, and is paid in two equal installments, one at the close of half the term of apprenticeship and the other at the close of the term, after the master has given evidence of having fulfilled all the duties required of him. (6) The subsidy guaranteed to a master is not transferable to his heirs or assigns in case of death or closing of his shop, unless the central office specially orders the payment. (7) If the contract between master and apprentice becomes void before it expires, the officers of the industrial society determine the quota of subsidy due the master, or the amount of indemnity to which he may be entitled. (8) Failure on the part of the master to follow the rules prescribed by the society presupposes his waiving any subsidy whatsoever. (9) In cases of contention between master and apprentice with reference to the application of any point of the contract, the officers of the society may be called upon for a decision, which decision is final. (10) For the purpose of supervising the proper performance of the master’s duties to his apprentices, and for the purpose of constantly being informed as to the status of the education of the apprentices for whom subsidies are paid, a num: ber of local trustees are appointed, who report to the central office at stated inter¬ vals. These trustees may be charged with special duties, such as inspection, special examinations, and judicial duties in cases of contention. This is the modus operandi adopted in Switzerland. At present the institution is too young to record results; still the officers of the society are convinced that it will be fully as satisfactory in its workings as the one in the Grand Duchy of Baden. Furthermore, in Switzerland, as well as in Baden, the conviction seems to make progress that it is better for the trades and general industrial prosperity to subsidize the masters for the training of apprentices than to extend the system of trade schools hitherto favored by the Government. CHAPTER XXVI. RECENT EFFORTS IN EUROPE FOR THE ADVANCEMENT AND IMPROVEMENT OF AGRICULTURE.1 * I.— Capitalistic Agricultural Production. It seems strange that agriculture, which has been regarded as the most inde¬ pendent vocation in the world, should be dependent upon the more or less fortui¬ tous aid of capital. But those who speak of the independent position of the farmer are inclined to emphasize his position as a self-sufficing one in which he, like Robinson Crusoe, may satisfy his wants through his own labor. However true this conception of farming may have been before the temptations offered by traveling agents and newspaper advertisements of enterprising manufacturers magnified the wants and the expenditures of the farmer, it is not true to-day except in the districts which are contented to live “behind the times.” Since self- sufficing agriculture, then, does not require a working capital other than is pro¬ vided by the natural increase of the family (for even the political economy of Robinson Crusoe admitted the advantage of a man Friday), it is evident that in the following pages the discourse can be only concerned with agriculture, as an industry or, as it is called, capitalistic production. The proposition of the political economists that industry is limited by capital is applicable to agriculture which, as far as it is concerned with producing a ‘ 4 money crop,” is thus limited or hampered, like any other industry, by the lack of capital. Let this crop be what it may, wheat in the Northwest, cotton in the South, tobacco or corn in the intervening section, cattle raising in the region beyond the Missouri and the Red River of the South, or market gardening and truck farming in the populous East, each “money crop” requires capital, each exploiter of the soil, like each commission or other city merchant, requires the presence of a fund upon which he may draw in time of need for the purpose of promoting an enterprise or tiding over a failure. But as the city merchant is constantly receiving into his possession moneys which are not, properly speaking, his (the cities being clearing houses), “accommodation money” is very much easier for him to obtain than for the isolated farmer. “ The element of credit, ”*says the French economist, M. Leon Say, “is the money of others, but its principle is either to get money to spend upon oneself or to invest in business. Money obtained for the first purpose is generally supposed to be a ruinous operation, while money obtained for the second is advantageous only as the business ability of the borrower is good and the amount he pays for the hire of the money (usually called ‘interest’) is reasonable.” Now, attribute it to what you please, this rule holds that people are much more apt to lend to those who are of the same business class as themselves than to those who have neither the appearance of wealth nor the manners of the class to which the lender belongs. 4 4 In Ger¬ many,” says Gustav Schonberg, “those who suffer the most from want of credit 1 By Mr. Wellford Addis, specialist in the Bureau for obtaining and collating information relat¬ ing to colleges for the benefit of agriculture and the mechanic arts. 1233 1234 EDUCATION REPORT, 1895-96. are the proprietors of medium-sized or small farms, especially the peasant. The . large proprietors sometimes can not get a sufficient credit, but nevertheless they are better able to procure cash for current needs, either from the money passing through their hands as gross returns from the cultivation of their estates or by writing to their bankers or to an establishment of credit. But when the small farmer, with very little experience in monetary matters and an unknown financial status, has need of credit, he falls into the hands of those whose business it is to exploit his poverty and inexperience.” j It is therefore asked by some if it is wise to enlarge the opportunity of the small proprietor to borrow. “It would be disastrous if land owners were to run into debt to improve their land,” says Rodbertus* 1 and others. To these objections Signor Leone Wollemborg, an expert in such matters, answers in this fashion: ,“ Is it useful to create a loaning fund for the agriculturist? Some agricultural societies and some representative agriculturists assert that it is dangerous to do so, for the peasant is consumed with such a fever to acquire land that he contracts obligations which eventually bankrupt him. Credit is therefore a dan¬ gerous as well as a precious ally, and it is necessary to use it rationally.” From Signor Wollemborg’s admission in his defense of agricultural credit it follows that capital borrowed by the farmer, though beneficial when used in judicious exploitation of the farm, is a dangerous expedient to resort to in order to acquire it. Other considerations are not wanting to illustrate, if not to explain, the inade¬ quacy of capital in coined money at the disposal of the farmer. One of these, though of a theoretical or speculative nature, may be stated in concluding the foregoing remarks upon farming as capitalistic production. The true value of property of all kinds in the United States in 1890 is placed by the census at $65,037,091,197, yet the amount of money in circulation at that date was $1,429,251,270. In brief, had it been possible to put up all the property in the United States at auction on .June 30, 1890, one of two things would have happened, either there would not have been cash enough in the country to buy it in at its “true valuation,” or its “true value” would have shrunken until it became only one forty-sixth of what it was the day before; or, to say the same thing over, in such a market every one dollar of “true valuation ” would have become two cents. In England and France the same conditions prevail. Now, in 1892 the United States exported an unprecedentedly large amount of her products which are prin¬ cipally obtained from nature. These exports amounted to nearly $800,000,000, and if paid for by the exporters before shipment abroad must have sent perhaps half the money in circulation into the agricultural States. It is of course impossible to say that there is an instructive conservation of exchange forces similar to the mechanical equating in physics known as the con¬ servation of energy, but it seems evident that the farmer who is placed between nature and the middleman is not nearly so favored as a possessor of circulating coin as is the business man who is the intermediary between the farmer and another business man. The returns of the farmer are the residuum of the final price 1 Zur Erklarung und Abhiilfe der heutigen Creditnotli des Grundbesitzes, page 138. Prof. Thorold Rogers remarks: “ Nor were these yeomen (freeholders of his native village in Hamp¬ shire, England), unprosperous when they were active, temperate, and thrifty. The greatest peril they ran was in purchasing land with their savings, mortgaging it to obtain possession, and, up to this having committed no serious error, cultivating the land with insufficient capital. I have known several yeomen who, having fallen into this mistake, have lived a life of extreme labor and thrift, and, having enlarged their estate, were poorer at their death than they were when they began their career. And in this day I believe that agricultural distress is, and has been for some years past, due to the double cause of enlarged domestic expenditure and insuffi¬ cient capital for the extent of land occupied.” (Six Centuries of Work and Wages, p. 56.) But compare his dictum, page 63, that population keeps pace with the amount of customary food of the people, and wages never fall below the amount necessary for the laborer and his family to subsist on. ADVANCEMENT OF AGRICULTURE IN EUROPE. 1235 obtained for his wares after others have deducted the price of handling and con¬ verting them, and are profitable or not relatively to the price at which he hired money a year before he harvested his crop. Or, to use the illustration once employed by a political economist to explain the wage-portion or wage-fund theory, the matter is simply a question of division; the volume of money in circulation, the dividend, is stable, while the crude products vary; thus the coin values, the quotient, received in return by the farmer fluctuates inversely with the volume of the productions arising from the labor of the class to which he belongs and the favorableness of the season. The difficulties encountered by political economy in defining the word “value” are as perplexing as those met by political philosophy in defining the word “equality” or “liberty.”* 1 II. — Meaning and Use of the Term “Agricultural Credit.” - In regard to the acquisition of the soil he cultivates, the American farmer has been favored beyond the farmers of any other nation or of any other time. In Rome the division of the public lands was accompanied by the riotous epoch of the Gracchi. In Great Britain one-fourth of the arable public lands were “inclosed” during the last two hundred years, and became the property of indi¬ vidual landlords.2 In France the revolutionary Assembly of 1789 confiscated the immense land possessions of the Catholic Church3 4 5 and sold them, in lots of 2 or 3 acres, for a nominal sum to the peasants who had for so many years cultivated 1 It is possible that an objection may be raised to the foregoing matter as in reality advocating overproduction. It is said by Mr. Giffen, the eminent English statistician, that countries whose productions are merely of an agricultural or mining nature indubitably feel the consequences of a depression in trade much more severely than manufacturing communities. The first reason he gives for this dictum is “the greater liability of raw material being occasionally produced in excess of the demand for it ” by the manufacturing community, which can more quickly propor¬ tion its output to the public wants. Assuming that Mr. Giffen's first reason is true, it would follow that a plenitude of capital put at the disposal of the agricultural class, as discussed in this chapter, would stimulate an overproduction of raw material and a lessening of the price obtained for it by the farmer. Nevertheless, it is difficult to see why equally injurious results would not follow if capital in large quantities were to be placed at the disposal of the manufac¬ turing class unless protected by the trades unions we call trusts. It seems that as long as raw products, especially food stuffs, are salable in and transportable to the markets of the world there need always be less apprehension of overproduction in agriculture than in manufactures, at least in stable economic conditions, such as where the application of machinery to the transfor¬ mation of raw material into artificial forms of convenience or luxury has not overdirected capi¬ tal to manufacturing by the offer of high interest or a patent-right system has not stimulated the production of machinery itself, or overconstruction of transporting agencies should over¬ stimulate agricultural production, or vice versa. When the economic conditions are lopsided or when prices are being lowered in a lopsided way, that form of production— agricultural or manufacturing, as the case may be— will attract the most people which has the most capital at its disposal, and it is the people who feel the hard times, for to them that term means not depri¬ vation of the pleasures, but frequently the want of the necessities of life. In 1883 a report of a royal (British) commission on the depression of that date characterized the situation in the propositions: (1) A very serious falling off in the exchangeable value of the produce of the soil; (2) An increased production of nearly all other classes of commodities; (3) A tendency in the supply of commodities to outrun the demand; (4) A consequent diminution in the profit obtainable by production; and (5) A similar diminution in the rate of interest on invested capital. A series of changes of this description, if universally and not merely theoretically true, would inevitably result in an entirely new basis of finances; a sort of mild economic revolution only recognizable when the future shall have given the necessary “ historical perspective.” 2 The effects of this are thus described by the Right Hon. G. Shaw Lefevre, M. P. : “The right of turning out cattle on the waste and other rights over“the commons were highly favor¬ able to the existence of small ownerships, and when disconnected from these rights the small farms and small freeholds became economically impossible to maintain.” Of course it will be understood that the inclosed wild land was put under culture by capital, and leased to small farmers, and also that those farmers who owned land were forced to sell, their property being “soon swallowed up by their neighbors.” (Nineteenth Century, October, 1885, 517-518.) 3 And of the emigres or noblemen who had left the country from fear of decapitation. 1236 EDUCATION REPORT, 1895-96. them for their ecclesiastical lords. But in America none of these disagreeable features appear; for the Federal Government by its preemption laws, dating from 1801, has given the land away at the mere cost of surveying it, and by the home¬ stead law of 1862 allowed it to be acquired for nothing. Thus Congress, up to 1880, had practically endowed agriculture with 268,150,000 acres, which, at the price fixed by the act admitting the new States beyond the Red River of the North, would have produced, if sold, $2,681,000,000 — 1£ times the amount of the present national debt. The arable public lands in the United States are now exhausted, and our agriculture is coming under the conditions that prevail in Europe, both in the tenant-farming agricultural community of England and in the small- proprietor farming community of France. In Europe instruction in agricultural processes and theory has not been found to be a panacea for the competition set up by the fresh and cheap lands of America, and experimental fields are possibly more calculated to enrich science than the farmer. The most experienced and thoughtful people on the continent, therefore, have for some years been giving their attention to other methods to relieve the “agricultural crisis ” of the decade last past. In the following matter an account is given of the most prominent of these methods, which, if it have no other effect, will be a school of economics for the farmer which will inevitably remove one disagreeable feature caused by his isolation, to wit, his ignorance of bookkeeping and the course of exchange — two capital accomplishments in an age which appeals so strongly to everyone to make money, and to combine with others to effect that object. The expression ‘ ‘ agricultural credit ” has a definite meaning. It does not mean the ability of the farmer to borrow money for any purpose whatever, but a fund upon which he can draw in order to procure stock, necessary implements, and fertilizing material. It is not intended for the tenant farmers of England, nor the metayer (farmer on shares) of France, but is especially intended to aid and perpetuate a class of farmers which from the time of the Roman Republic every experienced government has striven to protect from the inroads which its own necessities and improvidence have ever made upon it — that is to say, the class of farmers called in France “small proprietors,” as distinguished from the great pro¬ prietors, known in England as “ landlords,” who are people who manage their estates through an agent, as a manufacturing company manages its business through a superintendent, or, to magnify the matter greatly, as European gov¬ ernments managed their possessions in America, by viceroys, and ancient Rome her colonies by proconsuls. This is the fundamental principle, it is thought, of the Raiffeisen system of agricultural credit for small proprietors, the avowed basis of which is cooperative local financial self-government. III.— The Mechanism of Agricultural Credit.1 It is a fact in Europe that banks which accept and discount the notes of a mechanic or small merchant known to be honest refuse to do the same with the paper of a farmer. In France it has been proposed to pass a law requiring State banks to accept the paper of agriculturists. Yet this aversion to agricultural paper is not the result of ill will, but of business instinct or necessity. In the first place, the small proprietor is unknown to the banker, while the small merchant lives near him in the same little city or town, and it is upon this very confidence, resulting from comparatively intimate relations, that credit is founded. In the second place, there is a still more material obstacle to lending to a farmer. Sup- 1 The matter of this section is taken principally from an article by M. Paul Rousiers, pub¬ lished in La Science Sociale as a review of the work entitled Le Credit Agricole en Prance et a l’etranger, by Louis Durand, doctor in law and advocate before the court of appeals of Lyons, France. M. Rousiers, author of the well-known work on American Life, acknowledges his indebtedness to the “judicial work” of M. Durand, and the same acknowledgment is made by the writer of this chapter. ADVANCEMENT OF AGRICULTURE IN EUROPE. 1237 pose the banker is willing to advance money to a small proprietor in whom he has confidence, then another difficulty presents itself. It is the custom of the French banks not to lend money for more than three months. In three months the man of commerce has sold his merchandise, been paid for it, and pays his own debt with the proceeds. Three months will not, generally speaking, permit the farmer to accomplish these matters. If the farmer can not obtain a credit for a longer period than three months, it is better not to borrow at all. Some forms of market gardening, or other form of agriculture, which closely resembles the spe¬ cialized work of the mechanical trades, have found favor with existing institu¬ tions of credit when organized, as the “ Chamber of the Mouths of the Nievre ” or “The Vegetable Growers of the Valley of Auge. ” But the operations of these two bodies are confined to the buying of stock in the spring and the sale thereof in autumn, which allows a short term of credit, and the transactions are wholly done in cash. But these operations are conducted by men of far greater standing than the ordinary peasant. To constitute an agriculture credit it is necessary to overcome two obstacles, which are: (1) To connect the small proprietor with the banker by a third person known to both; (2) to create a reserve fund which will permit the third person to give the small farmer a longer credit than the banker will grant, so that the small proprietor may indirectly profit by the credit offered by the bank. The whole question is contained in these two propositions. It would be per¬ fectly useless to force the national banks to accept “agricultural paper,” for if such paper were presented under the same conditions as commercial paper it would be willingly discounted. Equally useless would it be to establish in France a new bank especially for the purpose, since the Bank of France, La Societe General, Le Credit Lyonnais, etc., would be enchanted to trust their money to agriculture if they could be assured of the prompt repayment of the loan, and the special bank must have that assurance if it would avoid bankruptcy. These two ideas, then, are fundamental: First, there is a difference which sep¬ arates agricultural operations from commercial operations, the farmer from the merchant as a business man; second, it is illusory to make agricultural credit a sort of subsidy granted by the State to encourage agriculture. Agriculture, as any other industry, has no need of alms. What is required is a servant that can be used and paid. Such a servant has been named by a member of the French Assembly “family banks;” that is to say, banks which are simply mutual asso¬ ciations, each of which fortifies the credit of its members by pooling the credit of all. But how, it is asked, can an association of small farmers who have no cash become a bank. Where will such a bank get its money? The answer is this: Banks which have money will willingly listen to a joint and several association of proprietors who guarantee the engagements of its members individually. Such a mechanismis already in existence. In Germany they are called Darlehenskassen (lending banxs) , and are now introduced into Austria and, thanks to the propa¬ ganda of Sig. W ollemborg, into Italy. The Darlehenskassen of Herr Raiffeisen, or Raiffeisen’s loan banks for farmers, answer exactly to the. needs of agricultural credit,1 and are founded upon keen observation of the social life in the country. Every borrower from a bank must 1 There were in Austria during 1895 994 Raiffeisen societies, with 60,000 members (estimated), and in Wiirtemberg there were 1,233 such societies, with perhaps 100,000 members. In Bavaria the Raiffeisen societies had grown in 1893 to 713 from 245 in 1885, with a membership of 62,000 as against 24,400 in 1885. The Swiss Government offered a bonus for each Raiffeisen society formed, but the Swiss enjoy such exceptionally good opportunities for obtaining money that the socie¬ ties do not multiply fast. In 1894 the Belgium Legislature passed an act favoring the creation of the Raiffeisen societies. The number of such societies in Germany in 1894 was 1,038; in Italy in 1890 250 societies, with a membership of 15,000. In 1895 France had 281 of these societies.— Michael G. Mulhall, in appendix of report of recess committee on the establishment of a department of agriculture and industries for Ireland, second edition. 1238 EDUCATION REPORT, 1895-96. be a member of the association, being admitted thereto by vote of the mem¬ bers. It is not necessary to be wealthy to obtain the loan, which is granted after admittance. The borrower is expected to be industrious and economical, and must have impressed his neighbors that he is both these things. ‘ ‘ There are one hundred of us mutually standing guard over each one, so that there is no possibility but each mem¬ ber will be made acquainted with his duty,” said an Italian peasant to Signor Wol- lemborg. To anyone acquainted with life in the country, such a guaranty appears sufficient. What else have peasants in the long winter evenings, at home, at church, on Sunday, at the fairs, marriage ceremonies, and other entertainments, to talk about if not the affairs of their neighbors, and nine times out of ten it is the finan¬ cial condition of their acquaintances which is the matter discussed. Such a one has scored a success, he has secured so much wheat, or feeds his animals in this or that way, or has a wife who is a poor manager; and before the subject is dropped a balance sheet is struck as to the man’s possessions, his energy, and his administrative ability. A bank having capital to lend can depend upon the judg¬ ment of a society of this kind, if it can be held jointly and severally responsible to the bank for its decisions. In this manner is the first obstacle to an agricultural credit overcome; for all the members of a community have gone bail for the honor, industry, and rational expectations of one of its members. In order that this surveillance may be effectual, the financial society can not embrace more than the limits of a single parish, for it is not enough to know that a man is industrious and economical; it is also necessary to know what he is going to do with the money borrowed and to witness the application of it to that purpose, for if the loan is not applied to the purpose for which it was granted, the associa¬ tion exacts its immediate restoration. Under this system it has been very rare for the Raiffeisen loan banks to come upon the mutual responsibility of its mem¬ bers, the reserve funds having been sufficient to repair the losses that have followed an unsuccessful loan. The Raiffeisen loan banks solve the second difficulty by confining themselves strictly to the work of an intermediary, by avoiding all speculation, all induce¬ ments of profit sharing, so as to in no way jeopardize the security they offer nor to infringe upon a wise caution. They have a reserve fund, but even this is not distributable on dissolution, but is deposited in the Imperial. Bank1 (Reichs Bank) until a new association is founded in the same village so that the system is guar¬ anteed against the danger of a too great prosperity and the desire of some persons to profit by that prosperity by demanding a dissolution. The reserve fund is the profits arising from the operations; there is no entrance fee to be absorbed into the possession of the bank, though a sum (generally §2.50, the minimum required by law, and only exacted because required by law) is paid by the new member on entrance, which is his own property, however, and never goes into the reservefund. The constant and consistent effort of the agricultural credit association system of Raiffeisen is to keep each association as the loaning body politic of the parish, and to keep it out of the power of the feverish impulsation of the times to make money under all circumstances, which results, in joint stock concerns, in giving great opportunities to enterprising managers, frequent “mismanagement,” and occasional defalcation. It must ever be remembered that the associations or so-called “ banks ” for agricultural credit are intended to aid the small farmer, and 1 Raiff eisen established a central bank as the general clearing bouse of bis system. In remark¬ ing tbe union of “the psychology of the crowd” with business principles the imagination is warmed by the completeness of Raiffeisen’s work. He has created a special banking system which is now dependent on capital, but which is a politico-financial body only equaled in its solidarity by the State. The labor unions of England and America are not to be compared to it, either in view of self-help or independence of purpose. There were in Germany in 1890 about 2,000 socie¬ ties for agricultural credit, with 20,000,000 francs in loans. ADVANCEMENT OF AGRICULTURE IN EUROPE. 1239 not to exploit his necessities and crude conceptions of financial operations. The reserve fund only becomes important in amount after some years. In the begin¬ ning there is none. But this does not prevent capitalists from lending money through the association. Ten associations selected at random show that the patri¬ mony of the members is twenty-eight times greater than the debts held against them. “ Under such conditions credit will never be wanting. Even in times of crisis, when money is being withdrawn from banks, industrial and commercial enter¬ prises, capitalists are only too glad to be able to prefer the agricultural credit to that of State bonds. During the wars of Prussia with Austria (1866) . and with France (1870) capitalists offered their money to the Raiffeisen banks without inter¬ est; for even admitting that an enemy should overrun the country, carry off the stock, and burn the buildings, the soil remains [and the owners] , and that would only fall to half its value. What other investment is able to be compared, as far as security goes, with the security offered and guaranteed by the Raiffeisen asso¬ ciations? The result is that just as fast as these institutions become known they have more than enough capital placed at their disposal.”1 Some owners of large estates (noblemen or capitalists) desire out of good will to aid these associations for procuring agricultural credit and become members, and as such put their large landed property under the same joint and several responsibility as that of the peasantry with whom they have joined themselves, voting upon questions of according and refusing credit as any other member. IV.— The Attack of Schultze Delitzsch, the Founder of the Class of Institutions Known in America as Building and Loan Associations, on Raiffeisen, the Founder of the Associations to Procure Agriculture Credit. The Darlehenskasse, or Raiffeisen lending bank, to create an agricultural credit, is the application of the idea of the Vorschussverein (association for advancing money) to agriculture, just as the building and loan association of the United States is the application of the same idea to the purchase of property, ostensibly as homes for mechanics and other wage earners in cities. The first Vorschussverein was established in 1850 on the idea of Schultze Delitzsch. This gentleman had been struck with the fact that the possession of a sum of money, frequently a very small sum, might, in the hands of a mechanic or small merchant, produce very satisfac¬ tory results, and in many cases might procure for the industrious and saving laboring man who had a little laid by the means to advance his position. But the essential condition to effect this good must be that the borrower must be indus¬ trious and saving. The same results might ensue from public or private gifts, but the educative effect in that case would be nil. It is a general law, based upon human nature, that the price of a thing fixes its value, and that in conse¬ quence charity never produces the moral virtues of energy and economy, which alone are capable of permanently ameliorating the social condition of a man, Hence the necessity of credit for the poor in purse, and also the necessity of pro¬ curing this credit not by the intervention of charity, but by the personal exertion of the party to be benefited, or, to put the matter squarely, to be educated. This is the problem that Schultze Delitzsch solved. The Vorschussverein makes its members jointly and severally (creates a solidarity, to use a word not frequently employed in English) responsible for the money advanced them by capitalists, and also creates a capital of its own to guarantee its debts and pay running expenses and make profits to be distributed among the members as dividends. But Schultze 1 Le Credit Agricole, Louis Durand, doctor of law and advocate in the court of appeals of Lyons, France, page 236. M. Durand is now president of the Federation des Caisses Rurales et Ouvrieres de France. 1240 EDUCATION REPORT, 1895-96. Delitzsch did not like the plan of Raiffeisen. In the year 1878 and again in 1876 he attacked the Raiffeisen system on the floor of the Imperial Parliament of Ger¬ many, of which he was then a member, and in 1875, in a brochure, he put in print these charges: (1) The Darlehenskassen have not a business or reserve fund (Geschaftsantheil) [or, as we say, “stock shares,” i. e., the regular payment of a small sum at monthly or other intervals] . Yet these payments are indispensable for the secur¬ ity of the association. (2) The Darlehenskassen lend the capital they receive for longer periods than it is borrowed for, which invites bankruptcy. (3) The reserve fund, which is constantly growing larger, is never distributed, which is an anomaly. (4) Associations which do not hold out hopes of profit are running counter to the aspirations of human nature and will not encourage saving, and can have no independent existence (auf eigenen Fussen zu stehen). These points have been answered in detail and so effectually by M. Durand1 that his defense is probably the best exposition of the Raiffeisen system extant. To the first charge made by Herr Schultze Delitzsch, M. Durand replies: ‘ ‘ There is no necessity for a reserve fund in the Raiffeisen system of agricultural credit, for the system is operated by and among a body of small proprietors who have land and instruments of tillage. The possessions of the members of the association on the plan of Schultze Delitzsch are by no means sufficiently large to reassure capital, and the accumulations of the Geschaftsantheil are a necessity for it. Again, if it is absolutely essential to have a Geschaftsantheil, the Raiffeisen system has a small but constantly growing one, which is held perpetually, while the Schultze Delitzsch scheme permits any member to withdraw with his ‘ Geschaftsantheil. ’ ” To the second charge against the Raiffeisen system, M. Durand replies by deny¬ ing the validity of Herr Schultze Delitzsch’s contention. What bank is there that does not accept deposits payable at sight? Do not the associations founded on the idea of Schultze Delitzsch pay depositors on demand with accumulated interest? The fundamental principle of banking is not the length of time of the deposit or of the loan, but of ability to meet the demands of the depositor, and this is done by lending to parties whose paper another bank will discount in case of need. The Raiffeisen associations conform to this principle of banking. They have three resources: (1) The repayment of short-time loans (generally made for one or two years) ; (2) the long-time loans are subject to a sinking fund or repayment by installment operation, which practically reduces them to several short-time loans; and (3) the ability to borrow from other capitalists to repay the one demanding his money, in the guaranties they have to offer — and what establishment possesses the guaranties offered by the Raiffeisen system of Darlehenskassen, possessing, as they do, from ten to sixty times the amount of their debt? It is not to be supposed that a powerful coalition of large bankers would attempt to wreck the system. Establishments giving credit have, it is true, been ruined by this means, but these wrecked banks were undermining the speculations of those who coalesced to ruin them. The very essence of the being of “agricultural credit,” on the Raiffeisen principle, is not to speculate so as to make money, but merely to attract money where it will not flow unless the banks which have it to lend can be assured that it will be returned. And, strange as it may appear, in times of public finan¬ cial doubt, as during the Franco-Prussian war in 1870, the Raiffeisen societies were obliged to refuse the deposits that were offered to them without interest. But suppose a still greater crisis, suppose every commercial house, savings bank, banks 1 Following Dr. L. Loll, royal Bavarian councilor, in Die bauerlichen Darlehenskassen- Vereine, 2 ed., Wurzburg, 1889. ADVANCEMENT OP AGRICULTURE IN EUROPE. 1241 of issue, and, finally, the State, shall hare bankrupted. Under such extraordinary conditions the societies that guarantee agricultural credit may fail without dis¬ honor. During the twelve years of prosperity in Germany, from 1875 to 1886, with no war, no commercial crisis, 200 of the societies founded upon the grand conception of Schultze Delitzsch became bankrupt, which in itself is a very suffi¬ cient answer to his second charge against Raiffeisen’s profound modification of his Vorschussrereine to adapt it to an agricultural society. The third and fourth charges are in reality but one. The Raiffeisen society, according to Schultze Delitzsch, can not exist, can not stand on its own feet, since it is founded upon the principle of philanthropy and not of business, and it there¬ fore lacks the mainspring of prosperity, the spirit of gain. In reply, it is to be said that Raiffeisen recognized the absolute necessity of self-help, but he labored to procure it in a manner which will not expose the brotherhood of peasants to the danger of being fleeced or used by the sharper members of the organization for their own personal benefit under the pretense of placing a precious opportunity in the hands of each laborious and worthy member. As to the very lively attacks made upon the undistributed reserve fund, to the exclamations of pity for the poor peasants who are creating a fund which they will never enjoy, it is to be remarked that as the fund increases the interest paid on loans will decrease, as the money will come cheaper. At least it is a precaution that has been taken to prevent too high an interest being asked. Such are Mr. Durand’s responses. But to those who see the rate at which the rural populations are crowding to the cities the accumulation of a local fund coming to one generation from its predecessor has a meaning, especially when each generation is compelled to add in its turn to the total by its own saving, thus keeping constantly in view the means, the only means, by which such a fund may be created, as also the value of money in the form of cash, not for pretentious “internal public improvements,” the opportunity of contractors and their friends, but for private enterprise in its efforts to support a family in the slow and legitimate round of unostentatious living.1 See also page 1363, “Possibility of improving agriculture.’ CHAPTER XXVII. COLLEGES ENDOWED BY CONGRESS FOR THE BENEFIT OF AGRICULTURE AND THE MECHANIC ARTS.1 2 The income from the land grant of 1862 and its potential value as an interest- bearing fund; State aid to agricultural and mechanical colleges , its character and amount; Comparison of the three great sources of income of the land- grant colleges; The gross amount of all revenues expended for the subjects specified in the aci of August 30, 1890; Classification of the amount expended for these subjects out of funds from Federal Treasury received or on hand during the year 1895-96; Diversity of the interpretation of the meaning of the terms used to indicate technical courses of study; Farmers ’ institutes, the cause of their origin; Their probable antecedents; The laic of Michigan {1895); The organization and administration of institutes; Course of instruction in agri¬ cultural colleges of France and America; The possibility of improving agri¬ culture; Engineering testing laboratories in Europe; Students in land-grant colleges by sex, grade, and course; Reports of presidents to the Federal Govern¬ ment; Tables showing in detail the numerical facts concerning professors, students, and finances. I. The Land Grant of 1862 and its Present Money Value. For the first time since the grant of land by Congress in 1862 it is possible to state with all desirable accuracy the amount of the income it affords to the insti¬ tutions for the benefit of agriculture and the mechanic arts which it called into existence. The income is now (1896) $617,506, of which $588, 1443 is enjoyed by institutions either specifically or practically for the Caucasian race, and $21,752 by three institutions specifically for the American negro. This amount is not permanent, as there are two elements that will cause it to fluctuate. One of these, the rate of interest, will tend, probably, to decrease until every State has reached the limit fixed by the Federal law, which is 5 per cent. The other element of change is the increase which the lands still held by several Western States will yield to the agricultural and mechanical college fund of each of those States par¬ ticularly, and to the whole fund considered for all the States generally. To illus¬ trate these fluctuations in the productive value of the fund derived from the sale of the 9,600,000 acres granted by the Federal act of 1862, either as land or “scrip,” the following comparison is made: Colleges of thirty States reporting in 1891-92 the income from grant of 1862 . $444, 938 Colleges of same thirty States reporting in 1S95-96 the same fact-. . . . 435, 092 Decrease . . . . . . . 9,846 In four years there has been a decrease of 2 per cent in the income. Still these years, it is to be remarked, are considered to have been years of great financial depression. .Had the income of Michigan been excluded, the decrease would have 1 By Mr. Wellford Addis, specialist in the Bureau for obtaining and collating information relating to colleges of agriculture and the mechanic arts. 2 Excluding $7,710 withheld by the State of Kentucky for the college for white students at Lexington, and about $1,800 not received by the University of Nevada. The latter deficit is not included in the $617,506. 1243 1244 EDUCATION REPORT, 1895-96. been 5 per cent. In eleven States the figures are exactly the same for 1892 and 1898, which seemingly indicates a guaranty by the State of a fixed rate of interest which has not been changed during the four years included in the comparison above. In Michigan there has been an increase of $16,918 in the income derived from the State fund, or 65 per cent, while in New York there has been a decrease of over 41 per cent ($7,500) and in Missouri a decrease of 20 per cent. The income received by the Kentucky Agricultural and Mechanical College has been reduced, at least for 1895-96, to nearly one-fourth of what it has been — that is to say, has been reduced to $2,190. But this is not due to any loss of the fund, as the State holds unimpaired the original fund of $165,000, upon which it has hitherto paid an interest of 6 per cent per annum. As remarked above, the Federal law of 1862 requires the fund derived from the land granted by the act to be invested in safe stocks yielding an interest of not less than 5 per cent per annum on their par value.1 Considering, therefore, that the States, in accepting the conditions imposed by the Federal law, have guaran¬ teed interest at that rate, the income of 1895-96, $617,506, would represent, if cap¬ italized, a principal of $12,263,000 as the product of the sale of the 9,600,000 acres of public lands granted in 1862, not counting the unsold lands of Michigan, Nebraska, Missouri, etc. At the close of the year 1890, however, 5 per cent would have been too small an interest upon which to capitalize the principal. At that date, perhaps, even 6 per cent would have been too low, though most of the States gave that interest to their respective agricultural and mechanical colleges or agricultural and mechanical departments in their universities. Assuming, then, that the income of $617,506 derived from the fund created by the Federal act of 1862 is probably about 6 per cent of that fund, the fund would then amount to $10,219,000. It is safe to assume that the fund is in the neighborhood of $10,000,000, which, therefore, constitutes the present permanent and productive endowment of colleges for the benefit of agriculture and the mechanic arts. Such an amount at 5 per cent, the lowest legal rate, will produce $500,000 annually for the support of the institutions endowed with the Federal land grant of 1862, by the legislatures of thirty-eight States, including the new State of North Dakota, but none other admitted since January 1, 1889. The new States of the upper Missouri and Rocky Mountain region are obligated, by the provisions of the law admitting them into the Union, to hold the lands granted them for educational purposes until those lands will realize $10 an acre. Such a provision in the act of 1862 would have realized $96,000,000, or an income, at 5 per cent, of $4,800,000. II. State Aid. The main sources of support of the colleges of agriculture and the mechanic arts are the funds created by the Federal acts of 1862 and 1890 and, indirectly, or rather, so to speak, sympathetically, the fund created by the act of 1887 for State experi¬ ment stations which, with two exceptions, are part of the college in the same State. But these colleges are State institutions as well as national. Like the citi¬ zen of a State, they have a double function in the Republic. Congress, however, in subsidizing them, has left the control in the hands of the State or of the Terri¬ tory. It is to be expected, therefore, that the State or Territory will feel an inter¬ est in the colleges practically created and in a large measure maintained for them and through them by the national purse. In Delaware, in New Jersey, in New York, and in Tennessee it is to be remarked that this interest is not represented by appropriations of money, at ieast during the year 1895-96, and the appropriations in Oregon and Florida are for repair of the buildings, the latter State appropriat¬ ing rather liberally in view of the great disaster it experienced during the unprece¬ dented frosts of the winter of 1894-95. 1 In the case of New York, Nevada, Minnesota, and Florida the fund, it appears, has been invested in Government and State bonds paying “less than 5 per cent.” AGRICULTURAL AND MECHANICAL COLLEGES. 1245 The aid derived from the State maybe classed under three heads. To name them and the amounts appropriated under them — 1. Appropriation for current expenses . . . . . . . . $1, 257, 048 2. Appropriation for building (mainly) . . . _ . . . 811,566 3. Income from endowment granted by State . . . . . 149,486 Total . , . . . . . . . - . . . .. 2,218,100 But these appropriations are in some cases for instruction in subjects not named in the act of August 30, 1890, among the subjects calculated to directly benefit agriculture and the mechanic arts. It is therefore requisite to ascertain how much was actually spent by these universities and colleges for instruction in the subjects specified in the act of 1890. Such an amended statement will take the following form: Amount received from State for current expenses for all departments . $1,257,048 Amount received from State for building (mainly) for all departments.. . . 811, 566 Income received from State endowment for all departments . 149, 486 Income received from fees and other sources . . . . 1, 508, 869 Income received from Federal grant of 1862. . . . . . 617, 506 Income received from Federal grant of 1890 . . . 924, 758 Total, excluding schools for colored race except in Maryland. . . . 5,269,233 Disbursements for instruction and facilities for instruction specified in act of 1890 _ 2,486,251 Total expended for other than subjects specified in act of 1890. . . . . . 2, 782, 982 But the figures of the above statement require still further consideration. The gross sum of the item “ Amount received from State for current expenses ” is very largely contributed to by the total grants to several State universities (Ohio, Illi¬ nois, Wisconsin, Minnesota, Nebraska, and California) and the State College of Pennsylvania. The appropriations to these seven institutions, in which the tech¬ nical work is done in colleges of the university, amount to $800,000, or 64 per cent of the grand total received from the States by the fifty institutions for the Cau¬ casian race within the Union. Again, the amount of the item “ Income from fees and other sources ” looks very large, but its importance is reduced when it is shown how unevenly it is distributed among the fifty institutions, for one-half of the amount, that is to say, $759,000, is contributed by Cornell University and the Massachusetts Institute of Technology. Let us exclude the Massachusetts Insti¬ tute and include in the computation the universities of Cornell, Illinois, Wisconsin, and California. Even then it is found that 50 per cent of the sum total received by the aforementioned fifty institutions from “fees and other sources” is paid into the treasury of four universities, all founded upon Mr. Cornell’s idea of a university — where anyone can come and learn anything. Leaving now the matter of State aid, the subject of the annual national aid may be in turn examined. Other than the grant of two townships to provide for a university, and the grant of 500,000 acres for internal improvement (act of 1841), the grants made by the Federal G-overnment have been a grant per capita or by actual extent of territory (sixteenth and thirty-sixth sections in each township for school purposes). Thus the surplus revenue deposit of 1836 was distributed according to representation in Congress, as also the grant of land given by the act of 1862. But by the act of 1890 Congress placed all States upon the same foot¬ ing by granting to each an equal amount. The way in which the institutions have distributed the amount in expending it is given in the following statement: Amount received and on band July 1, 1895 . . . a $974, 638 Amount expended for agriculture and facilities . $102,834 Amount expended for mechanic arts and facilities . . . 204, 504 Amount expended for English language and facilities . 90, 035 Amount expended for mathematics and facilities . . . . 119, 762 Amount expended for natural science and facilities . . 249, 603 Amount expended for economic science and facilities . . 50, 852 - 817, 590 Unexpended . . . . . . . . . a 157, 048 a This includes in the case of Connecticut and of Rhode Island the payments of three years. 1246 EDUCATION REPORT, 1895-96. It is quite certain that much which is reported to this Bureau as expended for “natural science” may be included as instruction in agriculture. Horticulture, however indefinite the term may be, ranging from “ market gardening ” to orchard growing, is, it would seem, more nearly related to agriculture than it is to natural or physical science. The same may be said of veterinary science, and even, per¬ haps, of agricultural chemistry; yet these applications of the sciences in the “garden or orchard,” in “animal pathology,” and in agriculture are frequently returned as natural or physical sciences. This distribution of one university is interesting from the emphatic way it reports under agriculture, to wit: [Amount received from Morrill fund alone.] Feeds and feeding of live stock (professor) . . . . . $2, 000 Agricultural chemistry (assistant) . . . . . 775 Agricultural physics (assistant) . . . . . . . . 1,100 Horticulture (assistant) - - - - - - - - - 1,100 Dairy husbandry (assistant) - - - _.„T. — . . . . . . . . 1,000 Bacteriology (assistant) _ _ _ _ _ _ _ 800 Animal husbandry (assistant) . . . . . 750 Instructor in cheese making . . . . . . . . . 400 Instructor in veterinary science . . . - - . - 200 Instructor in milk testing . . . . - . . 195 Instructor in farm dairying . . . . . . 80 Total . . __ . . . . . „ . 8,400 Note.— The State, through special appropriations to the college of agriculture, provides funds which cover the cost for all apparatus, machinery, and stock and material purchased for use in said college. This university under the head of natural science gives one item, namely, physics, throwing back civil [“RR”], electrical, mechanical, and experimental engineering to the general head of the applied science called mechanic arts. It is thought that the variation of the reports in classifying the subjects of instruction is probably due to there being one professor for sciences so nearly related as chemistry, botany, and meteorology are to agriculture. The manner in which the science of construction or the engineering sciences have been classified presents quite as much diversity as the biological sciences, spoken of in the preceding paragraph. Engineering and the scientific generaliza¬ tions and the applications of mathematics in representing its facts are divided up among three of the five heads given in the form sent to the treasurer of each insti¬ tution, to wit, natural science, mathematical science, and mechanic arts. One insti¬ tution will do this in one way; another in quite a different way. To illustrate: Institution A. [All under mechanic arts.} Mechanical engineering (one professor). Electrical engineering (one professor). Marine engineering (one professor). Experimental engineering (one professor). Mechanical drawing (one professor). Institution B. [Under head of viathematical science.] Mechanics, hydromechanics, bridge building, differential calculus, and integral calculus (one professor). Mechanics, astronomy, and calculus (one professor). Algebra, descriptive geometry, and drafting (one professor). [Under head of physical science .] Physics, elements of mechanism, and electrical science (one professor). The most notable diversity of classification is, as might be expected, in the case of civil engineering, which is about as frequently placed under mathematical science as under mechanic arts. There is some diversity also in the location of AGRICULTURAL AND MECHANICAL COLLEGES 1247 drawing. In general, however, it may be said that when one subject is confided to a single professor the arrangement is this, despite the ambiguity of the term mechanic arts: Engineering (whether mechanical, electrical, experimental, or civil), shopwork, and drawing are placed under mechanic arts; mathematics, pure and “ applied,” under mathematical science, and the general or “ elementary” laws, which matter obeys or the so-called “natural philosophy,” under physical science. In order to ascertain what was meant exactly by the terms civil engineering, mechanical engineering, etc., this Bureau, several years ago, made a critical examination of the programmes of the larger technological institutions in Europe and America, the result appearing in volume 2 of the Commissioner’s Report for 1889-90, where the matter is discussed at some length. III. Farmers’ Institutes.1 The agricultural experiment station, says Prof. John Hamilton, deputy secre¬ tary of agriculture and director of farmers’ institutes in Pennsylvania, after having endeavored to assist farmers by solving questions of interest to them and then disseminating the solutions among them, found that many farmers, by reason of their lack of scientific training, were unable to understand the full force and application of these results. Thus there was created a necessity for persons familiar with science and its relation io practice to go out into the country dis¬ tricts and explain the meaning of the experiments and their practical value. From this necessity grew the modern farmers’ institute.2 But this institution reaches back further in the history of this country than is commonly supposed and reported. In 1799, Count Fellenberg had established at Hofwyl, in Switzerland, the agri¬ cultural school of that name. “The rational agriculture,” said this enthusiast, “which will proceed from Hofwyl and will penetrate not only every district of Switzerland but of the whole civilized world, is the instrument for the physical and moral regeneration of mankind.” The first notice published in America of this experiment was by 4 1 Professor Gris- com, of the Hew York school,” but the account given during 1830-31 , in the Ameri¬ can Annals of Education, by AY. C. Woodbridge, its editor, who had resided at Hofwyl off and on for nine months, is far more interesting. While Fellenberg was building up a love for agriculture in Switzerland, Albrect Thaer, a student of the then flourishing agriculture of England, established his experimental farm at Celle, whence he was called by the King of Prussia to create, in 1804, the “first ” higher agricultural institute in existence (hohere Lehranstalt fur Landwirth- shaft) at Moglin. Thaer, the author of the formerly well-known work on the Prin¬ ciples of Rational Agriculture, stipulated that there should be attached to the school an experimental farm, as nothing in his opinion is so educative in agron¬ omy, considered in a practical sense, as the ability to see processes in operation and to handle the implements of culture.3 Let it not be supposed, however, that 1 The basis of this section, except the historical part, is the information collected by Prof. John A. Woodward, of the Pennsylvania Experiment Station. The Bureau is indebted to Mr. Oliver D. Schock, ehief clerk of the department of agriculture of Pennsylvania, for the docu¬ ments containing an account of the institute work of that department. 2 Address before Association of American Agricultural Colleges and Experiment Stations, November 11, 1896. 3 His idea was expressed by the King of Prussia, William III, when this school was subsequently made a part of the University of Berlin, as follows: There must be connected with the univer¬ sity, as an essential part an institute organized for the purpose of illustration (ein musterhaft eingerichtetes jnstitut), which would exhibit the relation of theory and practice, upon which relation the instructor could base his instruction and in which institute the student might learn. The use of the word institute here will be familiar to those acquainted with the “ pathological and chemical institutes ” of the German universities, being our * American laboratories fitted out with a director and a full faculty of instructors.” 1248 EDUCATION REPORT, 1895-96. the foregoing statement is intended to make the assertion that Thaer’s experi¬ mental farm (perhaps a synopsis of English practice) was anything more than a place for exhibiting proper methods of cultivating the soil. The real scientific experiment station based on organic chemistry made its first appearance during the thirties upon the farm of Brechelbronn, in Alsace, under the direction of Boussingault, and in 1842 at Rothamstead. In Scotland the earliest agricultural association was established in 1728 as the Society of Improvers in the Knowledge of Agriculture in Scotland, but it is said that the tenantry took no interest in it, inasmuch as they are always unwilling to adopt the practices of those who cultivate land for amusement. During the period from 1795 to 1815 it is said that the substantial education of the parish school of Scotland had diffused through all ranks such a measure of intelligence as to enable the Scots to promptly discern and skillfully and energetically take advantage of the spring tide of prosperity produced by the constant wars on the Continent of Europe and further to profit by the agricultural information then plentifully furnished by the Bath and West of England Society (1777), the High¬ land Society (1784), and the National Board of Agriculture (1798). But to return to America. A national figure at once attracts attention. The earliest proposal for promoting ‘ ‘ useful knowledge among the British plantations in America ” was made in 1743 by Benjamin Franklin. The society contemplated by this proposal, among other matters, was to aim to improve the breeds of useful animals, the cultivation and the clearing of land, for “all philosophic experiments that let light into the nature of things tend to increase the power of man and multiply the conveniences and pleasures of life. ” It is only necessary to add that the society for the promotion of knowledge among the people established in 1824 is called the Franklin Institute, to say nothing of the Brooklyn Institute of 1823, the Albany Institute of 1824, the Smithsonian Institution of 1838, and the Cooper Institute of 1852, all of them apparently catching as an ideal expression at the name of the Institut de France, into which were combined by the first French Republic the so-called learned bodies styled academies before the French Revolu¬ tion.1 * * In 1824 Stephen Yan Rensselaer, of New York, employed a very able gentleman, Prof. Amos Eaton, with a competent number of assistants and sufficient apparatus ‘ 4 to traverse the State on or near the route of the Erie Canal and to deliver in all the principal villages and towns familiar lectures, accompanied by experiments and illustrations in chemistry, natural philosophy, and some or all of the branches of natural history.” This scientific and educational journey through the State was made during the summer of 1824 and “ aroused a prodigious interest. ” It is readily seen that this idea is not new as far as the method is concerned, and it only remains to speak briefly of a possible defect which the method may contain. The higher instruction of France, or, in American phraseology, post-graduate instruction, was at one time given in the form of public lectures. The result of this was very unsatisfactory, not only to those who had the desire to study, but to the professor who desired to instruct. 4 4 What could be more humiliating, ” says Ernest Renan, in speaking upon this delicate topic, “than for the professor to find himself before an audience made up of idlers and other persons whose time hung heavy on their hands, whom he was compelled to amuse; for his success was com¬ parable to the merit of the Roman actor whose end was attained when it could be said of his performance, 4 Saltavit et placuit’ — he jumped and he pleased.” There are thirty-two States having farmers’ institutes. One-half of these are under the auspices of the agricultural colleges or experiment stations, and the other half under those of the State board or department of agriculture. The latest 1 Those interested in these matters may consult 44 A preliminary list of American learned and educational societies,” prepared by Dr. Stephen B. Weeks and published by this Bureau in its 1893-94 report. AGRICULTURAL AND MECHANICAL COLLEGES. 1249 form of organizing these institutes is shown in the law passed by Michigan in 1895, which follows: “Section 1. The people of the State of Michigan enact. That the State board of agriculture is hereby authorized to hold institutes and to maintain courses of reading and lectures for the instruction of citizens of this State in the various branches of agriculture and kindred sciences. The said board shall formulate such rules and regulations as it shall deem proper to carry on the work contem¬ plated in this act, and may employ an agent or agents to perform such duties in connection therewith as it shall deem best. “ Sec. 2. When twenty or more persons, residents of any county in this State, organize themselves into a society to be called the - county farmers’ institute society for the purpose of teaching better methods of farming, stock raising, fruit culture, and all the branches of business connected with the industry of agricul¬ ture, and adopt a constitution and by-laws agreeable to rules and regulations fur¬ nished by the State board of agriculture; and when such society shall have elected such proper officers and performed such other acts as may be required by the rules of said board, such society shall be deemed an institute society in the meaning of this act: Provided, That not more than one such institute society in any county shall be authorized by this act: And provided further, That any existing organ¬ ization, approved by the board of agriculture, shall be considered a legally organ¬ ized institute society under the terms of this act. “ Sec. 8. In each county where an institute society shall be organized under the provisions of this act, the State board of agriculture shall hold one annual insti¬ tute, two days in length, at such place in the county and at such time as said board may deem expedient, and shall furnish at least two speakers or lecturers, with all expenses paid, to be present at all sessions of the institute. The county institute society shall provide a suitable hall for the institute, furnish fuel and lights and pay other local expenses, and shall provide speakers who shall occupy one-half the time of the institute that is given to set addresses: Provided, That upon the request of any local institute society who desire to conduct their own institute the State board of agriculture may, in their discretion, appropriate from the institute fund, money, not to exceed twenty-five dollars, in lieu of the speak¬ ers provided for by this act, said money to be expended by said local institute society entirely in institute work. “Sec. 4. If the funds appropriated by this act will permit, the said board of agriculture may hold a number of four-day institutes, at such places and times as said board may determine, at which the primary object shall be to furnish a school of instruction in practical agriculture and kindred sciences. “Sec. 5. The State board of agriculture shall maintain the course of reading known as the Farm Home Reading Circle, and may expend from the moneys appropriated by this act a sum not to exceed two hundred dollars for each of the two years for which the appropriation is made for the maintenance and exten¬ sion of said course. “Sec. 6, For the purposes mentioned in the preceding sections the said board of agriculture may use such sum as it shall deem proper, not exceeding the sum of five thousand dollars in the year ending June thirtieth, eighteen hundred ninety- six, five thousand dollars in the year ending June thirtieth, eighteen hundred ninety -seven, and such amounts are hereby appropriated from the general funds of this State, which said sum of five thousand dollars shall for each of the years eighteen hundred ninety-five and eighteen hundred ninety-six be included in the State taxes apportioned by the auditor-general on all the taxable property of the State, to be levied, assessed, and collected as are other State taxes, and when so assessed and collected to be paid into the general fund to reimburse said fund for the appropriations made by this act.” ED 90 - 40 1250 EDUCATION REPORT, 1895-96. Nineteen States favor a centralized control; four think it should he in charge of local managers. It is thought by at least one manager of State institutes that local talent is very inadequate to meet the demands of science. The general rule in the selection of speakers by the management is this: The official speakers are selected by the State or college authorities having charge of the.work, and the local speakers by the local committee. But the answers seem somewhat scattering. Maryland would have the speakers selected by the local committee with reference to needs of communities; Minnesota wants practical men, and Mississippi sends the men who can be spared most easily from the work of college and station. This matter of the selection of speakers may be dismissed by putting the weight of the opinions in the form of ‘ ‘ official speakers to open the road and local men to lead the audience in discussion. The number of sessions held at each meeting varies from one to six, but in gen¬ eral the opinion is that there should be either one or two days devoted to the institute, and that in the case of the one-day institute there should be three ses¬ sions,. and in the case of the twm-day institute there should be five sessions. The number of sessions held during the winter varies considerably. Michigan, Iowa, and New Jersey have 1 in each county; Delaware has 4 to 6 in each county; Ala¬ bama, Georgia, Kansas, New Hampshire, and Rhode Island have from 20 to 25; California, South Dakota, and Mississippi have from 12 to 16; Indiana and Wis¬ consin have 100 or more; Ohio, 150; New York, 250; Missouri, Minnesota, and Maine, in the neighborhood of 50 or 60 each; Idaho, 2, etc. Some of the States speak highly of the summer institute. The attendance at these meetings is given in round numbers, except in the case of Yfisconsin, wherie there was an attendance of “494 at last year's meetings,” and Ohio, where the attendance was 423.3. In Delaware the attendance varied from 30 to 200 each; in Georgia, from 50 to 500; in New York, 100 to 800; in Indiana it was 250; in Idaho, 100; in California and Mississippi, 200, etc. All the States reply that the interest and attendance is increasing. The great majority of the States also find a marked increase in the intelligence and critical character of their audiences, demanding a higher order of ability and special training on the part of the speakers. Thus Maine reports, “Speakers who did good several years ago are of no use now.” New Jersey reports that after a good institute, university extension lectures have been demanded, and, when obtained, supported. At least half a dozen other States speak with similar emphasis; others are not sd positive. The work in the institutes is reported to have had considerable effect in improving the methods of culture employed in working the soil, especially in the localities which have exhibited a lively interest in the work of the institute. The majority of States think that the institutes should be increased in number and advanced in character. Two or more want to invade the remote rural regions, where much missionary work is possible. In ten States all expense is paid out of State funds. In one all the cost is upon the county. In six States the agricultural college and the local committee divide the cost between them. In one the university pays it all. In another the college faculty volunteer, the railroads furnish passes, and the local managers entertain the speakers and furnish the hall. In all others the State furnishes a fixed part of the expenses, and the local managers furnish the residue. Where appropria¬ tions have been made directly by the State, they have been increased. The amounts now appropriated by these States are: North Carolina - - - - - . . $500 Maine _ _ _ . _ _ _ _ _ _ _ _ _ _ 3,000 Indiana, Iowa, Michigan, and V ermont, each _ _ - . 5, 000 New York _ 15,000 New Hampshire . . . . . . . . . - . 1,000 Missouri . . . . . . - . . 4, 000 Wisconsin.. . 12,000 Minnesota . 13,500 AGRICULTURAL AND MECHANICAL COLLEGES. 1251 The speakers are paid $2, $3, or $5 per diem; in Delaware they are paid accord¬ ing to value, from $5 to $20 for a lecture. Some States pay only expenses; others a per diem and expenses. Wisconsin pays $25 for four days’ work to the conductor, $20 to his regular assistant, and $5 per diem and expenses to others. The exact cost of an institute in Ohio was $69.04. In Wisconsin, in the winter of 1894-95, it was about $58, though for the eight preceding years it had been about $110. The system of farmers’ institutes is very thoroughly organized in Pennsylvania. The institute in that State is a propaganda not only for good farming, but for good housekeeping, good sanitary surroundings, and good roads. In addition to this there is an educational session of a very practical and otherwise valuable nature, in which the “proper education for country children ” is discussed in con¬ nection with country graded schools and township high schools. In fact, the sample programme published by the agricultural department of Pennsylvania is so interesting and suggestive that it has been inserted here in reduced form, the original circular being 'composed of four octavo pages on good paper and well printed. (COVER.) SAMPLE PROGRAM. — This sample is designed as an aid to institute managers in making up their programs. PROGRAM OF THE . . COUNTY Farmers’ Institute, TO BE HELD UNDER THE AUSPICES OF THE DEPARTMENT OF , AGRICULTURE, OF PENNSYLVANIA, IN . HALL, . PA. On Friday and Saturday, November 5 and 6, 1897, EXERCISES PUBLIC AND FREE. EVERYBODY IS INVITED. 1252 EDUCATION REPORT, 1895-96. 1.30. 2.30. 3.30. 4.30. 7.00. 7.15. 7.45. 8.15 9.00. 9.30. 10.00. 9.30. 10.30. 11.15. 12.00. 2.00. 2.45. 3.30. 4.00. 4.30. 7.15. 7.45. 8.30. 9.15. 10.00. (Second page.) ORDER OF BIT SINESS. FRUIT GROWERS’ SESSION. Presiding officer, Music. Prayer. Address of Welcome. Response. Potato Culture. How to Grow Small Fruits. Adjournment. Wednesday afternoon , November 5, 1.30. By. By. By. Discussion opened by. By. Discussion opened by. RADIES’ SESSION, In the Interest of Ccmitry Homes. Wednesday evening , November 5, 7.00. Music. A Model Country Home. By. The Quality and Preparation of Food. By Heating, Lighting, Ventilating, and Sanitary Arrange¬ ment of Country Homes. By. The Yard and Garden. By. The Care of the Sick. By. Adjournment. (Third page.) GENERAL FARMING SESSION. Thursday morning, November 6, 9.00. The Question Box. Dairy Feeding. By . . . . . . Discussion opened by . . . . . Fertilizers, Home and Commercial. By . . . . Discussion opened by _ _ _ _ _ _ Market Gardening for Profit. By . . . . . Discussion opened by . . . Adjournment. GOOD ROADS SESSION. Thursday afternoon, November 6, 1.30. The Question Box. How to Build a Good Road. By . . . . . . Discussion opened by . . . . . How Can we Secui’e Good Roads? By . .. . Discussion opened by . . . . Should the Road Taxes be Paid in Money? By . . . . Discussion opened by . . . . . . Should the State Aid in Building Roads? By . . . . . . Discussion opened by . . . . Adjournment. EDUCATIONAL SESSION. Isa the Interest of Education for Farnaers and their Childress. Thursday evening , November 6, 7.00. Music. What is the Proper Education for Country Children? By . . Discussion opened by . . . . . . Should we Have Graded Schools in the Country? By - - - - Discussion opened by . . . . . Should we Have a Redistribution of the School Funds Appropriated by the State? By . . Discussion opened by - - - - - - Ought there to be Township High Schools? By . . . Discussion opened by . . Adjournment. AGRICULTURAL AND MECHANICAL COLLEGES. 1253 SPECIAL NOTICE. The foregoing order will be followed as closely as possible, but other exercises will be intro¬ duced if found desirable. Speeches, essays, and papers ought not to exceed twenty minutes. The papers, when read, are considered the property of the Department of Agriculture. Although these institutes are designed and conducted for the education and advantage of farmers, yet all who are interested are invited to attend, and it is hoped that they will show their appreciation, not only by being present at the meetings, but also by taking part in the discussions. ASK QUESTIONS. A question box will be kept upon the secretary’s desk, and all are invited to place therein such questions as they may wish to have discussed during the session. At a proper time, designated by the meeting, these questions will be referred to some one for answer, or brought up for gen¬ eral discussion. All granges, alliances, agricultural societies, and kindred agricultural organizations are spe¬ cially invited to attend. For further information and for programs address Name, - , Address, - , Chairman of the Board of Institute Managers for - County. Local committee. Committee on questions. County board of managers. Wm. Stevens, William Stover, J. A. Walker, Address, _ _ Address, _ Address, . _ . Mrs. Jane Wilie, Miss Jane Miller, Wm. Cedars, Address, _ _ _ Address, . . . Address, _ _ _ Miss Emma Stone, John Williams, Address, -- _ Address, . « MEANS OF ACCESS. Trains on the B. C. R. R. arrive from the East at 8.30 a. m. and 5.19 p. m. ; from the Vfest at 9.40 a. m. and 9.38 p. m. On the P. R. R. trains from the East arrive at 4.52 and 9.54 a. m. and 4.32 p. m. ; from the West at 10.18 a. m. and 5.08 and 9.23 p. m. IV. The Agricultural Course in the French Colleges of Agriculture. It is evident to anyone who will take the trouble to survey the field of agricul¬ tural curriculums that, though the term “ education ” is popularly synonymous with “ school,” and “ degree” with “learning,” the “agricultural college” is by no means the same thing as the “agricultural course.” As the reason for this seems rather unobvious, it may be permitted to the compiler of the foregoing matter to enlarge upon the subject. In the first place, it is important to recall that each one of us is aware not only of his own personality, “the thing he calls himself,” but also of an infinitely varied panorama or series of phenomena outside himself, which he instinctively insists is not a mere modification of himself. Equipped with this reflection, it may now be said that in the early educational process, whether on the banks of the Nile, the Euphrates, or the Seine, men gathered together in monastic-like establishments for the purpose of elaborating the spiritual self and fashioned a method of accom¬ plishing their object, which in a wonderful degree facilitated the growth of lan¬ guage and confidence in logical soliloquy, or, as Bacon calls it, the intellectus sibi permissus.1 Dissatisfaction having set in with this method of education, owing to astronomical proof of its limitations when it attempted to account for physical phenomena, man turned to the consideration of the world without him as to a sphere of matter of fact, and this new process or education was called at first philosophia experimentalis, to distinguish it from the intellectus sibi permissus philosophy, as elaborated by the Greeks, from what, so it seems, they had an 1 Nec manus nuda, nec intellectus sibi permissus multum valet; instrumentis et auxiliis res perficitur. Novum Organum, Aph. II. (Neither the naked hand nor the intellect thrown back upon itself amounts to much. Investigation requires instruments and aids.) 1254 EDUCATION REPORT, 1895-96. opportunity to pick np in Egypt and Mesopotamia in their naive educational effort to free the human mind from coarse superstition and brutality by diffusing knowledge, even though, as Plato claimed, they manufactured it for sale.1 Thus throughout the history of education since the Reformation we have two systems of education, one old and established, which is based on the development of the self within, and the other based on what is from without and distinguished from self; and this new education proceeds by the widest accumulations of facts and their reduction to so-called laws. But though the methods of these two sys¬ tems as instruments for the instruction of the young are opposed, they agree in having the same object, which is to train the pupil to reason rightly and to go out into the world with a love of simpiicitjq of independence, and of work; a passion for justice, a disdain for hollow declamation and falsehood, and a contempt for vain distinctions and ill-acquired riches; in short, their object is to inculcate the virtues of perseverance, courage, respect of family, and all the solemn plausibilities of a noble life. In organizing this new or so-called scientific instruction, however, the monastic form of congregation into educational temples has been followed. We have had seats of learning rather than a diffusion of learning, though now those seats have entered upon the instruction of the people with an enthusiasm that it is hoped may not be prematurely chilled by a comprehension of the diffi¬ culties and the Herculean labors of the task. The study of agriculture is the study of nature. Agriculture is not a branch of chemistry or of botany, but chemistry and botany are branches of it. . It is not dependent upon industry, but industry is dependent upon it. Minerals existed before vegetation, and it is the province of vegetation, in a biological sense, to convert mineral matter into food. Thus the course of an agricultural college is an encyclopedia of sciences, and the following remarks are an effort to illustrate the so-called agricultural course in the curriculum of the French agricultural colleges by the other concurrent courses. DISCIPLINE IN FRENCH AGRICULTURAL COLLEGES. The students of the French colleges of agriculture are treated in the same way as those of the literary colleges called lycees; that is, all exuberance is repressed by certain monitors or surveillants who watch, under the authority of the director of the school, for infractions of order and discipline among the students. Each col¬ lege has two of these gentry and one a surveillant-general. The average age of the students on admission is 19 to 20 years. “ The long school hours and the con¬ stant supervision in the French colleges are favorable to discipline, and the French¬ man is born with a turn for military precision and exactitude which makes the teacher fall easily into the habit of command and the pupil into that of obedience. French teachers who have seen English schools are struck with the greater loose¬ ness of order and discipline in them, even during class hours, and I have seen2 large classes in France worked and moved with a perfection of drill that one some¬ times finds in the best elementary schools in England, but rarely, I think, in English classical schools.”2 The “notation” of examinations adopted by the national French schools of agri¬ culture runs from 0 to 20: 0 = nothing (neant) ; 1 and 2 = very bad; 3, 4, and 5 = bad; 6, 7, and 8 = mediocre; 9, 10, and 11 = passable; 12, 13, and 14 = pretty good; 15,16, and 17 = good; 18 and 19 = very good; 20 = perfect. The stand¬ ing is obtained in the following manner: For students of the first and second year, take the average of marks of the particular examinations and practical tests held by the repetiteurs during the year and multiply it by 3, then the aver¬ age of the marks obtained at the general examination at the end' of the course 1 In the Gorgias or What is Rhetoric, for instance. 2 Matthew Arnold: Schools and universities on the continent, page 80. AGRICULTURAL AND MECHANICAL COLLEGES. 1255 and multiply it by 5, and then the average of the marks obtained as a result of -practical tests at the end of the course and multiply it by 2. Add the three prod¬ ucts thus obtained and divide the sum by 10 and the quotient will show the standing of the pupil. If he has obtained 11 (for first year) or 12 (for second year) , the student is promoted. For students of the third year (or fifth session) the average of the marks for the examinations and tests during the year is multiplied by 2, while the average of the practical tests of the final examination is multiplied by 3, the other features remaining the same. The standing of the graduating pupils is thus fixed up: The standing of the first year is multiplied by 3, that of the second year by 3, that of the third year (one-half year) is multiplied by 4; the products are added and then divided by 4. If the final average is 13, the diploma of the school is given. 1 NUMBER OF CHAIRS. Comparison of the “ courses ” in the French national schools of agriculture . ( The professors are assisted by preparateurs-repeliteur, a bilateral individual — coach and teacher.) College at Grand Jouan. College at Grignon. College at Montpellier. 1. Agriculture. 2. Botany and sylviculture. 3. Rural engineering (me¬ chanics). 4. Rural legislation and econ¬ omy. 5. Physical sciences. 6. Zoology and breeding.a Military exercises for each school. 1. Agriculture. 4. Botany (see 5 below). 6. Rural engineering. 9. Rural economy and legisla¬ tion. 3. Physics and agriculture, min¬ eralogy and geology. 2. Zoology and breeding. 5. Sylviculture and viticulture. 7. Chemistry. 8. Technology and dairying. Conferences on bookkeeping, entomology, arboriculture, and human hygiene. 1. Agriculture and “agrestian arboriculture. ” 2. Botany (including sylvieul ture). 7. Rural engineering. 6. Rural economy and legis¬ lation. 8. Mineralogy, geology, and physics and meteorology. 12. General zoology and ento¬ mology. 11. Grape culture alone. 3. Chemistry. 10. Technology. 5. Agricultural accounts. 9. Silkworm culture. 12. Animal physiology. alt is possible to say that the term zootechnie is “ applied ” comparative anatomy. It is apparent that these curriculums above given are more specialized as one reads the columns from left to right. In fact, the G-rand Jouan College is influenced by the idea of an extensive farming such, perhaps, as is necessary in breaking up new land and reducing it to an agricultural state until it approaches the tilth of a garden. Its instruction is, therefore, more condensed than] that of the Grignon College, where much more stress is put on botany and chemistry as becomes an institution championing the intensive farming idea, while the Montpellier College, situated in the wine-making and silk-growing portion of France, has a complete course for grape growing (viticulture), for silkworm raising (sericulture), and for wine making, etc. (technologie). In the same way it might be expected that the Ameri¬ can colleges in California and Florida might strive to make specialists in “ agres- trian arboriculture,” or as the Floridians say, “grove culture,” while in Ken¬ tucky and Virginia tobacco growing and its industrial preparation might be the bias of the college, and in Alabama and Mississippi cotton, and in Louisiana sugar might be matters that the States concerned would find it advantageous to push in the institutions that have been endowed by the Republic. We see that each French college has from six to twelve courses, but that one of these, namely, the course in agriculture, comes first in every case; for, though th o Montpellier College includes under agriculture the cultivation of the mulberry x The college at Grignon is taken to illustrate this feature of the French system. M. Philippar is director of this college, and M. Deherain, the author of the well-known Cours de Chemie Agricole, is professor Of chemistry. 1256 EDUCATION REPORT, 1895-96. and olive tree, whicn of course are not commonly regarded as vegetables, as they occupy the ground for many years, yet it should be remembered that a bed of asparagus (certainly a vegetable) is said to be capable of lasting twenty years if well prepared. Let us, then, take the course of agriculture in each of these colleges and compare them with each other and then with the other parts of the curriculum. THE OBJECT OF THE AGRICULTURAL COURSE. The Grand Jouan College1 under the agricultural course comprises the study of (1) the vegetable soil — that is to say, the agricultural workshop (l’atelier agri¬ cole); (2) fertilizing matters — that is to say, the food of plants; (8) work of the fields (the handling and use of agricultural tools); (4) the most useful plants, and (5) rotation of crops. Although this instruction has reference more particu¬ larly to the regions of the west and center, it never loses its broad and general character. Nevertheless, over 100,000 acres of the “ department ” in which the school is situated are waste lands, and it is said by the technical secretary of the national agricultural society of France that the system of culture is as yet semi¬ pastoral, though, thanks to the efforts of M. Rieffel, the founder of the Grand Jouan College, a “ considerable step” in advance has been made. Leaving the upland prairies of the coast for the environment of Paris, we find the management of the school of Grignon striking a different note. Here is what is said in the annuaire for 1893: “Grignon desires to give young men who wish to become agriculturists the sum total of those scientific and practical ideas which are recognized as indispensable for good cultivation of the soil; to turn out men who will know the researches of agricultural industry and its conditions of exist¬ ence; men capable of choosing, selecting, and applying different methods; men who join to a knowledge of economic science a profound knowledge of the techni¬ cal details of the profession of agriculture; men, finally, who shall either on their own exploitations in the councils of the country, or in the professional chair, be able at need to successfully develop the principles and facts which shall clear up hazy discussions which disturb agricultural interests. ” Here we evidently have a school of agricultural politics or statesmanship. The College of Montpellier owes its foundation to the wine makers of France and its importance to a native of America, the phylloxera. “The debut of the school was not very satisfactory, for the viticulturists of southern France, justly proud of the results they had accomplished by an intelligent management of their business, had no particular use for a school. But very soon — following the arrival of the phylloxera— the aspect of things changed.”2 Here we have a school for forming agricultural specialists or scientific police, or physicians, especially neces¬ sary for a certain class of vegetables, such as grapevines and fruit trees, whose lease of life and whose unproductive period from seed to bearing are long. Outlines of the agricultural course proper. Grand Jouan. Grignon. Montpellier. 1. The vegetable soil. 1. Agrology (the make-up of 1. Formation of soil. 2. Fertilizers. soil). 2. Cultivation and harvesting. 3. Field work. 2. Means employed to modify 3. Fertilizers and liming, etc. 4. Cultivation of special crops (e. g. , in America, cotton). 5. Tree growing. 6. Rotation. 4. Useful plants. 5. Rotation of crops. the physical properties and chemical composition of soil. 3. Study of different kinds of agricultural plants. 4. Rotation of crops. 1 M. Godefroy, director. 2 Quoting M. Foex, director of the college. AGRICULTURAL AND MECHANICAL COLLEGES. 1257 It will be interesting to compare the mere outline of the above course in agri¬ culture with the outline of our own institutions. Some years ago the American Agriculturist referred to our agricultural colleges as not having succeeded very well, with two exceptions — one in the East and one in the West. Possibly what may have been true long before the act of August 30, 1890, is not true to-day, but as both the colleges excepted have by no means retrograded during the interval that has elapsed they may be taken as examples of the most successful institu¬ tions of their kind. We will take the Grand Jouan College to represent the French curriculum: ED 96 - 40* 1258 EDUCATION REPORT, 1895-98. © M Cg £ If} o PI O b p O £ GQ CO © .S © g © p3£ £*> •p iS'£ ■ p? 2 6qpS >> P Cg ■glal ftfl© P ■3 8 I- E-IJZ2 to I e © o O ,© Co g’l -P.d , Cg+e> I N eg !X3 > eg ^ ^ co ,cg O P fcJOp -g 53 §* 5 Pft P Cg p scp O © o P o egr-jed P Sg-SgSS > eg P O r* cC C < pi o PQ p © '£ fee i S-g! o © -I -u © l %£ \ © CD | © © \ ■P^-, ' \>>>>l : p p d >50 c£ P P d d § S 8-g §® ® & © -g i— 1 1 rp © p eg w g: d -M r-i rn C8 • ,H ® o O M f a cj ri fta® I . . .li|£5s 5 S§“° g P eg P§ of^ ® p p-p 5>§'g|'g|)aa1 jpg© or^^j©^ d XofcSS PHSPn P « © >,P M sg>&*g M 3.S-34S -^ © co p Cg 1©^© wsfiuS ■g-ga i3 (D O C3.£ 4-> !»« «* 5 p © eg eg eg >5^3 &CP P O ~r>r-< P Cg ©ft >5 b>, P p © p b© Pdd £ 3 ZB# O - . . „ P-^rP S.So gTiP > °0© cp d P S.fcf ; © p ' AGRICULTURAL AND MECHANICAL COLLEGES. COt-^COC'lOJCO^O NCOc-lO ' o © -s 0 © eg 0 ' ^ £?•’-' 'w ^ © g 03 O p/^ V' o •il . 03 Zj au a 2 ® j?©-s sospj® -5 © as ; a ” o q o !| p*^ j's s|«-g ;| ^ogagag^? §■£§ :£' Igloligg sill’s is, tg =3 5 |>^|; fi’llSe £< & vL ao b o +3 bio ..2 •S-atoJi H ttSS'S^a © © ^ 5-^ S a © 6rjf3 r1 j .2©°^ o3«i.2 §.2 a US S&fea&JcjjSftl'S&Bg *:d«1PW£«{SO< l ■ a : g OS s © MM ! ! eg m H oM \i ■s :Q ii s| piM-g ■g^ si -Srv! ® od OM "1 t- O O Ttl £- CC a . | a ' ©^ ; f|i* t>V ^§g © H S S3 ■e «s •r< - — U o n ig mq « • » 05 - 0 CO ^ a -s iSs § ©I ??M s eg ^i3 -G- . fi 4J cS 03 |||! © £5 £.© rgil 3 ^ O *h 5. 2 - ?3J0 S=f >j O . £ © C3 0^0 _ 2p CD'S fH S «r S S ■3 p © a §p 4^5 O rX OJJ Uj rX UP if P3 S © c3 S eg ©' oB S||3l° U1 M ^ M ! SliSi|2f||il!ll|; I -spill .S S 3 a eg W g fi V-» £ ^ s SlgS « 2 .1 §1 3 §ft®5 o'ggM § g § ri &§* is* S'~°s* — s ^ E m 55 a eg ?tiass &do © w 'H m r, , v &0-P O Q-£ > p|.M<| -H L CO CO s ster ■a^-g ^>,3 a.s • - 5 ©P ® o C tj-H ci o o 03 a G? r/> j ^ i-»~< *rH ^ /r\ g ’ «* g n ‘»r? fi Q) p— ' eg c3 M JgrQ®.fl©PgS0k:f>''c! ‘g©© rO ^.>c3^ > 3 r! b %. 53 •£_§>-, l> > ■^■sstsim mm&t iJfSHjUi* <

> c3 &8*° 3 ss rH o rH CO o CO 00 048 t-H CO 53 © O •uoi^uAnxno aepun s djoy 83§ 004^ 1 rH CO O CO 04 o 8 1 U :8 I'M 88 i55 P-l >> c3 •sxeiqduiUtj OCN onV M i— 1 8 1,660 1,000 lO CO o CO 88 0*0 lO § ill CO 1,400 1,200 °l O 04 r© 3 •saranxoA COOH oco XOIO 1 53 O 00 lO 04 o o ICO xoco s o oot- gg O CO 0404s 12,000 3,436 co N CO All other depart¬ ments of college, or affiliated depart¬ ments. •U9UI0 M Lo o ooco o 3 CC3 §4 OCg? oo O O VI +3 o •uajc 1 °9° CO S CO CO t-H lO g? cS 0 0 04 $ oo oo c3 aj'd © •uamo | noo o oon ° c O OOO oco 004 0 O c3 | lO ooo M >o CO 004 CO 0 0-1 >> 'So . © © •uemo^i j «s° T— 1 SSsS s O '3 lO °SH clo s ■013 O I co®8 O r. 04-H o 04 o o c> S ga 3 04 04 CO 04 O 04 §s- C Q •U9UXOAV ooo ° j 3 C4 s 81h o O O -H 04 rH COM COO © s •uanj; OO^ o g 8 CO CO O 8 o *o cort I— o w rH.O AGRICULTURAL AND MECHANICAL COLLEGES. 1295 oo to oo a a> m ocM & ffllj o; O "* Oo So oo 8S ii § s ss 50 CO CO. o o o O 00 NCO 03 oo o o coo o: Q, a a CO rH M3 o o co o o no on o o oi >o to CO CD 2 fe¬ ll Sjj ® MM © ; hd II HH o o d M g fl ^ 1 g ^r^M w. 4 ffl 2 02 ef 3 sf f M'S * 1? 1 S 03 3a „ O _ ©02 © bJDq-l -g n ,2 ° Eov © H® ce ^-0J' o &c w x © 2 *' SM§ &JD *1 Mf o| I— 1 4J c3 O g-OQ rQ'S a j* -Sosg •i^a a al S a 3 • o o •SMid-SM >5 2 £ ©Sc •gs^s^ a &nec2 og9^ ^ 0 *- r-j CJ Qj 1 — j S- 4-**2 CS Bo»^ &cg O — • • r-» r~* ’El 0 l’®,~ : ©M"© 2 | §r a B © - ; c3-5 ■2 £ 4-3 iM fc>- ?4- .^4 O 2 .<< -H -T £M2M.S^g ©op ©.22 © ers > &e &bm 3 2 t5cSr£.22o2 «5M if Si l5R'So >>■£ ll|!|! &fl,2 >= S >5 eg 2S.lf ftif a 1 k, © m © as © t^-d nf tn'C ,, 2 ©_, ©_, "a 2 2 2 °£ 0^2 a.22.2 £ M M go On r 1 Q c« .d5 22M O II t§ ■ CQ -P So ©^^ Sa-t © a' ©44 ?+r 2 p liS be dM «►+ O cipH 2 ’—<■ SlaSiS | 2MoM©f- cc g^®|f -3 SM afStCg . 3 a .d p ,q * ,©2 Q «2M2 a ^“2 2 < SM goo ©,' <1 M cePr o ■2Mg l§3 ©2 fH© i I© s Soles' M u ©"^^ ,©'h d , +55,0; 9 © oo .Q 4* o-d 200+ 5^2 s s © aa^ " ©--+ be S SO .' g.2M ®S -OnH ^g;©® ®'-c i ©s d 2 fn fflSpS :4J- ©'.^ s w © 1 J U c5° SSI flIB O Ck 38, 743 33, gOO 2,100 19,300 9,500 13,565 52,972 67,100 11,000 42,500 58,000 S 8 o o CCp H+ 8 m 10, 000 6,000 7,105 5,000 1,000 6,000 2,500 2,300 8,000 15,000 32,000 27,500 O O O — 1 o o o O LOO O co car oo c^r go t-h ^ oi 503 10 O 69: OO Q O H O ! o o O O 50 O O to l£5 1C i o o OJOOi-iCOrHr-t 'sHtK' 'COO 716 200 CO' i>- O CO: Q fc- 1C ' O O to t— O CO O 1—1 H C> ' o o T-i t- COO- CO l- i> CO 'O CO ^ Cr t— 1 O O xH t-i I 31 ! CO. O 0 2— 2— O .CO OO lO t— l‘ ^ O CH O o . o to CD M3' O (MO CO. O '* t- CO rH' t- ca pn ^ o ©2-04 S'E X P^f-'+o'd o-dPqd^-d©^^^^ .a bDO,a © SMfP bD ^<4 o Ph M ^ a Thirty-eight men and 3 women under “ nonresident ” instruction in agriculture, 1296 EDUCATION REPORT, 1895-96. to to S3 'S i to r 55 1 .SS-O so O CO V oj' 5- cv“ Instruc¬ tion in all other depart¬ ments. OOCOiONONOOOOHOSNlOHi-J^CO irflQO i O i Ci lO rH (M H O OOOtOH OWOiCCHHrjHNCOHHCO 1 ?>» O ' O 'QOOOOXQ 00 O0 CO CO CCCCOCOOO>r-HC\!Oi^iOCO^rl j *0 *0 ' 03 1 i> O iO CD CO co' co'co'oo' COCOCO(^CO^COoFcOCOCOlOr-r i oT co' 1 r-T 1 00 ccT^nT oT co cT i>- CO CO rH J>- 03 03 03 J CO * ; CO rH CO Experi¬ ment station. $16,750 14,987 14, 128 16,327 18,018 7,500 15,000 15,000 _ 15,000 18,083 16, 309 14,088 15,540 21, 605 15, 000 15, 777 15,000 15,000 0 17,592 26,254 15, 000 15,814 16,236 15,000 15,000 15,000 15,000 15,261 15,193 0 Instruc¬ tion in the sub¬ jects specified in sec¬ tion 1, act of August 30, 1890. OHWXON^CCO^MNCOiO^OWONNHCOOCOOOCOCOCOOCO^iO OCO^COOOOi— IC0O-r*O03OCaTHC003a0C0-*i>l-^C'.'^iOCiOOOiOCOcDl-'^'XCDrHCOiO ^ rH^io co o Orn" co t-T co i-T 10s -rf *o co t>T *o r-T 03 *o r-T o 03 oT aT XO co 03 C^(M Hl-MHHH^WOWCOi>COHNWWOTHCOCi(MWWOOHCOHWgCO Fees and all other sources. $5, 709 1,708 2,400 55,692 8,067 1,407 1,582 2,512 257 50,581 57, 184 36,565 10,298 8,521 580 19,611 29, 848 1,000 278, 771 12,935 69,500 12, 178 4,251 1,384 a 22,684 7,000 389 8,425 20,215 851 480, 718 3,396 Federal aid— For sup¬ port of experi¬ ment stations. $15, 000 15,000 15,273 15,000 15, 000 60, 000 15,000 15,000 15.000 15,000 15,000 15.000 15,000 15,000 15,000 15,000 15,000 15,000 0 15, 000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15,000 15, 000 15,000 From act of Au¬ gust 30, 1890. $11,613 21,000 15,000 21,000 21,000 7,500 16, 800 10, 500 14, 000 20,000 21, 000 21,000 21,000 21,000 17, 955 10, 170 21,000 21,000 14,000 7,000 21,000 21,000 9, 685 19,858 4, 965 21,000 21,000 21,000 21, 000 21,000 21,000 21,000 12,988 From act of July 2, 1862. OOONNQOON^ iCOOOOOCOiO(MOHHi>lOCOCO • lOO^OCOO CO OOHCOCOOIO 'HOCJIOCJHH^O^NNHOW 1 ^OiO COO 03 ^CON^aHOi 'i>OlOCOHHCiHCO»COaOi»OH | ^00 CO CO T*UO O ©CO%*%*tHcTc© • ^fc^COt^03 O xO CO £^XO CO 03 *OCO^ •cS.rH^'iO oV - 1 rH I 03 rH ^ 03 ^CvirH i t State aid by en¬ dowment and ap¬ propria¬ tion. $8,249 8,896 31,575 126,466 28, 852 37,000 0 7,500 COOQCONcONOOtHOHNO 'CJOWOOOOOO cqoohwlchooh CO CO O HOODOO o o CKOOCi^iONOOCI HtHlO '*010x00*0 03 *0 wco COr”l0:) N Ith O' _0> ■►o Co O ^ iO £ 'e | ^ I1 i.= CS d 1_ 1 PQ ®COffiOWfflCUO>OOCO< cocoocoaco oo 00 Ol CD t* OS lO O lO NtOONt. COt- COOO C0O5 oTic" jgVT so co s £ « O CO Ig'S 13 SS o .£ o co 5~ .§ ^ to CO to 5- «£, o 0 to* _ o o o'^’S bD 0.2 bo ^ HI v ?h rj a> 6d 3 © o o X 0 23 _ , EH i fill's § a>£ rnQ Cfi 0 a CS^ ~ ‘ « fc^ H DO, sa ° § 0>_ &J0 c3 A a Op -H O c Z’7* .2 & fl o8 Z&r , p 0.0 &J0 A . J.J K" TO £ 0 40.2 £ © 2 ^ F} £ 0*0 ^ ^ c2 ^ ^ p? T1 Tj rl ^ O o r-5 CM jh S t>i— . cs±^ nlS ^HR'01/u R So sii AGRICULTURAL AND MECHANICAL COLLEGES. 1297 CHAPTER XXVIII. THE BERTILLON SYSTEM AS A MEANS OF SUPPRESSING THE BUSINESS OF LIVING BY CRIME.1 Movement of crime in 1870; Ways in which crime as a business may be suppressed; Pauperism , its character and suppression; Efforts to prevent vagabondage in England three hundred years before the introduction of the instruction of the peasantry; Failure of such legislation to accomplish its object; Comparison of the number of paupers in American almshouses with the number of prisoners in penitentiaries; The prevention of the education of youth in crime; The refor¬ mation of the criminal; The philosophy of the Berlillon system of identifying habitual criminals; The superiority of the system to photographic records in point of classification; Method of classification used in France; Accuracy of the system; The system in the United States; The text of State laics in regard to the system and illustrations of the apparatus i it employs . The number of prisoners in the United States in the year 1870 differed in a very marked way from the number reported in 1860. In 1870 the city States of Massa¬ chusetts, Rhode Island, Connecticut, and New York had far fewer prisoners in their custody than they had in 1860, while the agricultural States of Ohio, Indiana, Illinois, Kentucky, Iowa, and Kansas very largely or even enormously increased the inmates of their prisons at the close of the sixties. How far the civil war drew off the criminal element of the Northeastern cities and how far that element reappeared, if at all, in the prisons of the West after the disbanding of the armies, is a question that must be left to conjecture. The deficit of criminal prisoners in the Northeastern States at the date of 1870- did not last long. Twenty years more than removed it. In the nonslaveholding States of the West the increase was also marked, though by no means so alarming as that following the close of the civil war. This constant increment to the class of persons called by the census ‘‘prisoners,” and the ease with which a jackknife, or a mouthful of liquor will secure transportation for such persons, when free, over the many linos of railways that traverse the Republic, make it necessary that the police of towns and cities should not be left isolatedly to prove before judges and juries, properly anxious to be just and merciful, the mischievous disposition of their unwelcome visitors. There are three ways in which crime as a business may be more or less under¬ mined: (1) By imeventing the education of youth in crime; (2) by reforming the incarcerated criminal; (3) by so registering the criminal that he will fear to prac¬ tice his vocation, knowing that if captured his lawyer will have some difficulty in explaining away the facts registered against him. The first and second methods have long been tried in this country, and now a plan known as the Bertillon sys¬ tem of identifying habitual criminals is championed as capable of registering the 1 By Mr. Wellford Addis, specialist in the Bureau. 1299 1300 EDUCATION REPORT, 1895-96. captured criminal far more permanently than is done by photography. It is the object of this chapter, after recalling some elementary facts in regard to pau¬ perism and reformation, to place the claims and mechanism of the scheme of M. Bertillon before the public. PAUPERISM. The word pauperism is here charged with a definite meaning. A pauper is one living upon public taxes. Universal poverty and much starvation may arise even in agricultural communities from the disease of a crop, as in Ireland in 1845, or from periodical drought, as in India, or from unmerciful taxation, as in the “ age of Louis XIV,” when the peasantry were compelled to starve themselves for fear of quickening the inventive powers of the taxgatherer to create new forms of exac¬ tion. But the impounding the poor at the expense of the parish — the creation of a legal poor — is due to the poor laws of England, which have steadily elevated the cost of keeping the claimants for charity from $8,500,000 in 1750 to $40,000,000 in 1885, or about $50 for each of the 800,000 paupers in England and Wales. If this burden had been equally distributed, the amount paid by each person of the popu¬ lation would have been nearly $1.75 in 1885, though but 55 cents in 1750. Yet the original motive of this effort to ‘ ‘ relieve the poor ” was not philanthropy. Eng¬ land was swarming with vagabonds, beggars, or tramps, and to relieve the appre¬ hensions of the stationary and self-supporting part of the population a series of coercive acts was passed during the reign of the family of Tudor compared to which the late compulsory school laws of our Eastern States in that particular are child’s play. The preamble of the act of 1576 is expressed in these terms: To the intent that youth may he accustomed and brought up to labor, and then not like to grow up to be idle rogues, and to the intent also that such as be already grown up in idleness and are such rogues at this present may not have any just excuse in saying that they can not get any service or work, and that other poor and needy persons being willing to labor may be set to work, be it enacted, etc. In the United States there were in 1890 73,045 paupers in almshouses, of whom 36,656 were native-born whites, 6,467 colored persons, and 27,648 were white for¬ eigners. As the increase of criminals in the United States has been connected in one way or another with a public education which “ permits children to grow up without a means of earning a living,” it is proper to ask whether the growth of paupers in almshouses is proportional to the growth of criminals in prisons. Comparison. (1) WITHOUT REGARD TO INCREASE IN POPULATION. 1870. 1880. 1890. Ur*! srtn _ _ _ _ _ _ _ 32,901 76, 737 58, 609 66,203 82, 329 73,045 Panpfirs n. _ - _ _ _ (2) RELATIVELY TO POPULATION (1 IN EVERY 1,000,000). Prisoners _ _ _ _ _ _ _ - _ 853 1,990 1, 169 1,320 1,315 1,166 Paupers . - _ _ - _ a Not including outdoor paupers for any year except perhaps in 1870, just before which^date the State board of charities of Massachusetts recommended that that State ought not to estab¬ lish any more almshouses, but should eke out private and municipal charities. It is quite as logical to ascribe the great diminution in the number of paupers shown in this comparison to the influence of the public schools as to ascribe the smaller increase in the number of criminals to that cause. Both sets of figures are published in the last census, and therefore one set is as good as the other. But THE BERTILLON SYSTEM OF IDENTIFYING CRIMINALS. 1301 outside of any statistical statement, how it is possible to reconcile any connection of education with increase in vagabondage and criminality if in times when even members of the English House of Lords could not read it was found necessary to establish an apprenticeship system and to employ the whipping post, stocks, and hanging to make people work? “ By the act of 1536,” says Mr. Froude in his His¬ tory of England, “ the ‘ sturdy (able-bodied) vagabond’ who by the earlier statute was condemned on his second offense to lose the whole or a part of his right ear, was condemned for the third offense to be executed as an enemy to the common¬ wealth.” “A further excellent but severe enactment,” continues Mr. Froude, “empowered the parish officers to take up all idle children above the age of 5 and ‘ appoint them to masters of husbandry or other craft or labor to be taught,’ and if such child ran away, he might be publicly whipped with rods.” 1 “ This edu¬ cative theory,” Mr. Froude says, “was simple but effective, for the first condition of a worthy life is the ability to maintain it in independence,” and though “varie¬ ties of inapplicable knowledge may be good, they are not essential.” Under such a regime it might be supposed that vagabonds would have soon disappeared cen¬ turies before any variety of inapplicable knowledge was taught to the peasantry of England; but such was not the case, for after some forty years of this species of effective education it was necessary to pass the statute of 1576, the preamble of which has been quoted above, and in 1601 the famous statute out of which, says Dr. Burn, the historian of the “poor laws,” “have come more litigation and a greater amount of revenue, with consequences more extensive and more serious in their aspect than ever were identified with any other act of Parliament or sys¬ tem of legislation whatever.” The first Tudor set property to supporting the Government, the last set property to pauperizing the poor, though intending to make them industrious. THE PREVENTION OF THE EDUCATION OF YOUTH IN CRIME. The bad policy of confining children arrested for some trivial offense with the criminals of a common prison early caused separate establishments to be created for “juvenile offenders.” These establishments are variously called houses of refuge, reformatories, and industrial schools, and there are one or more of them for each sex in most of the States. In 1890 there were 14,846 inmates in these institutions, one-fifth of whom were girls. In 1880 the inmates were 11,468, or 229 persons in every 1,000,000 inhabitants, to 237 persons in the year 1890. Far the larger number of these 15,000 boys or girls are not criminals; many of them are vicious, but very many more are victims of an environment neither created nor improvable by any exertions of theirs. To these the State holds out a helping hand, and every decade sees an improvement in the methods and character of its management. To children who have done no illegal act, but have neither parents nor friends, a thousand orphan asylums open their doors. THE REFORMATION OF THE CRIMINAL. In America, if not in the world, the earliest efforts to free the slave and reform the criminal were made by the Quakers of Pennsylvania. They were the first abolitionists, when abolition was opposed to their business interests; and they devised a scheme for reforming the criminal that was so terribly effective in theory as frequently in operation to unsettle the mind of the patient or drive him to self- destruction. Their system of prison regime was known to French and English investigators as the solitary-confinement plan, according to which reflection was only broken by religious instruction. But this early and successful effort to add a crowning terror to crime has long since passed out of existence, and during the 1 Froude’s History (of the Tudors) of England. Yol. 1, pp. 59, 88, and in fact the whole chapter. 1302 EDUCATION REPORT, 1895-96. last ten years another system, unique in its philosophy and social in its mechanism, has been introduced. This innovation is the Elmira plan, in which the household economy of the prison and the physical, moral, and intellectual instruction are conducted on a regenerative method. Into such prison it is even ventured to introduce the word honor, and prisoners are regularly dismissed on parole when they have learned a trade or are capable of taking care of themselves in a legiti¬ mate manner. In these ways has society endeavored mercifully to exterminate crime as a busi¬ ness; that is to say, to exterminate the hardened or habitual criminal. Against those, however, who are recalcitrant to such treatment energetic measures are being taken, and all that has been wanting to effect the object contemplated by those measures is a method of identifying the confirmed criminal. The Bertillon System of Anthropometrical Measurements. The habitual criminal who successfully practices his vocation is characterized by two mental qualities-^-egotism and cunning. He looks upon himself as an educated man in the sense that Mr. Froude, the historian, uses the word “educa¬ tion,*’ and probably disdains every “variety of inapplicable knowledge.” He con¬ siders his professional adventures as in no way differing from any other business, except that his requires courage; and he receives complacently the homage of his fellows and the admiration of the crowd that fears the law which he despises. It requires some ability to apprehend an artist of this description, enterprising not only as an individual marauder, but still more formidable as a teacher of his specialty. At first the idea was to “set a thief to catch a thief,” and then police agents were expected to “impregnate their visual memory with the cast of the criminal’s countenance,” for “ the eye sees in things only what it looks at in them and it looks only at that of which the idea is already present in the mind. ” 1 2 But both of these methods have drawbacks. Judges and juries are averse to paying off the “ old scores” of one person against another, and are aware that the eye may see in things what is not there. Photography was thought capable of obviating this difficulty, but the collection of criminal portraits has become so large that it is a physical impossibility to discover the portrait of a recaptured criminal unless he kindly tells the name he bore when the portrait was taken. Thus, because it was impossible to identify an arrested person with his past, and punish him accordingly, justice has been baffled and roguery nourished. The use of anthropometry as a method of identification, says M. Bertillon, chief of the central bureau of identification of France since 1882, 3 rests upon the three following data, which the experience of the ten years last past has shown to be unimpeachable, to wit: 1. The almost absolute immutability of the human frame after the twentieth year of age. The height only, or to be more exact, the thigh bone, often con¬ tinues to grow for two or three years longer, but so little that it is easy to make allowance for it. Experience shows that this small increase is more than compen¬ sated for by the curving of the vertebral column (indicated on the descriptive card of the criminal by curve), which, commencing about the twentieth year, con¬ tinues to accentuate itself by degrees until old age. 2. The extreme diversity of dimension which the human skeleton presents when compared in different subjects. This occurs to such an extent that it would be difficult, if not impossible, to find two individuals whose bony structure is, we 1 This is quoted from M. Bertillon’s preface to his book published in America as The Bertillon System of Identification, the Werner Company, edited by Maj. R. W. McClaughry. 2 Major McClaughry’s translation is used in these quotations. This translation is exhaustive, and is richly illustrated, mostly by photogravures, with the view of defining terms used in describing the genetic peculiarities of the human face and head. THE BERTXLLON SYSTEM OF IDENTIFYING CRIMINALS. 1303 will not say exactly identical, but even sufficiently alike to make any confusion between them possible. 8. The facility and comparative precision with which certain dimensions of the skeleton may be measured in the living subject by means of calipers of very simple construction. And from among the innumerable measurements that it is possible to take of the human body, those to which we have, after minute criti¬ cism, given preference are as follows: (The instruments used and the manner of taking these measurements are shown in Note A of the appendix to this chapter.) Body. Head. Limbs. 1 Height (man standing). I. Length. 8. Length left foot. 2. Reach (finger tip to finger 5, Width. 0. Length left middle finger. tip). 6. Length right ear. 10. Length left little finger. 3. Trunk (man sitting). 7. Width right ear. a 11. Length left forearm. a Now given place to width across face between cheek bones. But every card made is as cumbersome as a photograph, and the measurements, however scientifically made, are valueless for use unless classified. M. Bertillon reports his method to be as follows: During ten years 120,000 persons passed through the prisons of Paris, and their anthropometrical description ( or signalment, as the French call it) were inscribed on as many slips of cardboard measuring 5.7 inches in length by 5.5 inches in width. These are assorted as they accumulate in this way: The cards for women (one-fifth of the whole) are placed by themselves; then the cards for male persons under 21 years of age are separated (one-tenth of the whole number of cards for that sex). The cards remaining (90,000) are first broken up into three divisions, according to the length of the head, to wit: First division, short lengths of head; second division, medium lengths of head; third division, long lengths of head. The meaning of the terms are rigorously defined by figures, but those figures are not an abstract definition of the terms short, medium, and long length of head, but they are fixed in such a way as to make one- third of the cards fall in each division. Thus the medium length of the Parisian police department has a range of only 6 mm. (185-190 mm.), while the long length includes all over 190 mm. and the short length all under 185 mm. This artificial interpretation of the terms long, medium, and short lengths has been adopted because experience has justified it. It must not be forgotten, however, that the measurements inscribed on the card are scientifically true, even though the cards be assorted into groups having arbitrary limits. Having divided the cards into three groups by the length of the head, each group is subdivided into three groups by the width of the head — narrow, medium, and broad widths. Thus three sets are subdivided into nine. Each of these nine groups is subdivided into three groups by the length of the middle finger — small, medium, large; each of these twenty-seven groups is subdivided on the length of the forearm; each of these groups into three by the height; these into classes of sixty by the little finger, and finally the color of the eye forms a group of twelve out of a total of 90,000 cards. The method of identification is obvious. A suspected person is arrested at Chi¬ cago. He denies everything, of course, and claims he is more sinned against by society than sinning. His anthropometric measurement is telegraphed, let us say, to Washington to a central bureau or library of the descriptions of criminals, at which all measurements have accumulated. The investigation proceeds from the identification of the length of the head to its width, from that to the length of the middle finger, from that to the foot, etc. Sometimes the measurement of the 1304 EDUCATION REPORT, 1895-96. length of the head falls on the limit of a subdivision, then a double search is required , 4 4 exactly as one looks in two places for a word that one does not know the spelling of.” In this double search resides, it is said, the only difficulty of identification; but the results obtained in ten years of practice in France have demonstrated that this obstacle is very easily overcome. There are, nevertheless, some objections to the accuracy of the measurements in the way of finding “the equation of personal error ” of the observer, as is said in astronomy, or as M. Ber- tillon calls it, 4 4 maximum of tolerable deviation,” that can not be discussed here, but are fully treated in M. Bertillon’s work, of which there are two translations before the American public.1 At the prefecture of police the measurements are taken and classified by special employees. All the subjects arrested during the day are measured and identified, each new card being made in duplicate at one writing. The copy is immediately classified in the anthropometrical file, while the original card is classified alpha¬ betically according to the orthography (or, more exactly, according to the pronun¬ ciation) of the proper name as declared by the prisoner. The card put in the anthropometric file is slightly shorter than the one placed in the alphabetic file, so as to prevent confusion. This alphabetic file is indispensable to discovering a crim¬ inal at large, for when the criminal’s name is known, the alphabetic card contains a description of any peculiar marks upon his person, which, it is unnecessary to say, are not ascertainable except when the name of the suspected person is the same as given by him when his card was made. A singular feature of the operation of the Parisian system is that it has caused a marked decrease in the number of 4 4 international thieves ” of the pickpocket class. It was the rule, says Bertillon, for individuals of this class to give a new name on each arrest, but recognizing the impossibility of concealing their identity, they have admitted personally that they prefer to remain in foreign capitals. In 1885 there were 65 arrested; in 1886, 52; then 39, then 19, and finally, in 1890, 14. Indeed, this method is particularly valuable for the purpose of identifying foreign thieves, as among 15 French recidivists there will be only 1 giving a false name, while in the case of the foreigner 1 in 3 is the proportion. The probability of recognizing the criminal by the measurements, says M. Ber¬ tillon, is equivalent to certainty, as the statistics of Paris show. THE GRADUAL ADOPTION OF THE BERTILLON SYSTEM IN THE UNITED STATES. The Bertillon or 4 4 French ” system of measuring persons convicted or arrested for crime, in order more surely to identify such persons (if rearrested) as habitual criminals or recidivists, has gone through three phases of development in the United States, as far as State legislatures have dealt with the subject. In the case of the State of Pennsylvania, for which a law was passed in 1889, the use of the Bertillon system in her State and local prisons was permitted, but neither required nor recommended (Note B). In the case of the State of Massachusetts, for which a law was passed in 1890, the use of the Bertillon system was required in her prisons, jails, and houses of correction (certain prisoners excepted), but she failed to establish a central bureau for the custody and classification of the cards containing the measurements (NoteC). In the case of the State of New York, the law lately passed (Note D) has not only required the use of the Bertil¬ lon system in her State prisons, but has established the central bureau so neces¬ sary to the efficiency of that system. The management of each of the prisons of Illinois has introduced the system of M. Bertillon, as has also the management of 1 Respectively by Maj. R. W. McClaughry, late general superintendent of police, Chicago, and by Dr. Paul R. Brown, major and surgeon United States Army. From both of these gentlemen this Bureau has received the most courteous and valuable assistance in preparing matter for the honorable the Secretary of State, to be transmitted to the British Government. Major McClaughry has favored us with his translation, which has been used. THE BERTILLON SYSTEM OF IDENTIFYING CRIMINALS. 1305 the Detroit House of Correction. The governing board of the Ohio State Peniten¬ tiary has readopted the Bertiilon system after an interval of suspension of six years, and this Bureau is informed by the warden of the Colorado State Peniten¬ tiary that the commissioners of that institution have ‘ ‘ about concluded to adopt it in the near future.” Finally, from Dr. Paul R. Brown, major and surgeon, United States Army, information is received that he has a “Bertiilon” plant in his hospital at Fort Hamilton, New York Harbor, and that he hopes to be success¬ ful in persuading the military authorities of the United States to supersede by the Bertiilon system the outline-card system now used to identify deserting or dis¬ honorably discharged soldiers from the United States Army. Though the institutions directly or indirectly referred to above (the prisons of Pennsylvania excepted) have their records made according to the Bertiilon system of anthropometric measurements, our nearest approach to a trial of the other great essential of the system, that is to say, its cooperative feature, is the tentative effort made by the Chicago police bureau, at the request of the Police Chiefs’ Associa¬ tion of the United States and Canada, at a meeting held in the city of Chicago during 189A The police department of Chicago was selected on account of its having had since 1888 a “bureau of identification” operated on M. Bertiilon ’s sys¬ tem. The result of this experiment is thus described by Major McClaughry, general superintendent of the Pontiac (Ill.) State Reformatory: “In 1890 (1888, according to. Superintendent Badenoch) a bureau of identifica¬ tion was established in Chicago in connection with the police department of that city. Officers were sent out and many thousand descriptions (not necessarily after the Bertiilon system) of habitual criminals were ©btained from the different pris¬ ons and police departments of the United States, which were classified in said bureau during the World’s Fair, for which the city was then preparing. Its value was thoroughly demonstrated during the fair, when Chicago was visited by many professional and habitual criminals from different parts of the country whose descriptions had been obtained.” At present the cities of Cincinnati, State of Ohio; Detroit, State of Michigan; Philadelphia, State of Pennsylvania; Milwaukee, State of Wisconsin; Elgin, State of Illinois, and Washington, in the District of Columbia, “frequently send a description (after the Bertiilon system) to the Chicago bureau.” It is expected that the city of New York will soon be added to the list, and probably the cities of Pittsburg, State of Pennsylvania, and Omaha, State of Nebraska. These cities will complete the list as far as known. The value of the measurements and the necessity of a national central bureau in this country are readily inferred from the statement by Superintendent of Police Deitsch, of Cincinnati, made in a communication to this Bureau, which reads as follows: “The malefactors of a city where this (the Bertiilon) system is in use are the first to realize the impossibility of escaping its records, and as it is but logical to assume that no more powerful motive exists in human nature for not committing a crime than the assurance that one will be recognized and that punishment will follow, the criminal naturally seeks other territory. He fears the measurement. Since this service was inaugurated here in 1891, upward of 400 criminals have been recognized by means of it, and over 100 of the habitual and persistent offend¬ ers have been deported for long terms under our ‘habitual criminal laws.’ Many have left for other parts.” The Bertiilon system has filled a want long felt by prison wardens and superin¬ tendents. As early as 1879 or 1880 the wardens of ten prisons made an arrangement among themselves to cooperate in registering facts calculated to serve in identifying habitual criminals, and each sent a representative to the penitentiary at Joliet to attend the school of instruction established in that prison. This system failed, 1306 EDUCATION REPORT, 1895-96. it is said, from extraneons causes; but the organization of the Prison Wardens’ Association in 1887 for the identification of criminals led naturally to the indorse¬ ment given by that association in 1888, and again in 1891, and in 1894, of the Ber- tillon system, which possessed two great elements of vitality, that is to say, scien¬ tific accuracy in identification and methodical cooperation through a central bureau having the custody and classification of the cards containing the measure¬ ments. This central bureau is thought to be absolutely necessary to secure the highest results of which the Bertillon system is capable, but its establishment in this country, composed as it is of forty-five judicial systems which are independ¬ ent of the Federal system, except upon constitutional questions, has to contend with difficulties not felt in a centralized government or in one of the States of the Federal Union. It should be remarked also, in passing, that Canadian prison and police authorities are cooperating with those within our borders in urging the establishment of a central office, as the common language of both countries removes a valuable though superficial means of identifying habitual criminals who wish to hide their antecedents by assuming an air of innocence or misfortune or are wholly noncommittal. Though the wardens and superintendents have inaugurated the system in this country, a review of the information before the Bureau suggests the fact that the police departments are particularly active in advocating its adoption and in em¬ ploying it. In 1893 it was adopted in Chicago at the suggestion of the Police Association, and the same association at its meeting at Atlanta during the month of May, 1896, urged the adoption and took measures looking to the immediate establishment of a central bureau at the national capital, either by means of such aid as Congress might grant or through the cooperation of the police department of the various cities. The law of Massachusetts (Note B) confines the measure¬ ments to convicts probably under three years’ sentence, but the police department deals with a larger class, the, so to speak, possibly habitual criminal. Thus, in Philadelphia, of 531 persons arrested in 1894 by the detective force, 292, or 55 per cent, were measured by the Bertillon system, 47 of the 292 being accused of com¬ mitting burglary, 91 larceny, and 24 picking pockets. Superintendent of Police Linden quotes from the report of the department of public safety of Philadelphia, as follows: “ The usefulness of the work from a police standpoint is evidenced by the number of requests we have had from other cities for accurate measure¬ ments and j)hotographs of men apprehended in those cities and thought to have been in custody here.” And in his letter adds: “Our Bertillon measurements have aided the service very much in determining who the prisoners are, and have aided others in the same way. ” Reference has been made to the system of identification adopted about 1879 or 1880 by ten institutions situated in the contiguous States of Illinois, Michigan, Wisconsin, Iowa, Indiana, Ohio, Pennsylvania, and New Jersey, ft will be seen that this system is a method of registration based on photography, a few physical and many social facts (Note E). This method, though found competent to answer the demands made upon it, will probably give way to the higher accuracy of a system based upon what are said to be constants in the physical stature of each individual, and thus serve to identify professional criminals, who ever desire to be considered “first offenders,” for reasons given by Superintendent Deitsch, who remarks: ‘ ‘ In many States and cities laws have been passed which are known as ‘ habitual criminal acts ’ (see Note F), increasing the punishment of recidivous characters, which have made the success or failure of these attempts more and more impor¬ tant to the criminal class. This has correspondingly increased the interest and importance of the identification branch of police departments.” THE BERTILLON SYSTEM OF IDENTIFYING CRIMINALS. 1307 NOTE Aa. The summary description that follows, while insufficient for practice, will serve to impress he signification of each measurement. The total height (see fig. 1) is projected by means of a wooden square of special form (see fig. for profile view of this instrument) upon a graduated meter placed vertically against the wall THU ANTHROPOMETR1CAX, SIGNALMEN T 7. Left foot. 8. Left middle finger, (ii) 9. Left forearm. 1308 EDUCATION REPORT, 1895-96. Measuring Furniture. [Showing arrangement of mural graduations.] H.— Vertical rule 1 meter long for measuring the height. E.— Graduations on paper or oilcloth for measuring the reach. B. — Rule half a meter long for measuring the trunk or height of a man seated. Q.— Portable square with double projection, used in measuring the height and the trunk. E.— Stool used in measuring the trunk. T. — Movable footstool, to facilitate the measuring of the foot, of the cranial diameters, and of the ear. M.— Trestle specially intended for the measuring of the forearm, and affording a point of sujj- • port (P) to the subject during the measuring of the foot. Caliper Compass. [For measuring the length and width of the head.] To read the indications of the instrument, turn to the point directly opposite the ■zero mark drawn on the upper edge of the bolt. For example, the opening of the branches in the above drawing is in the actual instrument about 14cm 3mm. THE BERTILLQN SYSTEM OF IDENTIFYING CRIMINALS. 1309 The subject, barefooted, is placed with his back to the wall, his vertical column about 15 centi¬ meters to the left of the scale. The more rapidly the operation is performed the more accurate it will be. The reach, or length of the arms extended in the shape of a cross, is taken immediately after¬ wards, almost without moving the subject, by means of a scale on the wall, the vertical lines of which scale are adapted to all heights. The measurement of the height of the trunk (see fig. 3) is then effected by the aid of instru¬ ments analogous to those employed for the full height. The two cranial diameters (length and width of skull) are both maximum dimensions. They should be taken by means of a special compass, commonly called a “caliper compass ” (see special illustration). The length of the head is measured from the hollow at the root of the nose, taken as the fixed point, to the most prominent part of the back of the head (see fig. 4). The meas¬ urement of the width of the head is a somewhat more delicate operation. It differs principally from the other head measurement in that there is no fixed point, and that the extremities of the two branches of the instrument should in this case be removed together horizontally and sym¬ metrically from each side of ’the head. Both of these head measurements must be verified by fixing the compasses at the distance recorded and then applying them to the head for verifica¬ tion of the record. The two diameters of the right ear (fig. 6) are measured on their maximum axis by means of a small caliper rule of special make, taking care not to depress in any manner the soft parts of the ear. The naked left foot should be measured after the whole weight of the body has been thrown upon it, as shown in Fig. 7, the stem of the large caliper rule being applied on the side next the great toe, as the aim is not to make a shoe for the foot but to get its measure so exactly that a shoe made on such measurements could not be worn. The middle and little fingers of the left hand are measured at right angles from the joint at the back of the hand by means of the caliper rule (fig. 8). The left forearm is measured from the point of the elbow to the extremity of the middle finger, the forearm being bent at an acute angle with the arm above the elbow and the hand extended flat upon the table, nails upward (fig. 9). NOTE JB. [From Public Laws of 1889 of the State of Pennsylvania.] No. 109. — An Act for the identification of habitual criminals. Section 1. Be it enacted , etc. , That in every prison in this State to which persons convicted of any felonious offense are or may be committed by the courts of this State, the warden, or other officer in charge, shall record, or cause to be recorded, in a register to be kept for that purpose, a description of every person committed to such prison under sentence for a felony, and also the criminal history of every person so committed, so far as the same may appear from the records of the courts of this State, or of any other State, or otherwise, as full and complete as may be attainable, and shall attach thereto a photograph or photographs of such person so recorded. Sec. 2. That for the purpose mentioned in section 1 of this act, the district attorney of the district in which a criminal has been convicted and sentenced to prison for a felony shall for¬ ward to the warden or other officer, at the request of such warden or other officer in charge, and upon blanks furnished by him, a criminal history of such criminal as full as is known or can be ascertained by such district attorney. Sec. 3. The register herein provided for shall not be made public, except as may be necessary in the identification of persons accused of crime, and in their trial for offenses committed after having been imprisoned for a prior offense. The record shall be accessible, however, to any officer of any court having criminal jurisdiction in this State upon the order of the judge of the court or of the district attorney of the district in which the person is being held for a crime, which said order shall be attested by the seal of the court, and such record may be offered in evidence upon any trial of an offender for the purpose of proving a former imprisonment or imprisonments and the offense or offenses for which imprisoned. Sec. 4. For the purpose of obtaining accurate descriptions of convicts, the wardens or other officers in charge of the several prisons in the State are hereby authorized to adopt what is known as the Bertillon method of measurements and registration, or such other method as shall minutely describe convicts. Sec. 5. A copy of the description, of the history, and the photograph or photographs of any convict entered upon such register shall be furnished upon request of any warden or other officer in charge of a prison for felons in any other State of the United States to such warden or other officer in charge: Provided , Such State has made provision by law for recording the descriptions to the authorities of such other States as have made provisions by law for the keep¬ ing of registers of descriptions and histories of their convicts. Sec. 6. And that a copy of the description, history, and photograph or photographs of any 1310 EDUCATION KEPOKT, 1895-96. convict entered upon such records shall be furnished to any officer of the bureau of poliGe in cities where State penitentiaries are located upon the order of the superintendent of police thereof. Also that on or before the 28th day of each and every month the warden of said State penitentiaries located in said cities shall furnish the superintendent of police of said cities the names of the convicts whose sentences expire the following month, together with the date when sentences commenced, the county from which committed, the crime for which convicted, and the exact day when convict will be discharged. Approved 7th day of May, 1889. James A. Beaver. aNTOXEI c. The Massachusetts Law Introducing the Bertillon System. Chapter 316, acts 1890. Every convict now under imprisonment in the State prison or who is hereafter committed thereto upon sentence for felony, every convict now under imprisonment in the Massachusetts reformatory upon sentence for felony or who is hereafter committed thereto upon such sentence, and every convict now under imprisonment in any jail or house of correction upon a sentence of not less than three years for felony or who is hereafter committed thereto upon such sentence shall be measured and described in accordance with the system commonly known as the Bertillon method for the identification of criminals. NOTE D. An Act to Facilitate the Identification of Criminals. [Became a law May 9, 1896, with the approval of the governor. Passed, three-fifths being present.] The people of the State of New York, represented in senate and assembly , doencictasfolloivs: Section 1. The superintendent of State prisons shall cause the prisoners in the State prisons therein confined at the time this act takes effect, and all prisoners thereinafter received under sentence to be measured and described in accordance with the system commonly known as the Bertillon method for the identification of criminals. The said superintendent shall cause such measurements to be made by a person or persons in the official service of the State, and shall prescribe rules and regulations for keeping accurate records of such measurements at such prisons and in duplicate at his office in Albany and for classifying and indexing the same. It shall also be the duty of the officials having charge of the New York State Reformatory at Elmira, and of the penitentiaries in which prisoners shall be confined, or shall be hereafter received under sentence, to cause said prisoners to be measured and described in accordance with said Bertillon system by such person or persons in the official service of the State or of any such county or institution as may be designated by the superintendent of State prisons for the pur pose, which measurements shall be made according to the rules and methods prescribed by the superintendent of State prisons. And it shall be the duty of the officials in charge of said New York State Reformatory at Elmira, and of such penitentiaries, to cause duplicate records of such measurements to be transmitted to the superintendent of State prisons, to be by him indexed and classified according to said Bertillon system. Sec. 2. The necessary expenses incurred by the superintendent of State prisons in indexing and classifying prisoners, as provided in this act, shall be payable by the treasurer from the moneys appropriated for the maintenance and support of the several State prisons on the war¬ rant of the controller and on bills approved by the superintendent of State prisons; but such expenses shall not exceed $1,200 in any one year. Sec. 3. This act shall take effect immediately. ISTOXE 33. Reception Description of Convicts at the Eastern State Penitentiary at Phila¬ delphia. Number. Name. © © Time at. Age at leav¬ ing. Feet. Inches. A 1234 . . . 5 7 104 136 Severity _ India _ Philadelphia . 6 6 12 1 A 1235... 5 6* 12f 160 No mercy ... Maryland Chester . . T 1 Industrial re¬ lations. Conjugal Parental re¬ relations. lations at 16. Habits. Any relatives in prison. N umber. A 1234 . . A 1235 _ . I 2 a c3 o .a o Wbom. Brother A 890. - Over¬ seer. Moses. Aaron. Pu rsuit. Cause of crime. Mental Property and remarks. Number. 21. From 21 to 25. Relative’s residence. condi¬ tion. A 1234 . . . Laborer . Laborer _ Daniel O’Brien, 946 Good. $4.50. Large scar on right forearm. on left forearm. Flag, eagle, and on left forearm. © on right hand at base of thumb. J. C. B., Q, and on right fore¬ arm. A 1235... Idle Blacksmith Tulip street, Phil¬ adelphia. Mary Nothing (wife), 122 North street, Baltimore, Md. Bad -. ITOTIS gF. Lav of Ohio Against Habitual Criminals. Every person who, after having been twice convicted, sentenced, and imprisoned in some penal institution for felony within the limits of the United States, shall be convicted, sentenced, and imprisoned in the Ohio penitentiary for felony, shall be considered an habitual criminal, and on the expiration of the term for which he shall be so sentenced he shall not be discharged from imprisonment in the penitentiary, but shall be detained therein for and during his natural life, unless pardoned by the governor, or, in the discretion of the board of managers, he may be allowed to go upon parole outside of the buildings and inclosures, but remaining in the legal custody of the board. CHAPTER XXIX. CURRENT DISCUSSIONS. Contents.— I. What knowledge is of most worth? By Nicholas Murray Butler. II. Relation of manual training and art education. Ill . The Olympic games. IV. Ideals of educational work. By W. R. Harper. I. WHAT KNOWLEDGE IS OF MOST WORTH ? 1 By Nicholas Murray Butler, Professor of Philosophy and Education in Columbia University. The student of history is struck with the complexity of modern thought. From the dawn of philosophy to the great revival of learning, the lines of development are comparatively simple and direct. During that period one may trace, step by step, the evolution of the main problems of thought and action, and discover readily how the theories of the seers stood the test of application by the men of deeds. At Athens during the great fifth century the inner life was the chief part of life itself. In that age of the world life was simple; and often, because of its refinement and independence, more reflective than with us. Men’s ideals were more sharply defined and more easily realizable. They did*not doubt that the world existed for them and their enjoyment. Even that advanced stage of human culture of which Dante is the immortal exponent believed, as Mr. John Fiske says,2 that “this earth, the fair home of man, was placed in the center of a uni¬ verse wherein all things were ordained for his sole behoof: the sun to give him light and warmth, the stars in their courses to preside over his strangely check¬ ered destinies, the winds to blow, the floods to rise, or the fiend of pestilence to stalk abroad over the land — all for the blessing, or the warning, or the chiding, of the chief among God’s creatures, man.” With such a conception as this, theory and practice could be closely related. In the ancient world it was not unusual to find the thought of the disciple guided implicitly by the maxim of the master. rv&Si dsavrov and Nil admirari were preached by the early philosophers in the confident belief that they could be practiced by him who would. In these modern days all this is changed. Man has come to doubt not only his supremacy in the universe, but even his importance. He finds that, far from dwelling at the center of things, he is but “the denizen of an obscure and tiny speck of cosmical matter, quite invisible amid the innumerable throng of flaming suns that make up our galaxy. ” A host of new knowledges has appealed to human sympathy and interest, and has taxed them to the utmost. Galileo with his tele¬ scope has revealed to us the infinitely great, and the compound microscope of Jansen has created, as out of nothing, the world of the infinitely small. Within 1 Presidential address, delivered before the National Educational Association, at Denver, Colo.„ July 9, 1895. Reprinted from the Educational Review, September, 1895. 2 The Destiny of Man (Boston, 1893), page 12. ED 96 - 42 1313 1314 EDUCATION REPORT, 1895-96. a generation or two biology has been created, and physics, chemistry, and geology have been born again. The first wave of astonishment and delight at these great revelations has been succeeded by one of perplexity and doubt in the presence of the wholly new problems that they raise. The old self-assurance is lost. Men first stumble, blinded by the new and unaccustomed light, and then despair. The age of the faith and assured conviction of Aquinas was followed by the bold and cynical skepticism of Montaigne; and this in turn — for skepticism has never afforded a resting place for the human spirit for more than a moment— has yielded to the philosophy of disenchantment and despair of a Schopenhauer and the mor¬ bidly acute and unsatisfying self-analysis of an Amiel. Already it is proclaimed by Nordau and his school that we are in an age of decadence, and that many of our contemporary interpreters of life and thought — Wagner, Tolstoi, Ibsen, Zola, the pre-Raphaelites — are fit subjects for an insane asylum. Mankind is divided into warring camps, and while electricity and steam have bound the nations of the earth together, questions of knowledge and of belief have split up every nation into sects. From all this tumult it is difficult to catch the sound of the dominant note. Each suggested interpretation seems to lead us further into the tangled maze, where we can not see the wood for the trees. Standards of truth are more definite than ever before, but standards of worth are strangely confused, and at times even their existence is denied. Amid all this confusion, however, a light has. been growing steadily brighter for those who have eyes to see. In our own century two great masters of thought have come forward, offering, like Ariadne of old, to place in our hands the guid¬ ing thread that shall lead us through the labyrinth — the German, Hegel, and the Englishman , Herbert Spencer. And as the century closes, amid the din of other and lesser voices, we seem to hear the deeper tones of these two interpreters swelling forth as representative of the best and most earnest endeavors, from two totally different points of view of our human seekers after light. Each has taken the whole of knowledge for his province, each has spread out before us a connected view of man and his environment, and each would Assert Eternal Providence And justify the ways of God to men. These great teachers typify the catholicity and the scientific method that are so characteristic of the best expressions of our modern civilization. Whatever of insight we have gained into history, into philosophy, into art, and into nature they have incorporated in their systematic thinking and have endeavored to illu¬ mine with the light of their controlling principles. Hegel, schooled in the teach¬ ings of Kant and Fichte, and coming early to an appreciation of the seed thought of Plato and Aristotle, Bruno and Spinoza, has taught us in unmistakable language that independent, self-active being is the father of all things. Spencer, feeling the thrill of that unity which makes the cosmos one, and receiving from Lamarck and Yon Baer the hint that led him to see that the life of the individual furnishes the clew to the understanding of the life of the aggregate, whether natural or social, has formulated into a single and irrefutable law of progress the terms of that development or evolution which has been more or less dimly before the mind of man since thought began. The German, with his principle of self-activity, and the Englishman, with his law of evolution, offer us a foothold for our knowl¬ edge and our faith, and assure us that it will safely support them. From the one we learn the eternal reasonableness of all that is or can be, while the other teaches us the character of the process by which the visible universe, that every day pre¬ sents new wonders to our gaze, has been builded out of the primeval star dust. At their hands the two sublime and awe-inspiring verities of Kant — the starry heav¬ ens above and the moral law within — find their places in the life of the spirit, and together testify to its eternity and its beauty. WHAT KNOWLEDGE IS OF MOST WORTH? 1315 Despite the fact that our age is one of unexampled scientific and industrial prog¬ ress, yet nothing in all our modern scientific activity is more striking than the undisputed primacy of thought— thought not in antagonism to sense, but inter¬ pretative of the data of sense. Idealism, shorn of its crudities and its extrava¬ gances, and based on reason rather than on Berkeley’s analysis of sense perception, is conquering the world. What Plato saw, Descartes, Leibniz, Kant, and Hegel have demonstrated. The once dreaded materialism has lost all its terrors. Science itself has analyzed matter into an aggregate of dynamical systems, and speaks of energy in terms of will. The seemingly inert stone that we grasp in our hand is in reality an aggregate of an infinite number of rapidly moving centers of energy. Our own will is the only energy of whose direct action we are immedi¬ ately conscious, and we use our experience of it to explain other manifestations of energy to ourselves. Modern mathematics, that most astounding of intellectual creation, has projected the mind’s eye through infinite time and the mind’s hand into boundless space. The very instants of the beginnings of the sun’s eclipses are predicted for centuries and asons to come. Sirius, so distant that the light from its surface, traveling at a rate of speed that vies with tholightning, requires more than eight and one-half years to reach us, is weighed and its constituents are counted almost as accurately as are the bones of our bodies. Yet in 1842 Comte ^declared that it was forever impossible to hope to determine the chemical composition or the mineralogical structure of the stars. An unexpected aberration in the motions of 'Uranus foretold the existence of an undiscovered planet at a given spot in the sky, and the telescope of Galle, turned to that precise point, revealed to the aston¬ ished senses what was certain to thought. A discrepancy in the weight of nitrogen extracted from the air we breathe but yesterday led Lord Rayleigh, by an inexorable logic, to the discovery of a new atmospheric constituent, argon. The analytical geometry of Descartes and the calculus of Newton and Leibniz have expanded into the marvelous mathematical method— more daring in its speculations than anything that the history of philosophy records — of Lobachevsky and Riemann, Gauss and Sylvester. Indeed, mathematics, the indispensable tool of the sciences, defying the senses to follow its splendid flights, is demonstrating to-day, as it has never been demonstrated before, the supremacy of the pure reason. The great Cayley, who has been given the proud title of the Darwin of the English school of mathematicians, said a few years ago:1 “I would myself say that the purely imaginary objects are the only realities, the ortGoi ovta, in’ regard to which the corresponding physical objects are as the shadows in the cave; and it is only by means of them that we are able to deny the existence of a corresponding physical object; and if there is no conception of straightness, then it is meaningless to deny the conception of a perfectly straight line.” The physicist, also, is coming to see that his principle of the conservation of energy in its various manifestations is a new and startling proof of the funda¬ mental philosophical principle of self -activity. Energy manifests itself as motion, heat, light, electricity, chemical action, sound. Each form of its manifestation is transmutable into others. The self -active cycle is complete. J But it is not from the domain of natural science alone that illustrations of the all-conquering power of thought can be drawn. The genius of Champollion has called to life the thoughts and deeds of Amenotep and Rameses, and what appeared to sense as rude decorative sketches on the walls of temple and of tomb are seen by the understanding to be the recorded history of a great civilization in the valley of the Nile. The inscrutable Sphinx, that watchdog of the Pyramids, “unchangeable in the midst of change,” which sat facing the coming dawn for 1 Presidential address, British Association for the Advancement of Science, Southport, 1883. 1316 EDUCATION REPORT, 1895-96. centuries before the storied siege of Troy, now looks down on modem men who write the very words of its builders in the language of Shakespeare and of Milton. The cries of savage man, the language symbols of the early Aryans, and the multi¬ form and complicated tongues of modern Europe, all so seemingly diverse to the ear and to the eye, have been the foundation for the sure laws of comparative philology that the labors and insight of Bopp and Grimm and Verner have built upon them. All these, and the many triumphs like them, are victories of insight; each marks a new stage in the conquering progress of the reason, by which it finds itself in every part and phase of the cosmos and its life. I regard this insight as to self -activity and the primacy of reflective thought as the profoundest that philosophy has to offer; and, instead of being urged, as in centuries past, in antagonism to the teachings of science, it is now becoming the joint conclusion of philosophy and science together. It pulsates, too, in the world's grandest poetry and most exquisite art. It is the very soul of the verse of Homer and of Dante, of Shakespeare and of Goethe. It makes the marble of Phidias glow with life, and it guides the hand of Raphael and Michael Angelo as they trace their wondrous figures with the brush. It gives immortality to the most beautiful of temples, the Parthenon, that Friend to man, to whom thou sayest, “ Beauty is truth, truth beauty, — that is all Ye know on earth, and all ye need to know.” It is also the inspiration or that superb mediaeval architecture that bears the name of the conquerors of Rome, which has given to northern Europe its grandest monuments to the religious aspiration and devotion of the Middle Ages. What, then, does this insight signify, and what is its bearing upon our educa¬ tional ideals? Obviously, the possession of an insight such as this, wrested from nature by the hand of science and from history by that of philosophy, must serve in many ways to guide us in estimating the importance of human institutions and educational instruments. We can not accept either of these without question from the hands of a tradition to which our modern philosophy and our modern science were wholly unknown; nor can we blindly follow those believers in a crude psychology who would present us with so many mental faculties to be trained, each by its appropriate formal exercise, as if they were sticks of wood to be shaped and reduced to symmetry and order. Mental life, as W undt so forcibly says, “ does not consist in the connection of unalterable objects and varying conditions; in all its phases it is process — an active, not a passive existence; development, not stag¬ nation.”1 Herein is the mental life true to nature. Like nature, it is not fixed, but ever changing. This unceasing change, necessary to both growth and devel¬ opment, gives to life its reality and its pathos. It gives also to education its unend¬ ing character and the clew to its wisest processes. The question that I am asking, “What knowledge is of most worth? ” is a very old one, and the answers to it that have been handed down through the centuries are many and various. It is a question that each age must put to itself, and answer from the standpoint of its deepest and widest knowledge. The wisest philosophers have always seen more or less clearly the far-reaching character of the question and the great importance of the answer. Socrates and Plato, Augustine and Aquinas, were under no illusions as to it; but often in later years the deeper ques¬ tions relating to educational values have been either lost sight of entirely or very superficially dealt with. Bacon clothes in attractive axiomatic form some very crude judgments as to the relative worth of studies. Rousseau risks his reputa¬ tion for sobriety of judgment in outlining an educational programme. Herbert Spencer turns aside for a moment from his life work to apotheosize science in education, although science is, by his own definition, only partially unified knowl- 1 Lectures on Human and Animal Psychology (New York, 1894), page 454. WHAT KNOWLEDGE IS OF MOST WORTH? 1317 edge. Whewell exalts mathematics in language only less extravagant than that in which Sir William Hamilton decries it. In similar fashion, others, holding a brief for some particular phase or department of knowledge, have come forward crying Eureka! and proclaiming that the value of all studies must be measured in terms of their newly-discovered standard. The very latest cry is that studies and intellectual exercises are valuable in proportion as they stimulate enlarged brain areas, thus making the appreciation of Shakespeare, of Beethoven, and of Leon¬ ardo da Vinci solely a function of the circulation of the blood. But to sciolists of this type philosophy and science can now make common answer. If it be true that spirit and reason rule the universe, then the highest and most enduring knowledge is of the things of the spirit. That subtle sense of the beautiful and the sublime which accompanies spiritual insight, and is part of it, is the highest achievement of which humanity is capable. This sense is typi¬ fied, in various forms, in the verse of Dante and the prose outpourings of Thomas a Kempis, in the Sistine Madonna of Raphael and in Mozart’s Requiem. To develop this sense in education is the task of art and literature, to interpret it is the work of philosophy, and to nourish it the function of religion. Because it most fully represents the higher nature of man, it is man’s highest possession, and those studies that directly appeal to it and instruct it are beyond compare the most valuable. This has been eloquently and beautifully illustrated by Brother Azarias, that profound scholar who was taken from us all too soon. “Take a Raphael or a Murillo,” he says.1 “We gaze upon the painted canvas till its beauty has entered our soul. The splendor of the beauty lights up within us depths unrevealed, and far down in our inner consciousness we discover some¬ thing that responds to the beauty on which we have been gazing. It is as though a former friend revealed himself to us. There is here a recognition. The more careful has been our sense culture, the more delicately have our feelings been attuned to respond to a thing of beauty and find in it a joy forever, all the sooner and the more intensely do we experience this recognition. And therewith comes a vague yearning, a longing as for something. What does it all mean? The recognition is of the ideal.” Toward the full recognition and appreciation of this insight into the great works of the spirit, whether recorded in literature, in art, or in institutional life, higher education should bend all its energies. The study of philosophy itself, or the truly philosophic study of any department of knowledge — however remote its beginnings may seem to be — will accomplish this end. The ways of approach to this goal are as many as there are human interests, for they are all bound together in the bonds of a common origin and a common purpose. The attainment of it is true culture, as Mr. Matthew Arnold has defined it: “ The acquainting ourselves with the best that has been known and said in the world, and thus with the history of the human spirit.”2 W e now come in sight of the element of truth and permanence in that human¬ ism which Petrarch and Erasmus spread over Europe with such high hopes and excellent intentions; but which Sturm, the Strassburg schoolmaster, reduced to the dead, mechanical forms and the crude verbalism that bound the schools in fetters for centuries. Of humanism itself we may say, as Mr. Pater says of the Renaissance of the fifteenth century, that “it was great rather by what it designed than by what it achieved. Much which it aspired to do, and did but imperfectly or mistakenly, was accomplished in what is called the eclairissement of the eighteenth century, or in our own generation; and what really belongs to the revival of the fifteenth century is but the leading instinct, the curiosity, the initia¬ tory idea. ” 3 1 Phases of Thought and Criticism (New York, 1892), pages 57, 58. 2 Preface to Literature and Dogma (New York, 1889), page xi. 3 Pater, The Renaissance (New York, 1888), page 34. 1318 EDUCATION REPORT, 1895-96. Many of the representative humanists were broad-minded men whose sympa¬ thies were with learning of every kind. Erasmus himself writes with enthusiasm of other branches of knowledge than literature. “ Learning,” he says, ‘ ‘ is spring¬ ing up all around out of the soil; languages, physics, mathematics, each department thriving. Even theology is showing signs of improvement. ” 1 But, unfortunately, this broad sympathy with every field of knowledge was not yet widespread. The wonders and splendor of nature that had brought into existence the earliest reli¬ gions and the earliest philosophies were now feared and despised as the basis of paganism; and on wholly false grounds a controversy was precipitated as to the relative worth of literature and of science that in one form or another has con¬ tinued down to our own day. The bitterness with which the controversy has been carried on and the extreme positions assumed by the partisans of the one side or the other have concealed from view the truth that we are now able to perceive clearly — the truth that the indwelling reason, by whom all things are made, is as truly present, though in a different order of manifestation, in the world of nature as in the world of spirit. One side of this truth was expressed by Schelling when he taught that nature is the embryonic life of spirit, and by Froebel when he wrote, “ The spirit of God rests in nature, lives and reigns in nature, is expressed in nature, is communicated by nature, is developed and cultivated in nature.”2 The controversy as to the educational value of science, so far, at least, as it con¬ cerns educational standards and ideals, is, then, an illusory one. It is a mimic war, with words alone as weapons, that is fought either to expel nature from edu¬ cation or to subordinate all else in education to it. We should rather say, in the stately verse of Milton: Accuse not nature: she hath done her part; Do thou hut thine. And that part is surely to study nature joyfully, earnestly, reverently, as a mighty manifestation of the power and grandeur of the same spirit that finds expression in human achievement. We must enlarge, then, our conception of the humanities, for humanity is broader and deeper than we have hitherto suspected. It touches the universe at many more points than one; and, properly interpreted, the study of nature may be classed among the humanities as truly as the study of language itself. This conclusion, which would welcome science with open arms into the school and utilize its opportunities and advantages at every stage of education, does not mean that all studies are of equal educational value, or that they are mutually and indifferently interchangeable, as are the parts of some machines. It means, rather, that the study of nature is entitled to recognition on grounds similar to those put forward for the study of literature, of art, and of history. But among themselves these divisions of knowledge fall into an order of excellence as educa¬ tional material that is determined by their respective relations to the development of the reflective reason. The application of this test must inevitably lead us, while honoring science and insisting upon its study, to place above it the study of his¬ tory, of literature, of art, and of institutional life. But these studies may not for a moment be carried on without the study of nature or in neglect of it. They are all humanities in the truest sense, and it is a false philosophy of education that would cut us off from any one of them or that would deny the common ground on which they rest. In every field of knowledge which we are studying is some law or phase of energy, and the original as well as the highest energy is will. In the wTorld of nature it is exhibited in one series of forms that produce the results known to us as chemical, physical, biological; in the history of mankind it is mani¬ fested in the forms of feelings, thoughts, deeds, institutions. Because the elements 1 Froude, Life and Letters of Erasmus (New York, 1894), page 188. 2 Education of Man (tr. byW. N. Hailmann, New York, 1888), page 154. WHAT KNOWLEDGE IS OF MOST WORTH S' 1319 of self-consciousness and reflection are present in the latter series and absent in the former, it is to these and the knowledge of them that we must accord the first place in any table of educational values. But education, as Mr. Froude has reminded us,1 has two aspects. “On one side it is the cultivation of man’s reason, the development of his spiritual nature. It elevates him above the pressure of material interests. It makes him superior to the pleasures and pains of a world which is but his temporary home, in filling his mind with higher subjects than the occupations of life would themselves provide him with.” It is this aspect of education that I have been considering, for it is from this aspect that we derive our inspiration and our ideals. “But,” continues Mr. Froude, “a life of speculation to the multitude would be a life of idleness and uselessness. They have to maintain themselves in industrious independence in a world in which it has been said there are but three possible modes of existence — begging, stealing, and working; and education means also the equipping a man with means to earn his own living.” It is this latter and very practical aspect of education that causes us to feel at times the full force of the question of educa¬ tional values. Immediate utility makes demands upon the school which it is unable wholly to neglect. If the school is to be the training ground for citizen¬ ship, its products must be usefully and soundly equipped as well as well disciplined and well informed. An educated proletariat — to use the forcible paradox of Bis¬ marck — is a continual source of disturbance and danger to any nation. Acting upon this conviction, the great modern democracies — and the time seems to have come when a democracy may be defined as a government, of any form, in which public opinion habitually rules — are everywhere having a care that provision be made for the practical or immediately useful in education. This is as it should be, but it exposes the school to a new series of dangers against which it must guard. Utility is a term that may be given either a very broad or a very narrow meaning. There are utilities higher and utilities lower, and under no circum¬ stances will the true teacher ever permit the former to be sacrificed to the latter. This would be done if, in its zeal for fitting the child for self-support, the school were to neglect to lay the foundation for that higher intellectual and spiritual life which constitutes humanity’s full stature. This foundation is made ready only if proper emphasis be laid, from the kindergarten to the college, on those studies whose subject-matter is the direct product of intelligence and will, and which can therefore make direct appeal to man’s higher nature. The sciences and their applications are capable of use, even from the standpoint of this higher order ofi utilities, because of the reason they exhibit and reveal. Man’s rational freedom is the goal, and the sciences are the lower steps on the ladder that reaches to it. Splendid confirmation of this view of science is found in the great Belfast address in which Professor Tyndall stormed the strongholds of prejudice one and twenty years ago. Said Professor Tyndall: 2 ‘ ‘ Science itself not unfrequently derives motive power, from an ultrascientific source. Some of its greatest discoveries have been made under the stimulus of a nonscientific ideal. This was the case amongst the ancients, and it has been so amongst ourselves. Mayer, Joule, and Colding, whose names are associated wuth the greatest of modern generalizations, were thus influenced. With his usual insight, Lange at one place remarks that ‘it is not always the objectively correct and intelligible that helps man most or leads most quickly to the fullest and truest knowledge. As the sliding body upon the brachystochrone reaches its end sooner than by the straighter road of the inclined plane, so through the swing of the ideal we often arrive at the naked truth more rapidly than by the more direct processes of the understanding.’ Whewell speaks of enthusiasm of temper as a hindrance 1 Short Studies on Great Subjects (New York, 1872), II, 257. 2 Presidential address, British Association for the Advancement of Science, Belfast, 1874. 1320 EDUCATION REPORT, 1895-96. to science; but he means the enthusiasm of weak heads. There is a strong and resolute enthusiasm in which science finds an ally; and it is to the lowering of this fire rather than to the diminution of intellectual insight that the lessening productiveness of men of science in their mature years is to be ascribed. Mr. Buckle sought to detach intellectual achievement from moral force. He gravely erred, for without moral force to whip it into action the achievements of the intel¬ lect would be poor indeed. ‘ • It has been said that science divorces itself from literature, but the statement, like so many others, arises from lack of knowledge. A glance at the less technical writings of its leaders — of its Helmholtz, its Huxley, and its Du Bois-Reymond — would show what breadth of literary culture they command. Where among modern writers can you find their superiors in clearness and vigor of literary style? Science desires not isolation, but freely combines with every effort toward the bettering of man’s estate. Single handed, and supported not by outward sym¬ pathy, but by inward force, it has built at least one great wing of the many- mansioned home which man in his totality demands. And if rough walls and protruding rafter ends indicate that on one side the edifice is still incomplete, it is only by wise combination of the parts required with those already irrevocably built that we can hope for completeness. There is no necessary incongruity between what has been accomplished and what remains to be done. The moral glow of Socrates, which we all feel by ignition, has in it nothing incompatible with the physics of Anaxagoras which he so much scorned, but which he would hardly scorn to-day. * * * “ The world embraces not only a Newton, but a Shakespeare; not only a Boyle, but a Raphael; not only a Kant, but a Beethoven; not only a Darwin, but a Car¬ lyle. Not in each of these, but in all, is human nature whole. They are not opposed, but supnlementary; not mutually exclusive, but reconcilable. And if, unsatisfied with them all, the human mind, with the yearning of a pilgrim for his distant home, will still turn to the mystery from which it has emerged, seek¬ ing so to fashion it as to give unity to thought and faith, so long as this is done, not only without intolerance or bigotry of any kind, but with the enlightened recognition that ultimate fixity of conception is here unattainable, and that each succeeding age must be held free to fashion the mystery in accordance with its own needs — then, casting aside all the restrictions of materialism, I would affirm this to be a field for the noblest exercise of what, in contrast with the knowing faculties, may be called the creative faculties of man.” The actions of the lower animals are conditioned by sensations and momentary impulses. Man, on the other hand, is enabled to raise himself above fleeting sen¬ sations to the realm of ideas, and in that realm he finds his real life. Similarly man’s will gradually frees itself from bondage to a chain of causes determined for it from without, and attains to a power of independent self-determination accord¬ ing to durable and continuing ends of action. This constitutes character, which, in Mr. Emerson’s fine phrase, is the moral order seen through the medium of an indi¬ vidual nature. Freedom of the will is not, then, a metaphysical notion, nor is it obtained from nature or seen in nature. It is a development in the life of the human soul. Freedom and rationality are two names for the same thing, and their highest development is the end of human life. This development is not, as Locke thought, a process arising without the mind and acting upon it, a passive and pliable recipient. Much less is it one that could be induced in the statue of Condillac and Bonnet. It is the very life of the soul itself. There is a striking passage in The Marble Faun in which Hawthorne suggests the idea that the task of the sculptor is not, by carving, to impress a figure upon the marble, but rather, by the touch of genius, to set free the glorious form that MANUAL TRAINING AND ART EDUCATION. 1321 the cold grasp of the stone imprisons. With similar insight, Browning puts these words into the mouth of his Paracelsus: Truth is within ourselves; it takes no rise From outward things, whate’er you may believe. There is an inmost center in us all, Where truth abides in fullness; and around, Wall upon wall, the gross flesh hems it in. This perfect, clear perception. * * * * * * And, to know, Rather consists in opening out a way Whence the imprisoned splendor may escape. Than in effecting entry for a light Supposed to be without. This is the poetical form of the truth that I believe is pointed to by both philoso¬ phy and science. It offers us a sure standing ground for our educational theory. It reveals to us, not as a hypothesis but as a fact, education as spiritual growth toward intellectual and moral perfection, and saves us from the peril of viewing it as an artificial process according to mechanical formulas. Finally, it assures us that while no knowledge is worthless, for it all leads us back to the common cause and ground of all, yet that knowledge is of most worth which stands in closest relation to the highest forms of the activity of that spirit which is created in the image of Him who holds nature and man alike in the hollow of His hand. II. THE RELATION OF MANUAL TRAINING AND ART EDUCATIONS Introductory Address. By C. A. Bennett, Professor of Manual Training , Teachers' College. Not very long ago I heard the president of a Southern college deliver an address on educational work among the negroes. In the course of his address, in order to point out clearly the progress of the work in his own college .and to show the apt¬ ness of the negro to learn and his tendency to adopt the customs and ideas of the white man, he said: “ When we began to teach sewing to our girls we taught them, among other* things, to make plain aprons. It was not long before they wanted to put pockets on their aprons, and now they want to put ruffles around the bottoms. ” This illustration may be used to suggest the steps of progress in other fields of education than the missionary work among the negroes of the South. Surely the negro has no monopoly on these progressive steps. They are the same that all civ- ilized peoples have taken — first, the necessities; second, the conveniences; third, the luxuries. The thought suggested in this illustration, it seems to me, might b© applied to the evolution of a course of instruction or the development of a subject in the school curriculum. May we not apply, it to the development of manual training work? When manual training work began in this country, the courses of instruction consisted chiefly of exercises, pure and simple — exercises planned to teach the use of a given tool, or to teach a joint or some such element of construction. Soon the courses began to contain a few completed useful articles. The immediate application of some of the exercises or elements of construction were found to be advantageous. It became evident to many teachers that although teaching a principle as a principle was a good thing, it was also a good thing to emphasize 1 Papers read before the Second Annual Conference on Manual Training, Teachers’ College, New York City, May 16, 1896. ED 96 - 42* 1322 EDUCATION REPORT, 1895-96. and fix the principle by applying it. The useful article as a manual training exer¬ cise, especially in classes of elementary school grade, was found to be justifiable •not only on economic grounds but on pedagogic as well. The result is that many teachers have so modified their courses that they now contain not only the indi¬ vidual joint, but also its application in a useful article. Meanwhile the teachers of drawing have been teaching the children to draw graceful lines, and under the name “art education” are now helping them to appreciate beauty of form and proportion and encouraging them to study the principles of decorative art. This is influencing the manual training work in many places to an extent that we hear something like the requests of the negro girl who wanted to put the ruffle around the bottom of her apron. The children wish to decorate the models they make. Whether we manual training teachers encourage it or not, we are sure to meet with this demand if we are so fortunate as to have pupils who have been taught by a competent teacher of free-hand drawing. The teachers of drawing are taking advantage of that instinct in the child which leads him to decorate the things he makes; children like to make things that are beautiful. If we do not follow the example of the drawing teacher in this, we shall not only fail to reen¬ force their work but we shall be liable to counteract the beneficial effects of it. So long as we confined our work to joints and simple exercises there was little danger of either reenforcing or counteracting the work of the teacher of art work, but now that we have introduced the completed useful article into our courses we are in that danger. Certainly we are not willing to drop the useful article entirely out of our courses; neither are we willing to allow our work to counteract the work of the teacher of drawing. Our only alternative is to see that the useful articles in our courses are so well adapted to their intended use, so excellent in form and proportion, so appropriately decorated, if decorated at all, that they will meet an artist’s criticism. The fact that many manual training models, even some of those published in books, would not now bear such criticism is one of the principal reasons for our choice of subject for the conference to-day. Since this subject— the relation of manual training and art education — suggested itself, many questions have arisen in my mind upon which more light is needed: To what extent should decoration be introduced into manual training courses? Should manual training teachers make it a point to use those materials that lend themselves most readily to decoration — clay and strips of iron, for example? Should we strive to make our models perfect in form and proportion and entirely omit decoration? What is the value of wood carving and what are its limitations? Should we endeavor to enrich our wood¬ turning courses by introducing vase forms and the like involving subtle curves? How large a place should be given to ornamental ironwork in the forging course? Would a little work in stained glass be desirable after the work in soldering? Is it true that the beautiful interests the children before the useful? If so, how should this fact influence our manual-training work in the lower grades? How can the teacher of manual training get the most help from the teacher of free-hand drawing, and how can the free-hand drawing teacher’s work be most helped by the teacher of manual training? These are but a few of the questions that have arisen in the mind of a teacher of manual training. An entirely different list might suggest itself to a director of art education, and still another to a psychologist or a superintendent of public schools. It is for the discussion of all such questions that this conference is intended. MANUAL TRAINING AND ART EDUCATION. 1323 The JEsthetic Element in Manual Training. By Walter S. G-oodnough, Director of Art 'Education , Public Schools, Brooklyn, N. Y. All who are familiar with the history and progress of manual training in this country since the days when the Institute of Technology in Boston inaugurated the movement, through the efforts of Dr. Runkle, and made its first exhibition at the Centennial Exposition of 1876, are painfully aware that until very recently the aesthetic element has been largely wanting. Just as drawing or so-called art instruction in public schools was introduced and continued for years almost entirely on a utilitarian basis of the narrowest kind, with little or no attempt at real art culture, so manual training has been too largely mechanical in its aim and methods. Manual-training schools and courses were planned with the mechanical processes largely in view. The mechanical drawing room was well provided. Though there may have been more or less free-hand drawing, there was comparatively little real art training, such as would enable pupils to put art into their shop work, and there was little provision for the artistic forms of manual training. It has been well said that art values are the only permanent values; that is, look¬ ing back over the history of the world, all that we most cherish of that which has been left to us from the past is the art in one or another tangible form. It may be architecture, sculpture, painting, music, literature, or industrial art. It is the amount of art in most works produced by man that chiefly affects their value. Art is one of the greatest creators of value. It is not the mere imitation of art forms that we should have in our manual training school courses, but such training as will make possible the creation of art forms and the best intellectual and spiritual development. We must develop an art sense, a feeling and appreciation for the beautiful in form, proportion, and color, seeking continually to give it expression. We must surround the pupil with or give him easy access to good art in various forms; then aim constantly to train the imagination and the creative power, and to give plenty of free expression. I should commence with the kindergarten to bring aesthetic influences to bear. Kindergartners need, as a rule, more art training. The drawing and modeling of the kindergarten should be freer. The sewing, weaving, and other colored work can be more artistic. Bad combinations of color are often permitted. Manual training in primary and grammar grades is usually limited to paper folding, cardboard work, knife work with thin wood, sloyd and elementary join¬ ing, with perhaps a slight amount of modeling, and with the girls sewing and cooking. There should be more modeling. It should continue from the kinder¬ garten through the high-school course. Here the student has the best possible opportunity for the study and creation of form. The work should not all be from object or copy, but accompanying these exercises there should be regular practice in design. Modeling is one of the most inexpensive forms of manual work, both for material and equipment, and one in which every impress of hand and mind is shown. Venetian or bent- iron work is another form of manual training which should receive greater attention in grammar grades. With the proper art instruction and study of design as a foundation, much free, beautiful, and artistic work is possible. This work gives excellent training in subtlety of line and curve. Most good will be lost if pupils simply copy designs. They should study good designs , observe, and draw enough of such work to be imbued with its spirit sufficiently to produce their own designs, from which they should work. The woodwork usually occurring in grammar grades should include, in the last year or two, considerable wood carving. Such work gives opportunity for most artistic production. 1324 EDUCATION REPORT, 1895-96. In the manual training, high, or special school, or in the scientific or technical school, about half as much time should he given to free-hand drawing and pure art study as to mechanical drawing. The art study should include much sketching and drawing from models, still life, nature, casts, and perhaps some life sketching, imaginative or creative work, composition, color study, design, and modeling. Something of aesthetics or principles of art and of the history of art should he included, and pupils should constantly study good art in the shape of acceptable industrial examples, photographs, and pictures. Wherever a public art museum is available, as is the case in most of the larger cities and many small ones, there should be intimate relations between the schools and the museum. Pupils should visit regularly for study under the guidance of a teacher, and the museum ought to have collections that could be loaned to the schools and changed from time to time. Reproductions if not originals of good art should hang upon the schoolroom walls. It would be worth the while of artists of standing to loan some of their work to hang upon the schoolroom wall, or place in cabinets; not alone drawings or paintings, but stained glass, beautiful metal work, carving, pottery, etc. The art instruction should aim to develop the art sense, an appreciation and love of the beautiful in form and color, a knowledge of the fundamental prin¬ ciples of art and design, an ability to distinguish good work from bad, and a con¬ siderable degree of technical skill. It should be related to or be such as to be serviceable in the study of literature, history, and language, as well as in science or shop work. It should make possible shop work of a far higher grade than could be possible without it. It should give a much greater intellectual development. The shop work in many schools should be modified so as to permit more artistic work. The training of a skilled mechanic is an easy matter in comparison with the making of an artistic artisan. In most courses there is sufficient work to train to precision and to the mastery of tools and mechanical processes, but there is too little that trains to a refined, subtle skill, and that exercises creative power. We should aim to send our pupils out producers as far as possible; leaders, not fol¬ lowers; young men and women with ideas and power to express or execute them. As has been intimated, clay modeling should be a more important element, and I believe the potter’s wheel could be introduced into the manual training school to good advantage. A beauty and refinement of form would be acquired, a deli¬ cacy of touch that wood turning does not give. With right art training more artistic results are possible in wood turning and inlaying, as well as in wrought-iron work. In wood turning, pupils too frequently work from a drawing or blue print which has been prepared for them instead of from their own designs. Class after class work the same exercises. Such work is dry, uninteresting, and less educational than it should be. The pupil who has designed the piece he is to turn, be it a spindle or vase form, has had the study in proportion and beauty of outline or form that will result in better work. His interest in working out the form he has created is away beyond that of the pupil who works from a blue print or a model. Wood carving of an artistic kind should occupy a more important place in the manual training course. Much that is done is purely mechanical, crude, uninter¬ esting. It shows a sad lack of art training on the part of the pupil and teacher. Very artistic results are feasible. Of this I am positive, as for a dozen years I had this work under my charge and direction as director of the Columbus Art School. We had classes of boys and girls from the public schools on Saturdays who did most excellent work. To summarize: I should say that manual training is in need of enrichment by bringing in more of the essthetic element. This will not only give more worthy material results, but a greater culture and more valuable training to the pupils. MANUAL TRAINING AND ART EDUCATION. 1325 To accomplish it more and better art training is required, and some more artistic forms of work should be provided. Better art training of the teachers of shop work in manual training schools is necessary, but this will come when its neces¬ sity is felt by them and by the school authorities. Then will the manual training school be able to accomplish more fully that which has been called the supreme purpose of education, the development of the capacity for unselfish creative activity, and for the highest enjoyment. Limitations to Artistic Manual Training. By C. R. Richards, Director of the Department of Science and Technology , Pratt Institute , Brooklyn , N. Y. It seems to me that this conference affords us an opportunity not only to weigh the relation between art education and manual training, but also to acknowledge the debt that manual training owes to art education. Our friends, the art teach¬ ers, have always been a sort of foster brothers to us of the manual-training move¬ ment. We were all of the new tendency in education, and when the manual¬ training movement began, the art people, who by that time had gained a fairly firm foothold for themselves, lent us a cordial support and most sympathetic assistance, and I do not think that we can ever sufficiently repay them for their cooperation at that time. The purely mechanical character of much of our work, however, has always been a great distress to our friends, and from the first they have used all their influence to make our work assume a more attractive appearance. The results of this influence are to a large extent most happily illustrated by the work brought together by this conference, and for this again I think we owe a large debt to our friends. I feel most emphatically that our work will continue to be extended in this direction, and that we shall be able in the future to accomplish more and better results having a distinct artistic value. There are, however, limitations in this direction, and it is upon the subject of these limitations that I wish to say a few words. It seems to me that at the out¬ set we must accept the principle that manual training is not primarily art train¬ ing. In its vital essence, manual training is an instrument that through certain processes of tool work serves to train the student in patience, carefulness, neatness, and accuracy of doing. I do not offer this as a complete definition of manual training, but this, it seems to me, is the basis of its educational value. The above influences are important elements of character building, but they do not in themselves make toward an art training. In this direction our work in the public schools must be largely confined to teaching students to appreciate form and proportion and fitness of design. In order to gain this appreciation most naturally and most effectively, a medium is needed in which the student can most easily express and most easily correct his imperfect conceptions. This medium is pre¬ sented by the processes of drawing and modeling. The exacting and laborious processes of tool work are, compared with these, but awkward instruments for the development of these ideas. When, after long training, a strong appreciation of form and the principles of design have been obtained, wood and iron and stone offer the natural opportunities for artistic expression, but during the developing period, while the problem is the gaining of form appreciation, it seems to me that drawing and modeling must always be the natural vehicles for such training. Do not understand me as suggesting that we should not endeavor to bring in models of an artistic character in our manual-training work. I merely mean that we should not attempt to model in wood or to draw in iron, but should for certain ends seek the natural and legitimate means. I believe most emphatically that we should endeavor to make every exercise in our manual training so good in form 1326 EDUCATION REPORT, 1895-96. and proportion that it will have in itself an aesthetic influence. I believe also most strongly that we must give larger importance to the element of interest and make more frequent use of the finished piece, not at the end of our courses, but inter¬ spersed in simple forms throughout the work. By this direct appeal to the pupil’s interest we place in the work its own natural stimulant and secure the applica¬ tion of the pupil through the nature of the task. I returned a few days ago from what was to me a most interesting and valuable trip to some eight of our largest cities, and I found in every one of the manual¬ training people with whom I came in contact the feeling that we must give more of a place to this element of interest. We must put in the work those elements which make a direct appeal to the pupil’s imagination and his moral senses. I found this feeling even in places where manual training formerly meant a purely formal course of exercises. That stage, however, has gone by. We are not going back to it. The manual training of the future will recognize that its highest results can only be obtained when the imagination and interest of the pupil are sufficiently aroused to make of the work indeed a labor of love. It is, of course, through this use of the finished project that the opportunities, and they are certainly broad ones, come of bringingin an artistic influence; but it seems to me that we should not in this matter sacrifice our manual-training prin¬ ciples to our artistic results. In other words, we should not start with the aim of artistic or decorative models as the end of manual training, but should rather make of each piece, first, a well-considered exercise in manual training, and then endeavor by all in our power to make it good in form and proportion, and perhaps in decoration. Manual training is a subject with its own value and with its own principles of development, and it seems to me that perhaps the true relation between art education and manual training will be obtained when, through all our work, we hold securely to our manual-training base and endeavor to build upon this all that we can of use and beauty. Some Principles of Decorative Art. By "W. H. Goodyear, Lecturer on the History of Art at Cooper Institute , New York City. [Abstract.] The proverb which says that there is no disputing about tastes has suggested to me the historic method as the best one to follow in treating of my subject. To avoid the imputation of presenting individual views or theories, as to principles in taste, must be the first effort of the teacher of such principles. The same reasons which suggest the appeal to historic examples in fixing the standard of taste in music or in literature apply to art. Even in speaking of the decorative- art movement of recent years the historic method is available, for I am able to say that the principles which I shall explain are those of a definite movement which has had widespread influence and a defined history, although this history is of recent date. The genesis of the deco¬ rative-art movement and of the art revival of the last fifty years dates back to the first studies of art history as made by John Winckelmann in the eighteenth cen¬ tury. His ideas wTere developed by Lessing, Goethe, and other Germans, and thus became the intellectual property of Europe. It was, however, especially reserved for England and the United States to make practical application of the results of such studies to modem decorative art. These last-named countries have lagged behind the European continental countries in art, historic, and archseologic studies, but they have, in my opinion, gone beyond them in the matter of modern, practical results. The new movement in England is probably known to you as dating from the Crystal Palace Exhibition of 1851 and the friendship then cemented between the MANUAL TRAINING AND ART EDUCATION. 1327 Prince Consort and Owen Jones, author of the Grammar of Ornament. Hence the founding of the South Kensington Museum and its various branches, and the later spread of the decorative-art movement to the United States. The ideas of this movement are best explained by Mr. Eastlake’s book on Household Taste. From its great popularity resulted what is known as the Eastlake style of furni¬ ture. Mr. Eastlake himself did not, however, contemplate the creation of a style, nor were his designs proposed as the sole feasible notions of taste, in view of the flimsy and dishonest carpentry construction prevalent in modern furniture about and after 1850. Mr. Eastlake’s idea was to show that good taste was compatible with economy, simplicity, and good carpentry. The bare simplicity of his designs was caused by economic conditions and the necessary expense, even of the plainest articles, made in a time when glue had taken the place of joints and when machine-made carving had ruined the trade of hand carving. The £ ‘ Eastlake ” pieces of furniture herewith may, however, be regarded as good illustrations of the principle of “ con¬ structive truth.” Still more important examples of this law may, however, be found in all good historic architecture. All objects of large size in furniture should be designed on architectural principles. As regards the frank exhibi¬ tion of the carpentry construction and framework and the preference for the natural-wTood surface and graining as against the use of artificial veneers, what may be called the skeleton of construction should generally determine the main lines of the piece. We may here mention the principles controlling the proper use of ornament in architecture, furniture, utensils, and dress. Ornament should emphasize the points of support and pressure, the terminal points, joints, seams, outlines, and borders. “All-over” surface ornament is also a phase of constructive use. As the object becomes more humble in use or smaller in size, the strictness with which the architectural idea is applied should naturally be modified, but the Pompeian survivals of Greek taste in utensils are excellent illustrations of the wide applicability of the principle of constructive emphasis in the use of orna¬ ment. We find this principle in the bronze vases, lamps, and even in the kitchen and cooking utensils of Pompeii. The handle of the bronze vase is the first point of departure in its ornamental idea; next come the joints of the handle. The principle of constructive truth in decorative art is simply one phase of a larger principle which applies to many objects in which a definite type of con¬ structive form is not to be expected — for instance, an inkstand, a saltcellar, a match box, a comb, a pair of bellows, a pair of nutcrackers, an andiron, a lamp, etc. This larger principle is that of uniting utility and beauty to make the orna¬ mental useful and to make the useful ornamental. In all historic periods down to the eighteenth century this principle has been applied to all the humble objects named and to many others. It is seen, for instance, in the Pompeian weight used in ordinary grocery scales, which takes the shape of a human head. Whenever the use of ornament becomes general, according to principles so far far specified, it is clear that the rules controlling the treatment of life forms in ornament become fundamentally important. If the nineteenth century had made a wider use of ornamental carving, it would be more accustomed to the treatment known as the conventional, one of whose phases is that of the grotesque. Contrary to widespread preconceived ideas nat¬ ural to modern thought, the realistic or naturalistic treatment of life forms is generally improper in decoration. One of the reasons for this principle relates to the unnatural appearance of a natural animal or human form which forms one portion of an object of use. Take the leg of an Italian trousseau chest as example. It has the imaginary and gro¬ tesque form of a griffin. As joined to the rest of the piece of furniture and 1328 EDUCATION REPORT, 1895-96. forming a necessary part of it, a real animal or human form would be an absurd¬ ity in such a place. We are not dealing with a piece of sculpture, with a work of art haying an independent mission. Under the given circumstances to demand the realistic treatment is to ask that the legs should cost more money and effort than the whole piece besides. It would be to ask the genius and science o*f a great sculptor from the trade of the cabinetmaker. The principle of subordination — that the part is less than the whole and less important than the whole — is one principle at stake. Another is the unnatural appearance of a natural form forming only one part of a constructive form. Still another is the principle requiring pro¬ nounced visibility in ornamental forms. The angular, the rigid, the sharply defined forms necessary to the effect of decorative carving are rarely compatible with realistic rendering of nature. In the Pompeiian survivals of Greek art we find the drunken Silenus and the fawn with legs of a goat confined to decorative objects, lamps, and the like. The full-size Greek statue avoids the intoxicated Silenus or the fawn with goat’s legs. This brings us back to the principle of sub¬ ordination under another guise, i. e., the distinction between ideal art, or art for art’s sake, and art for the sake of decoration. The field of the sublime and ideally beautiful is not, generally speaking, that of decorating utensils and objects of daily use, but in these the play of the imagination may generally have its share in the guise of the grotesque. We find the Gorgon head, but never the head of Minerva, on the handles of a Greek vase. Illustrations of conventional or grotesque treatment may be found in this Mexi¬ can stirrup, having the form of a human head, and in nutcrackers of the seven¬ teenth century Renaissance. The use of the reptilian form in ornament as seen in Palissy ware, in ancient jewelry, and in the faience of the Renaissance reflects the fact that the reptilian form verges on the grotesque, and here we find not only the idea of subordination but also the fact that the reptile form is more striking to the eye and therefore most available among animal forms for decorative use. The use of the dramatic mask in place of the human face in antique and Renaissance art is another apt illustration. It may be also noted that the periods most fertile in grotesque dec¬ orative art have been also those in which spiritual and ideal beauty were most highly appreciated and most successfully represented in their own appropriate sphere. The periods of Phidias and of Raphael are those most fertile in the cre¬ ation of the grotesque in ornamental art. We may next consider some points relating to appropriate treatment of a given material. Highly arbitrary forms due to the momentary and necessarily arbi¬ trary impulse of the glass blower are beautiful in Venetian glass, but wholly improper in pottery, metal, or wood. A jar handle wholly beautiful in metal may be wholly improper in pottery. The sense of weight, the feeling that an object is becoming cumbersome, would forbid copying the form of a lamp with a cylindrical porcelain body in the same dimension in metal. In metal the treatment should be that befitting the appearance of a material that is ductile and pliable during manufacture. Angular and heavy designs should be avoided in this material. The contrasts here offered are those between recent American chandeliers, some of better and some of inferior taste. Finally we notice the general inadvisability of direct copying of historic forms for modern decorative art, however valuable may be the lessons to be learned from them. Such copies generally overlook the principles observed by the origi¬ nals. A Pompeian lamp designed for oil and wick is an inappropriate form for a chandelier using gas. An Ionic capital is hardly appropriate as the support of a cruet stand. The Parthenon frieze is out of place on a cake casket. The illus¬ trations show these mistakes in recent designs of American silverware. In closing my remarks let me say that I know them to be largely of a character THE OLYMPIC GAMES OF 189G. 1329 not directly related to the elementary teaching- work in manual training; but as long as we confine the education of teachers to the points necessary to the elemen¬ tary teachers’ work in the direct education of children we shall never achieve great educational results. It is the atmosphere surrounding children which we should consider as more important than direct teaching. What they learn directly is not so important as the influence of the teacher's taste exerted insensibly and unconsciously. This is the taste to be created and developed first — the taste of the teacher and the parent. It is undeniable that this taste has been generally lacking in the civilized nations of the nineteenth century, excepting in so far as the art revival of the last forty years has striven to create it, and it is equally undeniable that this art revival was inspired by the continental interest in historic examples. III. THE OLYMPIC GAMES OF 1896. The revival of the Olympic games, one of the most notable events of 1896, is due to the enthusiasm and persistence of Baron Pierre de Coubertin. This gentleman traveled extensively in Europe and in the United States to rouse interest in the project, and at a meeting of the delegates of the athletic associations of all coun¬ tries, assembled at Paris in 1894, 1 it was agreed that the games should be instituted. For the execution of the purpose, an international committee was appointed. The first presidency was assigned to M. Bikelas, a G-reek, since in his country the revival of the games was to be first celebrated. The presidency will fall in suc¬ cession to a representative of the country in which the next games are to be held. Under this arrangement, Baron de Coubertin, the founder, has become the second president, the next contest having been appointed to take place at Paris during the exposition of 1900. The first celebration opened at Athens, April 6, 1896. The scene and the spirit of the occasion are happily reproduced in the following letters, penned on the spot by Baron de Coubertin, and reproduced, with his permission, from the Jour¬ nal des Debats, in which they originally appeared. The roll of the victors is quoted from an article by the same author published in the Century Magazine for November, 1896. “The Athenians enjoy this year a twofold spring; it warms at the same time the illuminated atmosphere and the popular spirit; it gives life to the small, fra¬ grant flowers that force their way between the marble slabs of the Parthenon and imparts a smile of satisfaction to the lips of the proud ‘Palakares’ (champions of the people). The sun shines and the Olympic games are at hand. Nothing remains of the irony and fears of the last year. The skeptics are silent and the Olympic games have no more enemies. French, Russian, American, German, Swedish, and English flags are for sale on every hand. The Attic breeze joyously raises its light folds, and men in ‘fustanellas,’ who lounge before the pictur¬ esque show windows of the rue d’ Hennes, rejoice at the spectacle. They know that the whole world is coming (‘l’univers va venir’) and approve of the prepara¬ tions made for their appropriate reception. These preparations are manifold. Everywhere the marbles are scraped, new plaster and fresh paints are put on, the pavers are at work, and people are busy cleaning and decorating. The street of the stadion is a fine sight, with its triumphal arch and Venetian masts. Its 1 Since the close of the first celebration at Athens of the Olympic games revived by the Inter¬ national Congress at Paris in 1894 it was decided to strike off a medal commemorative of this congress. Copies will be sold (Florentine bronze, 12 francs; old silver, 25 francs) strictly to per¬ sons who participated in the work of the congress or in its organization. The disposition of the medals will be made on some ceremonial occasion, the date of which will be ultimately fixed. The work is in charge of M. Maurice Borel, 32 Avenue Montaigne, Paris, France. 1330 EDUCATION REPORT, 1895-96. •usual whiteness is exaggerated to a dazzling brilliancy. But it is no longer the favorite promenade. The interest is centered elsewhere upon the ‘banks of the formerly disdained Illissus. Every evening, toward 5 o’clock, the citizens pass in long procession, observing the work on the stadion with the eye of connoisseurs. The Illissus has no water, as usual; but no one notices this any more. A monu¬ mental bridge now spans the celebrated river and gives access to the level plain, upon which opens the restored stadion. There to morrow, Easter Monday, April 6, King George will proclaim the reestablishment of the Olympic games, which fifteen hundred and two years ago the Emperor Theodosius declared suppressed forever. “The inclosure of the stadion produces an intense impression, which becomes even more vivid in reflection. Behold the spectacle that the ancients have so often contemplated! It rises again before our eyes. Up to this time we have not been accustomed to such a plan, and the unfamiliar lines at first sight surprise and confuse us. The silhouette of the Greek temple has never been lost; the porticos and the colonnades have known twenty renaissances. But the stadia died at the same time as the athletic games. Their architectural features were known, but they have never been restored. A living stadion (stade vivant) has not been seen for centuries. Yet a few hours, and this one will be alive with the collective life imparted to the monuments by the crowds that throng them. A crowd will ascend the staircases, fill the benches that rise one above another, and mass them¬ selves in the passages. A very different crowd, no doubt, from that which last entered a similar stadion, animated, however, by like sentiments, by the same sympathy for youth, and by the same desire for human harmony. “ There will be room for about 50,000 spectators. Part of the benches are of wood, time having failed for hewing a sufficient number of marble blocks and putting them in place. After the games the construction will be finished, thanks to the inexhaustible liberality of M. Averoff. Bronze chariots, statues, and col¬ umns will break the somewhat severe monotony, and this generous citizen will have endowed his fatherland with a monument worthy of it. The central rink is not dusty as formerly; the track has been made of cinders by an English work¬ man, and according to the latest rules of moden art. “Everything tends to show that henceforth the stadion will be jealously main¬ tained by the Greeks, for — and this is an interesting fact — in this country where bodily exercises count no more adepts, where fencing and gymnastic societies of recent formation have had much trouble in recruiting a few members, the men¬ tion of Olympic games has sufficed to create athletes. The young people have suddenly become conscious of the vigor and suppleness stored away in the race; their ardor has been so great, their enthusiasm so persistent, that foreign compet¬ itors will here meet improvised rivals as formidable as veterans. ‘ ‘ The Hungarians have already arrived under the leadership of our amiable representative in Hungary — M. Kemeny, director of the Royal School of Budapest. They have met with an enthusiastic reception; speeches have been interchanged; the band has played. Within a few days the Russians are expected; after them the Americans, the Swedes, etc. The news that the municipal council of Paris has voted an appropriation to the French delegates reached us during a session of the committee on games at the palace of the Royal Prince. The Prince was delighted to know that the participation of France was henceforth assured. Our represent¬ atives do not yet pronounce Greek in the modern way; M. Combes 1 has come too late. But they will learn many things during their short sojourn at the foot of the Acropolis. How amazed they will be the first day in the presence of the reality of those places associated in their memories with the idea of antiquity, but which they Minister of public instruction at the time these letters were written. THE OLYMPIC GAMES OF 1896. 1331 will find so young and full of life. How they will wonder at the easy freedom with which resuscitated Athens surrounds the Parthenon without being dwarfed by the majestic beauty of the monument and without diminishing in the least its tran¬ quil serenity. Then suddenly will come to their minds a double revelation. They will recognize that antique Greece has been deformed by unskillful teaching and that there exists a modern Greece of which they know nothing. They will per¬ ceive that the one is connected with the other by the closest bonds of resemblance and heredity. And the history of the world will take, in their eyes, a new sense and different coloring, because henceforth they will know that a nation may be walled in a tomb and j^et not be dead.” — [Journal des Debats, April 6, 1896.] ‘ ! The programme of the ‘ Great W eek ’ has been definitely arranged. At this moment it is in press and will appear to-morrow. Easter Monday, April 6, is the day announced for the inauguration of the Stadion, the beginning of the Olympian games. The King will preside, surrounded by his ministers, members of the Greek Parliament, and the diplomatic corps. Foot races will begin on that day and con¬ tinue during the several days following. The city is to be illuminated in the evening. On Tuesday, 7th, there will be fencing at the palace of the Zappeion, and at nightfall the Acropolis will be illuminated. On Wednesday, 8th, the shoot¬ ing ‘stand’ and the ‘Velodrome’ will be officially opened. The stand is con¬ structed at Calitthera, on the road from Athens to Phalerum. The committee on shooting, presided over by His Royal Highness Prince Nicolas, desired to do a great thing. They have erected a magnificent building that will also remain after the games. It contains vast halls, luxurious dressing rooms, and a terrace which serves as a gallery, from which the view extends beyond Salamis to the steep shores of the Peloponnesus. The Velodrome is erected in the plain of New Phalerum; it has been copied from that of Copenhagen and seems to satisfy the requirements of the cyclists. The Athenian Society has already tried it, and the royal family on this occasion occupied a pretty gallery reserved for them. This is a raised plat¬ form, surrounded by a balustrade and ornamented with mosaic flooring. From this can be seen the Parnassus, the Pentelicus, and the Hymettus. The Acropolis appears above the villas of the Phalerum, and in the midst of this classic scene, surrounded by classical decoration, the most modern (fin de siecle) of sports takes the first place. A striking contrast in truth — the bicycle at the foot of the Parthenon! How many times have these words been thrown at me with a scornful accent as a supreme argument against the modernization of the Olympic games! Very well; to-day it shocks no one. To play lawn tennis before the Colosseum or to ride a bicycle under the Arch of Titus would indeed cause a disagreeable impression. The Roman monuments are dated; they belong to an age. The Parthenon has none; it belongs to all times; no manifestations of popular life can disfigure it. On Easter Thursday the competition between gymnasts will take place at the Stadion; Swedes, Germans, Greeks, and Englishmen will take part. The violent opposition of the president of the Belgian Federation to the admission of gymnasts to the Olympian games has not been successful; what little opposition remains will no doubt vanish before the hour strikes for the second Olympiad. Friday will witness a race at Marathon and celebrations at night in the harbor of the Piraeus. “Saturday is given to swimming competition. It will take j)lace in the charm¬ ing little Bay of Zea, toward whose shores descend the closely built houses of modern Piraeus, adorned with balconies and terraces covered with fruitful vines. Rustic seats surround the shore, the lowest reaching to the blue waters of the beautiful bay. Never had swimmers for the display of their strength a more charming inclosure. The last two days, Sunday, the 12th, and Monday, the 13tli, are devoted to other nautical sports— yachting and rowing. A pavilion has been constructed in the Bay of Naunichie to shelter the boats and give to the rowers 1332 EDUCATION REPORT, 1895-96. the comfort of an English clnb. The pavilion is elegant. It is built of different colored wood, and near it are the rnins of an antique temple, while back of the hill can yet be seen, half buried in the sand, some remains of the long walls which connect Athens with the Piraeus. Upon a promontory rises the villa of ‘ Coumoun- douros,’ the favorite residence of this great minister. Thus is repeated in epitome on the shores of this bay the wonderful history of the Greek nation in spite of opposition; here athletics become historic; but here the past is so intimately interwoven with the present that only strangers are surprised by the relation. “ The international committee will hold a session on Saturday. Six of its mem¬ bers have arrived — M. Bikelas, Greek delegate; General Bontowski, Russian dele¬ gate; Dr. Gebhart, German; Messrs. Kemeny and Jiri Guth, Hungarian and Tcheqne representatives; Commandant Balck, Swedish representative, and your obedient servant. This international committee represents the permanency of the institution. To this committee falls the difficult task of making the various national committees cooperate in this unique work. There are some rivalries existing among them; some misunderstandings; some opposed tendencies. The presidency of the committee belongs to the nation in which the games will be celebrated. M. Bikelas has presided until now. For four years it will pass into French hands. Tuesday, the 14th, the close of the Olympian games for 1896 will take place in the stadion. The King will distribute prizes to the victors, which consist of a diploma and a medal, the work of Chaplain. This celebrated artist has engraved upon one side the silhouette of the rock of the Acropolis, with the Propylaea and the Parthenon; on the other side the head of Jupiter Olympus. It is no more the symbolic branch of antiquity, but neither is it the ‘venal prize’ which is so dearly beloved by modern sportsmen.' It is a simple souvenir associat¬ ing art with athletism, and thus maintaining traditions of the disinterestedness which ought to be the very base of sports. Amateurism will never have had a grander manifestation in its favor. Even those who are used to accept without embarrassment gold pieces earned by their endurance or their agility would blush to even touch the coin here. In this unrivaled scene, in the presence of over¬ whelming glories, a money prize would seem unbearable. This sentiment proves better than anything else that the principle is itself wrong.” — [Journal des Debats, April 8, 1896.] ‘ ‘ The triumph of the ‘ barbarians ’ in the Olympic competition has in general been. very gracefully accepted by the audience. At the entrance of the stadion, in full view of the audience, there is a mast, at the foot of which, after each test, the ‘ order number ’ of the conqueror is fastened, while at the peak of the mast the flag of his country is displayed. This is an ingenious device for announcing the victors to the audience and for distinguishing the international character of the games. From this place of honor have been seen, waving by turns, the colors of the great European nations; but the flag that has been seen most frequently is the Star-Spangled Banner of the United States. This was just, as Americans were the first to become interested in our work, and the only people who have never doubted our success. The two teams that were equipped and sent out by the Americans have shown from the beginning their athletic valor and surpassing enthusiasm. Already the astonished Athenians proclaim them professional; they can not believe that these handsome young men, with such flexible muscles, are students in a hurry to return to their studies, but modestly satisfied to have in this manner increased the prestige of their universities. “Whenever the American flag unfolds on the stadion, it excites wild enthusi¬ asm. High up, crowded together on the last tiers, some sailors rise, swinging their caps and uttering loud hurrahs. It is the crew of the Federal cruiser San Francisco , at this time anchored in the harbor of the Piraeus. Below, near the famous subterranean passage from which to-day, as formerly, the athletes enter THE OLYMPIC GAMES OF 1896. 1333 and go out, there is standing a group, from which frantic acclamations arise. They are those entered as competitors and their friends from the American School of Athens, who salute the champion with the rallying cry of his club or college. Each transatlantic association has a distinct yell, in most cases formed of the syllables of the name, or of the initials which one utters in pronouncing them. Sailors and students, agitated by the same patriotism, answer each other with growing enthusiasm., over the heads of the crowd. The audience commences by laughing. Then they applaud, because they feel the sincerity of the joy mani¬ fested; the juvenile ardor animating these inharmonious manifestations. “The Olympic games are not by any means the first contact between America and Greece; other ties exist between them than ‘Cook’s tickets,’ other interests than those of tourists from widely separated countries. The educated American, perhaps more than the European, considers a pilgrimage to the Acropolis a supreme satisfaction that every enlightened mind should secure to himself as the - greatest source of mental culture. He is not, as we are, imprisoned under the ruins of the Roman Empire, that^s so heavy and complicated; he understands more readily the ethereal organization of this antique democracy, with which his own has more than one resemblance. It is this feeling that has prompted Ameri¬ cans to found a school of archaeology at Athens. This fact is little known outside of Athens. Even here people do not appreciate its importance, which is, however, considerable. This American colony, established on the slopes of Lycabettus, supported by the voluntary contributions of citizens, solely devoted to the culture of science, opens up to the future of the United States an endless perspective. “The Greeks, who love the Americans, and know that the love is returned, have therefore heartily applauded their success; they have even smiled at that student of Princeton, a self-made (improvise) discobolus, who won a prize which they believed to be theirs by hereditary rights.- But their chagrin would have been intense had the cup offered by M. Michel Breal to the ‘ Marathon runner’ escaped them. They were not compelled to undergo that strain. It was a Greek who first entered the stadion, having accomplished in two hours and fifty minutes those 42 kilometers which separate Athens from Marathon. His arrival created great excitement. The stadion was completely filled. The picturesque hill that overhangs it from the side of the sea was covered with people; there were at least 60,000 spectators. In the hemicycle were the King of Greece, the King of Servia, the Grand Duke George, the Grand Duchess Theresa, the prince royal of Greece, the Grecian ministers, and the diplomatic corps. In a moment, as the approach of the victor was signaled, the whole multitude arose as if moved by an electric current. The thunder of applause rolled across the plain toward the foot of Parnassus, as if to awaken in their subterranean abodes the manes of their ancestors; it was, in fact, not simply the accomplished act which provoked these transports, but rather the pent-up remembrance of the whole glorious past manifested, in that runner, to the vision of the Greek. Then, in order to with¬ draw him from the dangerous effusion of a delirious crowd, the prince royal and his brother, Prince George, carried him away in their arms to the dressing room, and then the enthusiasm arose anew, like an irresistible wave, before that superb picture, which placed side by side, in so graphic a manner, the past and the future. “It was long before quiet was restored. Just beside me I saw a lady unfasten her watch and send it as a present to the young hero of the day. A patriotic land¬ lord of a hotel signed an order for 365 good repasts, and one of the bootblacks at the corner of a street offered to take care of his boots in future gratuitously. There is a comic touch in this, but it is impressive if one considers the sentiment that prompted these offerings. All those seen by me on that eventful evening, even the greatest sneerers, had participated in the general emotion, and our dis¬ tinguished countryman, M. Charles Maurras, who had opposed me formerly for 1334 EDUCATION REPORT, 1895-96. wanting to ‘internationalize’ the games, declared himself converted. He said to me: ‘I see’ — and this is profoundly just — ‘I see that this internationalism will not destroy the fatherlands, hut will fortify them.’” — [Jour, des Debats, April -22, 1896.] 11 Roll of the victors, prizes, etc. — When the roll of the victors was called, it became evident, after all, that the international character of the institution was well guarded by the results of the contests. America had won nine prizes for athletic sports alone (flat races for 100 and 400 meters; 110-meter hurdle race; high jump; broad jump; pole vault; hop, step, and jump; putting the shot; throwing the discus) and two prizes for shooting (revolver, 25 and 30 meters); but France had the prizes for foil fencing and for four bicycle races; England scored highest in the one-handed weight-lifting contest and in single lawn tennis; Greece won the run from Marathon, two gymnastic contests (rings; climbing the smooth rope), three prizes for shooting (carbine, 200 and 300 meters; pistol, 25 meters), a prize for fencing with sabers, and a bicycle race; Germany won in wrestling, in gymnastics (parallel bars; fixe^ bar; horse leaping) and in double lawn tennis; Australia, the 800-meter and 1,500- meter foot races on the flat; Hun¬ gary, swimming matches of 100 and 1,200 meters; Austria, the 500-meter swim¬ ming match and the twelve-hour bicycle race; Switzerland, a gymnastic prize; Denmark, the two-handed weight-lifting contest. “ The prizes were an olive branch from the very spot at Olympia where stood the ancient Altis, a diploma drawn by a Greek artist, and a silver medal chiseled by the celebrated French engraver Chaplain. On one §ide of the medal is the Acropolis, with the Parthenon and the Propylgea; on the other, a colossal head of the Olympian Zeus, after the type created by Phidias. The head of the god is blurred, as if by distance and the lapse of centuries, while in the foreground, in clear relief, is the victory, which Zeus holds on his hand. It is a striking and original conception. After the distribution of the prizes, the athletes formed for the traditional procession around the stadion. Lones, the victor of Marathon, came first, bearing the Greek flag; then the Americans, the Hungarians, the French, the Germans. The ceremony, moreover, was made more memorable by a charming incident. One of the contestants, Mr. Robertson, an Oxford student, recited an ode which he had composed, in ancient Greek and in the Pindaric mode, in honor of the games. Music had opened them, and poetry was present at their close; and thus was the bond once more renewed which in the past united the muses with feats of physical strength, the mind with the well-trained body. The King announced that the first Olympiad was at an end, and left the stadion, the band playing the Greek national hymn and the crowd cheering.” — (Century Maga¬ zine, November, 1896.) IV. IDEALS OF EDUCATIONAL WORK.' By President William R. Harper, University of Chicago. I doubt if even the professional educator has a full conception of the intense educational activity which in a multitude of forms exists among us. W ith kin¬ dergartens, private schools, primary and grammar schools, high schools, normal schools and academies, boys’ schools and young ladies’ seminaries, schools of music, schools of art, schools of engineering, schools of architecture, schools of law, schools of medicine, colleges and universities, with the many special efforts which are being made to bring the results of educational work into the possession of the people, efforts which have assumed the most definite and rounded forms in that An address before the National Educational Association, Denver, Colo., 1895. IDEALS OF EDUCATIONAL WORK. 1335 work, the very name of which to-day is a household word — university extension; with that educational work of an indirect though real character carried on through the powerful agency of the press, as seen in journals and magazines, and which constitutes one of the most effective agencies of our manifold educational activities, with all these, I say, there is at the same time a diversity and complexity which bewilder and confound us, and it is only in a few cases that the educational expert has shown any adequate realization of the amount and variety of American educational work. It does not require the knowledge of an expert to see that in this great multi¬ plicity of plan and method, purpose and scope, there is no such thing as system. This work consists of a hundred thousand disconnected parts, without adjustment to each other and entirely devoid of relationship to any general scheme. These parts can not be said to be even loosely connected. The same thing is repeated in a thousand ways, each way, however, being sufficiently distinct and different to make void every effort looking toward adjustment or connection. Germany may be said to have a sj7stem of education; France likewise; but in America, as a whole, there is no trace of anything that might be rightly called a system. It is true that there is a so-called public school system; but this is at best partial, covering only a small portion of the field, and in effective operation only in certain portions of the country. There is in certain States — for example, Michigan and Minnesota — something which looks like a system in the relationship that exists between gram¬ mar schools and high schools and between high schools and the State university; but this also is only partial and of questionable efficiency, even in the States in which it has been most fully developed. It is possible to go even further, and to say that there is no such thing as order. Whatever phase of this activity we study, there is discovered chaos and confusion — no order or plan. It will be granted that a work may be carried on systematically, even if it does not constitute a system; but we look in vain to the country at large, to a single State, to the best of all States, or to a single county, or even to a city, for an organization which may reasonably be called systematic. It can not be found. It is possible that the results of our work as at present conducted may justify the lack of a system; and, indeed, the lack of system. There are those who praise unduly these results. They are in most cases, however, persons unfamiliar with the results obtained from other countries; for it is beyond dispute that the average boy of 18 or 19 who has finished the grammar and high school courses has had no such advancement as the boy of corresponding age in Germany. It is beyond dispute that whatever advantages the average American college possesses, what¬ ever it may do for its students in discipline and in real effectiveness, it by no means ranks with a gymnasium or the lycee. The results do not justify either the amount of money ‘expended or the amount of work given to the cause of education in America. The introduction of order and system would double the efficiency of the work done, save two to four years in the life of every stu¬ dent, and secure a thoroughness which would revolutionize American methods in politics, business, and letters. No one who has intelligently considered the question will fail to realize the disastrous consequences which have attended the utter lack of system in all our educational work. But it is the question, however, not of system in educational work, for concerning this there is no question, but of a system in educational work that I would speak. The question is. Have we waited long enough, and has the time com© when effort of a most vigorous character should be put forth to do that which hitherto we have expected to be done of itself? The difficulties attending the adoption of any general plan which could be denominated a system have not been overlooked, (a) We are still a young and undeveloped nation. Has the proper time arrived 1336 EDUCATION REPORT, 1895-96. for a national system which shall not only include all that has thus far grown up, but at the same time organize the whole into an organic and systematic unity? ( b ) We are not as yet a people. The term peoples is more appropriate. Many and discordant are the elements of which we are composed. Is it possible to develop a system which shall be pleasing to ail? (c) Will not better results be achieved if we move along independent lines, each investigator watching the results of all and adopting from time to time that which commends itself to him? These and many other objections present themselves in opposition to the advocacy of a system. But I would answer: (1) We have at our command the wisdom and exj)eri- ence of all the ages, and if we are not in a position to-day to take the necessary steps to formulate a system, we shall never be. (2) The very fact that as a people we have among us representatives of so many nationalities; the very fact that our great purpose in reference to all foreign nationalities is the purpose to American¬ ize them — in other words, the very circumstances of our situation — should incite us to provide a system of education which, like our American system of govern¬ ment, should be unique and worthy the name American. (3) The adoption of a system does not shut out experiment and investigation, but rather encourages them. A system is not necessarily rigid and mechanical, but may be most flexible. Nor is it supposed that any system will continue to be used without modification. The very fact that it is a system carries with it the idea of growth, and growth means change. It would be an audacious thing for me to propose to you a system of education for America. I have no such thing in mind. Such a proposition, when it comes, must come from one wiser and more experienced than I shall ever be. The truth is the system, when it is once evolved, will prove to be the outcome of the wisdom and experience of hundreds of men. In order that such a system may come, how¬ ever, every man who has at heart the highest interest of education should seek to make his contribution, however small and insignificant, for consideration in the counsels of those to whom this great trust will some time be committed. Besides, each one of us engaged to-day in educational work owes to himself and to his work to present as frequently and as forcibly as circumstances and ability will permit his conceptions of the educational principles which should operate, whether with or without a system. Situated as we are, each in his way is working out a system more or less comprehensive, more or less local; each is engaged in an experiment the result of which will be of interest to all. I venture, therefore, to present a few of the ideas which, in my opinion, will characterize the educational work of the future, whether we are to have in mind the needs of a single institu¬ tion or those of a district, or whether it be our plan to cover as years go by broader territory and include many institutions of many grades. First of all, and, if I mistake not, most fundamental of all, is the principle of individualism, a principle capable of application alike to students, instructors, and institutions. Every man born into the world comes into it with the limita¬ tions of his work clearly defined by nature. The man who succeeds in life is sim¬ ply the man who is fortunate enough to discover the thing nature intended him to do. In some cases nature has seen fit to indicate early and definitely the line of work in which success may be attained. In others, the discovery is made, if at all, late in life. In the growth and development of the body and mind, each man or woman is to be treated as if he or she were the one person in existence. The individual, not the mass, is to be cared for. From the beginning the stu¬ dent should receive such treatment as will enable those who are watching his development to learn what he can do only with difficulty. But this is not to be limited to the beginning; it should be continued to the very end of what would be called the preliminary period, a period in which the case of every individual continues until the clearest evidence has been secured of the discovery of the prin- IDEALS OF EDUCATIONAL WORK. 1337 cipal work which the individual can do to advantage. When once the discovery has been made, the pupil should be allowed to devote himself, with certain quali¬ fications, uninterruptedly to that for which, as experiment has shown, nature fitted him. The next aim will be to develop those functions which are capable of development. It will not be forgotten that the culture shall be as broad as possi¬ ble; but it is true that the possible fields of mental culture are multitudinous, and that, after all, no man, however broadly cultivated, comes into contact with many of the fields. It must be admitted that a large part of educational work fails utterly of accomplishing the thing in view. Men pass through all the grades of primary and secondary work, enter college and also do university work, and yet are reckoned by the world at large, and even by those most intimately associated with them, as failures. And as far as adding anything to the life of themselves or others, they are failures. Why is this so? Because the idea has prevailed so extensively that men might be educated en masse; that one after another they might be ground through the curriculum of study without reference to special taste and predilection. A class of 50 men enter college, no two of them alike in equipment, natural taste, mental aptitude, or intellectual ability, and yet they have been required to take the same studies, within the same number of hours, in the same way and with a sameness throughout that makes college life for most of them a distasteful thing and an injury. I stand ready to assume the responsibility for the statement that many men are injured by college training, and that cause of the injury in nine cases out of ten has been the inflexible cast-iron routine of the college curric¬ ulum, which, let us congratulate ourselves, is fast becoming a thing of the past. Less harm has been done than would otherwise have been the case, because as a matter of fact only men of a certain disposition in days past have received an edu¬ cation. A great change has taken place among us to-day. Men of different types of mind, men who have no idea of becoming scholars, men who would be artists, mechanics, business men, as well as who have in mind the ministry or the law, may receive an education adapted to their needs and capabilities. That the doc¬ trine of individualism is beginning to be respected is evident from the establishment of scientific schools, technological schools, and from the high position which these schools occupy now side by side with the college, a position to which they could not lay claim even so short a time as ten years ago. But the same sin (for it is a sin against God and against man) is still committed in most of our institutions, even in those to which reference has been made. The individual is forgotten -in the mass. In how many colleges is it the custom to take, as it were, a diagnosis of the mental constitution of each student similar to that which the physician makes of the body? It is not unusual in these days in connection with the work of the department of physical culture to have each man examined, the weak points of his body pointed out, and the principal exercises indicated which will help him. Is such a thing done for the mental constitution? The present college methods too often compel failures, and it is more or less accidental that a man receives real and genuine help in his development. Why is it that so many men achieve marked success in life, in their profession, and in every line of business, who have never seen the inside of college halls? Because contact with men does for them what technical education is supposed to do for those who avail themselves of its advantages. The feeling against higher education which has existed is not with¬ out some justification. A radical change is demanded — a change which shall shake to the foundations the educational structures that have been erected. Outside of a very few of our highest institutions of learning the cause of educa¬ tion in this country has been cursed by the failure of those in authority to recog¬ nize the principle of individualism in the work of instructors. I select two famil¬ iar examples. In the high schools, which are gaining rapidly in numbers and in 1338 EDUCATION REPORT, 1895-96. efficiency, no attempt lias been made to assign to teachers the work in which they are particularly interested. The man whose mind by nature is mathematical in its tendency is ordinarily asked to teach language or history. The woman whose whole soul is afire with interest in literature is compelled to do work in science or mathematics. Or worse yet, as happens in nine cases out of ten of our colleges, the same person is required to teach in three or more departments, to a greater or less degree distinct from each other, the chances being that in no one of the three has the instructor been afforded opportunity to do special work. Until within a short time this sin has been committed even in larger institutions. It is at this point that individualism passes into specialism and the connection between the two is close. The multiplication of the fields of knowledge makes necessary the cultivation of individuality, and it must be conceded that the very marked changes which have taken place in the college field are due to the rapidly increasing recognition of this great principle. Progress in this particular has been slowest in the case of institutions them¬ selves. It has been a common idea that every newly founded institution should duplicate the work of those which have preceded it, and, as a consequence, with one or two notable exceptions, the higher institutions of our country are institu¬ tions of a single type. This means of necessity narrowness. It means more, inas¬ much as each institution tries to cover the same ground, and all the ground; the result is that no effort has anywhere been undertaken to establish a school which will allow thoroughness or depth. The college with no endowment, or endow¬ ment of $100,000, seeks to do the same thing which the institution with an endow¬ ment of millions finds it difficult to do. The technical school with no endowment, or $100,000 of endowment, seeks to cover every field of technological work. How much better it would be if institutions would cultivate individualism, the academy doing the work of an academy, and not that of a college; this institution devoting its strength and energy, so far as university work goes, to the development of departments of history and politics, this to the development of physics and chem¬ istry, this to the development of the biological sciences, this one to throwing all its efforts into the great field of electricity. But no; the lowest tenth-rate college announces courses in every department of human knowledge, and students are compelled in self-defense to dabble in everything rather than to work in a few things. Leaving individuality of curriculum, it is also true that almost nowhere is there cultivated individuality of spirit. There are perhaps four or five institu¬ tions in America in which there may be said to exist after years of culture an individual spirit. There is a Harvard spirit, a Yale spirit, a Princeton spirit, a Johns Hopkins spirit, a University of Virginia spirit. Where is there another institution individual in its character? Of young institutions much may not be expected; but that institution which has done work fifty years without exhibiting to the world in the character of its men a distinctive individuality has, in one important respect at least, failed to accomplish that for which it was founded. COORDINATION — THE ADJUSTMENT OF PARTS. In every scheme there are parts; and that these parts shall make a scheme or system, they must be adjusted to each other; they must be coordinated. I use the word now in its broader sense. Our educational work has divided itself into sec¬ tions. Each section must be so arranged as to fit into that which is above and below it as well as into that which is on each side of it. The arrangement, there¬ fore, is a complicated one, and perhaps we are not to be surprised that no satis¬ factory adjustment has yet been made. Both of the adjustments referred to are needed in the educational development of every individual as well as in the organi¬ zation of every institution. In the case of an individual, we seem to-day to be in utter confusion so far as IDEALS OF EDUCATIONAL WORK. 1339 concerns the arrangement of the definite steps in his education. Omitting, for the sake of brevity, any consideration of the earliest periods, it is evident that the grammar school, the grade preceding the high school or academy grade, is organized in most of onr State systems with special reference to making provision for teachers and finding a market for text-books rather than for developing chil¬ dren. Bewildered by the multiplicity of subjects taught, subjects making a curriculum without unity of any kind, the pupil reaches the end of this period dis¬ couraged and distressed. Why do not more children proceed to the higher grades of study? Partly, it is true, because of poverty, but in large measure, I maintain, because of the inefficiency of the organization of the grammar grade. A few, comparatively, proceed higher, in spite of difficulties almost insurmount¬ able, compelled by parental authority or impelled by a desire for study which even the most disadvantageous circumstances will not destroy. Here, again, the same confusion reigns, not only in the high school, but in academies and prepara¬ tory schools. The connection between the work of this grade and that which precedes is not a logical one, and the various elements which ought together to form a plan at once unified and complete are thrown together in a most promis¬ cuous manner. The higher we go, the worse becomes the condition of things. Academies and high schools stand in no direct or indirect relation, except in indi¬ vidual instances, to the college work which follows. In the majority of schools the student finds upon graduation that he has not met the requirements for admission to college, and unable to go back and take up the work again in another form, he loses courage and gives up the effort. Still further, no connection of any kind exists between the college work and the professional. As a matter of fact, our professional schools are made up for the most part of men who could not gain admission to the freshman class of the colleges. The man who has by dint of hard work carried himself through college finds himself in the professional school side by side with men who have never been inside of college, or, in many cases, of high school or academy. Yet these men work together, and some edu¬ cators tell us that it is profitable for both. What utter nonsense! The weakness of the situation is acknowledged openly by certain leading institutions, which have within recent years made strong effort in some way to adjust professional work to college work. But the adjustments can not be said to have proved satisfactory. So far as it concerns the individual, there is needed such an adjustment of parts as will allow him from the earliest age to the completion of his professional course to move forward without interruption and without the loss which invariably fol¬ lows transfer from one scheme to another, neither of which stands related to the other. The beginning of real university work is in the kindergarten. The day will come when this fact will be recognized. With a proper adjustment in the unity of arrangement, the time of at least three years could be saved to every indi¬ vidual who contemplates a college or professional course of study. When we con¬ sider the terrible cost of the present lack of adjustment, we are the more ready to consider propositions looking to the readjustment of the various disconnected parts. It is here that Germany forges ahead of us, because of the close connection of the pupil’s work from the very beginning until he is ready to enter the univer¬ sity. Results are obtained which, from our point of view, seem almost incredible. It is here, also, that adjustment of the parts is just as essential for the sake of the institution. It is difficult to show what is meant without a chart. The dif¬ ference between the present situation and the ideal may be described roughly under the figure of a tree. We see before us the stump. Branches of different length and thickness are strewn about the stump. This material is, to be sure, most valuable and is available for use. But imagine, if you please, each branch assuming its former place in connection with the trunk of the tree; the sap once more flowing from the roots to the topmost limb; the foliage restored, and the fruitage. This is a fair representation of a system of education with its 1340 EDUCATION REPORT, 1895-96. parts adjusted to each other. Or, better yet, since every institution should be in a proper sense such a tree, the assemblage of institutions forming the great system would be a magnificently planted grove, made up of a variety of trees, each the best of its kind, each contributing to the happiness and maintenance of mankind. The educational grove of America to-day consists for the most part of dismem¬ bered trunks, and these largely of the same species; most of them stunted in growth, a few here and there giving evidence of what might be under a different condition of things. A vital mistake in the history of education in New England has been the isola¬ tion of the academy from the college. A vital mistake in the history of education in the West and South has been the too close identification of the preparatory school and the college. The New England schools have been right in not permit¬ ting the academy to be joined closely with the college. They have erred in not securing direct control of the academies, in order that the step from the academy to the college might be taken without embarrassment and loss. Western and Southern institutions have done the right thing in recognizing the necessity of a close connection between the preparatory schools and the college, but have made the mistake of bringing the life of the preparatory school into too close connection with that of the college. There can not be a university without colleges. Nor can there be colleges without academies, The ideal institution will, therefore, cultivate the academic work as assiduously as any other, and will see to it that the connection between it and the college work is close and that the step from one to the other may be taken easily. The same principle would apply to the higher work. The future will see an adjustment made by which, after the first two years of a college course, the remaining work of the college shall be so closely connected with that of the professional school that the line between them will be drawn only with difficulty. Such an adjustment will be attended with two advantages. It will make all the more difficult any attempt to do professional work without an adequate training, and it will do much toward lessening the friction and loss of time which now invariably attend the passing from the college to the university. The more my mind dwells upon it the more adequately do I find the figure of the tree to express my conception of our educational work. The roots running out in the various directions constitute the earlier and preparatory stage of work. Students of every condition of life and mental attainments are brought together in this period. The stock of the tree is the central or college period. The work of all students in this stage runs along much the same lines. It is here that the final testing takes place. Typical subjects are brought forward and the student led to grapple with them. The variety here is not great, nor should it be; but where this process has been complete, selection begins and divi¬ sion takes place. These divisions, as they move forward in a multitude of depart¬ ments, make the branches of the great tree. Here is infinite variety, infinite pos¬ sibility of development, yet everywhere the same characteristics. Because of the infinite variety, and because of the sameness of characteristics, adjustment of the parts is all the more necessary. ASSOCIATION. Finally, with your permission, I desire to present as an important characteristic of any adequate system, as a leading feature of the future work, the principle of association. This is a necessary concomitant of individualism and coordination. Association or combination is possible in' case the student or instructor is treated as an individual, and in case an institution, of whatever grade, has aimed to develop individuality. It is a remark of frequent occurrence that one of the common features of our present civilization is the emphasis laid upon specialism in every line of work. It is also to be noted that, side by side with specialism, IDEALS OF EDUCATIONAL WORK. 1341 and because of specialism, another prominent feature of our modern civilization exists, namely, that of combinations and trusts, for it is only the specialists who combine. It was not until the day of specialism that combinations could occur. It is true that until individualism prevails association to any considerable extent must be postponed. Association implies coordination in both senses of the word. In order that men, either as students or professors, may come together, in order that institutions may cooperate, there must be a rigid classification according to the purpose, scope, and rank. It is here, probably, that the first radical steps in any educational reform must be taken. So long as institutions doing really the work of high schools call themselves colleges and universities there can be no association other than a merely nominal one. The high schools of some of our Northern and Western States do a work vastly superior in quality and greater in quantity than many of the so-called colleges and universities. Granting that these two principles have begun to operate at least slightly (and I think that every forward step taken during the past twenty-five years has been taken in accordance with these principles) , there is opportunity — I may say there is necessity — for the working out of the principles of association or union of effort or combination, by whatever name we may decide to designate. Naturally it must first come in the form of institutional association. The applications of this principle are so numerous that time will permit the mention of but a very few examples taken from a narrow field. As before, I pass over the lower grades. The association of academies in relation to a college: Each college should have in the district tributary to it as many academies as the constituency will support. These academies should be under a local management distinct from that of the college, and yet there should be such a connection as would permit the college in large measure to direct the work of the academy. This is what has actually taken place between the high schools and the State university in certain States. But it must be recognized sooner or later that the high schools do not make preparation for college their chief work. It must be remembered that only 10 per cent of those who finish the high-school course ever enter college. The high school, therefore, has other work to do. The time will come when two-thirds of the present colleges and universities should, for lack of funds to do properly the work they are now trying to do, be made colleges of this same rank. When additional funds are secured, higher work may be undertaken; but not till then. The larger the number of colleges we can have, the better, so long as they are equipped to do the work of a college; but to make students believe that they are receiving a college education, to give them the degree which is supposed to stand for such an education, is a species of dishonesty and imposture for which there is no excuse and which our legislatures should take in hand. There will be, then, the academies and high schools, brought into vital relationship with the colleges which are nearest to them; the colleges of lower rank and of higher rank — the two classes sharply distinguished. These in turn will be associated in relation to the university. The university of the future will make a clear distinction between its college work and its university work. There is room to-day for ten or fifteen universities. The colleges, remaining colleges and doing college work, will sus¬ tain to the university the relation sustained by the academies to the colleges. The association of colleges may be either that of a State, as is already true of the State of New York, or that of a denomination (the bond in this case being very close), or that of a district, such as New England, or the valley of the Mississippi. No one can fail to see the immense advantages of such an association. I may be permitted to go one step further. The universities, supposing the number to be ten, fifteen, or twenty, should, let me say, unite in a federation. This federation will be like that of the States of the Union. Through this federation of universi- 1342 EDUCATION REPORT, 1895-96. ties will come the crowning feature of- our American system — a national univer¬ sity. We do not need a national university as an institution, distinct from other institutions and their rival. The existing universities will never consent to a national university organized upon such a basis. The history of the movement since the days of Washington demonstrates this. Let the institutions doing real university work unite, and let great scholars and investigators be delegated by each university to go to Washington, and, with governmental assistance, make proper use of the great scientific treasures of all kinds which have been there collected; these professors all the while being mem¬ bers of the university which has thus delegated them, and yet, as a body, consti¬ tuting the faculty of the national universitj7. Let the students of all universities study at Washington whenever it is to their advantage to do so, remaining, how¬ ever, students of their own university. This plan is simple; it removes the whole matter from the field of politics; it can be introduced at a minimum of expense; it will lead to unity of effort; it will secure a system in our work, the lack of which all concede; it will not excite the rivalry of universities already established; it will permit the students to move about; it will set a standard by which institu¬ tions may judge themselves; it will secure an association of interests and a recog¬ nition of scientific work which will lift the work of education in this country to the place it occupies in Germany. Individualism, coordination, and association are the keynotes to future prog¬ ress along educational lines. CHAPTER XXX. CURRENT QUESTIONS. Contents. — Teachers’ mutual benefit associations and pension laws — Coeducation- Compulsory school attendance — Transportation of children to school — Tem¬ perance instruction. TEACHERS’ mutual-benefit associations and pension laws. This subject was treated extensively in the Annual Report of 1894-95, in an arti¬ cle entitled “Pensions to teachers.” The pension laws passed by some State legislatures, and the provisions made by municipal authorities for annuities, as well as the results of some mutual-benefit associations among the teachers in the large cities of this country, were quoted in that article. Since the printing of the report, Prof. John M. Pierce, of Boston, has published a summary of what is being done in this direction, which summary contains tables of interest to teach¬ ers in search of such information. That article appeared in the New England Journal of Education and is here reprinted: “The beginnings of this institution lie farther back than any organization, beyond the reach of statistical inquiry. Members of the same vocation, while so often competitors for place and power, are at the same time most ready to sym¬ pathize with and aid each other. What begins as brotherly charity, where the material benefit is all on one side and the spiritual benefit all on the other, devel¬ ops into a business organization, where the benefits are mutual. “One of the least systematic and organized ways of giving aid is through asso¬ ciations formed for other purposes. Teachers’ clubs and societies for general pro¬ fessional purposes sometimes apply a part of their funds to the aid of sick and needy teachers, and, in case of death, to bury them. Louisville, Ky., has no aid association. Two-thirds of the teachers belong to the Louisville Educational Association; the annual fee is $1; this furnishes a fund of $300 annually, with which assistance is given to such teachers as may be confined to their homes b.y serious illness when they have no other means and call for aid. This work is managed by a board of control, who report in a general way, without giving names. The teachers of Louisville have discussed many plans for a better system, but have reached nothing definite. ‘ ‘ While such a method is commendable from a charitable point of view, it puts the giving of aid on such a basis that it must often defeat its purpose. Many teachers would suffer the most extreme need rather than call for assistance under such circumstances. “ The Teachers’ Club of Jersey City, N. J., maintains a fund out of which mem¬ bers who are incapacitated through illness receive a weekly benefit. “ The Teachers’ Aid Association of Chicago, which was organized after the great fire, aids those who through sickness or other causes become needy and without the means of support; whenever necessary, the teachers have voluntarily con¬ tributed a certain fractional percentage of their salaries for one month to this 1343 1344 EDUCATION REPORT, 1895-96. relief fund. It is four years since any contribution lias been made to this fund, and during that time $1,000 has been paid out to teachers in need. “ There are doubtless other cities where work like this is done; these things are not always considered worthy of being reported. But in most of our large cities there is some more elaborate and systematic method of teachers’ aid. ‘ ‘ Table I embraces the associations that pay sick and death benefits to members without waiting for them to plead inability. The beneficiary receives aid as insurance for which he has paid. “The tendency in this kind of association is to furnish a number of benefits, and to multiply the dues accordingly. The oldest of these, that of Baltimore, is a good illustration of this. Besides the sick benefit, a stipend is paid to the family or heirs; if there is no one to claim this, it is to be applied in paying the funeral expenses. To raise this amount, a special assessment of $1.10, besides the initiation and annual dues, is made upon each member, the 10 cents to cover expense of notifica¬ tion. When the amount in the treasury falls below $500, an extra assessment of $1 is levied on each member. “ These associations for sick and death benefits do not usually accumulate large funds, since they pay out frequently in small sums. They generally aim to pay about $1 per day to teachers who are sick long enough to lose their salary. Man¬ aged as they are, these associations could not afford to have. a large, continuous list of beneficiaries, and so the time during which sick benefits will be paid, or the amount of benefit, is limited. “ The idea of retiring teachers on an annuity is a later thought. It arises only where the profession is more fixed. In some cities, both kinds of associations exist side by side. But where an association for temporary aid only already exists, it is more common for the teachers in such city to apply to the State legislature to have a retirement fund established by law. Experience with a voluntary association is likely to lead to the demand for something more uniform and universal. “ Of Table II the Boston association was incited by the example of New York, and was in general modeled after this. The Teachers’ Annuity Guild of Massa¬ chusetts was in turn copied in essentials from the Boston plan. The guild is in some features an improvement over the other associations, having their experience to begin with. The guild is composed of teachers in cities and towns near Boston. Cambridge, Haverhill, Lowell, and Somerville are the cities having the largest numbers of members. “ When an association is organized, it is found advisable for a few well-known and reliable persons to associate themselves, make their plan, and then invite members on that basis. In this way the Boston association and the annuity guild were formed. In Providence the matter was discussed in town-meeting style, and so many were the wants to be satisfied that several years were lost in coming to any agreement. “The chief diversity of object is between temporary aid or sick benefits, and permanent aid or annuity. The difference is a relative one, for a spell of sickness may be prolonged into permanent incapacity. Most of the associations in Table II might be put into Table III, since they permit one who has been retired on account of disability to be taken off the list of annuitants when restored to health, and to become an annuitant again if again incapacitated. The annuity system could be worked to cover sick benefits, but in most cases this is not the intention of its promoters. In Cincinnati and Philadelphia the annuity may be enjoyed temx)orarily during prolonged sickness. New York, Boston, and Baltimore have not been put into this table, not because their organization is essentially different from that of Cincinnati and Philadelphia, but rather on account of a difference in the spirit of working. Those in Table II do not appear to favor the use of annuities to include sick benefits. teachers’ mutual-benefit associations. 1345 ‘ ‘ The Brooklyn association pays in cases of sickness at the discretion of the hoard of trustees. ‘‘The association of the District of Columbia, including Washington, has a unique way of giving both temporary and permanent aid. There are two classes of members, Class A and Class B. The funds are kept in three separate accounts; the permanent and the annuity fund are administered for the benefit of Class A exclusively; the temporary disability fund for Class B exclusively. Teachers may thus enjoy either the temporary or the permanent benefits, or both, in the one organization. “These associations, included in Tables I, II, and III, are, from their nature, nec¬ essarily voluntary. They thus lack an element of strength and stability which some of the organizations authorized by law possess. Table IY shows the extent to which the State pension fund has been established. In St. Louis, California, and New Jersey membership is not compulsory; in Detroit, Chicago, and Cincin¬ nati it is compulsory; in Brooklyn and New York City, compulsory only on teach¬ ers appointed in the future. One of the chief advantages of an association estab¬ lished by law is lost when membership is not binding upon all teachers. Whether the Illinois or the New York plan is better must depend on the stand taken by the teachers; the latter is practicable, where opposition would defeat the former.” ED 96 - 43 Table I. — Mutual benefit associations for temporary aid only. 1346 s & © s gl§ >h■©! ® w 3 w K.P g ©^ Q. S3 m 5)43 ® ftaiH |x! © P . ® * §3 co P ©'"'11,44 ® P 2© o pH P O © 44 &&& >> CO ?J c3 ©P2 © P_g © ©£ SP2 a P p © 3 P Ph© O m a .. 03 rrH CO Pr^S © ®-a sjg P g 2 Pi 3 Ph PPh 01 to ^ 5>j CO OS ©o 02 © ho Gjo ■o ... CO ®* ce •.rp © o o a S3 © i -P :r2| IS . co^ -P © p © © ^ © © w £2 , uh rn ^ © P g> £ ,® J§ hn'P 2 m P P £ © o PhP ©. o8 . +3 Ph Ph © Cl !HrrS>® © CO P fsVae' ^ co^ . p,-Pn©_ S o M O p M o ■f-e-t3© a g © 2 © © 3fe-Po £ © 3 © P !> 0,-i h © o 6

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The report of the Commissioner for 1894-95 summarized the latest information respecting the policy of educating the youth o’f both sexes in the same classes. (Report 1894-95, Yol. I, pp. 115-118.) No material change has since taken place in respect to this policy either in the United States or in foreign countries; but from constant inquiries received at this office touching the effect of coeducation in superior institutions, inquiries emanating chiefly from the Southern States, it is evident that there is a disposition to extend the practice in this country. For¬ eign educators also show great interest in the effects of this system as practiced among us. The actual state of the schools of the United States in this respect remains as stated in the previous report. In the elementary or public schools boys and girls are educated together. The only exceptions to this rule are found in a few cities, less, apparently, than 6 per cent of the total number. Even in these cities separation seldom takes place below the high school. Considering private schools, it appears that coeducation is the policy in nearly two- thirds of the num¬ ber, and that these enroll a little more than two-thirds of all the pupils in private schools. As to higher institutions— i. e., colleges and universities — 65 per cent of the number reporting to the Bureau are coeducational. The most important event of the year, which has at least an indirect bearing upon the progress of coeducation in universities, is the appointment of a syndicate by Cambridge University (England) to consider the proposition of admitting women to degrees. It is seventeen years since the question of granting degrees to women was first brought formally before the university, although the equiva¬ lent examinations were informally opened to women as early as 1872. The application of 1880 resulted in the certificate system, and the question rested until the present year. In March, 1896, the senate, in answer to a largely signed memorial, resolved to appoint a “syndicate” to consider anew the question of admitting women to degrees. The syndicate accordingly nominated by the coun¬ cil was rejected on the ground that it contained too large a proportion of persons favorable to the contemplated change. In May a new syndicate was nominated, which was accepted by the senate. This action has renewed the discussion of the higher education of women in England, and particularly of the attitude of the older universities toward the problem. London, Victoria, and Durham univer¬ sities admit women to degrees, and a majority of their affiliated colleges are coeducational. Under the law of 1892, authorizing the admission of women, the Scotch universities have become virtually coeducational. Edinburgh, St. Andrew’s, and Aberdeen have opened their science and art classes to women. At Glasgow, Queen Margaret College has been transferred to the university, which appoints professors and lecturers. Some of the classes are mixed, and are held in the university; the remainder are held separately in Queen Margaret College. COMPULSORY SCHOOL ATTENDANCE. The year under review is made memorable in the history of school legislation by the passage of the first compulsory law in the Southern division of the coun¬ try, Kentucky having taken the initiative in this important movement. As this matter goes to press similar action is reported from West Virginia and Indiana, whose laws are dated, respectively, February 20, 1897, and March 8, 1897. Thus thirty-one States have made legal provision for enforcing school attendance. The Kentucky law makes 7 to 14 years the age for compulsion, agreeing in this respect with the laws of Illinois and Wisconsin. The minimum annual term is eight consecutive weeks, the lowest recognized under any State law. The pen¬ alty for violation of the law is a fine of “not less than five dollars nor more than COMPULSORY SCHOOL ATTENDANCE. 1351 twenty dollars for the first offense, nor less than ten dollars nor more than fifty dollars for the second and every subsequent offense, and costs of suit.” It is further provided that “Any person having control of a child, who, with intent to evade the provisions of this act, shall make a willfully false statement concerning the age of such child, or the time such child has attended school, shall forfeit for each offense a sum not less than five dollars nor more than twenty dol¬ lars, for the use of public schools for such city, town, or district.” All fines imposed under the law are to be placed to the credit of the public schools in the respective city, town, or district. It is specifically stated that the provisions of the act apply to any parent, guardian, or person having control of any colored child or children. ” In addition to the usual conditions exempting parents and guardians from the operations of the law on the ground of the physical or mental disability of a child, the lack of school iwovision, adequate private instruction, etc., is that of satisfac¬ tory evidence that “the parent, guardian, or person having control is not able, by reason of poverty, to clothe such child properly.” Under the law of West Virginia, the compulsory age is 8 to 14 years, making thirteen States in which these are the limits. The annual term of compulsory attendance is sixteen weeks, as it is in six other States. An offense under the law consists ‘ ‘ in failure to send to school any child or children for five consecutive days, except in case of the sickness of such child or children, or other reasonable excuse, ” and the penalty is a fine not exceeding $5. A local-option feature is intro¬ duced in the following clause: “ If sixty per cent of the legal voters of any city, independent district, or subdistrict shall petition the board of education against the enforcement of this act, the said act, so far as that subdistrict is concerned, shall be null and void until the beginning of the next school year.” Fines imposed under this law are to be placed to the credit of the building funds of the respective districts. The Indiana law creates a truant service, without which a compulsory law is little more than a dead letter, and as a logical sequence to this service makes explicit provision for the care and restraint of incorrigible children. In respect to this and several other provisions the law may be regarded as the embodiment of an advanced conception of public responsibility in respect to the young, and as such is here cited in full: AN ACT concerning the education of children. [H. 10. Approved March 8, 1897.] Section 1. -Be it enacted by the General Assembly of the State of Indiana, That every parent, guardian or other person in the State of Indiana, having control or charge of any child or children between the ages of eight and fourteen years, shall be required to send such child or children to a public, private or parochial school, or to two or more of these schools, each school year for a period of at least twelve (12) consecutive weeks in each school year: Provided, That any and all children that have completed the first eight years of work of the common schools of the State of Indiana and have received certificates of graduation from the common schools shall be exempt from the provision of this act: Provided, That children who are physically or mentally incapacitated for the work of the common schools are exempt from the provisions of this act; but the school authorities shall have the right and duty where such exemption from the provisions of this act is claimed by any parent, guardian, custodian or child, to cause an examination of such child by a physician or physicans employed for such purpose by such officers, and if such physician, or physicians, hold that such child is capable of doing the work in the common schools, then such child shall not be exempt from the provisions of this act. r _ Sec. 2. It shall be the duty of the County Superintendent of Schools for town¬ ship, and of the City Superintendent of Schools in a city or town, together with the Secretary of the State Board of Charities and one member of the State Board of Education designated for such purpose by said Board, to appoint one or more 1352 EDUCATION REPORT, 1895-96. truant officers, not exceeding five in number in any county, who shall be assigned to duty by districts composed of townships. The truant officer shall see that the provisions of this act are complied with, and, when from personal knowledge or by report or complaint from any resident of the township or townships under his supervision, he believes that any child subject to the provisions of this act, is habitually absent from school, he shall immediately give written notice to the parent, guardian or custodian of such child that the attendance of such child at school is required, and if within five days such parent, guardian or custodian of child does not comply with the provisions of this section, then such truant officer shall make complaint against such parent, guardian or custodian of such child, in any court of record, for violation of the provisions of this act, and any such par¬ ent, guardian or custodian of child who shall violate the provisions of this act, shall be adjudged guilty of a misdemeanor, and upon conviction thereof shall be fined in any sum not less than ten nor more than fifty dollars* to which may be added, in the discretion of the court, imprisonment in the county jail not less than two nor more than ninety days. Sec. 3. For every city or incorporated town it shall be the duty of the Superin¬ tendent of Schools of such city or town, together with the Secretary of the State Board of Charities and one member of the State Board of Education designated for such purpose by the said Board, to appoint one or more truant officers for the enforcement of the provisions of this act in such city or incorporated town in the manner and under such penalties as are prescribed by section 2 of this act. Sec. 4. The truant officers provided for in this act shall receive from the County Treasury two dollars for each day of actual service, to be paid by the County Treasurer upon warrant drawn by the County Auditor. Sec. 5. The truant officers provided for by this act, shall serve one year from the date of their appointment unless sooner discharged by the Board which is by this act provided for their appointment. Sec. C. All school officers are hereby required to make and furnish all reports that may be required by the Superintendent of Public Instruction or by the Board for the appointment of truant officers with reference to the workings of this act. Sec. 7. If any parent, guardian or custodian of any child or children is too poor to furnish such child or children with the necessary books and clothing with which to attend school, then the School Trustee of the Township or the Board of School Trustees or Commissioners of the city or incorporated town where such parent, guardian or custodian resides, shall furnish temporary aid for such pur¬ pose to such child or children, which aid shall be allowed and paid upon the cer¬ tificate of said officers by the Board of County Commissioners of said county. Such Township Trustee or Board of School Trustees shall at once make out and file with the Auditor of the county a full list of the children so aided, and the Board of County Commissioners, at their next regular or special meeting, shall investigate such cases and make such provisions for such children as will enable them to continue in school as intended by this act. Sec. 8. School Commissioners, Trustees, and Boards of Trustees, are empowered to maintain either within or without the corporate limits of their corporations a “Parental Home” for incorrigible and truant children. Any child not being over 12 years of age, who shall be truant or incorrigible, may, with the common consent of the School Trustee, or Boards of School Trustees or Commissioners and parent, guardian or person having charge of such child, be compelled to attend such ‘ * Parental Home ” for an indeterminate time. If. the parent, guardian or person having charge of such incorrigible or truant child, shall refuse his consent to the attendance of such incorrigible or truant child at such “Parental Home,” the Superintendent of Schools, or the Principal, Supervisor or teacher of any school, may file complaint in the Circuit or Superior Court of the county, and such court shall have the power, upon the hearing of the case, to order the com¬ pulsory attendance of such incorrigible or truant in such “Parental Home” for an indeterminate time, not longer than 120 days. Sec. 9. F or the purpose of defraying the increased expenditure necessary for the carrying out of the purposes of this act, Trustees of school townships, Boards of School Trustees, or Commissioners of cities and towns and Boards of School Commissioners, are hereby empowered to levy, in addition to any and all sums heretofore provided by law, any amount of special school revenue not exceeding ten cents on the hundred dollars of taxable property; such taxes to be levied and collected as all other special school revenue. Sec. 10. If any child live more than two miles from the nearest public school, he shall not be subject to the provisions of this act. TRANSPORTATION OF CHILDREN TO SCHOOL. 1353 THE TRANSPORTATION OF CHILDREN TO SCHOOL. This subject was treated in a chapter of the preceding report of this office,1 in which were given the laws of the States which had provided for the transportation of pupils, the experience of the States and communities that had adopted the practice, especially Massachusetts, and statements respecting its advantages and disadvantages. Legislation. In the chapter referred to Massachusetts, New Hampshire, Vermont, and Con¬ necticut were given as the States that had made definite legal provision regarding the matter in question. To these may now be added New York, Maine, New Jer¬ sey, and Nebraska. The New York law (1896) is as follows:'2 Whenever any district shall have contracted with the school authorities of any city or village or other school district for the education therein of the pupils resid¬ ing in such common-school district, the inhabitants thereof entitled to vote are authorized to provide, by tax or otherwise, for the conveyance of the pupils resid¬ ing therein to the schools of such city, village, or district with which such contract shall have been made, and the trustees thereof may contract for such conveyance when so authorized in accordance with such rules and regulations as they may establish. The provision of the Maine law (approved March 26, 1897), after reciting the conditions under which schools may or must be discontinued (the latter when the average attendance falls below eight), goes on to Say: The superintendent of schools in each town shall procure the conveyance of all public-school pupils residing in his town to and from the nearest suitable school for the number of weeks for which schools are maintained in each year, when such pupils reside at such a distance from the said school as to render such con¬ veyance necessary. A New Jersey law of 1894 provides as follows:3 When in any district there are children living remote from theschoolhouse, and who are unable on that account to attend such school, such district may order raised by special district tax an amount of money sufficient to enable the board of education to transport such children to and from the school, under such rules and regulations as may be deemed necessary by the board of education of such dis¬ trict; * * * the total sum expended for the purpose of transporting such chil¬ dren shall not exceed the amount ordered to be raised for said purpose. By a Nebraska law, approved April 14, 1897, it is enacted: Section 1. That a board of education of a city, or a.board of trustees of a high- school district, by a two-thirds vote of the entire board, or a district board of any school district in this State, when authorized by a two-thirds vote of those present at any annual or special meeting, is hereby empowered to make provision for the transportation of pupils residing within said district to any other school [within said district] to which said pupils may lawfully attend, whenever the distance from such school shall render it impracticable for said pupils to attend without transportation. Sec. 2. That a board of trustees of a high-school district, or a district board of a school district in this State, when authorized by a two-thirds vote of those present at any annual or special meeting, is hereby empowered to contract with the dis¬ trict board of any neighboring district for the instruction of [all] pupils residing in the first-named district in schools maintained by the neighboring district, and to make provisions for the transportation of said pupils to the above-named school of the neighboring district, under the conditions named in the preceding section. Other States. — The State superintendents of Rhode Island and Wisconsin have declared that the existing provisions of the school laws of their respective States are sufficient to authorize the conveyance of pupils at the public expense, though 1 Rep. Com. Ed., 1894-95, Chapter XXXV, pp. 1469-1482. 2 New York School Law, ed. 1896, sec. 14 (19), p. 36. 3 New Jersey School Law, 1895, p. 40. ED 96 - 43* 1354 EDUCATION REPORT, 1895-96. tlie former intimates the desirability of more specific legislation upon the subject; as a matter of fact, some progress has already been made in Rhode Island in this direction. Certain counties in Ohio are authorized by special laws to establish central schools and convey pupils to and from them. Some beginnings have been made in Pennsylvania, South Dakota, and perhaps other States, where there already exists, as in Pennsylvania, “ law enough to cover the case.” The following extracts will serve to exhibit the status of the transportation question in a number of States: Pennsylvania. [From report of State Superintendent Nathan C. Schaeffer, 1896.] At the first State directors’ convention held in Harrisburg during the month of January, one of the leading topics discussed was the transportation of pupils to graded schools at central points, the saving of money, and the improvement of the instruction effected thereby. At a few places the experiment has been tried with marked success. Public sentiment, bad roads, and geographical obstacles render impossible at this time any general adoption of the plan. But under the agitation now going on at farmers’ institutes, the public roads will be improved. In enlightened communities public opinion is soon changed in favor of any plan which either saves money or improves the schools. From the province of Victoria in Aus¬ tralia comes the report that 158 schools were closed by this plan, and that after deduct¬ ing the cost of conveyance the saving amounted to $50,000 per annum. The minister of education says that the system is a marked success, and if there is one feature as to its working that stands out more prominently than another, it is the remark¬ able regularity of the attendance of the children conveyed. * * * In several of the New England States which have tried the same experiment, the land in remote districts is said to have risen in value instead of depreciating in the mar¬ ket, as had been predicted by those opposed to the closing of the schools near their own farms. The whole question, however, is beset with many difficulties inso¬ much that directors will do well to weigh most carefully all the considerations involved before they decide to abandon any of the schools now in operation. Ohio. [From report of State Commissioner Oscar T. Corson, 1896.] As the State grows older the country-school problem increases in both impor¬ tance and difficulty of solution. In some localities the sparseness of the popula¬ tion becomes a very important factor in its consideration, and in such localities, provided the roads are good, the true solution is no doubt found in the conveyance of the children to and from a central school. Special laws, authorizing boards of education to establish such schools in Lake and Geauga, Cuyahoga, Ashtabula, Stark, and Portage counties, already exist, and the plan is no longer an experi¬ ment. One of the first schools established under this special legislation is located at Kingsville, Ashtabula County. The schools in that locality, under the old plan, were very small, and therefore necessarily very expensive from the standpoint of either the per capita cost or the results attained. Under the new plan of consol¬ idation, which has been in operation nearly four years, several of the outlying districts were abandoned and the pupils conveyed to the school at the center of the town in wagons specially provided for the purpose. The expense of schooling the children has thus been reduced nearly one-half, the daily attendance has been very largely increased, and the quality of the work done has been greatly im¬ proved. * * * What is true of Kingsville is in a large measure true of other localities in Lake, Geauga, and other counties to which the special legislation is applicable, and the plan is worthy of the earnest attention and study of all who are interested in the welfare of the country schools. In other localities different hindrances, such as the lack of educational sentiment, neighborhood quarrels, no organization, selfish¬ ness of directors, etc., make the problem a difficult one. Such hindrances can be overcome only by developing in such communities a better school sentiment. [From report of Committee of Twelve on Rural Schools, Appendix F.] The experiment in consolidation now in progress in northeastern Ohio is of such interest afid promise as to warrant extracts from the annual reports of 1895-96 of TRANSPORTATION OF CHILDREN TO SCHOOL. 1355 the two superintendents who have been most prominent in the work. This recent movement may have an interest for some minds that earlier movements would not possess. 1. Extracts from the report of Mr. F. E. Morrison, superintendent of Kings¬ ville, Ashtabula County: The new school system, which is known as the Kingsville system of education, has been formulated and introduced with marked success. By this system the pupils of the subdistricts are given the same advantages for obtaining an education as the village pupils, and this result has been obtained without working any disadvantage to the village pupils, for we have been enabled to open a new room and supply another teacher in the village schools, thus reduc¬ ing the number of grades in each room and giving all the pupiis better school advantages. We have sufficient room yet for several more pupils without crowd¬ ing the rooms. The pupils of the subdistricts have not only been given the advantage of more extended associations and larger classes with which to recite, but they have also the advantages of a school where the teacher has fewer recitations and can give more time and attention to each recitation. Thus the pupil’s progress is much more rapid than is possible in a school where there are three times as many classes and one- sixth the number of pupils. It is a fact that the work of the teacher depends more upon the number of classes to recite than the number of pupils in attendance. It is a pleasure indeed to note that the attendance in the subdistricts that have availed themselves of the new system has increased from 50 to 150 per cent in some cases and a larger increase in all cases ; the daily attendance in the same subdistricts has increased from 50 or 60 per cent to 90 or 95 per cent, thus increasing greatly the returns from the school fund invested. This has been accomplished at a saving of more than $1,000 to the taxpayers in the three years. The board of education and citizens of Kingsville are to be congratulated for their progressive and energetic spirit in being pioneers in formulating and placing in operation a system of education superior to any in the State of Ohio, and which is to be the system of the future. The board of education has been enabled, under the new school law, to conduct its financial matters by better business methods, buying its supplies in quantities and letting its contracts on competitive bids, and by centralizing the schools, thus saving many needless expenses. Since the schools were centralized the incidental expenses have decreased from $800 to $1,100 per year to from $400 to $60Q per year. All other expenses have also decreased, which may be seen from the following table, compiled from the clerk’s records: Expenditures of the hoard of education of Kingsville , Ohio. 1889- 90 _ _ _ _ $8,248.05 1890- 91 _ _ _ _ _ 3,716.23 1891- 92 . . . . . . . 3,183.54 Total for three years _ 1 _ 10, 147. 82 1892- 93 _ _ _ 3, 153. 44 1893- 94 _ _ _ _ _ _ 3,072.73 1894- 95 _ _ _ _ _ _ _ 2,831.20 Total for three years _ 9, 057. 37 In giving these figures we have deducted the $600, with interest, which was bor¬ rowed in 1889 and has been paid during the past three years. It should be mentioned also that the permanent improvements made by the board of education during the past three years are nearly double the amount made dur¬ ing the preceding three years. 2. Extracts from the report of Mr. J. R. Adams, superintendent of Madison Township, Lake County: In my report to the board one year ago I called attention to the very low aver¬ age attendance in some of our schools, the great expense per capita of educating the pupils in those small schools, and to the fact that, on account of the lack of interest and enthusiasm therein, good results could not be obtained, and suggested the plan of consolidation as the proper solution of the difficulties. Acting upon my suggestion, the board, having in view only the best interest of the children for whom our schools exist, voted to consolidate three subdistricts 1356 EDUCATION REPORT, 1895-96. at North Madison, No. 16 and No. 8 with No. 12, and also three at Unionville, No. 10 and No. 11 with No. 4, arrangements being made with the school board of Harpersfield Township whereby the pnpils of snbdistrict No. 1 of said township might attend the school at Unionville upon payment by the board of education of Harpersfield to the board of education of Madison Township the sum of $140 tuition. Our school opened with 2 teachers and with an attendance of 93 pupils. This was certainly more than the number for which we had planned, and was a great surprise to me, for from No. 10, in which subdistrict there had been the previous year an attendance of only 10 pupils, there came 18; from No. 11, in which there had been an attendance of only 8 pupils, there came 18, and from the Harpersfield district, in which there had been an attendance of 14 pupils, there came 23. The number of pupils enrolled in this school was 107, with an average attendance of 73. Having tried the new plan for a year it is no longer an experiment, but an expe¬ rience with us. Therefore let us now candidly look at the results. First, I wish you to know what the patrons of the consolidated school think of the plan, and then to give you, as briefly as I can, some of my own observations. All the patrons in the school of subdistrict No. 10 of Madison and in subdistrict No. 1 of Harpers¬ field have signed a paper stating that they are well pleased with the plan and its results, and asking their respective boards to continue the plan another year. While there has been no canvass at Unionville, subdistrict No. 4, to ascertain what the people there think of the plan, yet, from what I have heard, I am confi¬ dent that they are unanimous in its support. The foregoing represents the opinion of patrons who send 89 of the 107 pupils to this school. A large majority of the patrons in subdistrict No. 11, who send 18 of the 107 pupils to the school in question, have publicly expressed themselves as being dissatisfied with the plan, and that under it their children have not received the educational advantages which they ought to have received. Further comment is unnecessary. Following are some of the good results which have come under my personal observation: 1. A much larger per cent of enumerated pupils enrolled. 2. No tardiness among the transported pupils. 3. Irregular attendance reduced, the per cent of attendance of transported pupils from two subdistricts being each 94 per cent, the highest in the township. 4. Pupils can be better classified and graded. 5. No wet feet or clothing, nor colds resulting therefrom. 6. No quarreling, improper language, or inqiroper conduct on the way to and from school. 7. Pupils under the care of responsible persons from the time they leave home in the morning until they return at night. 8. Pupils can have the advantage of better schoolrooms, better heated, better ventilated, and better supplied with apparatus, etc. 9. Pupils have the advantage of that interest, enthusiasm, and confidence which large classes always bring. 10. Better teachers can be employed, hence better schools. 11. The plan insures more thorough and complete supervision. 12. It is more economical. Under the new plan the cost of tuition per pupil on the basis of total enrollment has been reduced from $16 to $10.48; on the basis of average daily attendance, from $26.66 to $16.07. This statement is for the pupils in said subdistricts Nos. 10 and 11. 13. A trial of this plan of consolidating our schools has satisfied me that it is a step in the direction toward whatever advantages a well-graded and well-classified school of three or four teachers has over a school of one teacher with five to eight grades, and with about as much time for each recitation as is needed to properly assign the next lesson. I am now more thoroughly convinced than ever before that consolidation, or centralization, as it is sometimes called, is the true solution to the country-school problem. In a private letter of recent date Mr. Adams says since his report was made consolidated schools have been established at two other points in Madison — at one place four schools, at the other three, each with two teachers. This makes five in the township (which is a very large one, owing to the “gore” on the lake). Five teams are employed to transport pupils, at a cost of about $1 a day for a team. Every conveyance carries about 18 pupils. There is no trouble in trans¬ porting the pupils, even the youngest, 3£ miles, which is the greatest distance. In 1895 there were 18 schools in Madison, with an average attendance of 217; in 1896 the number was 14, with an average of 260; this year there are 10 schools, with an average that will reach over 300. The total expense will be about the TRANSPORTATION OF CHILDREN TO SCHOOL. 1357 same in this township as under the old plan, but the cost per pupil will be much less. Mr. Adams adds that the new plan is rapidly growing in the neighborhood, and the belief is spreading that the new system is sure to prevail generally in northeastern Ohio. 3. The following advertisement well illustrates the care that is taken in Madison township to secure suitable transportation for school children: NOTICE TO BIDDERS FOR TRANSPORTATION OF PUPILS OF THE TOWNSHIP SCHOOLS. Bids for the transportation of pupils of the Madison Township schools over the following routes will be received at the office of the township clerk until Friday, July 24, at 12 m. : Route A. Beginning at county line on the North Ridge road and running west on said road to schoolhouse in district No. 12. Route B. Beginning at Perry line on the North Ridge road and running east to schoolhouse in district No. 12. Route C. Beginning on Middle Ridge road at residence of N. Badger, running thence west on said road to the residence of Rev. J. Sandford, thence north to schoolhouse in district No. 12. Route D. Beginning at Perry line on River road and running thence east on said road to schoolhouse in district No. 6. Route E. Beginning at the Hartman farm, thence by Bennett road to Chapel road, thence east to A. R. Monroe’s, thence west on Chapel road to schoolhouse in district No. 13. Route F. Beginning at residence of J. H. Clark and running east on Chapel road to schoolhouse in district No. 13. All whose bids are accepted will be required to sign a contract by which they agree— 1. To furnish a suitable vehicle with sufficient seating capacity to convey all the pupils properly belonging to their route, and acceptable to the committee on transportation. 2. To furnish all necessary robes, blankets, etc., to keep the children comfort¬ able; and in severe weather the conveyance must be properly heated by oil stoves or soapstones. 3. To provide a good and reliable team of horses and a driver who is trust¬ worthy, and who shall have control of all the pupils while under his charge, and shall be responsible for their conduct, said driver and team to be acceptable to the said committee on transportation. 4. To deliver the pupils at their respective stations not earlier than 8.30 a. m. nor later than 8.50 a. m., and to leave at 4.05 p. m. (sun time). Each contractor shall give bond for the faithful discharge of his contract in the sum of $100, with sureties approved by the president and clerk of the board. The commitee reserves the right to reject any and all bids. By order of the committee. C. G. Ensign, clerk. Statistics relating to transportation of pupils in Vermont. 1895. 1896. Increase or decrease. Number of schools closed: One term only . . . . 147 89 D. 58 Two terms only . _ _ 124 91 D. 33 Three terms . _ . . . 432 408 D. 24 Number of pupils furnished conveyance: One term 558 590 I. 32 Two terms . . . . . - . _ . 425 570 I. 145 Three terms . . . . . . __ 452 770 I. 318 Amount paid for transportation . _ $12,941 $4. 68 $18, 429 $4.56 I. $5,488 D. $0.12 Cost per term for each pupil . . . Maine. — There were paid in Maine in 1895-96 for the transportation of scholars $47,739. 1358 EDUCATION REPORT, 1895-96. Amount expended in Massachusetts for transporting children to school for the past eight years. Year. Sum ex¬ pended. Year. Sum ex¬ pended. 1888 89 $22, 118. 38 24, 145. 12 30, 648. 68 1892-93 . . $50, 590. 41 63,617.68 76,608.29 1889-90 1893-94 . 1890-91. . . . . . 1894-95 . . . 1891-92 . . 38, 726. 07 1895-96 . 91,136.11 The expense for the transportation of pnpils is $91,136.11, or $14,527.82 more than last year. This indicates that the process of consolidating feeble schools — a process that is in the interest both of economy and of efficiency — is still going on. It costs $576 to pay the teachers, let ns suppose, of three rural schools $8 a week for six months, or twenty-four weeks — the minimum legal period. If these three schools have but 8 pupils each, they can be united into a single school of 24 pupils. A teacher of higher qualifications can be secured for from $12 to $15 per week. The cost of the school for six months will be from $288 to $360, and there will be a mar¬ gin of from $288 to $216 for transportation. The building, the janitor service, the grading of the pupils, the teaching, the school spirit — nearly all those things that contribute tb a good school — should be distinctly better, and, in general, are better, as a result of such consolidation. (Mass. Sch. Rep., 1895-96, p, 87.) TEMPERANCE INSTRUCTION. Legislative provisions relating to scientific temperance instruction in the various States. 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 but is required of all pupils in all schools. X The double dagger signifies that the study is required of all pupils in all schools, and is to be pursued with text-books in the hands of pupils able to read . || The parallel indicates that the study is to be taught in the same manner and as thoroughly as other required branches. § The section 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 20 pages. t The paragraph indicates that no teacher who has not passed a satisfactory examination in this subject is granted a certificate or authorized to teach. a The alpha indicates that text-books on this topic shall give full and adequate space to the temperance matter. /3 The beta signifies that a definite number of lessons for each school year has been made compulsory. The letter a indicates assent or “yes,” referring to the conditions signified by the mark at the head of the column. States and Territories. X * t + ii § If a a Alabama, _ _ ...... _ a a a a Arizona _ _ _ _ a a a Arkansas _ _ _ California . . . . a a Colorado . . . . . . a a a Connecticut . . . . a a | a a Delaware _ a a District of Columbia . a a a a Florida _ . . a a Georgia _ _ _ _ Idaho _ _ _ .. _ a Illinois ■ _ _ a a a a Indiana . _ _ _ _ a a Iowa _ _ a a a a Kansas - _ _ _ a a Kentucky _ a a Louisiana _ _ _ _ _ _ a a a a a Maine . . . . a a Maryland a a Massachusetts _ _ _ _ _ _ . a a a Michigan . . . . . a a a a Minnesota . . . . . a a Mississippi . . . a a a TEMPERANCE INSTRUCTION. 1359 Legislative provisions relating to scientific temperance instruction in the various States — Continued. States and Territories. X * t t i § n a 0 a a a a a a a a a a New Mexico _ _ _ _ _ a a a a New York _ - _ . _ a a a a a a North. Carolina _ _ _ a a a a a North Dakota. _ a a a a Ohio _ .. _ _ a a a Oklahoma _ _ _ .. a a a a Oregon . _ _ ... a Pennsylvania _ _ a a a a Rhode Island . . _ _ a South Carolina _ _ a a a a a South Dakota _ . _ _ a a a a Tennessee .. _ _ _ _ a a a a Texas . . . . . . . . a a Utah Vermont _ . _ _ _ a Virginia ... _ . _ Washington . _ _ _ _ _ a a a West Virginia a a a a Wisconsin a a Wyoming.. _ _ _ a a Reports showing the extent to which temperance-instruction laics are enforced, the trend of opinion, etc. [State Agent George A. Walton, in Massachusetts School Report, 1895-96.] Physiology and hygiene. — In his sixth annual report, for 1841-42, Horace Mann made an extended and forcible plea for the teaching of physiology in the schools. His early institute addresses put emphasis upon this as an essential branch of instruction. The study was pursued in all the normal schools — in earlier years for a knowledge of the subject, in later years both for this and the method of teaching it. It has lent itself especially to the objective or laboratory method. The subject had been taught only to a limited extent in elementary schools under a permissive act of 1872, till the enactment of the lav/ of 1885, which made it a compulsory study. This law was advocated especially to give an increased knowledge about the evil effects of alcoholic drinks, stimulants, and narcotics on the human system. Since the passage of the act increased attention has been given to the teaching of the subject in all grades of the schools, as required, but it has failed to enlist that hearty interest on the- part of either pupils or teachers to which it is entitled. This is owing to many circumstances which environ the subject. There are real friends of temperance who doubt the wisdom of directing the attention of young children to the structure and functions of their bodily organs; they question, too, the utility, if not the possibility, of making critical analyses of alcohol or of nar¬ cotics with young pupils, to show their effect upon the blood and nerves and tis¬ sues of the living human organism. They believe that the whole subject, in its more technical aspects, should be deferred till after the pupil has received some instruction in chemistry and kindred sciences and has attained considerable power of forming independent judgments through his own reflection. An effort to com¬ pel instruction to be given by means of text-books, and to have these used from the earliest grades, has met with opposition on pedagogical grounds; no subject, it is said, can be properly taught in this way. On the other hand, the advocates claim that no instruction would be received by the mass of the children leaving school at an early age if the study was deferred to an advanced grade, and that the teachers generally are not qualified to give instruction in this subject without text-books. There are real difficulties to be overcome, as there have been in teaching other branches. The remedy will be found in giving to all teachers proper professional training for teaching all branches and by inspiring them with the vital importance of this. By such means as have been brought to bear upon the teachers by the law com¬ pelling them to qualify themselves for the teaching, and upon the children by the kind of instruction hitherto given, there is a growing interest in it and an increase of knowledge which must be of lasting benefit to the coming generation. I believe 1360 EDUCATION REPORT, 1895-96. the subject is really receiving as much attention in the schools as any subject ever receives in so brief a time as has elapsed since the passage of the compulsory law for teaching this branch. [State Superintendent Charles R. Skinner, of New York, 1895-96.] Instruction in physiology and hygiene. — The legislature of 1896 amended the act of 1895 providing for instruction in “ the nature of alcoholic drinks and other nar¬ cotics ” for four lessons per week for ten weeks in each year, by reducing the amount of instruction to three lessons per week for ten weeks “ or its equivalent.” By this amendment, thirty lessons given during a .school year comply with the requirements of the law. The State superintendent of public instruction is required by the act of 1896 to include in his annual report a statement showing every school, city or district, which has failed to comply with all the provisions of the act dur¬ ing the preceding school year. All reports made to this department by local officers contain affidavits showing that the law has been complied with. While difficulties have been found in complying with the strict letter of the statute, it is very evident that teachers and school officers throughout the State are cheerfully endeavoring to meet the spirit of the law. No complaint or appeal has reached the department that the law has been violated. It is gratifying to note that during the year much misunderstanding and misrepresentation have been removed, and it seems to be generally understood that the attitude of the department has never been antagonistic to instruction which teaches the importance of temperance as a personal virtue and a social benefit. Mr. F. P. Peirce, one of the school commissioners of Oneida County, reports: “ Physiology has been taught, according to the provisions of the statute, in all schools. To say that its effect is either good or bad, would presume a too intimate acquaintance with each individual. There are, however, startling and widely known examples of bad results from the present method of teaching the subject.” [State Superintendent Henry Sabin, in Iowa School Report, 1894-95.] Every county superintendent reports that in the county institute he gave the subject the consideration which the law requires. The secretaries for the differ¬ ent school boards report that the law is generally complied with in the graded schools of the State, as well as in all the schools in the country districts. As far as the letter of the law is concerned there is a general compliance with its provisions. Not that there are no exceptions. There are some districts in which the most conscientious teacher, owing to complications beyond her control, finds it difficult to decide what course should be pursued. In regard to what precise method the teacher is to employ, the law is silent, as it should be. The term scien¬ tific temperance instruction is misleading. The aim should not be alone to implant in the mind of the child a vivid idea of the evils of intemperance, lest that which we hold up as a warning may become, first, an impression, and afterwards a hideous growth. There must be something more than this. The chief aim in temperance instruction should be to convince the child that the only path to happiness or success lies through a life of temperance and sobriety. A high ideal of a noble life, like a beautiful picture on the wall of a room, is an ever-present, all-powerful influence for good. The law itself is one in which the spirit far overshadows the letter. Unless the instruction given reaches the heart and convinces the judgment, it fails of its pur¬ pose. The boy is not greatly benefited by the instruction given in the school if, after reciting his lesson upon the ruinous effects of tobacco upon his system, and perhaps before he leaves the schoolhouse yard, he lights his cigarette and smokes it on his way home. This law, as well as the one forbidding the sale of tobacco to minors under 16, is very wholesome in its tendency. Such laws, however, add new and grave respon¬ sibilities to the teacher's office. That some teachers fail to appreciate this is due simply to human nature. That others fail to appreciate the fact that precept is futile when not supported by practice is pitiable. On the whole, we believe the teachers in our schools are anxious to do their duty in observing this law. If parents, in many cases, were as watchful as the teachers, and as willing to make sacrifices, if necessary, in order that their children might be taught habits of sober¬ ness and temperance, the work of temperance instruction would be much more effective. [State Superintendent H. R. Corbett, of Nebraska, 1895-96.] Temperance instruction. — The subject of physiology and hygiene, with special reference to the effects of alcohol and narcotics, receives special attention in the new course of study. TEMPERANGE INSTRUCTION. 1361 The teachers of Nebraska are heartily in sjmipathy with the spirit of the law providing for such instruction. Whenever such teaching is neglected, it has usu¬ ally been due to a lack of definite outlines and directions. Great care has been taken to supply this need in the new course. [State Superintendent W. W. Pendergast, of Minnesota, 1895-96.] Stimulants and narcotics '.— That the law providing for regular and systematic instruction in physiology with special reference to the effect of stimulants and nar¬ cotics upon the human system has been generally observed, is evidenced by the fact that but one complaint has been made to the department during the past year. It is nevertheless true that in many districts it is honored “more" in the breach than in the observance.” The attention of teachers is called to their duties in the matter at institutes and summer training schools and in teachers’ associations and examinations held by county superintendents. Most of them are in cordial sym¬ pathy with the object of the law, and enter into the work with alacrity and a sin¬ cere desire to carry out its provisions conscientiously and faithfully. Much good has already been done, and there is apparently no opposition to it. [State Superintendent Emma F. Bates, of North Dakota, 1895-96.] Scientific temperance. — There are some, but not many, exceptions to compliance with the provisions of this law in the letter. The spirit of the law is not always fulfilled as it might be. The child may be taught scientific facts about alcohol and narcotics and be no more helped thereby in his conduct in life than by the knowledge he has of scien¬ tific facts in geology. The aim should be to so teach him that he will desire to refrain from all injurious habits. Next, having the right desire, he must have the properly disciplined will power to execute his desires. We believe that the teachers as a rule do the best they can with the knowledge and appliances and conditions at their command to fulfill this law in letter and spirit. We urge, however, a greater effort on their part to inculcate the principles that will lead the child to a life of temperance and pure living. School directors might well supply needed aids in the line of literature for instruction on this subject. [From the report of the Committee of Twelve on Rural Schools — Appendix M, by A. P. Marble.] Physiology is now required by law to be taught in the schools of nearly all the States. As too frequently taught, it concerns itself about the chemical effects of certain substances upon various parts or processes of the body. Such a treatment of the subject is too abstruse for children in the schools; it goes beyond their knowledge and their experience. They need to be taught the effect of green apples upon the stomach before they are taught the effect of alcohol upon the brain. We ought to learn wisdom from the concrete teaching of nature about eating green apples in her monitory pains. People mean well when they teach the evil effect of alcohol to little boys and girls who do not know what alcohol is. It would be better to teach these children the good effect of wholesome food and drink, and especially to teach them that the whole alimentary canal should be kept in healthy, regular, and daily movement throughout, and to teach this and all that relates to the necessary bodily functions with delicacy and propriety and without any squeamishness. Is any teacher too delicate, cultured, and refined a lady or gen¬ tleman to give this instruction concerning the bodies of the children? "Then let them be relegated to the land of spirits, to teach where the mortal coil has been shuffled off. " It is high time to inaugurate a campaign of hygiene, and not the least important branch of child study is the study of their bodies, and how those bodies may be made in school to grow strong, robust, healthy, natural, at ease — “the temple of the living God.” [From Bulletin of the Department of Labor, No. 8 — January, 1897.] Crime. — During the twelve months covered by the investigation, there were 26,672 convictions for various offenses, of which 17,575, or 65.89 per cent, were for drunkenness, and 657, or 2.46 per cent, for drunkenness in combination with other offenses. In 21,863 cases, or 81.97 per cent, the offender was in liquor at the time of committing the offense. Taking only the cases in which drunkenness did not form part of the offense, or 8,440, there were still 3,640 cases, or 43.13 per cent, in which the offender was in liquor at the time the offense was committed, and 4,852 cases, or 57.49 per cent, where the offender was in liquor at the time the intent was formed to commit the offense. 1362 EDUCATION REPOETj 1895-96. In response to the inquiry whether the intemperate habits of the criminal led to a condition which induced crime, an affirmative reply was made in 22,514 and a negative reply in 4,142 cases, the facts being unknown in sixteen instances. Dis¬ regarding the cases in which drunkenness was a factor, there remain 4,294 out of 8,440 cases of conviction for other crimes, or 50.88 per cent, in which the intem¬ perate habits of the criminal led to a condition which induced the crime. In 16,115 out of 26,672 cases of conviction for crimes, including drunkenness, the criminals reported that the intemperate habits of others were influential in leading them to a condition which induced crime. In 217 cases this information was lacking. Taking only the 8,440 cases of conviction for crimes other than drunkenness, it is found that 3,611, or 42.78 per cent, attributed their condition to the influence of the intemperate habits of others. CHAPTER XXXI. ART DECORATIONS IN SCHOOLROOMS.1 The first notable effort to encourage the decoration of schoolrooms seems to have been made in Eoston, Mass., in 1870. Charles C. Perkins and Prof. John D. Phil- brick were the prominent leaders in the movement. They began their experiment by placing casts of antique sculpture in the girls’ normal and high school building in West Newton street, Boston. The suggestion had been made two years before by a member of the educational committee of the American Social Science Asso¬ ciation, and had been approved “as a simple but efficient means of introducing an Eesthetic element into the educational system of the United States.” The hall of the new building had been arranged with reference to this purpose, and with the concurrence of the .school committee the plan was successfully carried out. The casts, in addition to most of those of the frieze of the Parthenon, which were arranged as a frieze of the hall, comprised ten statues. Among them were the Venus of Milo, the Demosthenes, the Diana of Gabii, and the Pudicita of the Vati¬ can. Eleven antique busts were put in position around the hall. These casts were bought in London, Paris, Rome, and Boston. The total cost, including importation, was about $1,500, which was met by private subscriptions. The sig¬ nificance of this movement is emphasized by the fact that it was only in 1870 that the Boston Museum of Fine Arts was incorporated, while its collections were not opened to the public until some years later. Besides a few casts of antique sculp¬ ture possessed by the Athenaeum, there was then no similar collection open to the people of Boston. The French and English have made similar efforts. In 1881 a report on the sub¬ ject of art in schools was presented to the French minister of public instruction. About that time a similar report was made to an English institution in London, of which Mr. John Ruskin was president, and Mr. Matthew Arnold, Sir Frederick Leighton, and other eminent men, vice-presidents. The object of this association was “to bring within the reach of boys and girls in our board and other schools such a measure of art culture as is compatible with their age and studies. ” They proposed, therefore: (1) to negotiate with art publishers for the purchase of prints, photographs, etchings, chromo-lithographs, etc., and to supply them at the lowest possible price to schools; (2) to reproduce carefully selected examples that were likely to have a large circulation; (8) to print a descriptive cata¬ logue and price list of the examples which the committee- were prepared to recommend to the notice of schools; (4) to present to schools, as the funds of the association would allow, small collections and books explanatory of them; (5) to arrange loan collections to be placed at the disposal of schools on such terms as might prove convenient; (6) to bring together a number of examples to be exhib¬ ited in a suitable place as a tentative model of a standard collection. This model collection was to consist of: (1) Pictures of the simplest natural objects — birds and their nests and eggs, trees, wild flowers, and scenes of rural life, such as town Compiled by Dr. Stephen B. Weeks. 1363 1364 EDUCATION REPORT, 1895-96. children seldom see and country children often fail to enjoy consciously until their attention is specially called to them; (2) pictures of animals in friendly relation with human beings, especially children; (3) pictures of the peasant and artisan life of our own and foreign countries, incidents of heroic adventure, etc.; (4) pic¬ tures of architectural works of historic or artistic interest; (5) landscapes and sea pieces; (6) historical portraits; (7) scenes from history; (8) such reproductions as were available of suitable subjects among the numerous works of Italian, Dutch, and modern schools. The report of this committee as outlined is comprehensive and practical. It includes both elementary and superior instruction and proposes to use pictorial illustrations for the purpose of familiarizing town and city bred children with country scenes as well as to attract the attention of children to the direct observation of nature. 1 In America, although the proposal of 1870 by Professor Philbrick and Mr. Per¬ kins brought no immediate results, the subject was not forgotten. In a report of the committee on drawing of the Boston school board for 1883 Mr. Perkins, the writer of the report, makes reference to the desirability of forming an “ art for schools association” based on the French idea of 1881. The committee goes on to say that ‘ ‘ although we can not ask the cooperation of the school board in our pro¬ posed effort to found an art for schools association in Boston, yet we believe that the decoration of schoolhouse walls with good prints and photographs will not only bring good influences to bear upon the pupils, but will also materially aid teachers of drawing, history, geography, and natural history as objects of reference.” It was not until May 20, 1892, however, that the organization of the Boston Pub¬ lic School Art League was actually accomplished. Its creed is love of art; that it may be more widely known and more highl^appreciated, ‘ ■ believing that art refines the mind, enriches the heart, elevates the soul, that art is one of the essen¬ tials of the perfect life, and that the refinement which comes from the presence of an association with works of art is an important element and aid in the develop¬ ment of character, both mentally and morally.” Its aim is “(1) by daily contact with objects of art to bend, educate, and ele¬ vate the mind of the young to familiarity with, liking for, and due appreciation of things beautiful (not necessarily useful) and correct standards in the art of architecture, painting, and sculpture, and the lives of those who have made the arts noble, to the end that children, of the present generation may, when they come to man’s estate, reject the false, demand the true, and so raise the art of our time and country to a plane which will, in ages yet to come, reflect true greatness and not material aggrandizement, (2) to place upon the walls of schoolrooms objects of art in the shape of casts, photographs, engravings of statuary, build¬ ings, and paintings, illustrating recognized standards in art; also art centers, as Athens, Rome, Florence, Venice; also portraits of the old masters; also original works by leading artists, foreign and American. We believe this movement to decorate our schoolrooms is worthy the sympathy and support of all our cities. The end can be gained through legacies and gifts of worthy objects of art by indi¬ viduals for general distribution or special use, and by donations of money for specific purposes, such as the decoration of rooms marked for memorial or histor¬ ical interest.” The league, although restricted by the lack of means, began its work of decora¬ tion with two rooms. Room No. 4 of the English High School was made a Roman room, and there were placed in it photographs of the Arch of Constantine, the Temple of Vesta, the Coliseum, St. Peter’s, exterior and interior; casts of the busts of Caesar, Virgil, Marble Faun, Eros, Cicero; consoles supporting casts of 1 See Report on Art and Industry in the United States, by I. Edwards Clarke, Part II, pages 3-12. ART DECORATIONS IN SCHOOLROOMS. 1365 the same design as those for a similar purpose in the Vatican; the national flag; the State flag. In Miss Biglow’s room in the Rice Primary School were placed portraits (prints) of Longfellow, Whittier, Bryant; engraving of Columbus at the Court of Ferdinand and Isabella; engraving of Pharaoh’s horses; casts of boys’ heads, by Donatello; cast (panel) of dancing boys, by Della Robia; cast of Houdon’s bust of Washington; the national flag; the State flag.1 This good beginning has met with favor from others. In 1893 the head master of the Girls’ High and Latin schools was authorized to accept for these schools in behalf of the city eighteen framed photographs representing ancient Greek monuments and works of art, presented by Mr. J. M. Rodocanachi. 2 There are now two “ memorial ” rooms in Boston. One is a room in the Latin school, dedicated to the memory of John Witt Randall, a great-grandson of Samuel Adams, and very appropriately the photographs and casts illustrate the period of the Revolution. The other memorial room is the hall of the Horace Mann School. The school report of Cambridge, Mass., for 1892 enumerates a long list of pic¬ tures, portraits, views, and statuary given to the various schools of that city by friends (pp. 214-227) . The list will be of value to others who desire to make up lists of pictures for the adornment of schoolrooms. It has also called the attention of the various graduating classes to the value of gifts which they may be able to make to the schools. Thus the class of 1894 of the Roxbury High School presented to that institution a framed photograph of the Castle of St. Angelo, at Rome, a bust of Hermes, colossal size, and a cast of the Trojan shield. The committee of the board said it gave them “great pleasure to commend the excellent taste and judgment displayed in the selection of these gifts, and to recommend their acceptance by this board.” 3 In the same way the alumni association of the public schools of Haverhill, Mass., made a gift of three casts and two photographs to their school in 1895.4 The ninth grade of the Barnum School, of Bridgeport, Conn. , placed in the south corridor of that building in 1894 an heroic size plaster cast of the statue of Minerva Giustiniana, at a cost of $57. 5 Brookline, Mass., reported in 1895 works of art placed in the Lawrence School by the ladies’ art committee. Mr. William H. Lincoln also provided for the hall of the Lincoln School a number of reliefs and casts as follows: Frieze of the Par¬ thenon; bas-relief from the Greek temple at Pergamos, representing the battle of Minerva with the giants; statue of Minerva, Augustus, Urania, bust of Marcus Aurelius, Julius Csesar, Cicero, Demosthenes,. Homer. Again, in 1896, Brookline reported a gift of $1,000 from Mr. George W. Armstrong which was to be expended for works of art for the high school, besides various gifts of pictures, photographs, and busts (p. 6). Thg^superintendent of city schools, Mr. Samuel T. Dutton, says: ■ ‘ The work of placing works of art in the schoolrooms of this town has been in progress now [1896] for nearly four years. About four years ago a public day was held at the Lawrence School, and at the close of the exercises the parents and friends were invited to meet in the hall, when the subject of art decoration was proposed to them. A committee was at once formed, and money was raised by means of entertainments and contributions until nearly $1,000 was available for the purpose. * * * [These pictures are arranged in different rooms according to the subject, and a list of the whole has been published.] About one year ago our new high school was opened, and we have already had donated to that school pictures and casts to the value of more than $2,000. The most important feature of this collection is, perhaps, the Armstrong collection of casts. These are all placed in a large robm which is exclusively devoted to the subject of art. Com- 1 Boston^ School Document No. 21, 1892, pages 32-34. 2 Proceedings 1893, pages 139-140. 3 Proceedings 1895, pages 18, 42-43. 4 Report 1895, page 37. 6 Report 1894, page 31. 1366 EDUCATION REPORT, 1895-96. mittees have been appointed, in connection with two other schools, to continue this work. We have also a committee on art, in connection with our education society, which will probably undertake to place art works in those schools so situ¬ ated that the patrons are unable to do anything. In this way we hope within a reasonable time to have a good representation of masterpieces in all our schools. I may add that we have gone far enough in this undertaking to satisfy ourselves that the presence of beautiful pictures and impressiye statues in our schools is a distinctive educational factor. They help to elevate and ennoble the atmosphere of the school, give dignity to the place, inspire the teachers, and react impres¬ sively upon all who enter the room. When it comes to be understood that the schoolroom is to be made as pleasant and well furnished as the model home, then the school is likely to take the place it should hold as a social factor.” * * * The Medford High School has done work along the same line. Some $3,000 has been raised by subscription for the interior decoration of the new school building, and a fund of $5,000 was given for its exterior decoration. This school recently published [1896] a catalogue of 172 pictures, busts, bas-reliefs, portraits, and trans¬ parencies, with their location in the building and descriptive notes. The list includes classical busts and pictures, views of buildings and natural scenery, por¬ traits of eminent men, and historical pictures, American and European. Over 200 works of art have been presented to the Faulkner School, of Malden, Mass. , by nearly as many persons. The same work is being promoted in Spring- field, Mass. According to the report of the Springfield Republican of November 2, 1896, a scheme was on foot to advance the interests of art decoration by a series of lectures. Efforts are being made also in Chicago, Denver, San Francisco, and in Milwaukee, where the Public School Art Association is at work raising $5,000 for this purpose. Oakland, Cal., New York, Brooklyn, Providence, New Haven, and Philadelphia have collections of photographs and casts. At Quincy, Mass., Mr. W. Gr. Corthell, acting on the principle that “it is poor economy to put before the accustomed view of children what is poor, mean, and paltry,” furnished at his own expense one of the rooms of the Wollaston School. At Thanksgiving the friends of the school were invited to inspect the room. His motives were expressed in the invitation, as follows: “First, to inspire the scholars to a greater love of the beautiful, without which life at its best is only a drudgery. We are all more or less molded by our environ¬ ment. Pictures of the noble men of history and the stately works of art wrought by the world’s great masters stimulate the youth to the highest achievement in patriotic and faithful work. The scholars, by becoming accustomed to see what is high and pure in art, will unconsciously absorb its influence and learn to appre¬ ciate that which elevates and ennobles our lives. The result will be better work at their hands all through life, whether that work be at the bench, in the mart, or in the forum.” So well was Mr. Corthell pleased with the reception of his venture that he took it upon himself to find forty-three others who individually would make at least one contribution from a list that had received the sanction of Ross Turner, the artist, who lias devoted his energies to the movement. The forty- three have been found, and soon the room will be ready for public inspection.1 The following extracts from the reports of various cities show that there is a general interest in the subject under discussion, and that towns and cities are reaching out after something more than they have now. School Report of Quincy, Mass., 1893, pages 38-39. ART DECORATIONS IN SCHOOLROOMS. 1367 [From School Report of Salem, Mass., 1S92, pages 68-70.] Our respected townsman, Mr. Ross Turner, the artist, may well be called the apostle of public school art decoration. With the aid of a number' of our fore¬ most citizens and the approbation of the school board, Mr. Turner has started in the public schools of Salem a movement destined to be generally introduced into the schoolhouses throughout the country and to exert an important influence upon our systems of public education. The movement began in the Phillips school- house, where at first one room was properly fitted up, the walls tinted in a quiet, grayish tone, soft and agreeable to the eye, thus forming a good background, where were hung engravings, photographs, and solar prints of some of the most famous pictures of the world. A circular was issued, prepared by Mr. Turner and signed by a committee of five gentlemen, calling for contributions to extend the work thus begun. Meantime the matter was brought to the attention of the school board, who gave it their formal sanction and encouragement, and Mayor Rantoul cordially commended it in his annual address. From this beginning in one room the work has been gradually extending until new decorations are found in nearly all the schoolhouses of the city. The walls are tinted and hung with engravings and prints, while over the doors and above the blackboards are bracket shelves, upon which and upon pedestals by the side of the teachers’ desks are casts and busts of famous men, representations of bas-relief groups, and such like sculptures. The plan contemplates the orna¬ mentation in this way of the schoolrooms of all grades in the city. These works of art are selected and grouped simply upon artistic principles. It is proposed to have portraits of statesmen, heroes, authors, and men otherwise illustrious in his¬ tory and setting great examples for youth; pictures of buildings representing notable architectural work and structures celebrated in history. Pictures of kin¬ dred associations are brought together as much 'as possible in the same room. Thus in one room will be pictures of Venice, in another of Rome, and in another Florence. A picture of Sir W alter Scott will have one accompanying it of Melrose Abbey. A large photograph of the Mansion House at Mount Vernon, 6 or 7 feet long, will have near it a fine full-length figure of Washington. * * * The portraits are usually glazed, but the other pictures, such as are 5 or 6 feet long or more, are not covered with glass, because it would be cheaper to replace them when soiled than to go to the expense of glazing. Accompanying each pic¬ ture is a placard, plainly printed in large letters, giving its title and a few important facts concerning the subject. We may all well agree with Mr. Turner when he says that he “believes that the future of art in this country depends not so much upon the patronage and appreciation of the comparatively few who have means and leisure as upon the cultivation of good taste among the great mass of the people, made possible through a familiarity with beautiful and artistic things.” By beautifying the surrounding of the children in the' schoolroom, they would thus become accus¬ tomed to what is good and true in art; they would unconsciously absorb its influence, and they would inevitably learn to appreciate true art almost intui¬ tively. The result necessarily must be better architecture both in public build¬ ings and in the homes of the people, and the exercise of a better taste in the embellishments of the same. The influence of these pictures and this statuary will inevitably tend to broaden the knowledge the children will acquire in their geography and history, stimulate their love for these studies, and in a marked degree influence their patriotic appreciation of our own country. The supervisor of drawing'dn Salem says on this subject in the report for 1894: “It is to be earnestly hoped that the good work of schoolroom adornment so successfully begun by Mr. Turner will be continued in the city. There are still too many bare walls and unattractive surroundings. The silent teaching of beau- 1368 EDUCATION REPORT, 1895-96. tiful forms and colors is of inestimable value in education. The schoolroom should be a place where the tired teacher finds it not unrestful to sit even when her duties do not hold her there. We want more color, more cheerfulness; not many things in the room, but harmony” (p. 23). [From School Report of Somerville, Mass., 1892, pages 26-28.] There is a great movement in New England, and other sections also, in the direction of art education by means of the decorative and artistic finish of school buildings. The architect and artist are exercising their silent but potent influ¬ ence upon the minds of the public-school pupils. The Journal of Education thus describes the work of Mr. Ross Turner and the Public School Art League: “ The first step was to place in the schoolroom — after explaining his desire and plans to the school officials, whose consent was gladly given — a number of his private paintings and works in plaster, whatever, in effect, would add beauty and an artistic atmosphere to the school home. When this had been done, it was an easy matter to interest others, especially those whose children were in the public schools. * * * A circular was issued January, 1892, inviting citizens to its inspection. As a result of the interest thus created, the committee has been enabled to adorn several other rooms in this building and to make a beginning in other schools. “The Public School Art League of America was formed in the hope of unifying this movement, giving it strength, and aiding those who might otherwise have to undertake the work alone. “The purpose of this movement is to place school children during their forma¬ tive years among beautified surroundings, so that while at their studies they may unconsciously absorb the influence of what is good in art and learn to distinguish the good from the bad. With the growth of a generation whose taste had been thus developed, we would have a public holding higher standards for all their' sur¬ roundings. * * * “The artists have already gone much more than halfway in giving an impetus to this movement. It is for the teachers to meet them and do all that can be done to help it on. To no one can it possibly mean so much as it will to the teachers. Others are working for succeeding generations, for humanity embodied in young America. ” [From Report of School Committee of Lawrence, Mass., 1893, pages 8-10.] We hold that a love for the beautiful is, perhaps, second only to religion as a protection against the grosser forms of self-indulgence, and that it can best be kindled at an age when the mind is especially susceptible to the influence of habitual surroundings. The decoration of schoolhouse walls with good prints and photographs will bring good influences to bear upon the pupils, and will also materially aid the teachers of history, geography, and natural history, as objects of refer¬ ence. * * * Brookline, Milton, Salem, and Quincy have school buildings that have been so beautified, adorned, and enriched by photographs, engravings, and casts that the whole life of teachers and the taught has been made broader and sweeter. By the help of these things they have been living on the heights, and, having lived together there for a season, having formed a taste for works of art that treat of great historical events, or of nature in her sublimity and grandeur, they have been silently the recipients of an educational influence that is good, and only good. It costs but little to place these things where the children may see them every day. Pictures with which well-educated children should be as familiar as they are with the multiplication table can now be obtained at so little expense that ART DECORATIONS* IN SCHOOLROOMS. 1369 they will come into our schools in greatly increasing numbers as soon as we are more fully persuaded that they are most powerful helps toward that refining influ¬ ence and that strong character building that are among the chief functions of the public school. Parents have a right to expect that along with increase of knowledge in arith¬ metic and history, in addition to better penmanship and greater power in oral reading, there shall be increase in refinement and growth in good conduct. The teacher who is obliged to instruct surrounded by four barren walls is at a tremendous disadvantage in all these higher lines of influence. Some of our schools are supplied with a limited number of good pictures. In the hall of the Oliver School, besides the portrait of General Oliver and the paint¬ ing of the Landing of the Pilgrims, there are two large pictures that were pur¬ chased more than twenty years ago by Mr. Walton with the proceeds of an enter¬ tainment given by his school. For a score of years these have made the Oliver hall more attractive to the thousands who, as pupils, parents, and friends, have been drawn thither by edu¬ cational duties or interest. Every room through the whole Oliver Building ought to be made more attractive by a supply of good pictures. The hall of the Packard School has been made cheerful and homelike by the pictures received from prizes, by gifts from the graduating classes, and from friends of the school. * * * At the Essex School the cooperation of teachers and pupils has provided some excellent works of art. At this school the rooms are designated as the Greek room? the Roman room, the Venetian room, etc., and the pictures have been placed in accord with the assignment of names. [From Annual Report of School Committee of Pittsfield, Mass., 1895, pages 55,56.] The desirability of making schoolrooms attractive has long been recognized, and most schoolrooms have on their walls pictures and other decorations of more or less value, according to the ability of the donors and the standard of taste pre¬ vailing in the school. While all of these evidences of a regard for better things are to be respected for the motive that has prompted them, the results sometimes show the importance of art education. The indiscriminate use of cheap mottoes, clippings from illustrated newspapers, drawing exercises, advertising cards, posters, and the like for wall decorations is to be commended only as an evidence of good intentions. So far as the appearance of the room is concerned, bare walls are to be preferred. I am glad that very little of this sort of decoration is to be found in Pittsfield, and that any that may exist is not of recent date. On the con¬ trary, some of our schoolrooms are fairly supplied with reasonably good pictures, and there is a desire on the part of teachers and pupils for more and better works of art in our schools. During the past year we have added to our desirable pictures The Court of the Lions in the Alhambra, at the Center School; The Tiber and the Church of St. Peter at Rome, in the Orchard Street School, and a copy of the Sistine Mother and Child, at the Pontoosuc School. There was also placed in the Linden Street School a cast of The Winged Victory. These were procured by the efforts of the teachers and pupils, and plans are on foot for other acquisitions of the same sort. The beautiful gift to the Pontoosuc School was in memory of Miss Kelly, the late principal, and was largely due to the generosity of the patrons of that school. I have encouraged the desire for works of art of a higher order not merely for the sake of having the schoolrooms more attractive, but because it is a very effect¬ ive means of refining and elevating the character, the taste, and the manners of the pupils. More than this, each child has an influence in the home and in the community, and in due time this influence will determine the character of the 1370 EDUCATION REPORT, 1895-96. city. This view of the matter would seem to justify some expenditure for this purpose from the annual appropriation. The teaching of drawing and music in our schools and the expenditure for music and decorations as a feature of gradu¬ ation exercises must be justified largely on the same grounds. In view of the general interest shown by our teachers and pupils in maintaining a good record of attendance, I believe that a small appropriation for desirable pictures to be dis¬ tributed to the schools and schoolrooms making the best attendance records for each month or for the entire year would be one of the best possible educational investments of the small amount required. [From Taunton, Mass., School Report for 1895, pages 35-36.] There should be in every room, to relieve the too staring blankness of the walls, something to please the eye, to cultivate the taste, to stimulate and to satisfy the mind’s many and many-sided needs. There could be typical examples of natural animal, vegetable, and mineral products — specimens of manufactured articles. There could be portraits of the men who have made our history, men distinguished in every field of usefulness. There could be photographs of wonderful natural features and phenomena; of historic places and buildings; of masterpieces in archi¬ tecture, painting, and sculpture, and of the mighty achievements of mechanical skill and engineering. There could be drawings to show the elements of beauty in form, and to illustrate harmony in color combination. With such, the whole atmosphere of the schoolroom would be changed. Stimulated by such, the pupil would breathe in more easily the spirit of patriotism, would the better understand himself and his environment. Becoming more familiar with the good, the beau¬ tiful, and the true in man and in nature, he would unconsciously imitate. There would be awakened within him truer and higher standards of life and living, and he would thereby be the better enabled to judge between the true and the false in circumstance, between the right and the wrong in conduct. The foundation of error has for its corner stone ignorance. Error easily becomes criminal through unenlightened will. Such surroundings as these would awaken and cultivate admiration — admiration for that which is worthy of it. “ It is by admiration only of what is beautiful and sublime that we mount up a few steps toward the like¬ ness of what we admire.” [From Report of Board of Education of Omaha, Nebr., Public Schools, 1895, page 13 ] I wish particularly to commend the efforts of teachers and principals who have made their rooms and buildings attractive by means of handsome classic pictures and pieces of statuary. The effect on the children must be elevating and refining. The introduction of cheap chromos and pictures of a poor, indifferent character is to be condemned. They should have no place in the schools. The education of the mind by articles of grace and beauty kept constantly in view is quite as use¬ ful and helpful as the education derived from books. Ruskin on the Decoration of Schoolrooms. Before this question had been agitated by Mr. Perkins and Professor Philbrick, John Ruskin had written as follows on the subject: Hitherto, as far as I know, it has either been so difficult to give all the educa¬ tion we wanted to our lads that we have been obliged to do it with cheap furniture in bare walls, or else we have considered that cheap furniture and bare walls are a proper part of the means of education, and supposed that boys learned best when they sat on hard forms and had nothing but blank plaster about and above them whereupon to employ their spare attention; also that it was as well they should be accustomed to rough and ugly conditions of things, partly by way of preparing them for the hardships of life and partly that there might be the least possible ART DECORATIONS IN SCHOOLROOMS. 1371 damage done to floors and forms in the event of their becoming during the master’s absence the -fields or instruments of battle. All this is so far well and necessary as it relates to the training of country lads and the first training of boys in general. But there certainly comes a period in the life of a well-educated youth in which one of the principal elements of his education is, or ought to be, to give him refinement of habits; and not only to teach him the strong exercises of which his frame is capable, but also to increase his bodily sensibility and refine¬ ment and show him such small matters as the way of handling things properly and treating them considerately. Not only so, but I believe the notion of fixing the attention by keeping the room empty is a wholly mistaken one. I think it is just in the emptiest room that the mind wanders most; for it gets restless like a bird for want of a perch, and casts about for any possible means for getting out and away. And even if it be fixed, by an effort, on the business in hand, that business becomes itself repulsive, more than it need be, by the vileness of its associations; and many a study appears dull or painful to a boy when it is pur¬ sued on a blotted deal desk under a wall with nothing on it but scratches and pegs which would have been pursued pleasantly enough in a curtained corner of his father’s library or at the latticed window of his cottage. Nay, my own belief is that the best study of all is the most beautiful, and that a quiet glade of a forest, or the nook of a lake shore, is worth all the schoolrooms in Christendom when once you are past the multiplication table; but be that as it may, there is no question at all but that a time ought to come in the life of a well -trained youth when he can sit at a writing table without wanting to throw the inkstand at his neighbor, and when also he will feel more capable of certain efforts of mind with beautiful and refined forms about him than with ugly ones. When that time comes, he ought to be advanced into the decorated schools, and this advance ought to be one of the important and honorable epochs of his life. I have not time, however, to insist on the mere serviceableness to our youth of refined architectural decorations as such; for I want you to consider the profitable influence of the particular kind of decoration which I want you to get for them, namely, historical painting. You know we have hitherto been in the habit of conveying all our historical knowledge, such as it is, by the ear only, never by the eye; all our notions of things being ostensibly derived from verbal description, not from sight. Now, I have no doubt that as we grow gradually wiser — and we are doing so every day — we shall discover at last that the eye is a nobler organ than the ear; and that through the eye we must in reality obtain or put into form nearly all the useful information we have about this world. Even as the matter stands, you will find that the knowledge which a boy is supposed to receive from verbal description is only available to him so far as in any underhand way he gets a sight of the thing you are talking about. I remember well that for many years of my life the only notion I had of the look of a Greek knight was complicated between recollection of a small engraving in my pocket Pope's Homer and a reverent study of the Horse Guards. And though I believe that most boys collect their ideas from more varied sources, and arrange them more carefully than I did, still, whatever sources they seek must always be ocular. If they are clever boys, they will go and look at the Greek vases and sculptures in the British Museum and at the weapons in our armories; they will see what real armor is like in luster and what Greek armor was like in form, and so put a fairly true image together, but still not, in ordinary cases, a very living or interesting one. Now, the use of our decorative painting would be, in myriads of ways, to ani¬ mate their history for them, and v to put the living aspect of past things before their eyes as faithfully as intelligent invention can, so that the master shall have nothing to do but once to point to the schoolroom walls, and forever afterwards the meaning of the word would be fixed in the boy's mind in the best possible way. 1372 EDUCATION REPORT, 1895-96. It is a question of classical dress — what a tunic was like, or a chlamys, or a peplus. At this day you have to point to some vile woodcut in the middle of a dictionary page, representing the thing hung upon a stick; but then you would point to a hundred figures, wearing the actual dress, in its fiery colors, in all actions of various stateliness or strength; you would understand at once how it fell around the people’s limbs as they stood, how it drifted from their shoulders as they went, how it veiled their faces as they wept, and how it covered their heads in the day of battle. Now if you want to see what a weapon is like, you refer, in like man¬ ner, to a numbered page, in which there are spearheads in rows, and sword hilts in symmetrical groups; and gradually the boy gets a dim mathematical notion how one scimiter is hung to the right and another to the left, and one javelin has a knob to it and another none, while one glance at your good picture would show him, and the first rainy afternoon in the schoolroom would forever fix in his mind the look of the sword and spear as they fell or flew, and how they pierced, or bent, or shattered — how men wielded them and how men died by them. But far more than all this is it a question not of clothes or weapons, but of men? How can we sufficiently estimate the effect on the mind of a noble youth, at the time when the world opens to him, of having faithful and touching repre¬ sentations put before him of the acts and presences of great men? How many a resolution which would alter and exalt the whole course of his inner life might be formed when, in some dreamy twilight, he met, through his own tears, the fixed eyes of those shadows of the great dead, unescapable and calm, piercing to his soul, or fancied that their lips moved in dread reproof or soundless exhorta¬ tion. And if for but one out of many this were true; if yet in a few you could be sure that such influence had indeed changed their thoughts and destinies, and turned the eager and reckless youth, who would have cast away his energies on the race horse or the gaming table, to that noble life race, that holy life hazard, which should win all glory to himself and all good to his country, would not that, to some purpose, be ‘ political economy of art?’ Woufe of the Manchester Art Museum. At a session of the International Conference on Education held in London in August, 1884, a paper on this subject was read by Mr. T. C. Horsfall, from which extracts are presented herewith. This address confirms the observations already made by teachers, that in many cases the children of the poorer classes in cities, who live in small and cramped tenements, or in narrow, filthy streets, have no conception of the common everyday scenes and events of the life of the country child. This ignorance is confined to no one city or country. Thus, Mr. Horsfall illustrates his plea for pictures by saying that in English cities some of the chil¬ dren scarcely know what a flower is like or have ever seen a primrose or a violet; some thought a squirrel was a bird; others that the berries of the mountain ash were roses; others that a dragon fly was a bird or a serpent; and some did not know what a. lamb was like. Mr. Horsfall says: “ I believe that the right use of works of art in elementary schools will effect an improvement in the taste of English work people and employers, which all per¬ sons conversant with English manufactures know to be very desirable; that it will reveal to many children who live in the crowded parts of large towns some of the highest qualities of their own nature and that of their fellow-creatures, of the existence of which most such children, and many also of those who live in pleas¬ anter places, are not aware; that it will soon make the homes of many work people more attractive than work people’s homes generally are now, and will do much toward creating a fuller and happier family life amongst the work people of towns, by opening to them many pleasant occupations and amusements which parents and children can enjoy together, and which will therefore create between parents ART DECORATIONS IN SCHOOLROOMS. 1373 and children the bonds of common interests and pleasures; that it will make schools more attractive for children, and add to the brighter side of the culture of teachers, and, while making their work pleasanter, increase their influence over their pupils. “ Two conditions are needed for the development of good taste in a person who has the qualities needed for its acquisition. One of these conditions is that from childhood onward he shall habitually see beautiful things; and the second con¬ dition is that in childhood and youth people whose opinions he respects shall make him notice the difference between beautiful and ugly things, and make him feel that they regard beauty as a thing of great value. “It is impossible to insist too strongly on the dependence of good taste on the existence of these two conditions. The coexistence of both is quite necessary. The second can not, of course, exist, unless the first does also; but the first exists for many persons without the second, and then exists for most of them in vain, so far, at least, as development of taste is concerned. All children in the country habitually see beautiful natural forms and colors, but this does not suffice to make most of them even perceive the difference between good and bad form and color. * * * “It is only in schools that we can hope that most children can be enabled at present to habitually see beautiful things and feel the influence of persons respected by them, who, perceiving the difference between beautiful and ugly things, can lead the children to feel that beauty is a thing of great importance. Pictures are amongst the beautiful things needed for this purpose in schools. * * * “As the committee of the Manchester Art Museum have lately been taking the course which seems to me to be that needed for gaining all the advantages obtain¬ able by the use of pictures in schools, I will describe their system. First, I must speak of the system of their central collection, that of the art museum, to which as many references as possible are made in labels attached to the pictures lent to schools. 4 4 The art museum which was opened last month by Mr. Mundella, contains as many pictures as we can find room for of beautiful scenery and interesting places in the neighborhood of Manchester. Some of these pictures are in oil colors, some are water color of drawings, etchings, engravings, photographs. * * * 44 There is a collection of pictures of common wild and garden flowers; one of pictures of common wild birds; one of pictures of other animals; one of pictures of well-known places in different parts of the world; one of beautiful landscapes; one of seascapes; one of war scenes; one of religious subjects; one of portraits; one of copies of works by Turner, chiefly illustrating English scenery. In some of these groups of pictures, representations of the same subject by different kinds of art — etchings, engravings, water-color drawings — are placed side by side, in order to facilitate careful comparison of the effects obtained by different processes. 4 4 Many of the pictures — the plates of the Liber Studiorum and those of the Har¬ bours of England, for instance — have full descriptions and criticisms hung by them. Each of the other pictures has, or will have, a label containing a short explanation of the subject and a statement as to whether it is an engraving or etching, or whatever it may be. One set of pictures illustrates the development of architecture and sculpture; one that of Itahan painting. In cases there are sets of the tools, etc., used in the various art-reproducing processes, plates etched and prepared for etching, engraved plates with impressions from the plates, wood blocks for wood engraving, the stones used for lithography, the blocks used for color printing, and a brief explanation of each of the processes. Short lectures on the processes and on many other subjects will be given. A band of explainers is being formed. There are also cases of examples of well-shaped, pleasantly colored pottery and glass, metal work, and textile fabrics, many of them of the commonest 1374 EDUCATION REPORT, 1895-96. kinds, fitted for common use. There is, too, a model small house, fitted up with the well-shaped, well-made things by Mr. W. Morris and Mr. W. A. S. Benson, and there are some casts of G-reek sculpture, shown to advantage by having richly colored stuffs hung behind and on each side of them. * * * ‘ ‘ It is intended that each of the collections lent to schools shall eventually con¬ tain a few examples of beautiful textile fabrics, beautiful common pottery and glass, and casts from sculpture, but at present they consist of pictures only. We lend pictures of beautiful scenery and interesting buildings near Manchester — these pictures are chiefly photographs — chromolithographs and engravings of other beautiful landscapes and sea scenes, pictures of scenes in the Holy Land and Egypt, of historical scenes, of beautiful wild and garden flowers, of trees, of com¬ mon birds and butterflies, of fairy tales — good examples, in short, of almost every kind of picture. Many of the pictures are — all are to be — provided with labels to tell what the subject is and of what process the picture is a product; if it is cheap, what its price is and that of its frame. The labels also make as many references as possible to the Art Museum, to books, to our local botanical gardens, and other pleasant places open to work people. Thus one of the labels to a picture of a swallow gives a little information about the habits of the bird; another tells that the picture is a lithograph, colored by hand, that an explanation of lithography and the things used in it can be seen in the Art Museum; that pleasant informa¬ tion about and good pictures of birds are found in White's Selborne, a copy of which can be bought for sixpence, and in John’s English Birds in their Haunts, which costs 6s. 3d. The label to a frame containing pictures of garden flowers tells that the pictures are chromolithographs, speaks of the imperfections of this process of representation, and recommends that the pictures be compared with water-color drawings of the same flowers in the Art Museum. It tells also that some of the flowers will grow in houses in Manchester, and that they are to be seen in the botanical gardens and in some of the public parks. The label to a set of photographs of Greek sculpture tells that casts of the sculpture are in the Art Museum and praises their beauty. * * * ‘‘After what I have already said, I hardly need add that we do not expect that pictures of beautiful places and things can at first have much meaning for those children who know nothing, or almost nothing, about the things represented. The child for whom real buttercups and daisies, the flight of swallows, and the song of larks have no happy associations, who has never felt gladness in fields or on hills, will see very little in pictures of flowers and birds, fields and hills. But still pictures of these things will be of great value even for such children. Some nat¬ ural beauty is within reach of almost every child; most children have some of it sometimes before their eyes. Ignorance of it is so common, partly because their eyes have not gained from heart and mind the power to see these things, partly because ‘what the eye never sees the heart never longs for,’ and opportunities of seeing natural beauty at a little distance from home, and of bringing it into homes, are not used or sought for. ‘ ‘ The words now so often quoted, which Mr. Browning puts into the mouth of Fra Lippo Lippi, are. I believe, perfectly true: ‘“We’re made so that we love First when we see them painted, things we have passed Perhaps a hundred times, nor cared to see; And so they are better, painted— better to us, Which is the same thing. Art was given for that— God uses us to help each other so, Lending our minds out.’ “If a child is led in school, as he easily may be by a few words spoken by his teacher, to notice the form and color of a flower in a picture, or the forms and colors in a picture of landscape, and to find a little pleasantness in them, he will ART DECORATIONS IN SCHOOLROOMS. 1375 be sure to notice with pleasure the next flower or place of the kind he meets with, and pleasure in the thing will make him care more for the picture, and will give meaning to the name when he next reads it in a book, and thus will begin for him that interaction of art, literature, and nature, to which each of the three owes most of its power to give us ennobling pleasure. * * * ‘ ‘ I must say a few words respecting the success which has already been obtained by the use of pictures in schools. We have as yet lent pictures only to twenty schools, and the Art Museum has only been open a few weeks. We have not, therefore, had time to ascertain if a considerable number of children will be led by our school pictures to study the collection in the museum. But we know that in other ways the pictures lent have been very useful. I will give some evidence, which has come to me without my seeking it. Mr. Godolphin Hooper, Her Maj¬ esty’s inspector of schools at Bradford, visited on a Saturday some of the schools in Manchester to which we have lent pictures. He told me that he found some children playing in the street near one of the schools and talked to them about the pictures. They told him that they liked having them and that some of the children brought their dinners to school in order to see them. I asked a boy who, a few weeks ago, was sent to guide me from one board school to another if he and his schoolfellows liked our pictures. He said, ‘Some of us come half an hour earlier to see them, especially when there are any fresh ones.’ Mr. Mellor, the master of the Manchester Free Elementary School, told me that our pictures not only brighten the schoolrooms and make them pleasanter for teachers and chil¬ dren, but also enable him to give the children, in a way which is pleasant for both sides, clear ideas about many things — ideas which, thus given, he says, are never forgotten. He pointed to one chromolithograph which has taught many children the meaning of ‘plain’ and of ‘river’ and ‘group,’ and to another which has given clear ideas of ‘ a glade’ ‘ tree trunks,’ ‘ foliage,’ etc. * * * ‘ ‘ I can not use here the arguments which seem to me to prove that public gar¬ dens and art galleries ought to be open on Sundays, but at least I must say that it is of such immense importance that children shall gain familiarity with beautiful things, and that parents and children of the working classes in towns shall be enabled to have pleasures in common, that, if gardens and art galleries are not to be opened on Sundays, we ought to lose no time in transferring their contents to those places which are open on Sundays — to Sunday schools, churches, and chapels. ” 1 Work of the Brooklyn Institute. In the spring of 1896 the section on art education of the Brooklyn Institute of Arts and Sciences inaugurated an exhibition of “ works of art suitable for the decoration of schoolrooms,” which was held at 174 Montague street, Brooklyn, March 21 to April 4, 1896. A catalogue of the exhibition has been published, and is preliminary to a report on the subject to be made later by the institute. The catalogue contains 412 entries, including photographic reproductions, engravings, etchings, original drawings, statuary, and pottery suitable for schoolroom dec¬ oration. Prices attached range from 25 cents to $70. In his introduction to the catalogue Prof. Walter S. Goodnough, chairman of the section on art education, says: “The purpose of this exhibition is to bring to the attention of educational authorities and the public of this city and vicinity a most important educational movement, destined to have great influence. It originated in England in 1883, under the leadership of John RuskiA, and extending to this country, has been taken up enthusiastically in many cities. A fuller report of this movement will be made 1 Reprinted in Report on Art and Industry in the United States, by I. Edwards Clarke, Pt. II, pages 716-722. 1376 EDUCATION REPORT, 1895-96. in print later, by the section on art education of the Brooklyn Institute. This exhibition is intended to be suggestive, not complete or exhaustive, of works of art suitable for public schoolrooms of all grades. “In other cities public funds have not been drawn upon, except to the extent of providing picture moldings and suitable colored walls, ceilings, and woodwork. Works of art have been loaned or presented to the schools by alumni associations, graduating classes, friends, or patrons; also by civic or educational societies, art clubs or associations, and other organizations interested in the social progress and well-being of the city through the proper education of its future citizens. “In Boston the Public School Art League, with the consent and cooperation of the board of education, decorated several schools. In Philadelphia the Civic Club purchased works of art for and decorated a school selected by the board of education. “In Chicago, St. Louis, Cambridge, Salem, Brookline, New Haven, and numer¬ ous other places much has been done. It is hoped that public-spirited citizens and organizations will aid and support this movement in Brooklyn. “ The day is not far distant when all bare, white walls in the schoolroom will be replaced by pleasing tints and works of art. Originals or acceptable reproduc¬ tions will hang upon the walls or find place in cabinets or cases provided for this purpose. “A recent writer asks, ‘How shall our life, public and private, be raised to a higher plane? What better means can be used to inspire patriotism and chasten private life than the influence of those arts which embody the ideal? Where can this influence be exerted so well as in the public school? In youth the mind is most open to the nobler influences ; impressions then formed are most lasting. ’ ‘ Surround young people during school hours with pictures and statuary, set off by tinted walls and decorated ceilings, and the silent beauty irradiating therefrom will quicken and purify the taste without encroaching upon school time.’ ‘Art in daily contact with life is a silent but all-powerful and ever-constant and undying influence in the shaping and molding of character. It will do more for refining, elevating, broadening, and even tempering of character than all other forces com¬ bined, except religion, and when art and religion have both been true, the one has helped the other. Without true art no nation has been, can be, or will be great, and as the twig is more easily bent than the trunk, the process will best begin with the young. ’ “ ‘ The public school is the place to which we should turn chief attention in our effort to promote a more beautiful public life in America. The schoolhouse and grounds should be beautiful, and the child should be surrounded by beauty in the schoolroom from first to last. ’ “Art education is a primary part of true industrial and of spiritual education. Every school should teach the pupils, and through them the people, that everything that man uses of wood or metal or stone, of wool or silk, printed, woven, or wrought, should be beautiful; and it should provide means for the development and exercise of the creative faculty with which all are endowed, and which brings man into his highest estate. ‘ If we can once give beauty its rights in the schools, we shall have done the greatest thing which we can do toward securing for our people a more beautiful public life. ’ “ ‘ The good, the true, the beautiful,’ were words the Greeks loved to use. As we open our eyes to see the beauty of God's earth, and sea, and sky, so let us be content only when we see beauty, too, in all the works of our hands — in the home, the school, the shop, the street. “The school wall should speak of the ideal to the eyes of the child. The draw¬ ing, engraving, etching, photograph, photogravure, the cast, the product of the potter’s skill, and of the art worker in stained glass and in metal, will play a larger part in elementary education in the public school of the future. ART DECORATIONS IN SCHOOLROOMS. 1377 “As a means of making more real the great events and facts of history, litera¬ ture, science, and art, as well as for the purpose of bringing greater culture, refinement, and more civilizing influences into the schoolroom, of cultivating an appreciation and love of the beautiful, and of educating the aesthetic and emotional nature of the child, good art works have an untold value. W e endeavor to acquaint the pupil with the great masters and masterpieces in history and literature. Should we not do the same in art, when photographs and other reproductions can be had at so small a cost? Should we not bring beautiful form and color into the school¬ room, when good art in the form of pottery is so plentiful and inexpensive? “ The section on art education will receive contributions of funds or art works for this purpose, and will endeavor to carry out the desires of donors. Works in this exhibition, with some exceptions, may be bought and presented to any par¬ ticular school, or be placed in the hands of the section on art education, to be placed in some school, either as a loan or a gift. Receipts from the sale of the cata¬ logues will be used to purchase works from this exhibition, to place in Brooklyn public schools. “All passes; Art alone Enduring stays to us; The bust outlasts the throne, The coin, Tiberius.” Interior Decoration of Schoolhouses.1 In the autumn of 1896 Mr. Walter Gilman Page, artist and member of the Bos¬ ton school committee, published a little pamphlet on the Interior Decoration of Schoolhouses. It contains lists of photographs and casts suitable for decoration^ and is intended “ to answer the questions: What is best for schoolroom decoration? Where can photographs and casts be obtained? What are the sizes and what are the prices? ” Mr. Page says, in part: I think it is pretty generally conceded that to decorate a schoolroom is a good! thing to do. I shall consider it unnecessary to enlarge upon this point, though the names of those who have advocated the plan would include those best known in the artistic and educational worlds, and facts adduced from what has already been accomplished would give interesting information to those who need encour¬ agement in their attitude toward this question. I would rather turn your atten¬ tion to a few practical points, based upon actual work in the schools of Boston, The very first item for consideration is the tinting of the walls. It is only very recently that schoolroom walls have been anything but the bare white plaster, so far as Boston is concerned, and this condition prevails in other cities and towns at present; but Boston has happily outgrown this period, and now all class rooms are tinted some sort of color, but usually far from the right one. My experience has directed me, first, to select colors which will not absorb the- light, and to lay them on the wall so as to give a flat and dead surface, that there may be no reflection; next, to select colors which are harmonious and artistic in effect; and lastly, to select colors which are soothing, not irritating, to the optic nerve. Upon this latter item a celebrated specialist has given me his professional opin¬ ion, and as I have followed his ideas so far as his point of view is concerned, it would be well for me to quote the following from his report: “ The walls of all schoolrooms should have some color, for I have often seen children immediately and permanently recover from a persistent recurring dis¬ eased condition of the eyes when removed from a schoolroom with white walls, and sent elsewhere to school, or kept at home, where the walls are tinted. The 1 Read before the American Institute of Instruction at Bethlehem, N. H., July 10, 1896. ED S6 - 44 1378 EDUCATION REPORT, 1895-96. principal color of the walls should be of an even tone, so that the amount of light reflected will be the same from all parts of the surface, as waving or clouded effects are very trying to sensitive eyes. Any color may be placed in its proper position with regards to its safety for schoolroom Avails by remembering the general rule with regard to the sensitiveness of the eye to the colors of the spectrum, which is, that the nearer the color is to the red end of the spectrum, the more irritating it is to the eyes; and the nearer the color is to the blue end of the spectrum, the easier it is to the eyes, with the single exception that the extreme violet rays are also irritating. “From this it will be seen that red and all its derivatives should be rigidly excluded, and orange also is nearly as bad, while yellow should never be taken by preference, but may be justifiable in an otherwise dark and badly lighted room. Greens and blues are absolutely safe colors,' and it is not at all necessary that the colors should be pronounced. The depth of color should be made dependent upon the amount of light coming into the windows and upon its quality, as, for instance, whether the windows have a northern or southern exposure, whether the sun’s direct rays can come directly into the room when the sun sinks low in the heavens in the middle of a winter afternoon, and other surrounding circumstances of each individual room. “The color of the ceiling of a schoolroom is fully as important as the color of the walls, particularly when there is any amount of reflected light. “All I have said with regard to the color on the walls is doubly true wThen applied to the color of the window shades, and this fact should always be taken into consideration in furnishing and decorating a schoolroom.” 1 In November, 1894, under the auspices of the Public School Art League, the New England Conference of Educational Workers, and the Boston Art Students’ Association, there was held in Boston an exhibition of photographs, reproductions of standard works of art suitable for schoolroom decoration. Also in Brooklyn, during the months of March and April of the present year, there was held a simi¬ lar exhibition, under the direction of the section on art education of the Brooklyn Institute of Arts and Sciences. These two events are the most important connected with the subject of school- house decoration since the movement first began in this country, but there is yet to be’ held an exhibition which shall give a clear idea of the proper order and grade of pictures perfectly suited to the age and understanding of the child from the kindergarten through the high school. In these two exhibitions I refer to, nearly if not quite all the photographs belonged to the highest grades of the grammar schools, and more particularly to the high schools. While, on general principles, association with works of the highest order can not begin too soon, yet we want more than association, or mere contact and environment; we want interest, and, in consequence, understanding. To explain myself something more in detail, I will give a rough outline, merely suggestive of how I would distribute works of art through the different grades. For kindergarten and primary grades I would suggest pictures of the simplest natural objects, such as birds, their nests and eggs, wild flowers, trees, and scenes of rural life, such as town children seldom see and country children often fail to enjoy; pictures of animals in friendly relation with human beings, especially with children; landscapes and marine views; some of these various subjects to be illustrated in color, proper attention being paid to artistic merit. For grammar grades I would use historical portraits and scenes from history, with particular and special reference to the men and events connected with the life of our own country; pictures of architectural works of historic or artistic interest; such reproductions as are available from the numerous works of the old Report written by Dr. Myles Standish, Boston. ART DECORATIONS IN SCHOOLROOMS. 1379 and modern schools of painting, and, as many of onr boys and girls do not go beyond the grammar school, a judicious selection of casts from the antique should be included. For the high schools you have simply to choose from the best, the product of all the ages, the art of Greece and Rome, the' Renaissance, down to the present day. The field is broad and the task the easier. All these subjects I have so briefly outlined have their practical uses in the schoolroom, in correlation with drawing, history, geography, and natural history. Certainly the aesthetic sense is pleased and the daily routine made pleasanter amid such surroundings, for nothing, to my mind, is more depressing than bare walls. The present generation can not do better than to inform itself somewhat as to what constitutes American art, and particularly that portion which belongs to the period of the war of the Revolution, illustrated through the masterly portraits by that prince of portrait painters, Gilbert Stuart, and the historical pictures by John Trumbull. I trust the day is not far distant when their names and their works will be known to all the children of the land. In addition to selecting photographs and casts with reference to their character and suitability to age and comprehension, I would advise that they bear a relation to one another. In order to accomplish this it will be necessary to fix upon what it is desired to illustrate upon the walls of some particular schoolroom. Let it be a Greek room, Roman room, Egyptian room, or let it illustrate Eng¬ lish literature or French history; different sections of the country through photo¬ graphs representative of characteristic features, birds, and animals, etc.; but let all these different subjects be placed by themselves. To mix them up in one room, no matter how good in itself each particular object may be, will make the result discordant, though there may exist certain conditions which might render it necessary ta include a variety of objects in one room. It is always best to give a good frame to every photograph, and it is always desirable to frame under glass. It is not usual or customary for us to use cheap frames and no glass in our homes. Why should we do less for the schoolroom? The very best form of reproduction is none too good. To be sure, it is the most expensive, and financial conditions are not always such that it is feasible to carry out the plan of obtaining the best. Nevertheless, the best is the thing to aim at, and attain if possible, for in no country to-day does there exist so broad a field for good as the opportunity of bringing the best art has to offer into our school¬ rooms. In the Old World the aesthetic sense is constantly stimulated by what is offered on every side, while in our own land, where art is to have her future throne, at present we have barely made a beginning. The next generation is to witness an immense advance in all that relates to the fine arts. Therefore it is important that we prepare the way. “Though the amount of time given to aesthetic subjects in the public schools is small, and to increase it is entirely out of the question, yet all the more for this reason does the plan of decorating schoolrooms deserve, as it is now receiving, favorable consid¬ eration. Surround young people during school hours with pictures and statuary, set off by tinted walls, and the silent beauty irradiating therefrom will quicken and purify the taste without encroaching upon school time or interfering with school work.” But while we agree to this, and while we welcome all that can be accomplished in this direction, let itvbe remembered by those who can aid the most in this work of interior decoration of schoolhouses that primarily school- houses are for practical ends, toward whose fulfillment the introduction of objects of art must serve as a valuable aid, and not as an impediment. In fact, I sin¬ cerely trust that the school committee of the future will consider the furnishing 1380 EDUCATION REPORT, 1895-96. of the walls of a schoolroom as much a part of its duty as furnishing desks and books; for as Americans we have developed too much on one side, considering nothing but that which appeals to us as practical and ignoring that through which the glory of the past has been handed down to us. Art for the Schoolroom. By Barr Ferree, in Education. There are few healthier indications of a genuine interest in art or a better indi¬ cation of its value in general education than the movement which has for its object the providing of artistic decorations for schoolrooms. A good deal has been done in this direction in England, and in America interest in it has found fruit in at least three general exhibitions in Boston, Philadelphia, and Brooklyn. In several other cities and some of the lesser towns considerable progress has been made, and individual schools in various parts of the country possess veritable miniature art galleries, so numerous are their photographic treasures. No more important work in introducing art into the general life of Americans has been undertaken, for it means bringing it directly before children, many of whom are without artistic home influence, who do not know the value of a picture even as a decoration, or only in a limited way, certainly not in an artistic sense. It is too much to suppose that every child will be interested, that the life of every pupil will be brightened in this way, but it would be equally foolish to set a limit upon the good that may be accomplished by it. The good that can be done, however, must not blind us to the fact that it must be done with the most elementary materials. * * * In attempting to answer the question, In what shall the artistic decoration of the schoolroom consist? we must keep in mind the elementary conditions at the outset. The object of the decorations is to create an interest in art and an appre¬ ciation of it; and the people it is proposed to benefit are, in large part, quite devoid of any artistic knowledge. *The less tax put upon the brains of the chil¬ dren the more satisfactory will be the result. A concrete idea is more easily grasped than an abstract one; familiar objects are comprehended quicker than strange ones; the lesser is mastered before the greater. In other words, we can not have “high art,” we can not concern ourselves with “ schools ” and “values” and ‘ ‘ tones ” and all the literary and artistic paraphernalia of the modern painter. W e are trying to instill some knowledge of art into the minds of the multitude, and we must get down to the level of the multitude ourselves before we can lift it up. We can not clean out the gutter by sweeping cobwebs from the roof cornices. * * * The utmost care is required in the selection of subjects; we must not shoot above the comprehension of the children; we must not set a standard so high that only a few can come up to it. We must, in a measure, be commonplace, and trust to time for greater work and more enduring results. In a sense, all sorts of subjects are suitable for schoolroom decoration, but experience will show that only a limited range of topics is available. Taking the whole field of possible subjects, I would arrange them in the following order of availability: (1) Patri¬ otic, (2) historical, (3) pictures of places, (4) photographs of famous people, (5) architecture, (6) paintings, (7) sculpture. To these may be added plaster casts under the last head, pieces of pottery, and other inexpensive forms of room decoration. * * * We have to deal with American children and to interest them in a form of decoration for the walls of which they know almost nothing. The simplest range of subjects therefore would appear to be those of a patriotic nature. All children have some sort of a notion of the history of their own country, even before they begin its serious study. The great names in American history are familiar to all, while Christopher Columbus is as familiar as the name of the parent of each child. ART DECORATIONS IN SCHOOLROOMS. 1381 Scenes in the lives of American worthies may not in themselves he familiar to the children, nor may their bearing on American history be understood, but any pic¬ ture which embraces, for the sake of illustration, the figure of George Washington is something all can understand, or about which information can usually be had for the asking. It is the same with Lincoln, or with any of the great names that adorn the pages of American history. * * * Next in elementary value to patriotic illustrations are pictures of historic events. The two subjects are, in fact, so closely related that little difference can be distinguished between them. Here also are subjects easily understood and naturally included within the scope of the common-school curriculum and having, therefore, a positive value that more artistic pictures can not have. It must be remembered that the children must not only see the pictures but be interested in them. Questions will be asked and explanations demanded that the teacher, in the most unexpected moments, will be called upon to reply to. Corps of lecturers can not be supplied to make our illustrations useful, and the movement must be carried out on such lines as will be productive of the best results. The teacher must know the pictures on his walls and understand their significance, and patri¬ otic and historical subjects have a utility from this point of view that no other group possesses. * * * Pictures illustrative of great events in the history of the world may be placed after those touching on American topics. Here the field is almost inexhaustible, yet the utmost care must always be taken to choose only subjects of general interest and great familiarity. The Conversion of Clovis is an event which has frequently been illustrated in French art, and in not a few notable pictures; yet while it was an event of the first importance, it does not begin to have the practical availability that characterizes any event in the life of Napoleon. A series of pictures illustra¬ tive of the world’s history could be made of the utmost value educationally; yet for its use in American schools it would probably be found that many notable events would have to be omitted. Availability is of more value than complete¬ ness. Portraits form another important class. Portraits of eminent Americans must be considered before the portraits of eminent foreigners, living or dead. Here, again, are subjects more or less familiar. * * * Familiar subjects have many advantages over unfamiliar ones, be their relative artistic merits what they may. A child will take a greater interest in a picture that represents something he himself knows of or has heard about than one utterly strange. Views of one’s own town, or of notable streets, places, or buildings within it, have, therefore, a utility of a very high order. From such pictures children will learn something of the value of a photograph; they will discuss its resemblance to the actual object and learn to understand that a picture has a real value apart from being some¬ thing to hang on the wall. From photographs of familiar places it is not more than a step to photographs of notable places the world over, of pictures of fine bits of scenery or of famous towns. * * * Pictures of places open up a field of great extent in schoolroom decoration. It is a general subject that, in many different ways and on many different points, touches directly upon the course of study. Geography and history can be made of living interest with the aid of pictures in the hands of an interested teacher. In geography alone the help would be enormous. Even the best of illustrated geographies fail in giving adequate illustration of foreign lands, of climates different from our own, of people of other nationalities. Place a series of carefully selected photographs illustrating such topics in the hands of a competent teacher and it would be easy to forecast the good that might be done with them. The general topic is so broad and its applicability so varied that it may not be necessary to limit it; yet it may not be unimportant to point out its value in American subjects for patriotic purposes. In no other way can a clearer impression be made of the vast resources of our 1382 EDUCATION REPORT, 1895-96. country and its extent than through a series of photographs of its riches in natural scenery. * * * After architecture come paintings; and if we judge from the exhibitions of suggested decorations, this is the form of art it is most desired to introduce into the schools. Here, at last, we have the form of art through which it is hoped to quicken the imagination and broaden the intellect, to throw open to the child a new field of thought and to lay the foundation of a lifelong appreciation of the beautiful and the artistic. Yet we must not let our theories carry us too far over the heads of those we are seeking to benefit; the grandest painting may be too great for any appreciable quantity of good to be derived from it. Once more we must be careful in our selections; whatever pictures are used must be compre¬ hensible. * * * With sculpture, which I would place last in order of availa¬ bility, we have a subject that can be illustrated both in photographs and in actual form by casts. Casts are less open to criticism than photographs, for the cheaper sorts, which are the most likely to be used, are of comparatively ordinary types that require no guide books to their meaning. With photographs we would be apt to use idealistic types and abstract conceptions quite beyond the range of children’s minds. A cast of one of Barye’s animals, for example, is cheap and good. The children may not understand the perfection of its art, but they will see it as an animal and many of them can appreciate its naturalness. The fact that casts are much less familiar as objects of decoration than photographs or prints gives them a special interest apart from their artistic qualities. There are other phases of artistic decoration fully as available for schoolroom decoration as those already noted and possibly more intelligible. Cheap bits of pottery, especially of Japanese manufacture, are of the greatest value and give an unusual and much- needed note of color as well as of decoration. It is as important to teach the artistic effect of well-harmonized colors as the grouping and arrangement on the flat which we have in photographs. Japanese ware, even of the commonest sorts, will be found eminently suitable for this purpose, and the low price at which really excellent pieces can be had render it especially desirable. * * * All things considered, cheap decorations are preferable to costly ones. Thirty photographs at 50 cents each, supposing a suitable artistic standard were main¬ tained throughout the series, are surely more desirable than one costing $15. In the latter instance we have only one object that can be placed in but one room; in the former we have a series that may be distributed among several rooms and perhaps among several schools. The work to be done now is educational in a double sense, since it not only introduces a new element into school life, but it must interest people in this work. It would be a grand good thing if all our schoolrooms could have two or three photographs, each costing $15 or more, upon their walls, but there is much missionary work to be done before that happy time can arrive. And meanwhile we must do the best we can with the many inexpen¬ sive forms of art reproductions. Under the direction of the French Government, for example, many thousands of photographs of buildings in France have been made that cost in this country about 50 cents each. Italian photographs are like¬ wise astonishingly cheap, and if not to be had in the shops can be imported through the mails at small expense. Illustrated books can be taken apart and the plates framed, furnishing the best of decorations at relatively small cost per plate. This is especially true of many continental art publications, of which, unfortunately, we see too little in this country. Then there are the plates published in the artistic and architectural journals. Not all of these are available for this work, but much useful material may be obtained from them at very small cost. Finally, not to extend the list too far, there are the colored supplements printed by the art papers published in the interests of amateurs, many of which are admirably repro¬ duced and entirely suitable, framed or unframed, for schoolroom decoration. ART DECORATIONS IN SCHOOLROOMS. 1383 * * * I have not touched upon the question of grading the schoolroom decora¬ tion to the instruction, though for any sort of decoration to be successful it is imperative that this be carefully heeded. * * * For the upper schools the question is much less difficult than for the lower. The older the pupils, the more advanced their studies, the better able will they be to appreciate such artistic adornments as may be provided for them. If the grad¬ uating classes of our grammar and high schools were to adopt the custom of pre¬ senting something to their school on leaving it, really valuable collections might be formed in such institutions within a very short time. Once started, such a custom would doubtless be gladly carried out by each succeeding class, but it might be a matter of some difficulty to inaugurate it among children to whom it would be new and whose parents might look upon it as a tax upon them by the teachers. * * * If the pictures are the actual property of the schools, they are likely to remain permanently on the same walls. Better results may be obtained from movable collections which, after being shown in one school, are removed to make room for another collection, and so on, until an extended rotation may bring the first series back again. If the material is ample, this may not occur until the children have either changed or have thoroughly forgotten the earlier series. With such a series of collections, a very large number of subjects may be brought before the children, stimulating their interest and quickening their power of comparison, and certainly creating an increased appreciation of art. That, indeed, is the object those who have interested themselves in this matter have most at heart. Yet it should not be forgotten that very many schoolroom decorations can have an edu¬ cational value and can be usefully employed in actual study. Their utility should not be forgotten in their beauty. Art in the Schoolroom Through Decoration and Works of Art, Miss Stella Skinner and Miss M. Rachel Webster, of New Haven, Conn., have published “A list of casts and pictures suggested for the first eight years of school, with special reference to the general course of study in these grades.” The list was prepared with special reference to the schools of New Haven, and contains lists of casts and pictures classified by years and under the headings of general art culture, literature, history, language, geography, and historic art. The names of painters are added in most cases. Miss Skinner delivered a paper before the Buffalo meeting of the National Edu¬ cational Association on this subject, which may be considered an illumination of her list. It is here reproduced from Art Education, October-November, 1896: “ Many of our primary teachers responded to a suggestion, made several years ago, that a picture of the Madonna be hung in the schoolroom in connection with the Christmas idea. This gave rise to a discussion in a subsequent teachers’ meet¬ ing as to how the picture should be interpreted to the children. Some felt that its religious significance should be given, but the consensus of opinion was that it should stand as the type of motherhood and the love which surrounds all children. “ We were much interested to learn what madonnas appealed most to the chil¬ dren, and found that their choice centered upon three: Raphael’s ‘ Madonna of the Chair’ and ‘Sistine Madonna,’ and the Bodenhausen ‘Madonna.’ Even the little children are impressed with the majesty of the Sistine; but I think they love most the ‘ Madonna of the Chair,’ in which brother love is added to parental. “ Many touching incidents are recalled connected with the pictures. The chil¬ dren were eager to tell of home babies; that was the way their mother loved their baby; and we came to realize that some of the poorest homes were rich in affec¬ tion. The primary children of one of our Sunday schools commemorated the 1384 EDUCATION REPORT, 1895-96. Christmas season by giving a Bodenhausen Madonna to one of the mission kinder¬ gartens. The picture was placed against the wall, while the teacher told the Christmas story to the children clustered about it. As they turned to go to their tables, one little waif asked if he might ‘kiss the baby,’ and straightway every little urchin in turn bent over and reverently kissed the Christ-child as he turned to go to his work. * * * “A few weeks ago I asked a thoughtful primary teacher, who is in close sym¬ pathy with the best kindergarten ideas, for her experience in interpreting the madonna idea to her children. After relating the various plans she had tried, she gave as the result of her experience the opinion that the most satisfactory way was to let the picture greet the children when they first entered school in Septem¬ ber and become familiar to them, but to defer its interpretation until the Christ¬ mas season. One little fellow confided to her that the picture ‘ made him think of his mother; she was awful nice.’ “With the madonnas was told something of the life of Raphael, his unselfish character, his eagerness to learn, and his being a countryman of Columbus, living in sunny Italy at about the same time. In many instances the beautiful boyish portrait of Raphael was shown. * * * “We were agreed at the outset that pictures in a schoolroom should serve two purposes — primarily, that of general art culture or spiritual uplifting, and second¬ arily, the strengthening of other school subjects. While a picture might serve both purposes, it need not necessarily do so. * * * “Aside from pictures expressing a religious idea, other illustrations of child¬ hood are needed, and of animal and plant life, such as ‘ Feeding the Chickens,’ by Jacques, and Lambert’s ‘ Family of Cats.’ “Van Dyck’s ‘ Children of Charles I ’ is always a favorite; the pupils note the family resemblance in the children; they think they must have a kind mother, because they look so happy and neatly dressed. They decide that the children have their ‘Sunday clothes’ on because they are having their picture taken; and they enjoy the little spaniel at the brother’s feet. Other artists suggested for study in the primary grades are Michael Angelo, Murillo, Dupre, and Millet. While the work of Michael Angelo, the man, requires maturity of thought for comprehension, the boy Michael carving the faun’s head out of a piece of marble interests children very much, and the story connected with it delights them. Even tiny children speak of the laughing expression on the faun’s face. Michael Angelo, the stern, serious, lonely man, has little attraction for children, but they can be told of his devotion to his work, how he ‘ wrought with a sad sincerity ’ to express the great thoughts which came to him, and how his life was gladdened by having the sunny-natured Raphael for a friend. “ Cattle and sheep being subjects for special study in language and science in the second and third years, Dupre and Millet were chosen as representative artists. The children enjoy Dupre’s cheerful episodes of farm life. His ‘Escaped Cow,’ and the frantic efforts of the farm boy to catch her, delight them; while ‘The White Cow,’ with the young girl milking, and her mother watching from the doorway, is a charming pastoral scene. In sheep pictures we have an embar¬ rassment of riches— Millet’s ‘ Shepherdess;’ ‘ The Sheepfold,’ by Jacques: LeRolle’s ‘In the Meadow,’ Monk’s ‘ Hillside,’ and many others; while ‘David the Shepherd Boy,’ by Elizabeth Gardner, is full of inspiration. “Other choice pictures for primary grades are Bouguereau’s ‘At the Fountain; ’ a young girl in the dewy freshness of childhood, looking at you with wistful, appealing eyes, her hands clasping the handle of a quaint pitcher, or teapot as the children called, it, until one little Italian remembered having seen similar water vessels in his native land. Also, Madam Le Brunn’s portrait of herself and daughter; Yon Bremen’s ‘ By the Brook,’ and Reynolds’s ‘Angel Heads.’ One little ART DECORATIONS IN SCHOOLROOMS. 1385 girl liked the ‘Angel Heads ’ because ‘ if she was good she would be like them some day.’ Another ‘ because they were in the sky,’ and yet another because ‘it helped her to be good and kind. ’ * * * ‘ ‘ It has been my experience that little children manifest most interest in pictures containing some human element. Pictures of animals rank next, while land¬ scapes, marine views, etc., come last on the list. When this human element is lacking, the children’s imagination always hastens to invest the picture with some suggestion of life. * * * “In the intermediate grades, Landseer as the painter of dogs, Rosa Bonheur of horses, and F. S. Church of lions, have been chosen for special study. “Also Thomas Moran, the painter of Western scenery; Jules Breton, who gives ns such happy illustrations of out-of-door labor, and Boughton, for his artistic interpretation of incidents in the lives of the Pilgrims. Then, too, in these grades, where the children are passing from the happy unconsciousness of childhood tc the ‘long, long thoughts of youth,’ casts and pictures of ideal grace and beauty have been suggested as a constant influence in shaping their ideals. Thorwald- sen’s seated ‘ Mercury;’ the beautiful bust of the ‘ Maiden of Lille;’ Burne-Jones’s 4 Hope, ’and ‘Temperance;’ Max’s ‘Nydia;’ the ‘ Viking’s Daughter,’ by Church, and Thayer’s ‘ Brother and Sister.’ “In the grammar grades, the masters of landscape and marine are studied — Corot, Innes, Edward Moran, and Turner; and in addition, such pictures as ‘ Queen Louise,’ Tadema’s ‘Reading from Homer,’ Mason’s ‘Harvest Moon,’ and Burne- Jones’s ‘ Golden Stair ’ have been selected, the aim being to give variety both as to subject and cost, but to ‘ hold fast to that which is good.’ ‘ ‘ In casts we have tried to follow the same sequence of thought as in the pic¬ tures, madonnas, and cherubs, with miniature animals for language lessons in the primary grades. In the intermediate, choir boys, animals, and mythological sub¬ jects related to literature and examples of historic art, while in the grammar grades the choicest of Greek and Roman sculpture, busts of great men, and typ¬ ical examples of historic art are chosen. “ Realizing the great desire for color on the part of children, and the need of it in our schoolrooms, a diligent search has been made for suitable pictures to meet this want. Many flower and fruit pieces have been found, and assigned to grades in harmony with the plans for nature study and drawing. Some good reproduc¬ tions of landscape and marines also, and a few historical pictures, besides dainty little color sketches of children, birds, and animals for primary grades. Some interesting suggestions of simple, conventional colored pictures of the seasons and of Mother Goose incidents were shown at the recent Brooklyn exhibit o*f works of art and warmly advocated by one who had given the matter careful thought, and I hope soon to test their value in the schoolroom. “ It is not easy nor perhaps necessary to decide what pictures should be consid^ ered under the head of art culture, and what ones classified under literature, United States history, geography, and historic art. Some minister to many needs, nearly all tell a story which may be utilized in language, literature, or history. “Those for primary grades, in which the story claims the attention, such as Pandora’s Box, Dupre’s Balloon, Rosenthal’s Home from a First Voyage, or Hardy’s Ulysses Ploughing the Seashore, would be classified as language pictures, while portraits of authors, with views of their homes and pictures illustrative of their writings, would come under literature. “In this connection, and also in gpography and history, not only pictures to hang on the walls, but portfolio collections and note-book illustrations, should be borne in mind. “We find that the children are very fond of the portraits of authors. I was surprised the other day to learn how many pupils in a first year primary room ED 96 - 44* 1386 EDUCATION REPORT, 1895-96. preferred a picture of Longfellow in his Study to anything else in the room and greatly pleased with their explanations of the picture. In very broken English,, for the most of the children were Russians and Italians, one boy told me the story of the school children presenting Longfellow with his study chair, while the others listened delightedly. “But above everything else, the children love the portraits of our national heroes. Recently, in a class of children 11 and 12 years old, 24 out of 30 chose a portrait of Washington from the half dozen or more pictures hanging on the walls. All statements as to choice were made in writing, so as to have them unbiased. Various reasons for their preference were given — his bravery, honesty, and kindness to animals — but the three which predominated were that he was the ‘ Father of his country,’ our ‘ First President,’ and that ‘ He never told a lie.’ One pupil, a boy of 12, writes in answer to my inquiries: ‘I like the pic¬ ture of George Washington because he was so brave, and that he didn't tell lies. If I bought a picture I would buy one of George Washington. Of all the pictures I ever saw, I like George Washington's the best. I could live with it for all my lifetime, because I love it so well.’ Another boy of 16 years, so pitifully crippled that he could scarcely write, says: 4 He was the finest Christian, and we want to follow his example. I am trying to do it.’ “History is full of incidents for illustration. Beginning with early local his¬ tory, we have a picture of the 4 First Meeting House of the New Haven Colony’ and the 4 Charter Oak at Hartford.’ Enlarging the circle of experiences, we learn of the adventures of Columbus, of which there are some good illustrations in color. Incidents in the lives of the Pilgrims have been most delightfully pictured by Boughton and Bayes, as well as immortalized in verse by Longfellow. “ I wish, however, to enter an earnest protest against placing pictures of war and carnage upon schoolroom walls. If we must teach the horrors of war through pictures, let them be in the form of portfolio illustrations for incidental use. Let us teach our children that our wars have resulted from a difference in principle; that men have fought because true to their convictions, but that universal broth¬ erhood never dies. It has been truly said that we teach our children the England of George III rather than the England of to-day, which fact is doubtless largely responsible for the distrust and resentment which many Americans feel toward their mother country. We, the victors, can afford to be generous; let us banish from our walls and from our memories pictures of men mad with the insanity of war, and put in their stead such ones as Hovenden’s 4 In the Hands of the Enemy,’ where all difference of opinion is forgotten in the care of a young wounded Con¬ federate in a Union home. To live for our country, rather than to die for it, is the lesson for to-day. Let us teach our children that they live in a country made free and upon soil consecrated by the blood of patriots; that their duty is to pre¬ serve these blood-bought privileges by brave aiid unselfish living; that, in the words of Carl Schurz, 4 To live for a good cause honestly, unselfishly, laboriously, is at least as noble and heroic as to die for it, and usually far more difficult.’ I would not be understood as decrying hero worship. Let us establish as high ideals as possible; but let us teach that it is as heroic to lead a campaign against filth, corruption, and vice in a modern city as to direct an army on the battle¬ field. *-.* * “In geography the aim has been to select typical illustrations of the various subjects for portfolios, and to call attention to pictures by good artists which might be utilized, as Turner's ‘Approach to Venice,’ Moran’s ‘New York from the Bay;’ 4 On the Coast Near Scheveningen,’ by Mesday, and Schrever’s ‘Halt on the Oasis.’ Edwin D. Mead says: 4 A bright boy would without effort, and almost, by the by, learn ten times as much about the aspect, the industries, and resources of the United States if a series of great photographs, now so accessible and so cheap, of the White Mountains, the New England coast, the beauties of the Hud- ART DECORATIONS IN SCHOOLROOMS. 1387 son; scenes in New York, the metropolis of the country; in Washington, its capi¬ tal; the Great Lakes, the Mississippi, the prairies, the Rocky Mountains, the Penn¬ sylvania coal mine, the Southern cotton field, and the cornfields of Dakota were on the walls of the school or in portfolios as he could learn by weeks of study in the books. ’ “In historic art illustrations the way is comparatively clear. Having a well- defined course of study in art education, such examples of architecture, sculpture, and ornament as best illustrate this course should be assigned to each grade, cor¬ relating geography and, later, general history with it as closely as possible. “Modern and local examples of the different styles should be studied and com¬ pared with the originals. For instance, with Egyptian art we show the gateway to Grove Street Cemetery as a beautiful example of the pylon. Our old statehouse on the green, of which pictures have been preserved, is a good example of the Greek; the ‘ Scroll and Key ’ Society building of the Saracenic, and Osborn Hall of the Romanesque. “ Sometimes, art features being equal, there is a choice in object as to the story embodied. One would, therefore, select the arch of Constantine rather than that of Titus, one celebrating, as it does, the victory of Christian over pagan beliefs, the other the downfall of Jerusalem. “So, too, one would choose ‘Orpheus, Eurydice, and Hermes’ in preference to ‘Aphrodite Persuading Helen.’” As the teaching of art in the public school is closely related to the art decoration of school rooms, the following articles, by Mr. John S. Clark, of Boston, are added: The first, on the “ Creative power in art,” was delivered before the annual meeting of the Western Drawing Teachers’ Association, in Aurora, Ill., March 28, 1895. The second, on the ‘ ‘ Place of art in general education, ” is part of a discussion at the Denver meeting of the National Educational Association, July, 1895. Creative Power in Art. This gathering of enthusiastic workers in the cause of art education, and these exhibits that line the walls, showing what a practical, helpful outcome your work has reached in the schools, move me involuntarily to retrospection. It is now twenty-five years since the American movement for art education began in Mas¬ sachusetts, and it has been my good fortune to be identified with it almost ever since its inauguration. You all know it was begun by Dr. Philbrick, then the superintendent of the Boston schools and a member of the (Massachusetts) State board of education; Mr. Charles C. Perkins, of the Boston school board, and Mr. Walter Smith, the first state director of drawing for Massachusetts. I became identified with the movement almost at the first, and perhaps have done not a little in carrying the work beyond. Massachusetts. All three of the persons named have passed away, and to me alone of the four who took up the brunt of the work has it been given to see the growth of the undertaking to its present development. There are among you some who can remember the early days of this great move¬ ment, and who can recall how, notwithstanding the initial work was so great an advance upon previous instruction, it yet embodied only a partial understand¬ ing of what art might and should be in education, and only the most meager notion of its relations to the rest of the school instruction. The exhibits on the walls here in this building to-day stand for the truest and most advanced progress that has yet been made in this country; and what a contrast they present to the earlier work. Massachusetts herself, the birthplace of the movement, with all her State direction of the study, can not produce results as significant as these in their show¬ ing of the development of children’s observation, thought, aesthetic feeling, and creative power. 1388 EDUCATION REPORT, 1895-96. But great as has been the progress in the past, still greater progress lies before us through the larger opportunities for still more important work. We are now facing new demands upon art education arising from the enlarging ideals of gen¬ eral education that surpass everything in the past. Those of you who were pres¬ ent at the superintendents’ meeting in Cleveland a few weeks ago, or who have read the report of the committee of fifteen which was then submitted and dis¬ cussed, know that the greatest of all educational questions was there made an issue. The question which was discussed by Dr. Harris ‘on the one hand and by the representatives of experimental psychology and Herbartian pedagogy on the other hand amounted really to this: Is the essential being of the child — the soul of the child — an inborn entity, or is it a gradual synthesis of sense activities? It was stoutly insisted upon by Dr. Harris that, before discussing how to correlate the studies in the curriculum of which we hear so much in current educational discussions, we must consider what the essential values are which have to be cor¬ related; that before we can intelligently discuss the question of concentration in the instruction, we must first determine where the true pivotal point in human education is upon which to concentrate. In this meeting to-day the subject assigned me is “ Representative drawing, ’’ but instead of speaking on any detailed points of technique, which will be ably and sufficiently treated by others, I wish rather to remind you of some of the larger implications of the subject as involved in the current discussions of education as a whole, and of the true relation of art education to the discussed question. To come directly to the point, let me ask, first, What is art? What is its signifi¬ cance in the social life of man? Briefly we may say it is the sign and product of the creative activity of the individual. Now, creative activity is something differ¬ ent from and more than the mere expression or reflection of sense impressions received from surrounding nature. It is different from and more than any mere report or repetition of what has been found in nature through the study of natural science. We hear much in these days about science study and nature study. They are often championed as if they in themselves constituted the only true and sufficient education. Now, I realize their undeniable importance in education. I would not say a disparaging word of natural science or nature study in the schools. In fact, I would be glad to help enforce the thought of their importance. But shall we not be making a great mistake if we undertake and claim to find in nature all that children need? I have been a careful student of the works of those who are directly occupied with physiological psychology, and also of the doctrines of those educators whose pedagogical theories are professedly based on this laboratory psychology. I feel the greatest interest in the experimental researches that are going on. It certainly ^s of immense importance for us all to know as much as we can learn about how body conditions mind and soul and how sense experiences influence mental activ¬ ities. Many of these researches into physical conditions and tendencies are full of suggestiveness to both the educator and the philanthropist. But they can not of themselves rightly constitute or produce any new philosophy of education. They only emphasize the great need and opportunity for the practical exercise of some philosophy that shall be sane and sound. The mistake made by some of the educators of the day in deducing theories of education from this modern labora¬ tory psychology is that they forget that such investigations have to do and can have to do with only one side of the child’s life, i. e., his sense contact with his material environment. Of course if one takes the frankly materialistic ground that what we call spiritual life is only a specialized form of molecular movement, another link in the circle of natural forces, then it would be perfectly logical and consistent to make the observed effects of sense contact with the material world the exclusive basis of educational theory and practice. But if we believe in the reality of spiritual forces and spiritual powers which are not derived from matter ART DECORATIONS IN SCHOOLROOMS. 1389 nor from the forces playing through matter, then it becomes conceivable, even inevitable, that a good part of the child’s life should be recognized as all the time going on in a manner everlastingly its own manner, influenced by but not entirely dependent upon the sense impressions received from the outside world. Without attempting to argue the question in detail, the broad and beautiful inner life of a girl like Helen Keller, almost cut off as she is from the world of sense, wholly deprived of sight and of hearing, yet with a mind and soul so alive and so exquisitely responsive to what is best in human experience, would certainly seem to indicate the limited relevancy of sense susceptibility to soul activity. The physiological psychologists are rendering a great service in the cause of education through their studies into the physical conditions of mental action. They do not profess to measure, weigh, and tabulate the element of individuality or personality in the child. The educational mistakes made in the name of physio¬ logical psychology are usually made not by the laboratory students themselves, but by those educators who quote and use their recorded experiments as a complete statement of what teachers have to work with, instead of seeing that it is only a partial statement. The attack made by some of the new school of educators upon all educational theories as worthless is a curious inconsistency, for this attack in itself implies a theory that the natural instincts and tendencies of the child are invariably good, or at least good enough, and that the entire absence of constraint or coercion will secure the best general development. 4 Fig. 1. It seems sometimes as if some of the educators of the new school assume the child to be something like an seolian harp, whose destiny is simply to vibrate according to the determinable laws of acoustics in response to the impulse of mov¬ ing air. They seem to advocate that all we need to do as teachers is to study the composition and growth of the wood and strings in the seolian harp, study the laws of tension, study the atmospheric composition and meteorology, and then place the harp, as well made as possible, where the wind will blow over it under the most promising conditions, and accept with reverence whatever sounds are produced. They overlook the main spiritual fact of the child’s life. They forget that there is an invisible and unmeasurable something born in the child which also enters into the problem, and actually counts for more than any of these visible and measurable material elements in determining the nature and quality of his activities and the character of the product of those activities. Let me illustrate what I mean by a diagram which I know is familiar to many of you. You teachers know that you never really see the little child who is before you. You see the externals of him, you see the manifestation of his activities, but the real child himself you can only infer fro^m those activities. How does the outside world reach the child’s inward self? Through his senses. And how does he manifest or express to the outside world his inward states and activities? Chiefly through the tongue and the hand; through what he says and does or makes. Now, is everything that he makes an art product? That is the question that we must 1390 EDUCATION REPORT, 1895-96. answer first of all in the face of the general problem. If a certain object in his environment makes an impression on him through his sense of sight and his hand at once registers or records that impression by drawing, is the drawing a work of art? Not necessarily. To a large extent that would be a purely mechanical process by which undulatory movements of the all-pervading ether induce mus¬ cular movements in the fingers. The child's personality may scarcely enter it at all. If it does not enter into it, the product is not art. But see what else may take place. If the impression appeals to the child's personality, if he thinks about it, absorbs it, and digests it in a spiritual sense, it becomes transformed, some¬ what as bodily food is transformed; it becomes an organic part of himself. Then, when his hand moves in obedience to his will to create forth an embodiment of his new experience, the drawing is a great deal more than the sign of delicately correlated physical forces. It is the manifestation of the child’s spiritual life; and being this, it is, in an elementary way, true art. This bit of practical psychology leads us to an important educational consider¬ ation. While giving due place to nature study, we need also to place great empha¬ sis upon whatever tends to develop the essentially spiritual nature of the child. It is true we do not know where the consciousness of the child comes from or just what it is. We know no more about it to-day than the Greeks did in Plato’s time, for all the intervening centuries of study and speculation. Here we are in the presence of the unknowable. But what we do know or may know is something about the more effective ways of appealing to it through the intervening space and darkness. The gist of our whole educational discussion is here. Spirit is acted upon more through the contagion of what is itself spiritual than through the incentive of what is itself material. The true educational service rendered by the teaching of natural science is not the development of soul out of coordained sense impressions, but the nourishing of an already existing soul with sense impressions which shall be spiritually absorbed and assimilated so as to furnish the creative imagination with worthy and abundant material on which or by which to work. The bee, so John Burroughs tells us, does not “gather honey all the day” ready made. He gathers flower nectar. Honey is the bee’s own product. It is the nectar plus the bee. Is there any question as to the comparative value of the material and spiritual sides of human experience and social life? Look over the multitudinous occupa¬ tions of civilized men to-day. Stand on some street corner in the busiest part of Chicago at the close of day, when the throng of home-going workers is pouring by. To what end is the daily toil of those myriads directed? What is there of ART DECORATIONS IN SCHOOLROOMS. 1301 permanent good in the outcome of this perpetual activity? More than nine- tenths of it all goes simply to sustain and continue the mere physical existence of the race. Men and women work to-day to produce food and shelter and clothing so that they may be able to go to work again to-morrow and earn the means of. sub¬ sisting another day so that they may go to work still another day, and so on and on. But is this all? Does human activity move only in this circle on the physical plane without ever producing anything of permanent value? Let us see. What becomes of the grain raised by the labor of the Iowa farmer? It goes all over the world. As food it is taken up into the physical systems of all sorts and conditions of men in different quarters of the globe. The larger part of it counts simply in strengthening other men — the carpenter, the mason, the machinist — to do other kinds of simple prosaic work, all on the same frankly physical' level as the work of the farmer, and all alike productive of things consumable and perishable. But perhaps some portion of the farm product feeds the brain of a Ten¬ nyson or a Lowell, and helps make possible the composing of an £ ‘ In Memoriam” or a “ Commemora¬ tion Ode;” or a Millet, and helps him paint “The Angelus;” or a St. Gaudens, and helps him model a heroic Farragut or Lincoln ; or a Richardson, and helps him build a church like Trinity in Boston. Then the humble material prod¬ uct has fulfilled a still higher des¬ tiny. It has helped bring into ex¬ istence spiritual creations which do not die, but which, by spiritual induction and contagion, lead to still other spiritual activities in still other men. The perpetually inspiring power of any truly great work of art is one of the best ex¬ amples of the truth of George s Eliot’s saying, “ Fruit is seed.” If we look back over the history of past times we find that all we have left of men’s highest activi¬ ties, i. e., their spiritual life, in any tangible form, is their arts — their architecture and sculpture and painting, their music and literature. It has always been true that the labor which has devoted itself to externalizing the spiritual life and experience of man, and that labor only, has succeeded in producing imperishable values. That is to say, history teaches that art values are the only permanent values. And education to-day in the search for the point of concentration ought not to be unmindful of the lesson of history. We hear a great deal about the necessity of making everything “practical,” of giving boys and girls such training as will enable them to earn a living. True they must be equipped with a knowledge of matter and force, and with a commandvof their own minds and muscles, that they may be helpful and so self -respectful members of society; but, more than this, public education should see to it that every child, according to his ability, shall get some glimpse into that world of life and creative activity which exists above the 1392 EDUCATION REPORT, 1895-96. plane of mere physical existence, and whose products are the only permanently visible legacy which one generation leaves to the next as fruit of its own life experience. The child born at the close of the nineteenth century ought to come into a rich inheritance not only of physical luxuries and mechanical conveniences, but also of great thoughts and inspiring emotions. Art, as we find it in the world, and as we agree to treat it in education, has a threefold aspect, or embraces three distinct yet closely interrelated phases of cre¬ ating forth on the part of man. We have constructive art, with the shaping of the first rude hut and implement at one end of the scale and the building of the world’s great temples and cathedrals at the other end. We have representative art, with the rudely scratched animal outlines on the walls of savage caves at one end of the scale and the Sistine Madonna at the other end. We have decorative art, with the zigzag ornament on prehistoric pottery at one end of the scale and the Parthenon frieze at the other end. W e need to keep constantly before us as teachers that it is creative ac¬ tivity of mind in each of these divisions of study that we are to endeavor to bring out in the chil¬ dren in the public schools. Now, the particular line of art work and art educational effort about which I have been asked to speak is that of representative art. What bearing have these thoughts about art which we have just been considering upon representative drawing as taught in the public schools? What really creative element can enter into representative work ? Now let me turn to a prolific field for creative art work — to the nature study and the natural science that are coming so gen¬ erally into the schools. I have here two different ren¬ derings of the common Canada thistle. Figure 3 is copied from a drawing by Professor Sprague, a generally recognized authority in the making of botanical plates. From the strictly scientific stand¬ point, the standpoint professedly assumed in the teaching of natural science in the schools, it is an excellent draw¬ ing. The scientific attitude toward plant life is aggressive and inquisitorial. To the scientific thought all facts, being facts, are in a certain sense equally impor¬ tant; hence in this representation of the thistle you see all the visible details of its structure delineated with absolute impartiality and so given equal prominence. The whole amounts to a strictly impersonal and statistical statement of observed facts. The leaves of the thistle are of such a shape, in such proportion, ranged in such an order on the vertical stem. Their outlines have sharp protuberances, as noted. The scales of the flower involucre are arranged in the manner shown, etc. The material facts of the plant are there. Except for our knowing that drawings do not grow but must be made by human hands, there is no suggestion here that ART DECORATIONS IN SCHOOLROOMS. 1393 any human mind has been in the least concerned with that thistle. In short, it is a statement of nature’s facts, with no evident human element in it. It serves its own special purpose well, but that purpose was not an artistic purpose, and the result is not art; for representation in art is the visible embodiment of inward spiritual experience. Figure 4 is an artistic treatment of the same plant, where we see not simply facts as facts, but facts as they are felt by a live human being with eyes and imagination, and so we have here the combined forbiddingness and delicate Fig. 6.— The artist’s thought of the poet’s home. attractiveness of this live, contradictory pasture weed. I remember that when I was a boy chasing unruly cows through, fields grown over with this particular plant, the prickliness, which was meant for its natural defense from all such destructive elements as cows and boys, made much more impression upon my bare legs than the delicacy of its form and color made upon my eyes. But time has 1394 EDUCATION REPORT, 1895-96. averaged up the two impressions into a happy “composite’' such as is expressed for you here. See how the silky tuft of clustered flowers that nurse the plant’s young seeds is surrounded by the spiny leaves as if by a guard of grim soldiers. Figures shows you a drawing of the old Holmes House at Cambridge, a severely accurate outline, where the draftsman confined himself strictly to the facts in car- Fig. 7.— A house and a barn. pentry and perspective. It is merely the mechanical sum of a certain quantity of lumber and nails. Figure 6 shows the same house as it looked to another person who thought of it not as a mere aggregate of wood and metal, but as a poet’s old home, a center for happy reminiscence and beautiful thought. The lumber is all there and the per¬ spective is rendered as correctly as before; no essential truth is slighted, but human feeling has entered into both the thought and the rendering, and the result, simple as it is, is a real creation, embodying forth a happy conception of the old gambrel- roofed house in the artist’s mind. Figures 7 and 8 show two modes (literal and imaginative) of treatment of the same bit of country landscape. Figure 7 sets down roadway and house simply as ART DECORATIONS IN SCHOOLROOMS. 1395 topographical facts. Figure 8 is the outcome of real interest in the house as being a little home, a place for the affections to cluster about and for memory to return to. Figures 9 and 10 show you still another form of what I mean by the creative element in representative drawing. Figure 9 is the bare, impersonal statement of how the outlines of land and sea and sky presented themselves to the eye of an observer at a given point on the shore. The statement is accurate, but the result is ugly and uninteresting. We will suppose our artist really loved the seashore and wished to make somebody else understand how he felt about it. He walked along the shore till he came to another point where the outlines of the same Fig. 10.— The artist’s creation, through, selection and composition. general features of the landscape could beV made (as in fig. 10) to embody his inward conception of the real spirit of the place. Possibly he could not find any one spot where the shore line and the boats and the old mooring post all were in the position most helpful to his purpose; in that case he may have put the post in not just where he saw it with his physical eye, but where he saw it with his mind’s 1396 EDUCATION REPORT, 1895-96. eye. The result is that that bit of characteristic detail stands not as a kodak would have left it, a great, ugly blemish on the scene, but a delicate indication of relative distances, making the passing boat seem farther away and suggesting at once to the imagination a broad level of smooth water stretching out toward the distant background. Fig. 11, with its assemblage of objects incongruous both as to size and to char¬ acter, shows that the mere assemblage of several things in close proximity is by no means the whole problem involved in the artistic grouping. These objects are all more or less interesting in themselves, but there is no natural association between them. They do not make each other more interesting or pleasing; their proximity would seem to be a meaningless accident with no idea behind it and suggesting no idea to the observer. Good grouping is the creation of a new whole which embodies thought and feeling. This group is evidently bad. Fig. 12 shows a number of objects that indeed might have interassociations of an attractive sort, but you feel uncertain whether the person who made the draw¬ ing had any definite conception and purpose or not. The outlines of the group are ugly because of the “scattered” arrangement of the separate members. In ART DECORATIONS IN SCHOOLROOMS. 1397 fig. 13, on the contrary, we see the distinct pleasure that somebody has taken in the same pieces of fruit; we see now, as we did not see before, how those plump curves stand for firm pulp and sweet juice; now that one thing is shown as par¬ tially behind or above its neighbor, we see that the objects really do occupy space, that they are solid and not merely flat images. The long, sleek lines of the banana make the chubbiness of the apple and the dimples of the pear all the pleasanter to the eye, and vice versa. Each item in the group is more beautiful and more suggestive to the fancy because of its associations with the other items, and the whole is not simply their sum, but their product. It not only gives us botanical information, but also gives us somebody’s thought about this bit of the vegetable kingdom and quietly reminds us what a pleasant way mother earth has of bringing forth her fruits in due season. ****** 35- Look for a moment at this bit of mediaeval architecture (Fig. 14) , the old gate of Basle. This we shall all agree was a genuine creation. The builder had to meet a practical problem of ingress and egress and defense against enemies. His inward conception of what a city gate should be— solid, serious, dignified, at once protecting toward its own citizens and forbidding toward intruders — took this outward embodiment in stone. The gate is therefore an art creation in the true sense — the outward and visible expression of invisible spirit. But let us see what there is in this old gate which art workers to-day have to work with (Fig. 15); cylinders; prisms, square and hexagonal; pyramids, square and hexagonal; the very same forms that we to-day are trying to lead the children to understand so that they also may use them in creating new forms of use and beauty. It was through the old-time builder’s thorough knowledge of the essential characteristics of these common type forms that he was enabled to use them in a vigorous and beautiful way and make them embody his thought of dignity, strength, protection, and defiance. It must be through the child’s understanding of these same eternal types, if at all, that he in turn will be enabled to use either these basal types, or things resembling the types, in the creating forth of his own growing thoughts and ideals. In either fine art or industrial art the understanding of the type forms is absolutely necessary as a foundation upon which the creative imagination is to build. It is a common experience to find educators agreeing that refined feeling for 1398 EDUCATION REPORT, 1895-96. composition (that is, for the delicate relations of part to part whereby each strengthens the best of the others and makes all into a single harmonious whole), while necessary to fine art, is entirely irrelevant to such drawing as can be done in connection with nature study and with models and objects in the schoolroom. But is that quite true? I think the best answer to the claim that scientific draw¬ ings must be just bald, bare statements of fact is to be found in the drawings that Mr. William Hamilton Gibson actually does make. I earnestly commend his books and his articles in Harper’s Magazine to your careful study. I have a few of his original drawings here to show you: “ The Beetles’ Orchestra,” 41 The Bees Harvest,” “ The Brown Thrasher, ’’and “The Harebells.” Nothing could be more exquisitely accurate than these drawings. They tell us all the facts that can be told without dissecting the forms and mapping out their inward anatomy; and they tell us a great deal besides. They show us not simply the details of propor¬ tion and articulation, as these might be learned from specimens impaled on pins in a case sprinkled with corrosive sublimate, but also the life of the things, their happy, busy life, with all its associations of sunshine and soft winds and sweet odors and juices of blossoms in the field. This is, after all, the very best kind of “ scientific ” drawing; and it may well remind us that while this kind of bread for the spiritual life is possible and practicable, we ought not to turn our backs upon it and feed the children on stones. This bit of verse, whose author I do not know, seems to me to embody the spirit of Mr. Gibson’s drawings: Innocent eyes, not ours, Were made to look on flowers, Eyes of small birds and insects small. Morn after summer morn The sweet rose on her thorn Opens her bosom to them all. The last and least of things That soar on quivering wings Or creep among the grasses, out of sight, Has just as clear a right To its appointed portion of delight As queens or kings ! If we only rightly apprehend the matter, there is no need for any antagonism between science teaching and art teaching in the schools. There surely can be no such antagonism when it is once clearly understood that nature is the realm of the material and art the realm of the spiritual. The spiritual is largely conditioned by the material, but not evolved out of it. So art work is closely related to nature and yet is quite distinct from nature. You can never arrive at art, as some people vainly imagine, just through the incidental use of drawing as a means of graphic record of observations in nature study and other school lessons. As art teachers and directors we want to stand by our faith in art in the schools, not as just the servant of the sciences of matter, but as the visible embodiment of the highest and best thought of the child who is studying about matter. There should, it is true, be the closest relation all through the school course between the art instruction and the other lines of instruction; but let us see clearly, and make others see clearly, that correlation between art and the other subjects should mean not so much the utilizing of what is spiritual for the sake of greater gains in the material, but rather the utilizing of all gains in the realm of the material for the nourishment and upbuilding of the spiritual in the individual child. For (as we have been reminded a few moments ago in our glance over past history) it is just this spiritual element in individual men which has in each generation kept human society in some degree above the mere animal level of eating and sleeping. It is this spiritual element in individual men on which our whole hope of a higher race development in the future and a nobler human society must rest. ART DECORATIONS IN SCHOOLROOMS. 1399 If we will only recognize thus clearly what art is and what art education means, we can bring about a perfect practical reconciliation of what is essentially true in the two great schools of educational thought that so often meet in conflict as they did in Cleveland. Those educators who place their emphasis on the giving of access to the accumulated embodiments and products of the best life and thought of the ages are right in that emphasis. Those educators who demand that child¬ hood shall be considered not vaguely in the mass, but intelligently and sympathetic¬ ally in each individual, are right in that demand. I believe it is through art education that it can best be demonstrated that these two educational essentials are not antagonistic, nor even inconsistent; rather that, taking each in its best sense, they are necessary to each other. The more the laboratory psychologists remind us of the ways in which spirit is fettered and tied down by material con¬ ditions, the more keenly we shall realize that the child’s spirit needs to be brought into closer relationship to the very best of man’s spiritual life which can be made accessible to him to lift him up higher. If it is our duty to give him a share of the material benefits derivable from centuries of mechanical invention and industrial skill, it can not be any less our duty to give him a share of the spiritual benefits derivable from centuries of noble thought, refinement of feeling, and happy enthusiasm for the beautiful. So we as art directors should cordially welcome the new movement for schoolroom decoration. We hope as a result of it that schoolrooms will more and more surround the impressionable young life of the children with immortal reminders of what noble men before them have found in life and made out of life. In the olden days when the warrior in a good cause went forth to battle, he some¬ times flung his spear into the midst of the opposing host, and then, with his strong right arm, bravely struggled forward until he stood over it. 1400 EDUCATION REPORT, 1895-96. We who are battling for art in education should, with equal courage, fling our shaft — our belief in the spiritual nature of man — into the thick of the opposing hosts that are now clamoring for the supremacy of the material forces in educa¬ tion, and with a sublime faith struggle forward through all misunderstanding, distrust, and antagonism, until we reach the goal of all true education, the point where the real shall be interpreted by the ideal, and the two be harmoniously blended in the education of every child. The Place of Art Education in General Education. Delivered by John S. Clark in Denver, July, 1895. One of the greatest gains made during the half century now closing is the clearer insight of men into the meaning and the implications of evolution. There was a time when the newly discovered facts of the past history of the earth and its creatures, seen dimly and without much relation to other facts, staggered all but the most courageous minds with the vastness and ominousness of the problems they involved; but as years have gone by men have come to see the same gigantic and enigmatic facts in clearer mental perspective and under brighter light. Now the philosophy of evolution, as Dr. John Fiske and others clearly proclaimed it years ago, and as Henry Drummond has lately so admirably reaffirmed it in his work on the Ascent of Man, is the common possession of most thoughtful people. This evolutionary history of the world of man is only the scientific, detailed tracing out of the means and ways by which there has been brought about the stupendous fact of man’s place in the scale of creation, which keen philosophic speculation had long ago made him conscious of, even while unable to understand or account for it. The theologian of three centuries ago meditated in the old Hebrew phrase: “When I consider the heavens, the work of Thy fingers, the moon, and the stars, which Thou hast ordained — what is man, that Thou art mindful of him?” But to-day, in the light of evolutionary science, the thought takes a different accent: “When I consider the heavens, the work of Thy fingers, the moon and the stars, which Thou hast ordained — what is man, that Thou art mindful of him? * * * Thou madest him to have dominion over the works of Thy hand; Thou hast put all things under his feet.” Whichever road we travel — the old path of ontological speculation, or the new path of scientific investigation —we come out upon the same intellectual hilltop, namely, the thought that man, as a physical being, is the consummate product of material creation, while, as a spiritual being, he is the appointed master of material creation and the beginner of a new world of spiritual growth and spiritual creation. The essential, distinguishing fact about him is his more direct relationship through his personal feelings and desires to the divine — that is, to the eternal spiritual reality of the universe — than exists in the world of matter around him, which can only passively reflect the divine. I shall assume that we agree to start out from this standpoint in considering the question before us to-day; for, in order to think to any real purpose about the place of art education in general education, we should first obtain a clear idea of the relation of education itself to human development, and then the place which the arts of the race — literature, music, painting, sculpture, and architecture — hold in the development and training of spiritual man. The first proposition that I have to offer you is one upon whose acceptance or rejection the general character of the whole scheme of public education must logically depend. It is as follows: Proposition /.—That the human soul is a self-acting spiritual entity, which is more completely a revelation of the divine spirit behind all which is than ART DECORATIONS IN SCHOOLROOMS. 1401 is shown in the material world; and that this soul or spiritual entity, when properly developed, dominates man’s physical powers, making them and the material world subservient to itself. We hear much in these days about the human soul as having no demonstrable existence per se, as being merely the sum of the .material forces of the universe, and as possessing only such powers as are induced in it by the play of these mate¬ rial forces upon the bodily organism. This standpoint is practically assumed by that portion of modern empirical psychology which has been aptly described as “psychology without a soul.” Ribot, in his work on German Psychology of To-day, accepts this phrase (“psychology without a soul ”) as fairly describing, in its negative aspect, that new psychology which confines itself to studying forms and conditions of mental action without any regard to the question of what the soul is or even whether there be a soul, and which treats psychic forces as merely differentiations from the material forces studied in physics, chemistry, and animal physiology. Of course it can not be claimed that the mind or the soul is independent of the physical organism. We can not conceive of the human mind as being able to annul the laws of external matter. What I wish to claim is simply that the mind, being an entity in itself, has a certain power of control over that very material mechanism (the brain) whose conformation and functions condition it; and that it has also a certain original power of combining with and taking advantage of the forces of the material world so as to modify their actions and transform their applications. Nor is it intended to deny that the senses are the appointed gateway through which we can come near to the things and the forces of the outside universe, or through which they can come near to us, and furnish our minds material to work with. What I do wish to remind you of is the fact that the spiritual entity behind and above all the man’s sense-organs, that to which sense-impression appeals, is the thing of first and greatest importance. You remember the famous aphorism of Leibnitz: “There is nothing in the intel¬ lect which was not previously in the senses — except the intellect itself! ” As a matter of fact, the stoutest champions of the theory of soul as a combina¬ tion of differentiated physical energies can not keep their footing on its slippery ground. They can not explain, or indeed fully express, their own theory without falling back upon assumptions which are inconsistent with that theory. * * * The fact is, the whole scheme of experimental psychology or any dilutions of it — which aim to reduce mental phenomena to unmediated physical energies orig¬ inating in the forces of the material world, and so to dispense with self-activity in the intellectual life of man — is (as Professor Ladd has pointed out with such clearness and vigor) based wholly on an assumption of the self-active intellect itself; that is, on the purely mental hypothesis of the existence of atoms and mole¬ cules, through which the primal energy can transmit and manifest itself. And this hypothesis is a pure synthesis of the mind. Bo we have the paradox of human beings denying that the human mind has any real essential existence as a self¬ acting entity, and yet asserting that the ultimate basis of all so-called mental phenomena is traceable to physical forces acting in certain minute units of matter, whose very existence is, after all, merely a convenient conjecture of this depend¬ ent physical mind itself! We must remember that this question as to whether the soul is a self-acting entity or merely a higher differentiation of ifiolecular energies is more than just a curious problem for the biologist and the metaphysician. It has a distinct bearing on the problem of child education. If mind develop¬ ment is taken to be merely a matter of automatic transformation of physical force through sense activity into thought activity, the general .spirit and plan of educa- 1402 EDUCATION REPORT, 1895-96. tion (which aims at mind development) will naturally be quite different from its spirit and plan when it is conceived of as an appeal to a spiritual entity, a self- determining ego, with powers both of assimilative and creative self -activity, capa¬ ble of being indefinitely developed according to the individuality of that ego. 1 Let me not be misunderstood as underestimating the value of contemporary physiological psychology to education. Understood in its right relation to educa¬ tional problems, it can be of great practical assistance in educational work. The actual effect of bodily conditions on mental activities is nowadays being bet¬ ter understood than ever before. Our practical appreciation of this under¬ standing is shown in improved systems of ventilating, heating, and lighting schoolrooms, and in thoughtfully planned courses of physical culture. The actual importance of individual sense experience, as basis and material for mental activity, is nowadays better understood than ever before. And our prac¬ tical appreciation of this understanding is shown in the great movements for form study, for manual training, and for the experimental study of natural science. The more we understand of the subtle interrelations between the physical and the mental, the more directly we can go to the point in class-room teaching without so much futile misdirection of effort as has often been inevitable in the past. But the danger involved in this new enthusiasm for physiological psychology, or the study of “consciousness content- wise,” is the danger lest it be taken to cover the whole educational problem, when it really covers only the lesser half of the problem. Educators to-day are in danger of overlooking that larger factor, “consciousness function- wise,” in the child, which, though it can not be measured or weighed or tabulated in any sort of psychological statistics, has more weight in the determination and direction of mental activity than all physical and material factors combined. Practical education should not be suffered to fall into the mistaken, exclusive extreme into which is seems to be drifting, where circumstance and environment, acting auto¬ matically on the brain, are reckoned as all effective, and the elements of personal effort and personal responsibility on the pupil’s part are hardly recognized. This extreme is, of course, easily comprehensible as a reaction from the old-time formal teaching. But either extreme is bad. And as a safeguard against the current tendency to suppose that sense contact with the things of the natural world may be trusted to solve the whole problem of right spiritual development, I feel that a firm stand should be made for the recognition of the individual soul with its 1 When we have once separated matter from thought, when we have called matter what is perceived, in opposition to thought or what perceives, we must not eat our own words or swal¬ low our own thoughts by saying that, for all we know, matter may think or mind may be touched and handled. From this point of view I call materialism no more than a grammatical blunder. It is the sub¬ stitution of a nominative for an accusative, or of an active for a passive verb. At first we mean by matter what is perceived, not, indeed, by itself, but by its qualities; but in the end it is made to mean the very opposite, namely, what perceives, and is thus supposed to lay hold of and strangle itself. What causes the irritation of our senses is confounded with what receives these irritations; what is perceived with what perceives; what is conceived with what conceives; what is named with the namer. It is admitted on all sides that there never could bo such a thing as an object, or as matter, except when it has been perceived by a subject or a mind. And yet wc are asked by materialists to believe that the perceiving subject, or the mind, is really the result of a long-continued development of the object or of matter. This is a logical somer¬ sault which it seems almost impossible to perform, and yet it has been performed again and again in the history of philosophy.— F. Max duller, The Science of Thought. While mind and matter may both be called substances, they are different kinds of existences. We know them by different organs^ the one by self-consciousness, the other by the senses. Again we know them as possessing altogether different properties; the one as perceiving, rea¬ soning, feeling, willing; the other as extended and exercising energy. The properties of the one can not be predicated of the other. Thinking and feeling have no place in that stone; nor have softness, hardness, or gravity in our souls.— Dr. James McCosh, in Preface to Ribot’s Ger¬ man Psychology of To-Day. ART DECORATIONS IN SCHOOLROOMS. 1403 self- activities, developed- through and responding to, but not derived from, the material forces of nature, as of the first and greatest importance in educational psychology and in practical educational work. My second x>roposition is: Proposition II. — That man, by virtue of this self-acting soul, becomes, in his highest estate, not only a transformer of the material conditions which sur¬ round him, but also an actual creator of new spiritual values of an altruistic character; hence his arts. I can take time merely to suggest in the briefest fashion how man is a trans¬ former of the material conditions round about him, and how his activities are imbued with the altruistic character; how he, and he alone, in contrast to all other living creatures, sets to work with conscious and deliberate foresight to change those very material facts which, to a certain extent, experimentally con¬ dition his range and mode of inward life; and how his activities, crystallized into arts, have changed the face of the earth and the semblance of many of its crea¬ tures into something quite unlike their original estate, making nature immensely more contributory to his own well-being. Man’s activities may be classified into two divisions, the useful arts and the fine arts. The useful arts exercise his creative powers chiefly on but one plane of his exist¬ ence and that the lowest, namely, the physical. While they mark a nation's upward growth to a certain limited extent, they do not of themselves embody all of our race experience, nor even the best of our race experience. The fine arts (poetry, music, painting, sculpture, and architecture) are the forms in which the higher life of man embodies itself. It is to these fine arts that we always have to look in order to learn in what way and to what degree a people have climbed up above the level of mere animals, clever enough to secure good things to eat, effective shelters from the weather, and convenient coverings for their bodies. In a certain sense it may be said that there is a large part of the best of our race experience which never gets embodied in any tangible material form at all, but acts for the creation of new conditions rather than new things, refining and ele¬ vating the quality of personal character and daily life, but never shaping itself into any explicit forms of art creation. It is not quite true that these particular spiritual energies are unmet with in the fine arts — for, in indirect ways, the most commonplace toil helps make the work of art possible (we all remember our nursery stories of how the farmer and the miller help prepare the child’s break¬ fast for him), — and, in a still higher sense, every noble inward life helps create a more healthy spiritual atmosphere for all other men to breathe. But the fact remains that if we would direct our thought to the definite, tangible records of man’s higher life, we must look for those records in the various forms of the fine arts. Creative activity which brings forth the useful arts is service rendered in laying the foundation of material civilization. Creative activity which brings forth the fine arts is service rendered in building the superstructure of spiritual civilization. Man is so constituted, and human society is so constituted, that the higher powers and activities of the race naturally and necessarily ultimate in the fine arts as the very condition of ever-developing character. Now, if we accept the doctrine of evolution, man’s soul or spiritual self is the latest and fullest revelation of the divine cause of all that is. As has been said, this spiritual self has been developed through, but not derived from, physical crea¬ tion, and this spiritual self coexists with the animal frame and the animal nature which constitute physical man the climax of physical creation. A constant struggle is going on between his animal nature, which is inherited from his animal 1404 EDUCATION REPORT, 1895-96. ancestry, and which works for self, and his spiritual nature, which is altruistic and which is impelling him forward to work for others. Man’s arts are at once the evidence and the result of this conflict. This is the unanimous affirmation of science, history, and religion. My next proposition is: Proposition III. — The history of civilization is the record of man’s progress in the creation of spiritual values through the subjection of his own animal nature and surrounding material nature to the service of his spiritual needs and ideals — hence the world of art. For the arts of man are not merely inci¬ dental to civilization. They are the supreme products of his creative spiritual activities, the condition and promise of higher civilization. It can not be too strongly emphasized that art is not a mere incidental phase of the life of man. Some people have an idea that it is so; that it simply happened in successive ages that people spent their playtime in building with blocks on a large scale, making “ stone dolls,” and composing tunes, rhymes, and fantastic tales — occupations whose remains are well enough to interest the idler of to-day, but which have no solid significance for practical people. This notion of art is as far as possible from the truth of the matter. The fact is that in every age man’s creative energies have embodied themselves in art forms in order to satisfy the irresistible divine instinct of creation within him, and make a way in which to share with his fellows his inward personal experiences. The fact that we ourselves stand to-day where we do stand in the progressive march of civilization is due in no small measure to the earlier fact that genera¬ tions of men before us, who lived and loved and suffered and hoped, and who wrought their own wonderment and desires, their aspirations and their hopes, into art forms, have bequeathed to us their arts as their richest and most beneficent legacy. We hold this legacy now in the form of the world’s great epic and lyric poems, and in its fiction and dramas, instinct with human passion and human aspira¬ tion, j>eopled with personalities of man’s own imaginative creation, even more real in their influence to-day than the shadowy names of history. W e hold it in the form of the great treatises on philosophy, government, and the sciences, the very con¬ densation and crystallization, as it were, of the human intellect. We hold it in the world's bibles, the legacy of the religious thought of the race. We hold the legacy again in the form of the world’s great music — the symphonies that still make our world palpitate with exquisite harmonies once conceived by human genius, the oratorios and operas, and the songs that, like unquenchable torches, kindle the souls of each successive generation of human kind with fires of joyous¬ ness, of patriotic ardor, of religious ecstasy. And we hold the legacy yet again in the form of monuments and temples, cathe¬ drals and majestic colossi, eloquent of the questionings and longings of souls fac¬ ing the great mysteries of life and death. We hold it in the form of treasured remains of sculptures, eloquent of old-time insight into the divineness of beauty and old-time delight in such insight. We hold it in the form of the world’s great paintings, eloquent of all man’s widest range of interests and sympathies, of his love for the good and the right, of the gradually clearing vision which has enabled him to see the divine in nature and the still higher manifestations of the divine in humanity, and to make the vision manifest to all mankind. On another occasion I shall discuss the bearings of art education upon the labor problems of the day, and through labor upon all the interests of social well-being. On this occasion I can only remind you of the immense significance of art from the economic point of view. Now, standing as we do to-day in the possession of this art legacy from the men of the past, can we rationally minimize it, and consider the child merely as a particu¬ larly high differentiation of physical energies, the passive subject of nature, molded ART DECORATIONS IN SCHOOLROOMS. 1405 and played upon at nature’s mercy? I tell you nay. We must see and own and practically act upon a truer conception of the mind of man, and upon a larger vision of the place of man in creation’s scale, such as Dr. John Fiske brought out at Harvard two weeks ago in his Phi Beta Kappa address. Dr. Fiske then gave utter¬ ance to words that are to be forever memorable in the great discussion upon which thinking men are now entering with reference to man and his destiny in the light of evolution, and he has kindly sent me his exact wftrds for use on this occasion. In speaking of psychical man and contrasting him with all that preceded him, Dr. Fiske said: “ The physical variations by which man is distinguished from apes are not great. His physical relationship with the ape is closer than that between cat and dog, which belong to different families of the same order. It is like that between cat and leopard, or between dog and fox, different genera in the same family. But the moment we consider the minds of man and ape the gap between the two is immeasurable. Mr. Mivart has truly said that with regard to their total value in nature the difference between man and ape transcends the difference between ape and a blade of grass. I should be disposed to go further and say that while for zoological man you can not erect a distinct family from that of the chimpanzee and orang, on the other hand, for psychological man you must erect a distinct kingdom; nay, you must even dichotomize the universe, putting man on one side and all things else on the other.” It is this stupendous sense of the soul’s reality— that is, its individuality and its self-activity — that we need to emphasize in these days of talk about the soul as a derivation from sense activities. Let me ask all those who believe there is nothing in the mind but the product of the senses, Whence came these arts of man? Can you assume for their existence anything less than the existence in the mind of man of a creative power superior to the physical forces that surround him, a power which appropriates through the action of the senses these physical forces and applies them to its own spiritual ends? I desire to leave this point with emphasis on the fact that these arts of man are not mere incidents in his development; they are the sum of his existence, that “toward which the whole creation moves.” My next proposition is: Proposition IV. — That every child is born heir to two world environments (the material world of nature and the spiritual world of man), and also the possessor of aptitudes for ever-expanding assimilative and creative activities of his own. We have seen that man is surrounded by two great world environments. These two world environments act upon the child, each in its own way. The material world of nature, the world of cloud and rock, of multitudinous plant life and swarming animal life, makes constant appeal to the new human being, through his physical sensibilities and physical interests, as one who is the crowning prod¬ uct of its own marvelous cycles of evolutionary energy. On the other hand, the spiritual world of man, the world of his arts, makes constant appeal to the new human being, through his spiritual susceptibilities and spiritual interests, as one who is capable of all that the race is capable of and, as a new being, has endless future possibilities of personal creative activity^ The upward growth of this new human being we find dependent upon the balance between his responses to the influences of these two world environments, and it is here that we, as educators, should take careful note of how these two environments affect the child. His animal nature, obedient to the laws of natural evolution in the physical world, is absorptive, selfish. It grasps. It appropriates for the good of self. This is nature’s provision for the perpetuation of the race. His spiritual nature, on the 1406 EDUCATION REPORT, 1895-96. other hand, obedient to the laws of spiritual life, is creative, altruistic. It makes for the good of others. This is the divine provision for the development of human¬ ity. In so far, and in so far alone, as his spiritual response to and utilization of the influences of his spiritual environment predominate over his submission to the influences of his material environment, he grows toward that high human destiny which we can but faintly begin to forecast. If it were true that children were only little animals, subject to nature’s laws and possessing minds that work merely automatically under the stimuli of natural phenomena, it would be well enough to do as some modern educators advocate — simply surround the child with pleasing natural objects, and trust that their sen¬ suous attractiveness will insure attention and observation, and that these will somehow of themselves evolve desire for what is truly best and secure energetic action along right lines , toward high ends. The unfortunate fact is, however, that unless we make a strong appeal to chil¬ dren through the spiritual side of their nature, they are liable to respond only in terms of the animal. As most practical teachers know, we are likely to be brought up standing by the child’s frankly materialistic measures of the universe. Those of you who have read the recent autobiography of Frances Power Cobbe will recall her experience when, returning to her country home for a visit, after several years of absence, she met a grown-up young man, who had been a pupil in the little village school organized and enthusiastically taught by herself. “Well, Andrew,” said Miss Cobbe, “how much do you remember of all my lessons?” “Ah, ma'am, then, never a word!” “O, Andrew, Andrew! And have you forgotten all about the sun, the moon and stars, the day and night, and the seasons?” Andrew scratched his head and light dawned upon his countenance. “Oh, no, ma’am!” he declared, “I do remember now. And you set them on the schoolroom table, and Mars was a red gooseberry, and I ate him.” It evidently will not do to trust too far or too implicitly to the “automatic” transformation of sense impressions into elevated thought. Jacobi has truly said, “Nature conceals God; man reveals God. ” Now, is there any provision in the universe for helping to insure the predomi¬ nance of man's spiritual development and his consequent progressive mastership of the'material world? There is; and this leads to the next proposition, one of the most significant of all the great significant truths of evolution: Proposition V. — The long period of infancy and youth, when the mind is especially susceptible to the influences of environments, and when the active powers are most easily directed, is a special provision for the unceasing devel¬ opment of man's spiritual qualities and creative activities. Dr. John Fiske was the first to point out clearly to contemporary thought the important fact that physical evolution had come to an end in the production of physical man; and that further play of the evolutionary process must be sought in psychical man. He also pointed out how this psychical development was con¬ ditioned upon psychical or spiritual man making his physical being and his phys¬ ical environment subject to himself. Dr. Fiske has also supplemented these important contributions to evolutionary philosophy by another of no less impor¬ tance-one which can not be ignored in any attempt to place education upon a truly philosophical basis. I refer to his statement that the long period of depend¬ ent infancy and youth in the human child, as contrasted with the parental provi¬ sions for existence in the lower animals, is evidence of a distinct plan for the increasing development of psychic life in the human race, through a special pro¬ vision in the life of every individual of a plastic condition of mind, whereby the ART DECORATIONS IN SCHOOLROOMS. 1407 accumulations of ever-expanding human experience could be handed over from generation to generation through ever-expanding faculties for self-activity in receiving, and then for ever-expanding powers of self-activity in creating for the benefit of human life. I can not stop to discuss the immense significance of this evolutionary view of the psychic development of the race in its bearing upon education. If nature’s provisions in this respect mean anything, I do not think it will be questioned but that they are intended for the ever-increasing development of the psychical or spiritual man rather than of the physical or animal man. And this leads to my final proposition: Proposition VI. — Education should be the fullest possible utilization of the plastic period of infancy and youth, not only for cultivating a knowledge of the child’s two-world environments, but also and emphatically for training to skill in the creative activities along art lines, as the highest contribution of the individual to social well-being. The best education means simply the best utilization of this plastic period of the child’s life for the development and training of that in him which most deserves to be developed and trained. I say “that which most deserves to be developed and- trained,” assuming that not everything in the child’s inherited make-up is of the same value. I take it to be a part of the responsibility laid upon mature men to weigh the various ele¬ ments of human nature as fairly as they can, and learn to put educational emphasis on the more worthy of those elements. In our lesser task of guiding the progressive development of plant and animal life, we have for a long time made some such selection. Man’s effort has been, not simply to help the earth bring forth more flowers and fruit of precisely the same sort as would grow without help, but to put his intellect and his will in cooperation with the powers outside him, so as to transform existing conditions of growth, to the end that still more beautiful flowers and even more delicious fruits may be brought into existence. Look at our greenhouses, our orchards, and our market gardens for the result. When the task set us is to help work out the divine purpose in the higher devel¬ opment, not of vegetables or brute beasts, but of new human beings, there is not less but more need that we should consider deeply the animal nature of the child on the one hand and his spiritual nature on the other, and how the former can best be utilized in the full development of the latter. The supreme purpose of education, so far as that education lies within our control, should be the development of the child’s capacity for unselfish creative activity and for spiritual enjoyment. The development of his other capacities should be treated with regard to the manner and degree of contributing toward this supreme end. I intentionally use this term “creation” rather than “expression,” when refer¬ ring to the supreme form of human activity, because I believe we ought to keep in mind the thought that the highest activity goes beyond mere “expression” — that is, the mere statement of what is— and becomes “ creation;” that is to say, productive action — action productive of new things or new conditions. This is a point that I wish particularly to emphasize, the distinction between expression and creation.1 1 This is not a mere verbal distinction. Man’s most valuable and lasting work in any direction is work not merely expressing or stating facts that he has become aware of, but actually creat¬ ing new facts. The dramas of Shakespeare are not simply transcripts of things that the author knew to have actually happened to particular people. They are a new-created world, wherein human character and human life show themselves even more clearly and more truly than most of mankind ever see with their own unaided eyes in the thick of common happenings. The sym¬ phonies of Beethoven are not simply expressions of what the composer had heard from winds and birds and running water. They are the positive creations of a self -active soul grasping the 1408 EDUCATION REPORT, 1895-96. This idea of education as training for creative activity includes all that was best in our earlier notions of the purpose of education. It includes the acquire¬ ment of stores of knowledge, for, of course, it is only upon the basis of a knowl¬ edge of what is that man can proceed to make things or conditions better. It also includes the development of individual power, because, of course, the man who can command himself is the only one who can effectively command matter or force. But the mere 4 4 acquirement of knowledge ” may be as worthless as the accumulation of gold pieces in a miser's strong box, and the mere 4 4 development of power ” may be as worthless as the development of power in a finished engine that stands unconnected with any sort of working machinery. The new ideal of education as training for creative activity includes both the effort after knowledge and the effort after power, and adds to these a purpose. That purpose is the act¬ ive betterment of the world and the progressive elevation of human living. And this view of education necessitates direct training not only for creative thought, but also for skill in creating the best embodiments of such thought. It implies not simply keeping the child’s senses tickled with a succession of novel and pleasant impressions, which he may express or record in any fashion that comes easiest, but also in giving him opportunity for and guidance in creative activities where he can utilize his impressions so that he may gradually attain to self-command in these activities; so that he may learn to respect positive stand¬ ards of technical workmanship, and also learn to hold himself sturdily up toward them in his own endeavors; in other words, so that he may have power in creative work. Now, I do not wish to be understood here as overlooking or as crushing out the element of the child’s instinctive interest. I believe we ought to study very thoughtfully and very sympathetically the natural, instinctive interests and desires of the child in planning and conducting educational work. But I believe that we should study these interests and desires, not just for the sake of following their indications of 44the line of least resistance,” but also and much more for the sake of utilizing them as means whereby to lead the child out of his present animal self up to a still higher and better human self. As grown-up men and women ourselves, we simply must believe that our measures of life are, on the whole, juster and truer than the child’s own measure of life; else life itself is a hopeless anticlimax, the dreariest of illusions. The child would naturally prefer to possess a juicy apple to-day rather than to be owner of 44 * * * Plato’s brain, Of Lord Christ’s heart, and Shakspere’s strain,” next week; but that is no proof that good things to eat are truly more worth while than wisdom and righteousness. No. What we have to do is neither to impose our own wills arbitrarily and absolutely upon the child’s will, nor yet to fold our arms and indolently let him have his head in any direction and to any extent he likes. Ours should be the more difficult but much more honorable task of recog¬ nizing his feelings and impulses with ready sympathy; of bringing to bear upon those feelings and those impulses such spiritual influences as will combine with the influences of his natural environment; of developing right powers and habits, and encouraging right activities, and of giving him all the direct positive practice laws of harmony that are so faintly hinted at in nature, and embodying forth ideals of tone and rhythm that never had taken form without the composer’s genius as a cause. The Parthenon with its sculptures was not simply a marble statement of the laws of gravity and of the religious and political opinions of the Athenian State— a material expression of existing facts. It was the bringing forth into visible and glorious existence of an entirely new creation; something that had not existed in the marble quarry, but only in the constructive artistic imagination of man- imagination so strong, so clear, so high in its reach, that it could and did command matter to its obedient service. ART DECORATIONS IN SCHOOLROOMS 1409 and training that we can give in the typical creative activities, to the end that he may have not only desire to create but also power to create in terms of art; that, besides having good intentions, he may actually do good work. The desirability of training a child’s powers of appreciating and enjoying what is noble and beautiful in both the world of nature and the world of art, which embodies so much of men’s best thought and experience, hardly needs argument. Whether regarded by itself , as providing the child with an elevating mode of occu¬ pying leisure hours, or regarded as a step toward practical creative activity on his own part, such training, if wisely conducted by tactful guidance rather than by prescription and rule, may and should be a fruitful means of rounding out char¬ acter in a wholesome, healthy fashion, and providing beforehand resources of true refreshment and lofty inspiration. Such resources of appreciative power are needed both by the artist and by his public; by the man of leisure and by the humblest workman. Indeed the balance of need lies with the one whose life is to be almost full of commonplace toil, if the improving industrial conditions which give him increasing hours of leisure are to actually make his leisure spiritually profitable to him. We have hitherto spoken of art in its largest inclusive meaning, comprising lit¬ erature, music, painting, sculpture, and architecture. What is true of art, as a whole, in its bearings upon the life of the race and the education of the individual, is true of the particular lines of art which are usually referred to when we speak of art in education. Art in this sense is understood as applying to modeling, draw¬ ing, and coloring with their special functions in decoration, illustration, and sculp¬ ture, painting, machinery, and building construction and architecture. Now there are two great obstacles in the way of establishing true art education in our public schools: First. The mistaken and belittling notions about art and art education, which prevail to so great an extent among professed leaders of educational work, as well as on the part of the public. Second. The unfamiliarity of the rank and file of teachers with the subject- matter and methods of true art instruction. Now as to the first obstacle, many educators, when they speak of art, mean merely graphic expression, mere diagramming or imitating as a means of stating informa¬ tion. When they speak of art instruction, they mean merely encouraging children to make maps, diagrams, and sketches, or models in connection with their lessons in arithmetic, geography, physics, and natural history. These apostles of “free” art practically take the ground that the average child can drop into art, as Mr. Wegg dropped into poetry, “ in a friendly sort of way,” and that, if he is just given clay, a pencil or brush, and a piece of paper, and urged to draw or model whatever he happens to see, just as he happens to see it, the result is art. This is just like giv¬ ing the untrained and illiterate child paper and pen, telling him to write what¬ ever he thinks, about whatever he pleases, in whatever way occurs to him, and calling the result literature. Now, everybody would recognize the absurdity and futility of this latter procedure. We all know that the child can not by himself evolve good literary taste and good literary style out of his own crude, desultory thoughts, plus a sheet of paper. There is no such short cut to literature. He must indeed write and write and keep on writing, but above all he must read and be taught what to read; his mind must be fed from the fruitful store of good literature, which already exists, the legacy of accumulated ages of human culture. It can not possibly be our best plan to-day to ignore all the progress of the past, and make each child laboriously work out all over again the whole history of civilization, Dark Ages included, when he ought to be let into his birthright as “heir of all the ages.” A broader and clearer appreciation on the part of educa¬ tional leaders as to what art itself means as a factor in developing the creative power of the child, and what it stands for in social life to-day, is the first requisite ED 9G - 45 1410 EDUCATION REPORT, 1895-96. for the success of art education as a part of public education. As evidence of how this great subject is ignored, we have only to refer to the reports of the committee of ten and the committee of fifteen; and further I am not aware of any scheme of correlation of studies in which the subject is in any way adequately recognized. But I believe a change is coming. Sooner or later it will be seen and practically recognized that what man has done in the arts is to a young mind in the formative stage what fertile soil is to a young plant. And when that time comes, men will no longer try either to cultivate rosebushes on a strictly primeval diet of granite, gravel, and rain, or to cultivate human souls on a strictly primeval diet of nature, study, and untrammeled frolic.1 They will accept for the children under their care the advantages that lie in being heir of preceding ages, and use these advantages as a means whereby the new life may grow up to still higher forms of personal development and productive activity. The second obstacle to be surmounted (the imperfect equipment of public-school teachers for carrying on art instruction in the class rooms) will be done away as far and as fast as the leaders come to appreciate the true nature and importance of art as a fundamental feature of educational work; for the grade teachers of our American public schools are essentially capable and loyal; they are able and ready to learn whatever it is necessary for the good of the schools that they should learn; but they need definite assistance and guidance. Suitably planned courses of study will do much to help; courses arranged not hastily or perfunctorily by people with narrow views of the subject and with slight acquaintance with the experience of others in similar work, but thoughtfully and intelligently by persons who can comprehend both the physical nature and the spiritual nature of the child. Only those who are engaged in this work know how narrow are the limi¬ tations that surround them. The best that exists to-day is but a stepping-stone to what should be done and what can be done as soon as a better understanding of what art means exists among the teachers. Rightly planned courses of study, reenforced by suitable working materials and art examples good and abundant, to which the children themselves may have ready access, the whole interpreted by a wise and sympathetic supervisor, who knows his subject and who under¬ stands child nature in hearty, affectionate fashion — I tell you, my friends, we have as yet seen only the beginning of what a power art education may and ought to be in the inward uplifting to useful and noble work of the successive generations of children who pass through the public schools of our land. To summarize in a few words the points we have been considering, let us remind ourselves: That evolutionary science, ontological philosophy, and empirical psychology, in their truest interpretations, practically agree in declaring that man is the highest of all finite existences, from which proceed self-acting spiritual powers; that the arts of man are the embodiment of these spiritual self-activities of the race exercised along creative lines; and that, being thus the highest activities of the highest of all finite existences, they should be constantly utilized in education, if education has for its distinct aim the development of what is 1 1 heartily believe in the introduction of various lines of nature study into the public schools. In city schools particularly, such studies are an indispensable help in bridging the chasm between the child and his natural environments, and giving him at least a suggestive glimpse into the marvels and beauties of the natural world. What I do object to is the extreme ground taken by some educators (an extreme precisely opposite to that of the old-fashioned word-for-word text-book memorizing) wherein it is fancied that the study of nature is educationally all- sufficient; that language and number study can be sufficiently and successfully developed as mere incidentals to nature study, and that drawing, used as the handmaid of the natural sciences, can constitute art instruction. Against this misconception of what art means, and what art study ought to be in a course of education, I believe a strong protest should be made. ART DECORATIONS IN SCHOOLROOMS. 1411 best in the child, both for himself and for the social life of which he is to form a part. And now let me say in conclusion that, if I rightly apprehend current educa¬ tional discussion, many of the schemes of correlation or of concentration that are being advocated are based mainly on the consideration of the physical environ¬ ment of the child, the forces of which play upon the brain through the action of the senses, and hence are exterior to the child. The result of such schemes is to make the child largely the product of his physical environment. As opposed to these more or less materialistic views of education, I suggest that we take as our center of thought the child himself, with a full comprehension of his creative spir¬ itual nature, and then measure the relative values of educational subjects, accord¬ ing as they contribute to the development of his highest possibilities as a creative spiritual being. By so doing we shall see that the creative activities of the child form the real educational objective, and that the arts of man as ministering to these activities should not be relegated to any incidental place in the arrangement of studies, but should be practically recognized as the most inclusive, the most vital, means we have for centering our educational effort aright; centering it with all its nourishment and all its inspiration upon the soul of the child — upon the ehild as the heir and the potential master of the world. CHAPTER XXXII. FOREIGN UNIVERSITIES. I. Arranged according to date of founding. II. Arranged according to number of students. III. Arranged alphabetically. IY. Arranged according to countries. V. List of polytechnica. VI. List of agricidtural , forestry, and mining schools. INTRODUCTION. The authors of “Minerva, Jahrbuch cler Universitaten der Welt,” which is the chief source of information offered in the following six lists, say that they have submitted their work at various stages of completion to different professors of the countries mentioned, so that they are assured that their decision as to which of the learned institutions of the world should be regarded as universities is upheld by the most trustworthy authority. They call their Jahrbuch a collection of names of teaching bodies, of universities, or similar institutions of the world. In the first edition the authors admitted that, despite the most rigorous search, a few of the smaller institutions of the Western Hemisphere escaped their notice. In subsequent editions these omissions have been corrected, and libraries, societies, and museums added, so that the fifth edition, that of 1895-96, is a remarkably val¬ uable source of information. Since this report of the Bureau of Education con¬ tains direct information concerning the higher institutions of learning in the United States, they have been omitted from the following lists, which are devoted exclusively to foreign institutions. Foreign Universities. [After “Minerva,” by Kukula & Trubner.] I. Arranged according to age. Date of Date of foun¬ Locality. foun¬ Locality. dation. dation. Tenth century. Fourteenth century. 988 Kairo, Egypt. 1303 Rome, Italy. 1339 Grenoble, France. Twelfth century. 1343 Pisa, Italy. 1346 Valladolid, Spain. 1119 Bologna, Italy. 1348 Prague, Bohemia, Austria. 1181 Montpellier, France. 1349 Florence, Italy. 1200 Paris, France. 1361 Pavia, Italy. 1200 Oxford, England. 1364 Krakau, Galicia, Austria. 1365 Vienna, Austria. Thirteenth century. 1367 Fiinfkirchen. Hungary. 1386 Heidelberg, Baden, Germany 1209 Valencia, Spain. 1391 Ferrara, Italy. 1222 Padua, Italy. 1224 Naples, Italy. Fifteenth century. 1233 Toulouse, France. 1243 Salamanca, Spain. 1402 Wurzburg, Bavaria, Germany. Leipzig, Saxony, Germany. 1257 Cambridge, England. 1409 1266 Perugia, Italy. 1409 Aix, France. 1288 Coimbra, Portugal. 1411 St. Andrews, Scotland. 1413 ite of 3un- ,tion. 1412 1419 1422 1422 1426 1431 1137 1444 1450 1451 1456 1457 1460 1463 1465 1472 1472 1474 1477 1477 1478 1494 1501 1502 1502 1504 1503 1508 1527 1531 1531 1537 1540 1544 1548 1556 loo8 1559 1566 1567 1568 1572 1575 1580 1583 1586 1588 1591 1596 1605 1607 1614 1832 1632 1632 1636 1640 1657 1665 1666 1671 1673 1676 1683 1710 1722 1727 EDUCATION REPORT, 1895-96. Foreign Universities— Continued. I. Arranged according to age — Continued. Locality. Date of foun¬ dation. Locality. Fifteenth century — Continued. Eighteenth century — Continued. Turin, Italy. 1737 Gottingen, Prussia, Germany. Erlau, Hungary. Rostock, Mecklenburg, Germany. 1740 Parma. Italy. 1743 Erlangen, Bavaria, Germany. Besangon, France. 1743 Santiago, Chile. Louvain, Belgium. 1748 Cadiz, Spain. Poitiers, France. 1755 Moscow, Russia. Caen, France. 1771 Munster, Prussia, Germany. Catania, Sicily, Italy. 1772 Klausenburg, Hungary. Barcelona, Spain. 1777 Siena, Italy. Glasgow, Scotland. Greifswald, Prussia, Germany. 1779 Palermo, Sicily, Italy. 1784 Lemberg, Galicia, Austria. Freiburg, Baden, Germany. 1785 Pressburg, Hungary. Grosswardein, Hungary. Basel, Switzerland. FT antes, France. 1788 Budapest, Hungary. Bordeaux, France (1441). Nineteenth century. Municb, Bavaria, Germany. 1804 Kasan, Russia. Saragossa, Spain. 1804 Charkow, Russia. Upsala, Sweden. Tubingen, Wurtemberg, Germany. 1805 Yaroslavl, Russia. 1808 Clermont, France. Copenhagen, Denmark. 1808 Lille, France. Aberdeen, Scotland. 1808 Lyons, France. 1808 Rennes, France. Sixteenth century. 1809 Berlin, Prussia, Germany. 1811 Christiania, Norway. Valencia, Spain. 1812 Genoa, Italy. Halle- Wittenberg, Prussia, Germany. 1816 Ghent, Belgium. Sevilla, Spain. 1816 Warsaw, Poland, Russia. Liege (Liittich), Belgium. Santiago, Spain. 1817 Breslau, Prussia, Germany. 1818 Bonn, Prussia, Germany. Madrid, Spain. 1819 Petersburg, Russia. Marburg, Prussia, Germany. 1821 Montreal, Canada. Granada, Spain. 1826 London (University College), Eng¬ Sarospatak, Hungary. land. Lausanne, Switzerland. 1827 Toronto, Canada. Macerata, Italy. 1827 Sheffield (Medical College), England. Konigsberg, Prussia, Germany. 1828 Lampeter (St. David’s College), Wales. Messina, Sicily, Italy. 1832 Durham, England. Sassari, Italy. 1832 Zurich, Switzerland. Jena, Thuringia, Germany. 1834 Brussels, Belgium. Geneva, Switzerland. 1834 Berne, Switzerland. Olmiitz, Moravia, Austria. 1836 London (University), England. Strasburg, Alsace, Germany. 1837 Athens, Greece. Braunsberg, Prussia, Germany. 1838 Messina, Italy. Haney, France. 1845 Cork, Ireland. Leiden, Holland. 1845 Belfast, Ireland. Oviedo, Spain. 1845 Galway, Ireland. Edinburgh, Scotland. 1849 Algiers, Algeria. Graz, Styria, Austria. 1850 Sydney, Australia. Kiew (Kieff), Russia. 1851 Manchester (Victoria University), Dublin, Ireland. England. Cagliari, Italy. 1851 Newcastle, England. 1853 Melbourne, Victoria, Australia. Seventeenth century. 1857 Calcutta, India. 1857 Madras, India. Manila, Philippine Islands. 1857 Bombay, India. Giessen, Hessia, Germany. 1860 Jassy, Roumania. Groningen, Holland. 1862 Kecskemet, Hungary. Salzburg, Austria. 1864 Bucharest, Roumania. Amsterdam, Holland. 1865 Odessa, Russia. Dorpat (Jurjev), Russia. 1866 Neuchatel, Switzerland. Utrecht, Holland. 1868 Tokyo, Japan. Helsingfors, Finland, Russia. 1870 Hew Zealand, Hew Zealand. Kaschau, Hungary. 1872 Aberystwith, Wales. Kiel, Prussia, Germany. 1872 Adelaide, Australia. Lund, Sweden. 1873 Cape City, South Africa. Agram, Croatia, Hungary. Urbino, Italy. 1874 Innspruck, Tyrol, Austria. 1875 Angers, France. Eperies, Hungary. 1875 Lille (Faculte Libre), France. Modena, Italy. 1875 Lyons (Faculte Libre), France. 1875 Czernowitz, Bukowina, Austria. Eighteenth century. 1875 Birmingham, England. 1876 Bristol, England. Barbados (Codringdon College), West 1877 Leeds, England. Indies. 1877 Liverpool, England. Dijon, France. 1878 Stockholm, Sweden. Camerino, Italy. 1879 Sheffield (Firth College), England. FOREIGN UNIVERSITIES. 1415 Foreign Universities — Continued. I. Arranged according to age — Continued. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. Nineteenth century — Continued. Date not known. 1880 Habana, Cuba. Belgrade, Servia. 1880 Dublin, University of Ireland. Allahabad, India. 1880 Dundee, Scotland, Limoges, France. 1880 Nottingham, England. Marseilles, France. 1882 Prague (Bohemian University), Aus¬ Montevideo, Uruguay. tria. Montauban, France. 18S8 Cardiff, Wales. Bangor, Wales. 1888 Tomsk, Siberia, Russia. 1888 Sophia, Bulgaria. 1SS9 Freiburg, Switzerland. 1891 Gothenburg, Sweden. Foreign Universities. II. Arranged according to number of students. [The attendance stated is that of 1895.] Order. Locality. Number of stu¬ dents. Order. Locality. Number of stu¬ dents. 1 11,010 9,203 51 Palermo _ _ _ ._ 1, 389 1, 369 2 Berlin _ - . 52 Prague (German University) 3 Kairo _ _ 8,437 6, 714 53 Lille _ _ _ _ 1 , 352 4 Vienna.. . . . . . . 54 Montpellier . _ _ _ 1, 322 5 Madrid _ _ 5,829 55 Charkow . . . . 1,313 1,309 1,304 1 272 L269 1,262 6 Calcutta _ _ _ _ _ 5,308 5,040 5,000 4,224 56 Brussels _ _ _ _ _ Naole . _ _ _ 57 Krakou _ _ _ _ _ 8 London, about . . . 58 Pavia . . . 9 Madras _ _ _ 59 Toronto _ _ 10 11 Moscow 4,118 3,892 3,754 60 Tubingen Budapest.. _ _ _ 61 Liege _ _ 1,260 1,247 1.241 12 13 Munich _ 62 Salamanca. Athens _ 3,331 3,256 3,209 63 Amsterdam _ _ _ 14 15 Oxford 64 Christiania . . 1,200 1,178 1,135 1.124 Bombay _ _ _ _ 65 Rennes _ . _ 16 Leipsic 3, 157 3,000 2,995 2,924 2, 8C4 66 Erlangen . . 17 Manchester _ _ _ 67 Dublin _ _ _ _ 18 19 Cambridge 68 Montreal 1,031 Edinburgh .. 69 Strassburg _ 1,016 1,010 1,008 20 Petersburg _ _ _ 70 Genoa. _ _ 21 Prague (Bohemian Univer- 71 Innsbruck _ _ sitv ) 2,519 2,417 72 Santiago, Chile, about 1,000 982 22 Kiew (Kieff). . . . . 73 Marburg . 23 Turin _ _ _ _ _ 2, 355 2,159 74 Pisa _ _ 972 24 Bordeaux. _ _ _ _ 75 Saragossa _ 966 25 Glasgow _ _ _ __ 2,080 2,075 76 Nancv _ _ _ _ 942 26 Allahabad _ .. Poitiers 27 Lyons. _ _ . . 2,043 2,000 1,916 1,902 1,887 1,861 78 Birmingham . . . 914 28 Copenhagen, over 79 Gottingen _ 904 29 Rome . _ _ . _ 80 GreifswaM _ . 891 30 N ottingkam .... 81 W arsaw . . . 884 31 Barcelona _ _ _ 82 Geneva _ _ _ _ 822 32 Helsingfors _ . _ 83 Zurich _ _ _ 825 33 Padua _ _ _ ... _ 1. 656 84 Leiden _ 812 84 Toulouse . . . . 1,561 1, 555 85 Aberdeen. _ _ . _ 816 35 Dorpat . . 86 Catania _ . ... 808 36 Graz _ _ _ _ 1,552 1,539 1,531 1,528 1,504 1,495 87 Jena . . . . . _ 764 37 Bonn 88 Kiel 767 38 Granada . . . 89 Kasan _ _ _ _ _ _ 759 39 Halle- Wittenberg _ _ 90 Manila _ _ _ 758 40 Freiburg, Germany. _ ... 91 Berne . . . 755 41 Upsala _ _ _ _ _ 92 Petersburg (Medical Acad- 42 Bucharest _ 1,490 1,475 1,457 emv) 750 43 Louvain _ _ _ 93 Valencia . . . 726 44 Bologna. _ _ _ 94 Caen _ _ _ _ 715 45 Wurzburg. _ _ _ 1,456 1,445 95 Konigsberg .. . . . 706 46 Lemberg . . . . 98 Aix _ _ _ _ 680 47 Coimbra 1,429 1,428 97 Ghent _ - 660 48 Heidelberg . . ... _ 98 Lund. . . . 645 49 Tokyo.. _ _ 1.396 99 Utrecht. . . . - 632 50 Breslau . . . 1.387 100 Klausenburg ... . . 629 1416 EDUCATION REPORT, 1895-96. Foreign Universities — Continued. II. Arranged according to number of students — Continued. Order. Locality. Number of stu¬ dents. Order. Locality. Number of stu¬ dents. 101 Dublin (University of Ire- 133 Yaroslavl . . . . 306 600 134 Ereibure1, Switzevla.nd 305 102 598 135 Perugia 303 103 Melbourne . . . 594 136 Oviedo.. _ 269 104 592 137 Ma.cera.ta, 264 105 Bristol . . . 584 138 Cork . 245 106 Gothenburg . . 568 139 Olmiitz . . . 235 107 Lausanne .7. . . . 516 140 Toronto (Victoria Univer¬ 108 Florence.... _ _ 511 sity) . . . 234 109 Odessa . . . . 503 141 Siena . . 215 110 Messina _ _ _ 502 142 Cagliari 201 111 Groningen . . . . 501 143 St. Andrews. 199 112 Di j on . . 484 144 Besangon . 194 113 Agram . . . . 479 145 Cardiff . 170 114 Grenoble . . 464 146 Clermont . . 163 115 Basel _ _ 459 147 Camerino. . . . 162 116 Tomsk _ _ _ 430 148 Sassari 157 117 Adelaide _ _ _ _ 422 149 Grosswardein . . 136 118 Rostock . . . . . . 420 150 Lampeter . . 132 119 Belgrade . . . . 414 151 Neuchatel . . 129 120 Modena _ _ 412 152 Eperies . . 124 121 Munster . . . . . 409 153 Sarospatak _ _ _ _ 110 122 Parma . _ _ _ 408 154 Fiinf kir chen . . 94 123 Jassy . . ._ 407 155 Ferrara . . 84 124 Newcastle _ _ 401 156 Urbino. . . . . 76 125 Montevideo * . . . . 400 157 Kaschau . . 75 126 Durham . . 400 158 Salzburg . 72 127 Sophia . . . . . . 380 159 Dundee . __ 71 128 Algiers _ _ _ _ 377 160 Erlau . 61 129 Czernowitz . . . 370 161 Braunsberg . . 53 130 Aberystwith _ 360 162 Kecskemet . 52 131 Stockholm 337 163 Montauban . . . 49 132 Sheffield . . . 310 Note. — The number of students in universities not mentioned had not been ascertained. Foreign Universities. III. Arranged alphabetically, with faculties and number of students. 1. Aberdeen, Scotland: University of Aberdeen, 812 students. Philosophical, theological, law, and medical faculties; library. 2. Aberystwitli, Wales: University College of Wales, with college at Bangor, 360 students. 3. Adelaide, Australia: University of Adelaide, 422 students. Observatory. 4. Agram, Croatia, Hungary: Konigl. Universitat Agram, 479 students. Theo¬ logical, law, and philosophical faculties; library. 5. Aix-en-Provence, France: Facultes d’Aix, 680 students. Law and philosoph¬ ical faculties; library. 6. Algiers, Algeria , Africa: Facultes d’Alger, 377 students. Law, medical, scientific, and philosophical faculties; library, observatory. 7. Allahabad, India: University of Allahabad. Examining board, 2,075 candi¬ dates. 8. Amsterdam , Netherlands: Universiteit te Amsterdam, 1,241 students. Law, medical, scientific, philosophical, and theological faculties; library and several institutes. 9. St. Andrews, Scotland: University of St. Andrews, 199 students. St. Salvador, St. Leonard’s, and St. Mary’s College. 10. Angers, France: Facultes Catholique Libres. Law, scientific, theologic, and philosophical faculties; library. 11. Athens, Greece: National University, 3,351 students. Theological, law, medi¬ cal, and philosophical faculties; public library. 12. Bangor, Wales: University College of North Wales. 13. Barcelona, Spain: Universidad de Barcelona, 1,887 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; library. 14. Basel, Switzerland: Universitat Basel, 459 students. Theological, law, medi¬ cal, and philosophical faculties; public library. FOREIGN UNIVERSITIES. 1417 15. Belfast, Ireland: Queen’s College. 16. Belgrade, Servia: Serpska Kraljevska Velika Skola, 414 students. Philosoph¬ ical, law, and technological faculties; library. 17. Berlin, Prussia, Germany: Konigl. Friedr.-Wilhelms-Universitat, 9,203 stu¬ dents. Theological, law, medical, and philosophical faculties; seminary for oriental languages, and eleven other seminaries; library and thirty-six university institutes and museums. 18. Berne, Switzerland: Universitat Bern, 755 students. Catholic and Protestant theology, law, medical, and philosophical faculties; city libraries. 19. Besangon, France: Facultes de Besangon, 194 students. Scientific, philo¬ sophical, and medical faculties; library. 20. Birmingham, England: Mason College, 914 students. Arts and science, med¬ ical, and dental faculty; library. 21. Bologna, Italy: Regia Universita di Bologna, 1,457 students. Philosophical, scientific, law, medical, and pharmaceutical faculties; veterinary and engineers’ schools; library. 22. Bombay , India: University of Bombay. Examining board, 3,209 candidates; five preparatory colleges. 23. Bonn, Prussia, Germany: Rheinische Friedr.-Wilhelms-Universitat, 1,539 students. Protestant and Catholic theological, law, medical, and philo¬ sophical faculties; library and many institutes. 24. Bordeaux, France: Facultes de Bordeaux, 2,159 students. Law, medical, scien¬ tific, and philosophical faculties; library. 25. Braunsberg, Prussia, Germany: Konigl. Lyceum Hosianum, 53 students. Theological and philosophical faculties; library. 26. Breslau, Prussia, Germany: Konigl. Universitat Breslau, 1,387 students. Catholic and Protestant theological, law, medical, and philosophical fac¬ ulties; library. 27. Bristol, England: University College, 584 students (236 women). College faculty and medical school; library. 28. Brussels, Belgium: Universite libre de Bruxelles, 1,309 students. Philosoph¬ ical, law, scientific, medical, and pharmaceutical faculties; also polytech- nical school; library. 29. Bucharest, Roumania: Universitatea din Bucuresti, 1,490 students. Scientific, philospohical, law, medical, and theological faculties; library. 30. Budapest, Hungary: Kiralyi Magyar Tudomany-Egyetum, 3,892 students. Theological, law, medical, and philosophical faculties; library. 31. Cadiz, Spain: Facul tad de Medicina (belonging to Sevilla). Medical faculty; library. 32. Caen, France: Facultes de Caen, 715 students. Law, scientific, and philo¬ sophical faculties; library. 33. Cagliari, Sardinia, Italy: Regia Universita di Cagliari, 201 students. Law, medical, and scientific faculties; library. 34. Calcutta, India: University of Calcutta, 5,308 candidates. Examining board; library. 35. Cambridge, England: University of Cambridge, 2,895 students. Schools of theology, law, oriental, classical, and modern philology, music, moral science, history and archaeology, astronomy, physics, chemistry, mineral¬ ogy, biology, geology, and medicine; library. 36. Camerino, Italy: Libera Universita degli Studi di Camerino, 162 students. Law, medical, and pharmaceutical faculties, and veterinary school; com¬ munal library. 37. Cape City, South Africa: University of the Cape of Good Hope. 38. Cardiff, Wales: University of South Wales, 170 students. Philosophical and scientific faculties and department of engineering; library. 39. Catania, Sicily, Italy: Regia Universita degli Studi di Catania, 806 students. Law, medical, scientific, and philosophical faculties; library. 40. Charkow, Russia: Imperatorskij Charkowskij Universitet, 1,313 students. Philosophical, scientific, law, and medical faculties; library. 41. Christiania, Norway: Kongelige Frederiks Universitet, 1,200 students. Theo¬ logical, law, medical, philosophical, and scientific faculties; library. 42. Clermont-Ferrand, France: Facultes de Clermont, 163 students. Scientific and philosophical faculties; library. 43. Coimbra, Portugal: Universidade de Coimbra, 1,429 students. Theological, law, and scientific faculties; library. Copenhagen. (See Kjobenhavn.) 44. Cork, Ireland: Queens College, 245 students. Cracow. (See Krakau.) ED 96 - 45* 1418 EDUCATION REPORT, 1895-36. 45. Czernowitz, Bukowina, Austria: K. k. Franz- Josephs- Universitat, 370 stu¬ dents. Theological, law, and philosophical faculties; library. 46. Dijon, France: Facultes de Dijon, 484 students. Law, scientific, and philo¬ sophical faculties; library. 47. Dorpat ( Jurjew ), Russia: Kaiserliche Universitat, 1,555 students. Law, theo¬ logical, medical, and philosophical faculties. 48. Dublin, Ireland: University of Dublin, 1,124 students. 49. Dublin, Ireland: Royal University of Ireland, about 600 candidates. Examin- \ ing board. 50. Dundee, Scotland: University College, 71 students. 51. Durham, England: Durham University, 400 students. To this university belong the Codrington College, on the Island of Barbados, and the Fourali Bay College, in Sierra Leone; also the College of Science, at Newcastle- on-Tyne. 52. Edinburgh, Scotland: University of Edinburgh, 2,924 students. Philosophical, theological, law, and medical faculties; library. 53. Eperis, Hungary: Evangelische Rechtsakademie, 124 students. Law schooL 54. Erlangen, Bavaria, Germany <: K. Bayerische Friedr.-Alexander-Universitat, 1,135 students. Theological, law, medical, and philosophical faculties; library. 55. Erlau, Hungary: Erzbishofliche Rechtsakademie, 61 students. Law school. 56. Ferrara, Italy: Libera Universita di Ferrara, 84 students. Lav/, scientific, and medical faculties; library. •57. Florence, Italy: R. Institute di Studi Superiori Practici e di Perfezionamento, 511 students. Philosophical, scientific, medical, and pharmaceutical fac¬ ulties; library. 58. Freiburg, Baden, Germany: Badische Albert-Ludwigs-Universitat, 1,504 stu¬ dents. Law, theological, medical, and philosophical faculties; library. 59. Freiburg, Sivitzerland: Katholische Universitat, 305 students. Theological, law, and philosophical faculties; library. 60. Funfkirchen, Hungary: Bischoflische Rechtsakademie. Law school. 61. Galway, Ireland: Queen's College. 62. Geneva, Switzerland: Universite de Geneve, 824 students. Theological, law, medical, philosophical, and scientific faculties; five libraries._ 63. Genoa, Italy: R. Universita degli Studi di Genova, 1,010 students. Law, medical, scientific, and philosophical faculties and schools of engineering and pharmaceutics; library. 64. Ghent, Belgium: Universite de Gand, 660 students. Philosophical, law, scien¬ tific, and medical faculties; library. 65. Giessen, Hessia, Germany: Hessische Ludwigs Universitat, 598 students. The¬ ological, law, medical, and philosophical faculties; library. 66. Glasgoiv, Scotland: University of Glasgow, 2,080 students. 67. Gothenburg, Sweden: Goteborgs Hogskola, 568 hearers. 68. Gottingen, Prussia, Germany: Georg- Augusts-Universitat, 904 students. The¬ ological, law, medical, and philosophical faculties; library. 69. Granada, Spain: Universidad de Granada, 1,531 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; library. 70. Graz, St'yria, Austria: K.k. Karl-Franzens-Universitat, 1,552 students. Theo¬ logical, law, medical, and philosophical faculties; library. 71. Greifswcdd, Prussia, Germany: Universitat, 891 students. Theological, law, medical, and philosophical faculties; library. 72. Grenoble, France: Facultes de Grenoble, 464 students. Law, scientific, and philosophical faculties; library. 73. Groningen, Netherlands: Rijks Universiteit te Groningen, 501 students. The¬ ological, law, medical, scientific, and philosophical faculties; library. 74. Grosswarde in, Hungary: Jogakademia, 126 students. Lav/ school. 75. Hcdle, Prussia, Germany: Friedr. -Universitat Halle-Wittenberg, 1,528 stu¬ dents. Theological, law, medical, and philosophical faculties; library. 76. Havana, Cuba: Universidad de la Habana. Philosophical, scientific, medical, and law faculties; library. 77. Heidelberg , Baden, Germany: Ruprecht - Karls - Universitat, 1,428 students. Theological, laAV, medical, philosophical, and scientific faculties; library. 78. Helsingfors, Finland , Russia: Kejserliga Alexanders Universitet i Finland, 1,861 students. Theological, law, medical, and philosophical faculties; public library. 79. Innsbruck, Tyrol, Austria: K. k. Leopold-Franzens-Universitat, 1,008 students. Theological, law, medical, and philosophical faculties; library. FOREIGN UNIVERSITIES. 1419 80. Jaroslawl {or Yaroslavl), Russia: Demidovskij juridiceskij Licej, 306 stu¬ dents. Law school. 81. Jassy, Roumania: Universitatea din Jassy, 407 students. Law, philosophical, scientific, and medical faculties; library. 82. Jena, Thuringia , Germany: Sachsische Gesammt-Universitat, 768 students. Theological, law, medical, and philosophical faculties; library. Jurjeiv (see Dorpat). 83. Kairo, Egypt: Azhar University, 8,437 students and hearers. 84. Kasan, Russia: Imperatorskij Kazanskij Universitet, 759 students. Philo¬ sophical, scientific, law, and medical faculties; library. 85. Kaschau, Hungary: Rechts-Akademie, 75 students. Law school. 86. Kecskemet , Hungary: Rechts-Akademie, 52 students. Law school. 87. Kiel, Prussia, Germany: K. Christian- Albrechts-Universitat, 767 students. Theological, law, medical, and philosophical faculties; library. 88. Kiew or Kieff , Russia: Imperatorskij Universitet, 2,417 students. Medical, law, and philosophical faculties; institutes and library. 89. Kjobenhavh {Copenhagen), Denmark: Kjobenhavns Universitet, 1,820 stu¬ dents. Theological, law, medical, philosophical, and scientific faculties and polytechnic institute; library. 90. Klausenburg, Siebenburgen, Hungary: K. k. Klausenburger Universitat, 629 students. Law, medical, philosophical, and scientific faculties; library. 91. Konigsberg, Prussia, Germany: K. Albertiis Universitat, 706 students. Theo¬ logical, law, medical, and philosophical faculties; royal and university library. 92. Krakau, Galicia, Austria: Jagellbnische Universitat, 1,304 students. Theo¬ logical, law, medical, and philosophical faculties; library. 93. Lahore, India: The Panjab University, 1,449 candidates. Oriental languages, arts, law, medicine, science, and engineering departments. 94. Lampeter, Wales: St. Davids College, 132 students. 95. Lausanne, Switzerland: Universite de Lausanne, 516 students. Theological, law, medical, philosophical, and scientific faculties. 96. Leeds (see Manchester), England: Yorkshire College, 1,116 students. 97. Leiden, Netherlands: Rijks-Universiteit, 815 students. Medical, scientific, philosophical, theological, and law faculties; library. 98. Leipzig, Saxony, Germany: Universitat, 3,175 students. Theological, law, medical, and philosophical faculties; library. 99. Lemberg , Galicia, Austria: K. k. Franzen’s Universitat in Lemberg, 1,445 students. Theological, law, and philosophical faculties; library. 100. Lille, France: Facultes de Lille., 1,351 students. Law, medical, scientific, and philosophical faculties; library. 101. Lille, France: Facultes Libres. Theological, law, medical, scientific, and philosophical faculties; library. 102. Limoges, France: Ecole de Medicine et de Pharmacie. Medical and pharma¬ ceutical courses. 103. Liverpool (see Manchester), England: University College, about 1,000 students. 104. London, England: University of London, about 5,000 candidates. Examin¬ ing board; library. To the university belong: (1) University College, with philosophical, law, scientific, and medical facul¬ ties; library; about 1,500 students. (2) King's College, with theological, philosophical, and medical faculties; library. (3) School for Modern Oriental Languages. 105. Lowen (or Louvain) , Belgium: Universite Catholique de Louvain, 1,475 stu¬ dents. Theological, law, medical, philosophical, and scientific faculties; library. 106. Lund,, Siveden: Kongl. Universitet i Lund, 645 students. Theological, law, medical, and philosophical faculties; library. 107. Luttich (or Liege), Belgium: Universite de Liege, 1,260 students. Philo¬ sophical, law, scientific, and medical faculties; library. 108. Lyons, France: Facultes Libres, 1,514 students. Theological, law, scientific, and philosophical faculties. 109. Lyons, France: Facultes de Lyon, 2,043 students. Law, medical, scientific, and philosophical faculties; two libraries. 110. Macerata, Italy: Regia Universita di Macerata, 264 students. Law faculty. 111. Madras, India: University of Madras, 4,224 candidates. Examining board. 112. Madrid, Spain: Universidad Central de Espana, 5,829 students. Philo¬ sophical, law, scientific, medical, and pharmaceutical faculties; libraries. 1420 EDUCATION REPORT, 1895-96. 113. Manchester, Liverpool, and Leeds, England: Victoria University, about 3,000 students. This institution consists of: (1) Owens College, Manchester, 928 students. (2) University College, Liverpool, about 1,000 students. (3) Yorkshire College, Leeds, 1,112 students. 114. Manila, Philippine Islands: Real y Pontificia Universidad de Santo Tomas de Manila, 758 students. Theological, law, medical, and pharmaceutical faculties; library. 115. Marburg, Hessia, Germany: Universitat Marburg, 982 students. Theological, law, medical, philosophical, and scientific faculties; library. 116. Marseilles, France: Belongs to Facultes d’Aix. Scientific, medical, and law faculties; library. 117. Melbourne, Victoria, Australia: University of Melbourne, 594 students. 118. Messina, Italy: Regia Universita degli Studi di Messina, 502 students. Law, medical, scientific, philosophical, and pharmaceutical faculties; library. 119. Modena, Italy: Regia Universita degli Studi di Modena, 412 students. Law, medical, scientific, and pharmaceutical faculties; library. 120. Montauban, France: Belongs to Facultesde Toulouse, 49 students. Law, med¬ ical, scientific, and philosophical faculties; library. 121. Montevideo, Uruguay: University, about 400 students. Medical, law, and mathematical faculties; library. 122. Montpellier, France: Facultes de Montpellier, 1,322 students. Law, medical, scientific, and philosophical faculties; library. 123. Montreal, Canada: McGill College and University, 1,031 students. 124. Moscoic, Russia: Imperatorskij Moskowskij Universitet, 4,118 students. Phil¬ osophical scientific, law, and medical faculties; library. 125. Moscow, Russia: Duchovnaja Akademija. Theological faculty; library. 126. Munich, Bavaria, Germany: K. Bayerische Ludwig-Maximilians Universi¬ tat, 3,754 students. Theological, law, medical, and philosophical faculties; library. 127. Munster, Prussia, Germany: K. Preussische Theologische und Philosophische Akademie, 409 students. Theological and philosophical faculties; library. 128. Nancy, France: Facultes de Nancy, 942 students. Law, medical, scientific, and philosophical faculties, and pharmaceutical school; library. 129. Nantes, France: iScole de Medecine de Nantes. 130. Nantes, France: ficole Libre de Droit. 131. Naples, Italy: Regia Universita degli Studi di Napoli, 5,040 students. Phil¬ osophical, law, mathematical, scientific, and medical faculties, and phar¬ maceutical school; library. 132. Neuchdtel, Switzerland: Academie de Neuchatel, 129 students. Philosoph¬ ical, scientific, theological, and law faculties; library. 133. Newcastle, England: The colleges belong to Durham University. (1) College of Medicine, 201 students. (2) College of Science, 200 students. 134. New Zealand: University, consisting of six colleges. 135. Nottingham, England: University College, 1,805 students. Philology, law, and scientific faculties, and school of engineering; free public libraries. 136. Odessa, Russia: Noworossijskij Universitet, 505 students. Philosophical, scientific, and law faculties; library. 137. Olmutz, Moravia, Austria: Theologische Facultat, 235 students. 138. Oviedo, Spain: Universidad Literaria, 269 students. Law faculty; library. 139. Oxford, England: University, 3,256 students. Theological, law, medical, scientific, and philosophical faculties; Bodleian library. 140. Padua, Italy: Regia Universita degli Studi di Padua, 1,656 students. Law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; library. 141. Palermo, Sicily, Italy: Regia Universita degli Studi di Palermo, 1,369 students. Law, medical, scientific, and philosophical faculties, and schools of engi¬ neering and pharmacy: library. 142. Paris, France: (1) Facultesde Paris, 11,010 students. Protestant theological, law, medical, scientific, and philosophical faculties, and schools of engi¬ neering and pharmacy; libraries. 143. Paris, France: (2) Facultes libres. Law and philosophical faculties; library. 144. Paris, France: (3) College de France. 145. Paris, France: (4) Museum d’histoire naturelle. 146. Paris, France: (5) ficole pratique des hautes etudes enSorbonne, 233 students. Philosophical and theological faculties; library. 147. Paris, France: (6) Ecole nationale des beaux-arts. FOREIGN UNIVERSITIES. 1421 148. Paris , France: (7) Ecole nationale des chartes. 149. Paris, France: (8) Ecole du Louvre. 150. Paris, France: (9) Ecole des Jangues orientales vivantes. 151. Parma, Italy: Regia Universita degli Studi di Parma, 408 students. Law, medical, and scientific faculties, and veterinary and pharmaceutical schools. 152. Pavia, Italy: Regia Universita degli Studi di Pavia, 1,272 students. Law, medical, scientific, and philosophical faculties; pharmaceutical school and library. 153. Perugia, Italy: Universita Libera degli Studi di Perugia, 303 students. Law and medical faculties, and pharmaceutical and veterinary schools: library. 154. Petersburg, Russia: Imperatorskij Universitet, 2,804 students. Philosoph¬ ical, scientific, law, and oriental languages faculties; library. 155. Petersburg, Russia: Imperatorskij Wozensio-Medicineskaja Akademja, 750 students. Medical faculty; library. 156. Petersburg , Russia: Theological Academy, 239 students, also a law school, 300 students, independent of the university. 157. Pisa, Italy: Regia Universita degli Studi di Pisa, 972 students. Law, philo¬ sophical, medical, and scientific faculties, and engineering, pharmaceuti¬ cal, veterinary, and agricultural schools; library. 158. Poitiers, France: Facultes de Poitiers, 929 students. Law, scientific, and philosophical faculties; library. 159. Prague, Bohemia, Austria: K. k. Deutsche Carl-Ferdinands Universitat, 1,369 students. Theological, law, medical, and philosophical faculties; library. 160. Prague, Bohemia, Austria: C. k. cesk Universitet Karlo-Ferdinandovij , 2,519 students. Theological, law, medical, and philosophical faculties; library. 161. Presburg, Hungary: Jogakademia, 111 students. Law and philosophical faculties; library. 162. Rennes , France: Facultes de Rennes, 1,178 students. Law, scientific, and philosophical faculties; library. 163. Rome, Italy: Regia Universita degli Studi di Roma, 1,916 students. Philo¬ sophical, scientific, law, and medical faculties; engineering and pharma¬ ceutical schools; library. 164. Rostock, Mecklenburg, Germany: Grossherzogliche Universitat, 371 students. Theological, law, medical, and philosophical faculties; library. 165. Salamanca, Spain: Universidad de Salamanca, 1,247 students. Philosophical and law faculties; library. 166. Salzburg, Austria: Theologische Fakultat, 72 students. 167. Santiago, Chile: University with 4 faculties and 1,000 students. 168. Santiago, Spain: Universidad de Santiago. Law, medical, and pharmaceu¬ tical faculties; library. 169. Saragossa, Spain: Universidad de Zaragoza, 966 students. Philosophical, law, medical, and scientific faculties; provincial library. 170. Sarospatak, Hungary: Theologische und Rechtsschule, 110 students. 171. Sassari, Italy: Regia Universita degli Studi di Sassari, 157 students. Law, medical, and scientific faculties; library. 172. Sevilla, Spain: Universidad de Sevilla. Philosophical, law, and scientific faculties; library. 173. Sheffield, England: Firth College (belongs to Oxford University) , 310 students. Also a medical school. 174. Siena, Italy: Regia Universita degli Studi di Siena, 215 students. Law and medical faculties and pharmaceutical school; library. 175. Sophia, Bulgaria: Wische utschilische w Sophia, 380 students. 176. Stockholm, Sweden: Stockholms Hogs Kola, 337 students. 177. Strassburg, Alsace, Germany: Kaiser Wilhelms Universitat, 1,016 students. Theological, law, medical, philosophical, and scientific faculties; provin¬ cial library. 178. Sydney, New South Wales, Australia: University of Sydney, 592 students. 179. Tokyo, Japan: Teikoku Daigaku, 1,396 students. Law, medical, philosophical, and scientific faculties and school of engineering; library. 180. Tomsk, Siberia: Imperatorskij Tomskij Universitet, 430 students. Theolog¬ ical and medical faculties; library. 181. Toronto, Canada: University of Toronto, 1,269 students. Philosophical, law, and medical faculties; library. 182. Toronto, Canada: Victoria University, 234 students. Arts and theology; library. 183. Toulouse, France: Facultes de Toulouse, 1,561 students. Law, philosophical, scientific, and medical faculties; library. 1422 EDUCATION REPORT, 1895-96. 184. Toulouse , France: Facultes Libres Catholiques. Theological and philosoph¬ ical faculties; library. 185. Tubingen Wurtemberg, Germany: K. Eberhard Karls Universitat, 1,262’ stu¬ dents. Theological, law, medical, philosophical, and scientific faculties; library. 186. Turin, Italy: Regia Universita degli Studi di Torino, 2,855 students. Law, medical, philosophical, and scientific faculties and pharmaceutical school; library. 187. Upsala , Sweden: Kongl. Universitet i Upsala, 1,495 students. Theological, law, medical, and philosophical faculties; library. 188. Urbino, Italy: Libera Universita degli Studi di Urbino, 76 students. Law and mathematical faculties and pharmaceutical and surgical schools; library. 189. Utrecht, Netherlands: Rijks Universitat te Utrecht, 632 students. Philosoph¬ ical, medical, theological, law, and scientific faculties; library. 190. Valencia, Spain: Universidad de Valencia, 726 students. Law, scientific, and medical faculties; library. 191. Valladolid, Spain: Universidad de Valladolid. Law and medical faculties; library. 192. Vienna, Austria: K. k. Universitat, 6,714 students. Law, theological, med¬ ical, and philosophical faculties; library and numerous university insti¬ tutes. 193. Vienna, Austria: Protestantische Theologische Fakultat, 1,186 students. 194. Vienna, Austria: K. k. Orientalische Akademie, 25 students; also Lehran- stalt fur Orientalische Sprachen, 120 students. 195. Warsaw, Poland, Russia: Imperatorskij Warschawskij Universitet, 884 stu¬ dents. Philosophical, scientific, law, and medical faculties; library. 196. Wurzburg, Bavaria, Germany: K. Julius-Maximilians Universitat. 1,456 stu- ents. Theological, law, medical, and philosophical faculties; library. 197. Zurich, Switzerland: Schweizerische Hochschule, 822 students. Theological, law, medical, and philosophical faculties; cantonal and city libraries. Foreign Universities. IV. Arranged according to countries. Argentina: (Universities not mentioned in “Minerva.”) Australia: Adelaide, Melbourne, Sydney. Austria: Czernowitz, Graz, Innsbruck, Krakau, Lemberg, Olmutz, Prague (Ger¬ man), Prage (Bohemian), Salzburg, Vienna. Belgium: Brussels, Ghent, Liege, Louvain. Bolivia: (Universities not mentioned in “ Minerva.”) Brazil: (Universities not mentioned in “ Minerva.”) Bidgaria: Sophia. Canada: Montreal, Toronto. Cape Colony: Cape City. Chile: Santiago. China: (College of Foreign Knowledge.) Colombia, : (Universities not mentioned in “ Minerva.”) Costa Rica: (None.) Cuba: Habana. Denmark: Copenhagen. Ecuador: Quito. Egypt: Kairo. England: (See also Ireland, Scotland, and Wales below.) Birmingham, Bristol, Cambridge, Durham, Leeds, Liverpool, London, Manchester, Newcastle, Nottingham, Oxford, Sheffield. France: Aix, Algiers, Angers, Besangon Bordeaux, Caen, Clermont, Dijon, Gren¬ oble, Lille, Limoges, Marseilles, Montauban, Montpellier, Nancy, Nantes, Paris, Poitiers, Rennes, Toulouse. Germany: Berlin, Bonn, Braunsberg, Breslau, Erlangen, Freiburg, Giessen, Got¬ tingen, Greifswald, Halle, Heidelberg, Jena, Kiel, Konigsberg, Leipzig, Marburg, Munich, Munster, Rostock, Strassburg, Tubingen, Wurzburg. Greece: Athens. Guatemala: (None.) Haiti: (None.) Hawaii: (None.) Honduras: (None.) FOREIGN UNIVERSITIES. 1423 Hungary: Agram, Budapest, Eperies, Erlau, Funrkirclien, Grosswardein, Kaschau, Kecskemet, Klausenburg, Presburg, Sarospatak. India: Allahabad, Bombay, Calcutta, Lahore, Madras. ■ Irelajnd: Belfast, Cork, Dublin, Galway. Italy: Bologna, Cagliari, Camerino, Catania, Ferrara, Florence, Genoa, Macerata, Messina, Modena, Naples, Padua, Palermo, Parma, Pavia, Perugia, Pisa, Rome, Sassari, Siena, Turin, Urbino. Japan: Tokyo. Korea: (None.) Mexico: (Schools of law, medicine, engineering, etc., not mentioned in “Mi¬ nerva.”) Montenegro: (Theological seminary, not mentioned in “Minerva.”) Morocco: (None.) Netherlands: Amsterdam, Groningen, Leiden, Utrecht. New. Zealand: One university. Nicaragua : (None.) Norway: Christiania. Orange Free State: (None.) Paraguay: (National college, not mentioned in “ Minerva.”) Persia: (Several colleges not mentioned in “Minerva.”) Peru: (Universidad di San Marcos, not mentioned in “Minerva.”) Philippine Islands: Manila. Portugal: Coimbra. Roumania: Bucharest, Jassy. Russia: Charkow, Dorpat, Helsingfors, Jaroslavl, Kasan, Kiew, Moscow, Odessa, Peters burg , W arsaw . Salvador: (One university, not mentioned in “Minerva.”) Santo Domingo: (None. ) Scotland: Aberdeen, St. Andrews, Dundee, Edinburg, Glasgow. Servia: Belgrade. Siam: (None.) Siberia: Tomsk. South African Republic: (None.) Spain: Barcelona, Cadiz, Granada, Madrid, Oviedo, Salamanca, Santiago, Sara¬ gossa, Seville, Valencia, Valladolid. Siveden: Gothenburg, Lund, Stockholm, Upsala. Switzerland: Basel, Berne, Freiburg, Geneva, Lausanne, Neuchatel, Zurich. Turkey: (Several colleges not mentioned in “ Minerva.”) Uruguay: Montevideo. Venezuela: (Universities not mentioned in “ Minerva.”) Wales: Aberystwith, Bangor, Cardiff, Lampeter. B.— Technological Schools. Aachen (Aix la Chapelle), Prussia , Germany , founded 1870; 305 students. Berlin , Prussia, Germany, founded 1779; 2,632 students. Braunschweig , Germany , founded 1745; 371 students. Brunn, Austria, founded 1850; 228 students. Copenhagen, Denmark, founded 1829; 431 students. Darmstadt, Hessia , Germany, founded 1868; 414 students. Delft, Netherlands, founded 1864; 386 students. Dresden, Saxony , Germany, founded 1828; 757 students. Graz, Styria, Austria, founded 1811; 191 students. Hanover, Prussia, Germany, founded 1879; 964 students. Karlsruhe, Baden, Germany, founded 1825; 834 students. Lemberg, Galicia, Austria, founded 1844; 261 students. Moscow, Russia, founded 1832; 621 students. Munich, Bavaria, Germany, founded 1827; 1,415 students. Paris, France, founded 1794; - students. Petersburg, Russia, founded 1 828; 4 schools, with 1,651 students. Porto, Portugal, founded 1877; 322 students. Prague, Bohemia, Austria, founded 1808 and 1868; 2 schools, with 921 students. Riga, Russia, founded 1832; 1,151 students. Sao Paulo, Brazil, founded 1894; - students. Sheffield, England, founded 1885; 650 students. Stuttgart, W urtemberg, Germany , founded 1829; 758 students. Turin, Italy, founded - ; 366 students. Note — Several noted technological schools in Italy and in other countries are connected with universities, hence are not mentioned separately in this list. 1424 EDUCATION REPORT, 1895-96. C.— Higher Agricultural, Forestry, and Mining Schools. [Figures in brackets signify date of founding.] Altenburg , Hungary [1819], Agricultural Academy; 119 students. Bonn, Prussia, Germany [1846], Agricultural Academy; 876 students. Campinas, Sdo Paulo, Brazil [1887] , Agricultural Institution. Clausthal , Prussia , Germany [1775], Mining Academy; 153 students. Coopers Hill , England [1885] , Forestry Academy. Copenhagen, Denmark [1858] , Veterinary and Agricultural Academy; 370 students. Cordova, Spain, Veterinary School. Debreczin, Hungary [1865], Agricultural Academy; 96 students. Eberswalde, Prussia, Germany [1820], Forestry Academy; 55 students. Eisenach, Saxe-Weimar, Germany [1830], Forestry Academy; 35 students. Evois, Finland, Russia [1859] , Forestry Academy; 11 students. Freiberg, Saxony, Germany [1765], Mining Academy; 171 students. Hohenheim, Wurteniberg, Germany [1818], Agricultural Academy; 130 students. Kesztliely, Hungary [1865], Agricultural Academy; 120 students. Kolozsmonoetor, Hungary [1869], Agricultural Academy; 103 students. Leoben, Styria, Austria [1894], Mining Academy; 223 students. Leon, Spain, Veterinary School; 99 students. Madrid, Spain, Schools of Engineering, Agriculture, and Veterinary Science. Moscow, Russia, Agricultural and Forestry Academy; 302 students. Munich, Bavaria, Germany [1790], Veterinary School; 198 students. Munden, Prussia, Germany [1868], Forestry Academy; 39 students. Nowaja- Alexandria, Poland, Russia [1892] , Agricultural and Forestry Academy; 180 students. Petersburg, Russia [1773], Mining and Forestry Institutes; two schools, with 970 students. Pribram, Bohemia, Austria [1849], Mining Academy; 24 students. Scliemnitz, Hungary, Forestry and Mining Academy; about 200 students. Stockholm, - Sweden [1823], Veterinary and Forestry Schools, also Agricultural Academy [1811], Tharandt, Saxony, Germany [1811], Forestry Academy; 55 students. Turin, Italy, Veterinary School; 91 students. Vienna, Austria [1872], Agricultural Academy; 291 students. Note.— Other similar higher institutions of learning are connected with universities; hence they are not mentioned in this list of separate institutions. CHAPTER XXXIII. EDUCATIONAL MATTERS OF INTEREST IN VARIOUS STATES. MASSACHUSETTS. Gifts to Northampton, Mass. — A Striking Record of Benefactions. [The city of Northampton, Mass., which had in 1890 a population of less than 15,000 inhabitants, has been the recipient, mainly during the last half century, of donations for educational, religious, and charitable purposes amounting in all to •nearly $4,500,000. The following summary of these donations, and details regard¬ ing the more notable of them have been taken from an address by H. S. Gere, before the Community Club of Northampton, April 13, 1897.] The first gift to the town was made in 1783 by M a j. Joseph Hawley, the dis¬ tinguished patriot and statesman, who gave certain lands for the benefit of the public schools. These lands have been sold and the income has been yearly devoted to the purpose for which they were given. The fund now amounts to $3,000. The second gift, in which the town has only a joint interest, was made in 1845, by Oliver Smith, of Hatfield, the founder of the,Smith charities, of which further mention will be made later in this paper. The third gift was made in 1852, by Jenny Lind Goldschmidt, who had spent her honeymoon here on Round Hill. Just previous to her return to Europe she gave a concert in the town hall, the proceeds of which were $936.93. Of this sum she gave $700 to the Young Men’s Institute, and that was the beginning of the present Clarke Library. The balance she gave to President William Allen, to be disposed of in charity. Since then gifts to the town, or to public institutions within the town, have come in quick succession. One of the most loyal citizens that Northampton ever had was John Clarke. He spent his entire life here and was from his boyhood a merchant on Shop Row until he became a banker. He was an old-time country storekeeper and had old- fashioned ways of living and doing business. He amassed a large fortune, which he bestowed upon his native town. The Clarke Library is largely the result of his liberality. While living he gave $5,000 for the Memorial Hall Building, and $50,000 to the Clarke Institution for Deaf Mutes. By his will he gave $2,000 to the Young Men’s Institute, $40,000 to the Clarke Library, and $234,000 to the Clarke Institution. In addition to the sum given by Mr. Clarke to the library and Memorial Hall, there were given by outside parties, through the solicitations of our public- spirited citizen his nephew, Christopher Clarke, the sum of $25,000 for the Memo¬ rial Hall Building. Of this sum $5,000 was given by George Bliss, of New York, and $3,500 by E. H. R. Lyman, of Brooklyn, both natives of Northampton. Charles E. Forbes, a lawyer and ex-judge of the supreme court, left one of the largest estates ever acquired in Northampton, all of which he gave to the town for the establishment of a library. The trustees received from the executors of his estate these sums: Book fund . _ . . $294, 015. 89 Income from same _ _ _ _ 40, 042. 84 Aid fund _ _ _ _ _ _ 20,000.00 Income from same . . . . . . 2, 858. 55 Library building and lot . . . . . . 128, 993. 48 Total . . . . . . . 485,910.76 1425 1426 EDUCATION REPORT, 1895-96. Tlie library building is finely located and was built with, reference to the great future demands that will be made upon it. This is one of the most useful gifts that the town has received. To aid in maintaining this library Dr. Pliny Earle, for many years the head of the State Lunatic Hospital located here, gave his whole estate, amounting to over $60,000. Cooley Dickinson, of Hatfield, left his entire estate of $71,196 to found the Dick¬ inson Hospital, for the benefit of the inhabitants of Northampton, Hatfield,, and Whately. Whiting Street, of Smiths Ferry, gave $25,000 to the town of Northampton “for the relief and comfort of the worthy poor,” and $25,000 more contingent upon the decease of certain of his relatives. He also gave $1,000 to Smith College, $1,000 to Clarke Institution, and $1,000 for Memorial Hall lot. The State Lunatic Hospital was opened to patients in 1858. The work of building occupied two years and three months, and the original cost was $315,000. Exten¬ sive improvements have been made from time to time. The grounds have been enlarged from 175 acres at the outset 'to nearly 500 acres at the present time. The buildings have also been enlarged and improved, so that the entire outlay has been $680,550. The hospital has been very ably managed and is now at the height of its prosperity and usefulness. Florence lias contributed its share to the city's gifts. Samuel L. Hill and Alfred T. Lilly have each given large sums. Mr. Hill gave to the erection of the Florence High-school Building, Cosmian Hall, and to establish the kindergarten school, $178,000, and Mr. Lilly gave to Cosmian Hall, the kindergarten, and Smith Col¬ lege, $138,000. A beautiful academy of music, thoroughly equipped , was built by E. H. R. Lyman, at a cost of about $100,000, and presented to the city as a token of his loyalty to the place of his nativity. Mr. Lyman has also been- a generous friend of the college and other institutions of the town. Deacon J. P. Vdilliston was a liberal giver to the town. He gave $8,000 toward the erection of the old high-shool building, $3,000 toward the erection of a chapel for the First Church, $6,000 for the Center Street sclioolhouse, and generous sums to the Florence Church and the chapels at Hospital Hill, Bay State, and Leeds. Deacon George W. Hubbard gave nearly the whole of his estate of about $90,000 to Smith College, the Dickinson Hospital, and the Old Ladies’ Home, besides mak¬ ing generous donations while living. Among others who have been generous givers to public uses here may be men¬ tioned, Mrs. Tenny, to Smith College, $10,000; E. A. Brooks, to the Edwards Church, $2,000; Ansel Wright, to the Unitarian Church, $3,000, and Edward C. Bodman, to to the Edwards Church, $7,0©0. SMITH COLLEGE Miss Sophia, Smith, of Hatfield, left the greater portion of her estate, one of the largest ever accumulated in this section, to found the college in this city which bears her name. The estate at her decease in 1870 amounted to $475,000. The amount received by the college was $386,608, to which was added the $25,000 paid by the town as a condition of the bequest. Since its opening the college has received many gifts, among which are those made by Wintlirop Hilly er, a North¬ ampton merchant, of about $100,000- and Alfred T. Lilly, a manufacturer at Flor¬ ence, who bore the entire expense of erecting Lilly Hall. Mr. Hillyer built the art gallery which bears his name. Deacon George" W. Hubbard gave to the col¬ lege the bulk of his estate, amounting to about $80,000. The college was opened for pupils in 1874. There were 13 young women in the first class. To-day there are 930 names on the roll of students, and the college ranks as the leading college for the higher education of women in the world, having a larger number of students than any other institution of its class. You may well ask, What has brought about this wonderful growth? A number of causes have contributed. The popularity of the plan of colleges for women has done much. The cottage system of accommodating the -students has been an aid.. The able corps of college professors and assistants, both male and female, have been a power in the upbuilding. A sound local public sentiment in its behalf has been of value. But greater than any one, and perhaps greater than all, has been the admirable management of President Seelye. For its development he has labored unceasingly, with truly heroic zeal and splendid ability. He has himself been a constant inspiration to the students, and he may well look upon the results of his quarter century’s work here with pleasure and satisfaction. That the college has been of great benefit to this community we have but to look at the large increase in the value of the real estate in its vicinity. The market EDUCATION IN VARIOUS STATES. 1427 value of real estate in that -.section has doubled, and in some instances trebled. And what it lias been to all, to tradesmen, liverymen, mechanics, and others, may Tie seen from the authoritative estimate that of about 850 of the students each spends here yearly for all purposes, including tuition, board, and various' expenses, not less than $500, making an annual revenue to the institution and the people of the town from this source alone of the sum of $425,000. In view of these facts, is it worth while for the citizens of this city to spend much time in considering the question of taxing college property? What the college has been to this community in a financial point of view it has equaled in a social and literary way. Its presence has been an uplifting force and a power for good which this people truly appreciate and for which they are pro¬ foundly grateful. THE SMITH CHARITIES. One of the most remarkable wills ever executed in this country is that of Oliver Smith. The mind that conceived it was a rare product of this century. The charities it founded have proved of great, practical value in helping the worthy poor and stimulating habits of industry in the boys and girls bound out under its provisions. Oliver Smith died December 22, 1845, leaving an estate of $870,000. This he gave to the towns of Northampton, Amherst. Hadley, Hatfield, Williamsburg, Green¬ field,- Deerfield, and Whatley for certain charitable objects, prominent among which are gifts to poor widows ; loans of ' $500 each to poor boys after an appren¬ ticeship of three years to some mechanic or farmer, the loans to become gifts after five years of good behavior; marriage gifts of $300 to poor .girls who shall have served an apprenticeship as domestics in families of farmers or mechanics; mar¬ riage gifts of $50 each to indigent young women; and for an agricultural school. This fund has increased frpm year to year until it now amounts to nearly $1,300,000, but the amounts available for charity are now more fully paid out yearly than during. the first twenty-five years after the testator's decease. To show the extent of these charities, there had been paid out since the will was probated to May 1,1886, 'these sums: Taxes _ -.l . „ — _ . . s . . . . §343, 548. 53 Annuities . . . . . ~ A _ _ 35, 374. 34 Indigent female children . . . . . . . . . . 158, 554. 75 Indigent hoys . . ....„• . . ------ _ . . . _ .... 397, 000. 00 Indigent widows _ _ _ _ _ _ _ _ _ _ 254,650.00 Indigent young women.... . . . . . ...... _ _ ...... 160,550.00 1,-347,677.62 Paid since May 1, 1896, • about _ _ _ _ _ _ 40, 000. 00- Total. 1,887,677.62 The payments considerably exceed the present principal of the funds. It Ts probable that no system of charities was ever more wisely devised than this of Oliver Smith, The gilts to widows and indigent young women have been of great assistance to them, while the gifts to apprenticed boys and girls have served to inculcate in them habits of industry and good behavior. There has been no unseemly strife in the management of the institution, and the people of the towns interested have shown a commendable interest in administering the great trust in a spirit of loyalty to the evident benevolent intent of the testator. As the time when the agricultural school provided for by the will is approaching, being only eight years distant, it may be of interest and profit to see just \yhat this school is to be. The fund originally set aside for this -school was $30,000. To this Was added $10,000, which was given to the American Colonization Society on a condition which was forfeited. This fund was to accumulate for sixty years from the death of the testator, and then be used by the town of Northampton for the establishment of the Smith Agricultural School. The fund now amounts to about $217,000, and at the expiration of the sixty years— on December 22, 1805— it is estimated thatut will exceed $300,000. Two farms, or lands sufficient for two farms, are to be purchased for the school; one for a “pattern farm, to be so. improved in’ practical details as to become a model/’ and the other for an “experimental farm, to aid and assist the labors and improvements of the pattern farm in the art and science of husbandry and agri¬ culture.” So much of the fund as may be necessary to purchase these farms and erect suitable buildings thereon is to' be paid to the town, and thereafter only the income of the remainder, cam be paid for the maintenance of the school. Connected with this school there will be a “school of industry, for the benefit of the poor.” Poor boys are to be admitted and educated, and when 21 years of age 1428 EDUCATION REPORT, 1895-96. shall be paid $200 each as a loan “to enable them to commence business for them¬ selves,” and at the end of five years of good behavior such loans shall become gifts. The management of this school shall be by “three discreet freeholders, one of whom shall be a practical husbandman and one a mechanic,” who “shall annually be chosen by ballot in legal town meeting.” Summary of gifts to Northampton. Maj. Joseph Hawley . .. . . . . . . . , $3,000 Jenny Lind . . . . . . . . . 700 Smith Charities. _ . . . . . . 1, 323, 850 J. P. Williston . . . . . . 20,000 John Clarke: For cemetery . . . . . . . . 4,628 Memorial Hall l* - - - . - - - - - 7, 000 Clarke Library . . . . . . . . . 54,000 Clarke Institution . . . . 284, 000 Memorial Hall contributions . . . . . . 25, 000 Samuel L. Hill: Florence Schoolhouse - - - - - - 36, 000 CosmianHall . . . . . . . . . . . 30,000 Florence Kindergarten . . . . . . . . 112, 000 Judge Forbes, library . . . . . . . . 485, 910 Dr. Pliny Earle, Forbes Library . . . . . . 62, 736 Cooley Dickinson, for hospital . . . 71, 196 George Bliss: Episcopal church . . . . . 120, 000 Old Ladies’ Home. . . . . . . . . . 10,000 Sophia Smith, for college - - - - - - 386, 608 Winthrop Hilyer, for college _ _ _ _ _ _ _ _ _ 100, 000 A. T. Lilly, for college _ _ _ _ _ _ _ _ _ 35, 000 Geo. W. Hubbard, for college. . . . . . . 80, 000 Samuel H. Dickinson, for college . . . . . 10,000 Mrs. Tenny, for college . . . . . . . . . . 10, 000 Other gifts for college . . . . 200, 000 A. T. Lilly: Florence Kindergarten . . . . . 75, 000 Florence Library . . . . . . 18,000 Cosmian Hall _ _ _ _ _ 10, 000 E. H. R. Lyman, Academy of Music.. . . . . . . 100,000 Whiting Street, for worthy poor . . . . . . . . 50, 000 George W. Hubbard: Dickinson Hospital . . . . . . . . . . . • 5,000 Old Ladies’ Home. _ _ _ _ _ _ _ _ 5,000 State Lunatic Hospital - - - - - - - - - - - 630, 550 Lewis L. Draper, Methodist Episcopal church . . . 14,000 Emerson H. Draper: Dickinson Hospital . . . 30. 000 Old Ladies’ Home . . . . . 10,000 Methodist Episcopal church _ _ _ _ _ 15, 000 Dr. Pliny Earle, Old Ladies’ Home _ _ _ _ _ _ 1,000 Old Ladies’ Home, first contributions _ _ 2,800 Ansel Wright, Unitarian church _ _ _ _ _ 3, 000 E. A. Brooks, Edwards Church _ _ _ _ _ 2, 000 Edward C. Bodman, Edwards Church . . 7,000 Whiting Street: Clarke Institution . . . . . . . . . . 1. 000 Memorial Hall lot . . . . . . . . 1, 000 E. H. R. Lyman, Memorial Hall lot _ _ _ _ _ _ _ 1,000 Roscoe Green and Mr. Lippett, Clarke Institution . . 892 Grand total.. . . . . . . . 4,443,970 ZPZEISTN'SYII.WAJSriA.. What is Higher Education? Charles De Garmo, Swarthmore College , Pennsylvania. Higher education has not seldom been thought to mean the acquisition of aes¬ thetic graces through classical learning. It may more properly be defined as the comparative study of all subjects. The graces are only a by-product; classical language is but one of many means. Higher education not only refines, it pro¬ duces in the man a new order of thinking, a more efficient power of doing. Ele¬ mental education seizes facts; higher education seizes their meaning. Through the comparative study of all subjects it enables us to perceive relations that lie beneath the surface. It enables us to use the tools of knowledge given by ele¬ mental education and to pass beyond the seeming to the real. The senses tell us that the sun goes round the earth, but the educated reason knows better. A glass of water may seem pure, but contain the germs of typhoid fever; a financial policy EDUCATION IN VARIOUS STATES. 1429 may promise relief to the country, yet involve its undoing; a grand act of unself¬ ish philanthropy may appear to relieve misery, yet in the end augment it. The comparative study of knowledge has another peculiarity, in that each sub¬ ject is a focus for large bodies of related facts. In the higher education botany is the subject of both organic and inorganic nature from the standpoint of the plant. It includes the related facts of physics, chemistry, geology, mineralogy, meteorology, physical geography, entomology (the fertilization of plants through the agency of insects), and other subjects. Each one of these branches becomes in its turn the focus for many of the same facts. It is the standpoint of observa¬ tion that changes, not so much the facts to be observed. This is the reason why it is not so necessary in higher education to study a multitude of subjects. When the human sciences are taken up, we find that the same thing is true. History records the ideas and progress of men largely from the standpoint of political action; the history of art records the civilization of the various periods from the standpoint of aesthetics; that of education treats of the same set of facts, but the focus changes to the consideration of the development of the young. The same is true of the history of religion, of economics, of language. Life itself, both natural and institutional, is a unity of interesting forces. Everything is interwoven with everything else. Finance depends upon economics, economics upon science, science upon mathematics, government upon all of these plus the political genius of the people; the political genius of the people depends largely upon its language, its literature, and its history. All of these have had an evolution, a development through which alone they can be fully comprehended. No man can indeed master all knowledge, ,so marvelous are its riches; but every man can, according to his capacity and opportunity, master enough to make his thinking reliable. The college is open to him. Every great city in the land has its university, every library contains the possibility of higher training for those who will study. Higher education, like the Christian religion, is a fountain at which all who will may drink. SOUTH CAL.ROU.IlSr^A. Gen. Francis Marion on Popular Education. Dr. Lewis R. Harley, Central High School , Philadelphia. The student of American history remembers Gen. Francis Marion as the dash¬ ing partisan leader of the Revolution, but the “Life of Gen. Francis Marion,” by Brig. Gen. P. Horry, of Marion’s Brigade, portrays another interesting side of his character. General Horry relates that in his last visit to Marion, in 1795, the partisan leader, in a lengthy conversation, discussed the value of free schools to-the Republic. Marion claimed that the general ignorance that prevailed throughout the South divided that section, rendering it an easy prey to the British, who held it in their possession during the greater part of the Revolutionary struggle. The remarks of Marion read with all the freshness of a treatise on popular education composed in the last quarter of the nineteenth century, and they are worthy of reproduction here. General Horry remarked to Marion that he feared the legislature of Caro¬ lina would dread the expense of free schools, when Marion replied as follows: “ What, sir! Keep a nation in ignorance rather than vote a little of their own money for education! Only let such politicians remember what poor Carolina has already lost through her ignorance. What was it that brought the British, la§j; war, to Carolina but her lack of knowledge? Had the people been enlightened, they would have been united; and had they been united, they never would have been attacked a second time by the British. For after that drubbing they got from us at Fort Moultrie, in 1776, they would as soon have attacked the devil as have attacked Carolina again, had they not heard that we were ‘ a house divided against itself ; ’ or in other words, had amongst us a great number of Tories; men who, through mere ignorance, were disaffected to the cause of liberty, and ready to join the British against their own countrymen. Thus, ignorance begat toryism, and toryism begat losses in Carolina of which few have any idea. “According to the last accounts, America spent in the last war $70,000,000, which, divided among the States according to population, gives to Carolina about $8,000,000; making, as the war lasted eight years, $1,000,000 a year. Now, it is generally believed, the British after their loss of Burgoyne and their fine Northern army, would soon have given up the contest, had it not been for the foothold they 1 From the Pennsylvania School Journal, December, 1896. 1430 EDUCATION REPORT, 1895-96. got in Carolina, which protracted the war at least two years longer. And as this two years’ ruinous war in Carolina was owing to the encouragement the enemy got there, and that encouragement to toryism, and that toryism to ignorance, ignorance may fairly be debited to two millions of loss to Carolina. “Well, in these two extra years of tory-begotten war, Carolina lost at least4,000 men; and among them a Laurens, a Williams, a Campbell, a Haynes, and many others, whose worth not the gold of Ophir could value. But rated at the price at which the Prince of Hesse sold his people to George the Third to shoot Americans, say £30 sterling a head, or $165, they malre $800,000. Then count the 25,000 slaves which Carolina certainly lost, and each slave at the moderate price of $300, and you have $7,500,000. To this add the houses, barns, and stables that were burned; the plate plundered; the furniture lost; the hogs, sheep, and horned cattle killed; the rice, corn, and other crops destroyed, and they amount, at the most moderate calculation, to five millions. “ But if it be melancholy to think of so many elegant houses, rich furniture, fat cattle, and precious crops destroyed for want of that patriotism which a true knowl¬ edge of our interests would have inspired; then how much more melancholy to think of those torrents of precious blood that were shed, those cruel slaughters and massacres that took place among the citizens, from the same cause! As proof that such hellish tragedies would never have been acted had our State been enlight¬ ened, only let us look at the people of New England. From Britain , their fathers had fled to America for religion's sake. Religion taught them that God created men to be happy; that to be happy they must have virtue; that virtue is not to be attained without knowledge, nor knowledge without instruction, nor public instruc¬ tion without free schools, nor free schools without legislative order. “Among a people who fear God, the knowledge of duty is the same as doing it. Believing it to be the first command of God, ‘let there be light,’ and believing it to be the will of God that all should be instructed, from the least to the greatest, these wise legislators at once set about public instruction. They did not ask, How will my constituents like this? Won't they turn me out? Shall I not lose my $3 per day? No, but fully persuaded that public instruction is God’s wilfi, because the people’s good, they set about it like the true friends of the people. “Now, mark the happy consequence. When the war broke out, you heard of no division in NewT England; no toryism, nor any of its horrid effects; no houses in flames, kindled by the hands of fellow-citizens; no neighbors waylaying and shooting their neighbors, plundering their property, carrying off their stock, and aiding the British in the cursed work of American murder and subjugation. But, on the^Gontrary, with minds well informed of their rights and hearts glowing with love for themselves and posterity, they rose up against the enemy, firm and united, as a band of shepherds against the ravening wolves. “And their valor in the field gave glorious proof how men will fight when they know that their all is at stake. See Major Pitcairn, on the memorable 19th of April, 1775, marching from Boston, with 1,000 British regulars, to burn the Ameri¬ can stores at Concord. Though his heroic excursion was commenced under cover of the night the farmers soon took the alarm, and gathering around them with their fowling pieces, presently knocked down one-fourth of their number and caused the rest to run, as if, like the swine in the gospel, they had a legion of devils at their backs. “ Now, with sorrowful eyes, let us turn to our own State, where no pains were ever taken to enlighten the minds of the poor. There we have seen a people natu¬ rally as brave as the New Englanders, for mere lack of knowledge of the blessings they possessed, of the dangers threatened, suffer Lord Cornwallis, with only 1,600 men, to chase General Greene upward of 300 miles, in fact, to scout him through the two great States of South and North Carolina, as far as Guilford Court House, and when Greene, joined at that place by 2,000 poor, illiterate militiamen, deter¬ mined at length to fight, what did he gain by them, with all their number, but disappointment and disgrace? For, though posted very advantageously behind the cornfield fences, they could not stand a single fire from the British, but, in spite of their officers, broke and fled like baseborn slaves, leaving their loaded muskets sticking in the fence corners. ‘ 4 But, from this shameful sight, turn again to the land of free schools — to Bunker's Hill. There, behind a poor ditch of half a night’s raising, you behold 1,500 militia¬ men waiting the approach of 3,000 British regulars with a heavy train of artillery. With such odds against them — such fearful odds in numbers, discipline, arms, and martial fame — will they not shrink from the contest, and, like their Southern friends, jump up and run? Oh, no; to a man they have been taught to read; to a man they have been instructed to know, and, dearer than life to in'ize, the bless¬ ings of freedom. Their bodies are lying behind ditches, but their thoughts are on EDUCATION IN VARIOUS STATES. 1431 the wing, darting throngli eternity. The warning voice of God still rings in their ears. The hated forms of proud, merciless kings pass before their eyes. They look back to the days of old, and strengthen themselves as they think what their gallant forefathers dared for liberty and for them. They look forward to their own dear children, and yearn over the unoffending millions, now, with tearful eyes,, looking up to them for protection. And shall this infinite host of deathless beings, created in God's own image, and capable by virtue and equal laws of endless progression in glory and happiness — shall they be arrested in their high career, and from the free-born sons of God be degraded into the slaves of men? Maddening at the accursed thought, they grasp their avenging firelocks, and, draw¬ ing their sights along the death-charged tubes, they long for the coming up of the British thousands. Three times the British thousands came up; and three times the dauntless yeomen, waiting their near approach, received them in storms of thunder and lightning that shivered their ranks and heaped the fields with their weltering carcasses. “In short, my dear sir, men will always fight fpr their Government, according to their sense of its value. To value it aright, they must understand it. This they can not do without education. And as a large portion of our citizens are poor, and can never attain that inestimable blessing without the aid of government, it is plainly the first duty of government to bestow it freely upon them. And the more perfect the government, the greater the duty to make it well known. Selfish and oppressive governments, indeed, as Christ observes, must ‘hate the light, and fear to come to it, because their deeds are evil. ’ But a government like our Repub¬ lic ‘longeth for the light, and rejoiceth to come to the light, that its works may be made manifest that they are wrought in God,’ and well worth all the vigilance and valor that an enlightened nation can rally for its defense. And, God knows, a good government can hardly ever be half anxious enough to give its citizens a thorough knowledge of its own excellencies. For, as some of the most valuable truths have been lost for lack of promulgation, so the best government on earth, if not duly known and prized, may be subverted. Ambitious demagogues will rise, and the people, through ignorance and love of change, will follow them. Vast armies will be formed and bloody battles fought. And after desolating their coun¬ try with all the horrors of civil war the guilty survivors will have to bend their necks to the iron yoke of some stern usurper, and like beasts of burden to drag, unpitied, those galling chains which they have riveted upon themselves for ages.” YIRGIMA. Manassas Industrial School, Manassas, Va. By H. P. Montgomery, Supervising Principal in the Colored Schools of Washington , D. C. This school is the direct outgrowth of an effort on the part of Miss Jennie Dean, a young woman of remarkable energy and religious fervor, to better the condition of her own race living among the foothills of the Blue Ridge Mountains in a sec¬ tion of the State of Virginia where the devastation from the late war was great, and from which the people have not yet fully rallied. Miss Jane E. Thompson, a teacher in the public schools of Washington, D. C., while on a visit to her grandparents, who lived in that region, was attracted by the work of Miss Dean. Miss Thompson, although a descendant of slaveholding ancestors, was so impressed with the character and importance of Miss Dean’s work that she determined on returning to interest her city friends in it. slie finally succeeded in bringing the matter to the attention of the late Gen. R. D. Mussey, Gen. John Eaton, ex-United States Commissioner of Education; Mr. Henry E. Baker, Mr. H. P. Montgomery, and Mr. J. H. Meriwether, all of Wash¬ ington, D. C., and Hon. George C. Round, Rev. M. D. Williams, and others, of Manassas, Va. By the advice and assistance of these gentlemen a farm containing 100 acres was purchased. This farm was a part of the Bull Run battlefield, located about 1 mile south of the town of Manassas, on the Southern Railroad. The necessity for such a school is shown by the following statistics: The last census shows in Prince William County (in which the school is located) and the adjoining counties of Fauquier, Stafford, Loudoun and Fairfax, a total col¬ ored population of 23,972, with a school population of 11,200, while statistics of the United States Bureau of Education show the average percentage of daily attendance in the colored schools to be 24.5. This condition of affairs was brought to the attention of the colored people, and 1432 EDUCATION REPORT, 1895-96. they were urged to take a more active interest in the education and elevation of their children by helping to build a school where they might be taught the indus¬ tries and trades, thus enabling them to command better wages, secure more desir¬ able homes, and become better men and better citizens. Their response was not large contributions of money, for of that they had little or none, but they came forward with generous donations of labor and farm prod¬ ucts, which greatly assisted the directors in the erection of their lirst building. The desire for a school and the determination to have one became so strong that Miss Thompson, at her own expense, went to Boston, where she was greatly encour¬ aged by Dr. Edward Everett Hale, Mrs. M. C. Whitman, and Col. L. Edwin Dudley. Through the kindness of these persons Miss Dean was invited to Boston to represent the cause of the school in meetings which they had arranged for her. The contribu¬ tions from these meetings, together with a generous sum from Miss Howland, our largest contributor, enabled us to erect a suitable house in which to open the school during the following autumn. A neat frame building, 40 by 38 feet, was erected (wholly by colored mechanics) during the spring and summer. Some difficulty was experienced in getting teachers for the school, as the direct¬ ors were entirely without money with which to pay salaries. Dr. E. P. Clemens, Miss M. E. Vernon, and Mr. J. Thomas were finally induced to enter upon the work without the guaranty of any salary. So great was the desire of the people to place their children in school that boys and girls reported before the building had been completed. It would never do to send them home again, so the school was organized in the kitchen of a little farm¬ house on the place, where its work was carried on until the completion of the new building, Howland Hall. The growth of the school was so rapid that it was soon taxed beyond its accommodations, and many were turned away. The school is strictly industrial, its aim being — (1 ) To train its students to habits of usefulness and purity of character by stim¬ ulating and developing all their powers — mental, moral, and physical. (2) To teach the dignity and importance of labor, and how to perform it skill¬ fully and with profit. (3) To teach the value and use of money, and how to use it in getting homes. (4) To train young men and women for useful, intelligent, and patriotic citi¬ zenship. These ideas were emphasized in all the work of the school, and the effect upon the community was soon manifested by the almost daily visits and expressions of approvabby those who had looked upon the establishment of the school with sus¬ picion. But just at this time, during the coldest weather ever known in Virginia, and when the school seemed to be doing the greatest good by attracting wide and favorable attention, Howland Hall, for which we had labored so long and patiently, and the only building we had for school purposes and dormitories, was destroyed by a fire due to a defective flue. The students were left shelterless and without even a change of clothing, for the fire came so suddenly and burned so furiously that nearly everything was destroyed. The people of Manassas came to our relief by taking our girls into their families and boarding them for the nominal sum of 84 a month. Without losing either courage or time the teachers and pupils set about making arrangements for con¬ tinuing their work in a nearby church without the loss of a single school day. Before the opening of the next school year another building, larger, more sub¬ stantial, and better in all its appointments, was erected and made ready for use. On October 1, 1895, the building was dedicated, and the exercises mark an epoch in the history of both races as they dwell together in the State of Virginia. There the foremost citizens of Virginia's white population stand side by side with the earnest, hopeful ones of her colored population, each and all of them aiding the cause of education^among the recently emancipated. The good influence of the school upon the community is distinctly marked. Mayor Taylor, of Manassas, in speaking of the school, said that it had done more “to elevate the conduct and aspirations of the colored people than all other agencies combined. For the first time since emancipation not a single person of color was arrested during the last Christmas holidays. Not a single case of disorderly conduct or drunkenness was reported or noticed.” The people of both races take great interest in the school and do all they can to promote its welfare. The colored people take especial pride in the school. They have contributed generously of their limited means for its support, and therefore feel that it is largely a thing of their own creation. No school in the country is doing a better work than this, and those interested in the development of the col¬ ored people are invited to visit the school and examine its work, remembering that it is purely an industrial school. EDUCATION IN VARIOUS STATES. 1433 During the past year 92 pupils were given instruction in the following indus¬ tries: Sewing, 73; 1 cooking, 73; 1 laundry work, 48; carpentry, 50. Some girls took instruction in carpentry, and by their aptness demonstrated the ability of girls to learn the use of tools. The thoroughly practical and economical value of the instruction given the classes above is shown in the fact that all the meals during the entire year for both teachers and pupils were prepared at an average cost of less than 20 cents a day for each person. The school is a corporation, regularly chartered under the laws of Virginia. It is under the general management of a board of directors, whose names are as follows: Hon. Carroll D. Wright, president, Prof. H. P. Montgomery, vice-presi¬ dent; Mr. Henry E. Baker, treasurer; Rev. J. H. Bradford, recording secretary; Rev. H. H. Waring, corresponding secretary; Mrs. George F. Hoar, Mrs. M. C. Whitman, Miss Emily Howland, Mrs. M. H. Doolittle, Mrs. H. P. Montgomery, Mrs. Orra Langhorne, Rev. M. D. Williams, Rev. D. J. Henderson, Miss Jennie Dean, Dr. J. M. Clarkson, Hon. George C. Round, Capt. Robert Tyler, Mr. J. H. Meriwether, Dr. W. S. Montgomery, Mr. L. C. Bailey, Rev. W. A. Creditt, Mrs. Dodge, Mr. James Dorum. Although the school is nonsectarian in character, it is pervaded by Christian influence. The chartered life of this school began about three years ago. During this time $12,486.02 have been contributed from various sources. With this money a farm, containing nearly 100 acres, has been bought, four buildings erected, two halls, a barn, and a structure used for a carpenter shop, shoe shop, and laundry. The school is without endowment or State aid. It derives its support from charitable contributions. Twenty-six of these were hoys. CHAPTER XXXIV. REPORT ON EDUCATION IN ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington, D. C., June 30, 1896. Sir: I have the honor to submit the eleventh annual report of the United States general agent of education in Alaska for the fiscal year ending June 30, 1896. There is in Alaska a school population of from 8,000 to 10,000; of these 1,197 were enrolled in the 22 Government schools. Cape Prince Wales. — Thomas Hanna, teacher; enrollment of pupils, 104; popu¬ lation, Eskimo. The past year having been a very severe one, with much scarcity of food at times, many of the children were compelled to be absent fishing for their daily meals. This irregular attendance added greatly to the burdens of the teacher. He reported during the winter much trouble was had through drunken men and women coming to the schoolroom and making a disturbance. Seven times windows were broken by them and knives drawn. While but little intoxi¬ cating liquor is traded or received from the ships, a very large quantity is made in the village itself during the winter, especially as it is known that the revenue cutter is gone and will be absent for months. It is reported that the natives of the village distill liquor not only for their own use, but for trading all up and down the coast. He also reports that much gambling is carried on in the village, in which everything available belonging to house or person is freely sacrificed. Indeed, there are many things in that section that require that some court of justice or some power should be established that can enforce the laws and jirotect the interests of the community. St. Lawrence Island. — Y. C. Gambell, teacher;, enrollment of pupils, 68; popu¬ lation, Eskimo. The attendance and interest manifested during the second year of the school was better than the first, for during the present year quite a number of girls attended, although they are reported as still very bashful in their school duties. The pupils that have attended school with any degree of regularity have made good progress in their studies and greatly improved in their personal appearance. They read well, write legibly, and are quick at number work. One boy had kept a list of all the words that had been given him, and when he understood the arrangement of the dictionary, made an alphabetical list of them in a blank book that had been given him. This he did without any suggestions from anyone. Quite an emulation was excited among them to keep themselves and their clothes clean, and also avoid those among their companions whom they suspected of being infested with vermin. They sometimes informed the teacher that such and such ones had dirty hands or faces. In the spring a number of families visited the village from Siberia, and the difference between the pupils that have been in school and those from the Asiatic side is very apparent. In addition to the 68 regular pupils there were some 20 others that attended irregularly and have not been counted. Teller Reindeer Station. — T. L. Brevig, teacher; enrollment of pupils, 56; popu¬ lation, Eskimo. The school attendance during the year has increased in regularity over the preceding year, and with increased regularity of attendance the children seem to take more interest in their studies. The convenience and comfort of the new school building has probably also had something to do with.the attendance. Auroras were observed October 16, 1895, November 17, 18, and 19, December 19, 20, 21, 23, 25, 26, 27, 28, 29, 30, and on every clear night during January, Febru¬ ary, and March, 1898. During April there was a notable decrease in the number of the auroras, and in May but two, occurring on the 2d and 4th of the month. Unalaska. — John A. Tuck, principal, and Miss M. Elizabeth Mellor, assistant teacher; enrollment of pupils, 39; population, Aleut. The school year has been 1435 1436 EDUCATION REPORT, 1895-96. an uneventful one, the work having run on from day to day in each room marked by a quiet, steady progress. As in previous years, the school has been cramped for want of accommodations, nearly all the available space being occupied by the girls connected with the Methodist Woman’s Missionary Home. Only five boys were in attendance. Probably double the attendance would have been had had there been room for the pupils. The very first requirement for successful teach¬ ing among such a people is patient reiteration. Like most undeveloped races, they have little aptitude for mathematics. In order to develop this branch of study in their minds, the teacher made a regular and constant interchange between the mental and written, or slate work. In fractions, for instance, taking up the entire subject as developed in a good mental arithmetic, alternating daily between oral and written analysis and reviewing as often as might be necessary. Then he would take up the same subject from a common-school arithmetic, using the slate and working with larger numbers. A constant change of method seems to have worked well in relieving the strain upon their undeveloped powers of atten¬ tion. Penmanship and map-drawing studies, which draw on the imaginative faculties, are acquired with ease. The spelling lesson was made an aid to read¬ ing, the words given being taken from the reading lesson and studied; then written on the slate from dictation before the reading lesson began. In this way the words were first learned; then their use in connection with other words was shown in the reading lesson. The children have shown a great fondness for language and observation lessons. In the crowded condition of the schoolroom, Miss Mellor’s recitations were compelled to be heard in the dining room of the mission, where the proper ventilation has been very difficult to secure. Last year the Government contracted for the erection of a large, comfortable school building, with teacher’s residence attached, and also dormitories for the boys. A few days after the workmen had left the building as completed, a storm blew it off the foundation. An examination being instituted, it was found that the erec¬ tion of the building had been slighted in so many directions that it was unsafe to occupy it. As I was sent last spring to make a special investigation of the condi¬ tion of the building by the Secretary of the Interior, mention will be more fully made of this building later on in the report. This year completes the seventh year of service by Mr. Tuck. Too much praise can not be given him for his patience and self-denial and long continuance in the service in the face of great opposition and difficulties in maintaining the school. Nor is it too much to say that the unstinted praise which has been given of the progress of the pupils in that school is due to his superior skill as a teacher. The progress of the pupils under him has been so marked that Government officials in their public reports, desiring to secure better educational facilities for this or that community, have mentioned Mr. Tuck’s school at Unalaska as the type desired. For a portion of thattime the school was known as a contract school. The Woman's Home Missionary Society of the Methodist Church, and the ladies of that association, the Government, and all friends of humanity owe Mr. and Mrs. Tuck a large debt of gratitude for what they have accomplished. In view of these things it was not strange that some of the native Aleut population came to the wharf to bid Mr. and Mrs. Tuck god¬ speed as they left Unalaska for their eastern home. Unga. — O. R. McKinney, teacher; enrollment of pupils, 44; population, Aleut. The school year opened on the 16th of September, 1895, with 29 pupils in attend¬ ance. This number increased to 34 at the end of the month. The close of Octo¬ ber saw 35 in attendance. At that time an epidemic similar to la grippe broke out in the village, which reduced the school attendance to 30 for the month of Novem¬ ber and 29 for that of December. In J anuary the attendance resumed the normal number. Washington’s birthday was celebrated by a school exhibition, which awakened much interest among the parents of the pupils. During the past sum¬ mer an addition"! 2 by 20 feet was built to the schoolhouse for the use of the cir¬ culating library which has been established by the teacher. This is one of the model schools of the Territory. Afognak. — Mrs. C. M. Colwell, teacher; enrollment of pupils, 39; population, Aleut. The general tone and condition of the pupils has shown a marked improve¬ ment since the establishment of the school. They are well-behaved, and being naturally intelligent compare quite favorably with the children of other commu¬ nities. There is much poverty among the families, so that many of the children are very poorly clad. However, the improvement among the children is in a meas¬ ure elevating their older brothers and sisters and their parents, so that a noticeable improvement can be seen in the homes of the people. This causes hope that the next generation of natives in Alaska will show a very gratifying improvement mentally and morally over their predecessors. Kadiak. — C. C. Solter, teacher; enrollment of pupils, 49; population, Aleut. EDUCATION IN ALASKA. 1437 The teacher reports a very gratifying progress in reading and drawing, in which the pupils excel. In the other branches of study their progress was normal. It is very difficult getting the pupils to use out of the school the instructions given them in English, as all the conversation at home is in their native tongue. There is also a prejudice on the part of the parents against the children learning Eng¬ lish lest they would be weaned away from. the Russian Church. There has also been the hostility of the priest of the Greek Church, more or less disguised, against the school. Upon different occasions he forbade all the children to attend school, but a number seemed to have disregarded his command and attended. Another drawback to the school work is the one that is common in all those local- - ities where the Greek Church has a foothold. There are 12 holidays in the church which are to them peculiarly holy, and during which the children are required to leave school and attend church. Then, in addition to these 12, are 200 holidays, more or less, wThen absence from school is sought to be excused by attendance upon church service. This, of course, breaks up all regularity of attendance and all connected instruction, so that the pupils in the districts controlled by the Rus¬ sian Greek Church have made less progress than.those at other places. On Christ¬ mas eve an entertainment was given by the school to the community, which elicited many tokens of approval from the parents. KarluJc. — R. B. Dunxnire, teacher; enrollment of pupils, 27; population, Aleut. This population are still uncivilized and decidedly opposed to anything American. Their experience has largely been with the lower American element that often¬ times clusters around salmon canneries. This lower element of our American civ¬ ilization has treated the natives brutally, and they have no reason to adjmire the American ways. These natives are very poor, and especially during the past win¬ ter suffered from the want of both food and clothing. Some of the children came to school through the snow entirely barefooted. The children seemed to be bright, and learn quite readily. During the year there has been an increased regularity of attendance, and I have noticed less opposition on the part of the parents. So far, the attendance is largely by boys, the girls being very bashful and their parents afraid to have them out of their sight. Haines. — W. W. Warne, teacher; enrollment of pupils, 60; population, Thlinget. The year was one of the most prosperous in the history of the school. From Sep¬ tember to January 19 the school was open to all who desired to attend, and the attendance was so large that our room was too small and the teacher had more pupils and classes than could be accommodated. Then came the fire which destroyed the schoolhouse, and there was no room in the village large enough to continue the school for the whole population. Not only the building, but the seats and books were burned, so that the difficulty of continuing the school was made much greater. In a small room a portion of the pupils was given blackboard exercises in the forenoon and another portion in the afternoon. This continued for several weeks, until a supply of second-hand books was sent from Juneau, and then the school was continued all day. This present season a new and larger building will be erected, and the teacher looks forward to the coming year with great pleasure. Hoonah. — Mary E. Howell, teacher; enrollment of pupils, 144; population, Thlinget. The school, which opened with but few pupils in the fall, became so ■ large in the winter that it was difficult to manage. The irregularity in the lives of the natives makes it very difficult to secure regular attendance on the part of the pupils. As a rule the natives do not have an early morning meal; conse¬ quently many of the children come to school without their breakfast, which makes them very restless before noon. This out-of-the-way community has had much to1* contend with by several deaths during the year by witchcraft. _ At this, as at so many of the other schools, year by year the teachers claim that the great improve¬ ment to the school system to be sought after would be obligatory attendance. Juneau School, No. 1. — S. A. Keller, teacher; attendance of pupils, 70; popula¬ tion, whites. Of the 26 pupils enrolled the first day, 9 attended until the close of the term and 2 were present every day, and this although in the short days it was still dark at 9 o’clock, and some days with a cold wind sweeping down from the mountains, with the thermometer registering 16° below zero. Those that have proper home influences are just the same as bright, healthy American chil¬ dren anywhere; but we have a number in our community who are permitted to roam the streets and thereby fall into irregular and vicious habits. Our popula¬ tion being a nomadic one, families come and go. making much irregularity and frequent changes in the attendance of the children. The school greatly needs larger accommodations. The crowding resorted to during the year interfered very much with the efficiency of discipline apd the progress of the pupils. The school has also arrived at that stage when a second teacher is essential. It should 1438 EDUCATION REPOET, 1895-96. be graded into primary and grammar departments with a competent teacher over each. Mrs. J. W. Bixby has taught a kindergarten during the year at the expense of the parents of the pupils. Considerable improvement has been made in remov¬ ing the stumps from and grading the school grounds. This work should be con¬ tinued until the property is placed in good shape. The ground should also be drained, so that it would become sufficiently dry for the playing of the children. Citizens of the place have manifested more than ordinary interest in the progress of the school. Juneau School, No. 2. — Elizabeth Saxman, teacher; enrollment of pupils, 67; population, Thlinget. At the close of her third year, Miss Saxman reports her pupils have taken increasing interest in their work, and their progress has been correspondingly marked. Nearly all of them were pupils that had been in the school before and made it much pleasanter for the teacher, and manifested the same gratifying results. As nearly all of her pupils have a home in the Presby¬ terian mission, the average attendance has very nearly equaled the enrollment. She mentions a little girl who, at the beginning of the term, knew no English whatever; at the expiration of three months she was able to read, spell, and count well. Her progress, however, in writing was very slow, which seemed the more peculiar, as her people excel in that branch of study. Among the older pupils was a native girl, married to a white man, who was accustomed to do her house¬ work in the morning and attend school in the afternoon. She was always present regardless of the weather and made good progress in her studies. Douglas City. — Lathan A. Jones, teacher; enrollment of pupils, 57; population, whites. This school seems to have had a more turbulent time during the past year than any other. There was considerable friction in the community over the location of a new school building, the present school building being in the north edge of town (when it was located the village was rapidly growing in that direc¬ tion, and it was the only place where sufficient grounds could be secured for school purposes) . The difference of sentiment among the parents created much turbulence among the pupils, and although the teacher did his best, yet the results were not as satisfactory as in former years. The parents have taken but little interest in the school, wffiich has created much irregularity of attendance among the pupils. A child that attends school two or three days of the week and then runs the streets the other two or three days receives no benefit himself, and is a detriment to the other pupils when he attends. A schoolhouse has been erected during the season at the south end of the village, where a school will be held this coming year. Sitka, No. 1. — Mrs. G. Knapp, teacher; enrollment of pupils, 40; population, white — American and Russian. During the year some of the children in the higher grades have been in correspondence with children of schools in the States, sending samples of Alaska woods, furs, and carvings, and receiving in return specimens of products from the various States. By this means a new interest in geography and language lessons has been created, especially beneficial to many of the pupils in the school who have never been out of Alaska. Occasional entertain¬ ments have secured the interest of the parents. A small circulating library has been maintained, ■which is greatly appreciated, as most of the children have no books in their homes, Sitka school No. 2. — Miss Cassia Patton, teacher; enrollment, 156; population, Thlinget. This school for the native children is conveniently located near the ranch. Throughout the wfinter months festivals of the Greek Church, feasting and dances in honor of visitors from other tribes, and in the spring hunting and fishing greatly interfere with regularity of attendance. However, with the aid of Governor Sheakley, who frequently caused native policemen to hunt up truants, a very creditable attendance was maintained. Miss Patton has introduced kinder¬ garten games and methods into her school, and has succeeded in making it attract¬ ive to her pupils." Fort Wrangel. — Miss Anna R. Kelsey, teacher; enrollment, 82; population, Thlinget. Miss Kelsey writes: “I have just closed my third school year in Fort Wrangel. I am happy to say that the last year has in many respects been the most encouraging. The attendance has been better with much less effort on my part. When the children are going away with their parents hunting or for wood, fish, or making gardens, they tell me of it. On their return they come into school again, even if it is only for a week or two before another flitting. Thus I know pretty nearly their whereabouts and can keep a hold on them. The first year when they were absent from their places I used to have to go through storm and sunshine searching for them. The pupils sometimes express regret that their friends oblige them to go away with them and lose school. That in itself is encouraging. At the close of February I said to the pupils, ‘ How time flies; only three more months’ school.’ A chorus of voices responded, c Oh, so soon? EDUCATION IN ALASKA. 1439 We’re sorry; we rather have school.’ The children certainly did better work and showed much greater interest in their studies than formerly. One of the local board when visiting the school expressed both surprise and pleasure at the interest manifested by the pupils in all the school exercises. The winter feasting and dancing interfered as usual with the attendance and interest. I notice, too, that when there are native families here for a short time, they are quite apt now to send their children to school during their stay. There has not been anything broken or damaged, even to a pane of glass, during the entire year.” Saxman. — J. W. Young, teacher; enrollment, 31; population, Thlinget. Mr. Young reports as follows: “I arrived here October 28, 1895, to take charge of the school work and also the work of gathering together a temperance, self-governing community, and I may say at the start that my success has been only partial. It takes a good deal of time to get the natives together and build up a town. When I arrived there was no building here except the schoolhouse. The natives have since built seven houses. During three months we had about 50 inhabitants, many of them living in tents. That they are anxious to have their children edu¬ cated was shown by their coming here and camping in tents during the bitter cold weather of January and February, so that they could send their children to school. The children have made very good progress. Many of them had never been in school before. About April 1 the natives began to go hunting, and by April 15 the town was deserted. They promised that when they have built themselves good houses they will not take the women and children with them when they go hunting. I was very sorry for the children camping in the snow, and that they might be near a school I appealed to Dr. Jackson for funds to build a guest or community house which they could occupy. He sent me $200, with which I have erected a substantial and comfortable house, doing most of the work with my own hands. The great hindrance to the work of educating and civilizing these natives is intoxicating liquor, sold as ‘extract of Jamaica ginger ’ by white men. If it were not disguised, I could have the vendors arrested, but they evade the law by the label. It seems to be the ambition of the people to build up a town similar to Metlakahtla, and I have encouraged them in it. At the same time, I impress on them that they must put away their old superstitions, and that they must let liquor alone. I have surveyed the town, and will have the houses in regular order. Alto¬ gether,! think the prospect encouraging for a good school and moral community of from 200 to 300 inhabitants.” Jackson. — Miss C. Baker, teacher; enrollment, 64; population, Thlinget. The quiet routine of school life at this little out-of-the-way village was sadly broken by the accidental shooting of one of the older boys. Bert Charles, a high-spirited Alaskan boy, and his friend, Willie Johns, the son of Captain Johns, a chief, and others were out in a canoe hunting deer. They sighted an animal on the shore, and in high glee started for a shot at him. ‘ ‘ Bert had just loaded his gun,”- writes the teacher, “ when he saw that the deer had already been struck. He dropped his gun to take the paddles, when Willie exclaimed, ‘ Bert, you’ve shot me! ’ How it happened Bert did not know. ‘ I know I did it, for the load was out of my gun,’ he said. Willie died in the boat. The lav/ of retaliation is strong among the Alaskans, and according to that law Bert knew that his life would be demanded for that of his friend. Just before he died, Willie asked the others to say to his people that he did not wish them to punish Bert, as he did not mean to shoot him. The boys wanted to land Bert where he could run away. He answered, ‘Njo; if I do, they will say that I did it on purpose; I will go back; they can do what they like tome.’ So he stayed to help carry the body from the canoe into his father’s house. I can not describe the wild scene on the beach and street when the canoe landed. In what seemed like a moment, scores of men and boys were rushing about with knives and guns, ready for deTense or attack. The dead boy’s family being a strong one, it was thought they would at once demand the life of the poor boy whose shot had been so fatal. Soon the paci¬ fying influence of the missionary made itself felt. Most of the natives carried their guns home, and the distracted father, standing beside his dead son, said: ‘Nobody is to blame for this; the great God has done it.’ Some of Willie’s friends, however, still called for blood — revenge; and Bert stood all night at the head of the body, with folded arms, not knowing at what moment his life would be taken. Finally his relatives paid, as a ransom for his life, 400 blankets and $80 in money. This he is expected to pay back, or be a slave to his people. He has suffered a great deal, and will be subject to persecution as long as he remains in his home. So far they have taken all he has earned, and will continue to do so in spite of all that can be done for him. Before this happened, he was high caste, high spirited, high tempered; now he is a slave, qrushed and heartbroken.” Sub¬ sequently the means necessary for bringing him to the Carlisle school, Pennsyl- 1440 EDUCATION REPORT, 1895-96. vania, was furnished by a benevolent friend, where he is now, a patient, Christian student. When he was asked what he would do with his education, he said: “ I should like to go back to my people and help them. ” As the feeling will probably subside in his absence, he can, no doubt, return to his people, and influence them as no stranger could. Statistics of education in Alaska. Enrollment. Public schools. Afognak _ Douglas City, No. 1. Douglas City, No. 2. Fort Wrangell . Haines . . Jackson . . . . Juneau, No. 1 . Juneau, No. 2- . Kadiak . Karluk . Killisnoo . Klawock . . Sitka, No. 1- . Sitka, No. 2 _ - Unga . Unalaska . . . Port Clarence _ _ Metlakahtla _ St. Lawrence Island Saxman- . Hoonah . . . . Cape Prince of Wales. Total . (&) 35 (6) (6) 106 43 123 236 (6) 59 (6) 125 184 60 138 35 (6) 24 67 (6) 106 144 110 25 67 81 (6) 44 81 60 60 26 (5) 55 94 (6) 90 128 105 36 58 68 (6) 90 75 67 51 (6) (5) (6) (6) 35 25 24 49 89 100 26 75 69 29 33 38 59 54 33 ( b ) 40 13 108 49 54 82 23 61 74 (5) 137 (6) 50 48 35 20 38 30 87 54 41 90 25 65 59 (b) 75 (5) 43 110 36 24 30 39 57 (6) 82 60 64 70 67 49 27 (6) (6) 40 156 44 39 56 (6) 68 31 144 104 1,197 Teachers in the public schools, 1895-96. Mrs. C. M. Colwell. Miss A. Hunnicutt. Miss A. R. Kelsey. W. W. Warne. Miss C. Baker. S. A. Keller. Miss E. Saxman. C. C. Solter. R. B. Dunmire. Miss A. R. Kelsey. Mrs. G. Knapp. Miss C. Patton. O. R. McKinney. Miss M. E. Mellor. T. L. Brevig. Y. C. Gambell. J. W. Young. Mrs. M. J. McFarland. Thomas Hanna. a Enrollment nbt known. b No school. Appropriations for education in Alaska. First grant to establish schools, 1884 . . . $25, 000 Annual grants, school year— 1886- 87 . 15,000 1887- 88 . 25, 000 1888- 89 . 40,000 1889- 90 . 50,000 1890- 91 . 50,000 1891- 92 . . - . . . . . 50,000 1892- 93 . 40,000 1893- 94 . 30,000 1894- 95 . 30,000 1895- 96 . 30,000 PERSONNEL. Dr. Sheldon Jackson, Alaska, general agent of education in Alaska; William Hamilton, Pennsylvania, assistant agent of education in Alaska; William A. Kelly, Pennsylvania, stiperintendent of schools for the southeastern district of Alaska. LOCAL SCHOOL COMMITTEES. Sitka, Edward de Groff, Charles D. Rogers, John G. Brady; Juneau, John G. Heid, Karl Koehler; Douglas, P. H. Fox, Albert Anderson; Treadwell, Robert Duncan, jr., Rev. A. J. Campbell; Fort Wrangel, Thomas Willson, Finis Cagle; Kadiak, Nicolai Kashevaroff, F. Sargent, H. P. Cope; Unga, C. M. Dederick, Michael Dowd, George Levitt. EDUCATION IN ALASKA, 1441 Teachers in public schools. School. Teacher. State. Pennsylvania. Do. Indiana. Pennsylvania. Alaska. California. Pennsylvania. Alaska. Washington. New Jersey. Kansas. Pennsylvania. Alaska. New York. Alaska. Minnesota. Iowa. California. Germany. New York. Miss Cassia Patton _ _ _ S. A. Keller _ Juneau, No. 2 _ _ Miss Elizabeth Saxman _ : _ ... ..... Hoonah - _ _ _ Mrs. A. R. McFarland . Douglas, No. 1 . - _ Miss Annie Hunnicutt. . Wrangel - . . _ Miss A. R. Kelsey. . . . . •Taekson _ _ Miss C. Baker . Saxman _ _ _ _ _ __ _ J. W. Young . . . . . Haines - _ _ _ W. W. Warne . . Kadiak C. C. Solter . . Unga _ O. R. McKinney . . . . Afognak Mrs. C. M. Colwell . . Unalaska — — - - fMiss M. E. Mellor... . . . . Port Clarence . . . - \Miss M. Salamatoff . . . . T. L. Brevig . . . . St. Lawrence Island V. C. Gambell Cape Prince of Wales _ Thomas Hanna _ _ _ fF. E. Frobese . . Sitka Industrial Sckool ...... .... - \George J. Beck . . . Alaskan children in schools and private families in the States. Name. Where from. Where stationed. Robert Casey . Mary Kadashan . . . . Helen Kessler . . Edward Warren. . David Parker _ Richard Smith . Charles Hicks... . Amanda Brown . Katie Douglas . . . Lydia Hansha w . . . Louisa Ross . Archie Cameron . Minnie Baker . David and Fred Lewis . Bert Charles . . George Northrop . M. Healy Wolf _ J ohn Reinkin . . . . Samuel Kendall Paul.. Thomas Hanbury . Elizabeth Walker . Lotta Hilton . . Mary and Susie Moon.. Juneau . Chilkat . . . do . . _ do _ _ _ New Metlakahtla. Jackson . Juneau _ Sitka _ _ New Metlakahtla . Hoonah . Juneau . . Jackson . Sitka _ Point Barrow _ Unalaska . Sitka _ _ N ew Metlakahtla Fort Wrangel _ Juneau . Chilkat . Haskell Institute, Lawrence, Kans. Genesee, N. Y., with private family. Carrier Mills, 111. Indian School, Chemawa, Oreg. Do. Do. Do. New York City. With private family in Newberg, Oreg. Do. Whereabouts not known. Sumner, Wash. Parkville, Mo. Washington. Carlisle Indian School, F ennsyl vania. Do. Do. Do. Do. Do. Do. Do. Do. SCHOOLHOUSE, UNALASKA. On the 14th of May, 1895, the Secretary of the Interior entered into a contract with Mr. David William Starrett, of Port Townsend, Wash., for the erection of a one-and-a -half-story school building and teacher’s residence, 90 by 31 feet in size, for which he was to receive $2,135.25 upon the completion and acceptance of one-half of the building, and the balance, $2,609.75, upon the completion and acceptance of the whole work, making a total cost of $4,745. Hon. Lycurgus T. Woodward, United States commissioner at Unalaska, was appointed superin¬ tendent of the work. Upon the 1st of October, 1895, Mr. Woodward, in behalf of the Government, accepted the building from the contractor and certified it as complete in every respect and constructed in accordance with the plans and speci¬ fications. Whereupon the contractor sent in his bill for the balance of his pay, having received from the Government $2,135.25 upon the completion and accept¬ ance of the first half of the work. The same mail that brought the bill of the contractor to Washington also brought information that upon the 24th day of October, 1895, said schoolhouse had been blown from its foundation and partly wrecked. The same mail brought a communication from Mr. John A. Tuck, the Government school-teacher, testifying that the building had not been constructed in accordance with the plans and specifications. , This letter was referred by the ED 96 - 46 1442 EDUCATION REPORT, 1895-96. Commissioner of Education to the Secretary of the Interior for his information, ■with a request that the accounts of the contractor he held up for further infor¬ mation. Under date of November 23, 1895, the Secretary returned the papers to the educa¬ tional office, requesting the Commissioner of Education to make a full investigation with a viewT to determine whether the building was constructed in accordance with the plans and specifications. By your direction I took the opportunity of my visit to Unalaska to make a full investigation, and found that the Government school building was not constructed in accordance with the plans and specifica¬ tions, and was not constructed in a workmanlike manner. It should be said here that Commissioner Woodward, who was appointed superintendent of construction, disclaimed any knowledge of carpentering or house building; more than that, ■while the house was in process of erection he was absent from the village and gave the wTork no special attention. When the carpenters and builders were through, he took their word to the fact of its being built according to specifications and gave the contractor a certificate of acceptance, so that his certificate is of no value as a statement of fact. As the building had been blown from its founda¬ tions, my first attention was given to them. The specifications required that the foundation posts should be 5 feet long. I found them from 2 feet 10 inches to 3 feet 8 inches. The specifications required the posts to be placed in the ground 3 feet 10 inches and well rammed. I found them from 10 to 15 inches only in the ground and not rammed. The specifications required the posts to be 14 inches above ground. I found them from 2 to 24 feet. The specifications required that the sills should be w7ell spliced and spiked to the post?. I found that they were neither spiked nor secured. No building anywhere could be expected to remain any length of time upon such a foundation, the posts being unbraced and the sills unfastened to them, so that the first windstorm had toppled the posts over and damaged the building. If, however, it had remained upon the foundation, the construction was so faulty that the building should never have been accepted. The specifications required that the joists of the second story should be 12 by 3 inches; instead they were 2 by 12. The joists were but 1 by 6; the rafters were 2 by 8, instead of 3 by 9. The roof was to be closely sheathed. Instead of that the boards were from 2 to 24 inches apart. The rafters were not tied together with collar beams, and were already spread. A heavy weight of snow would crush it in entirely. The shingling was faulty and unworkmanlike. The specifications required that the windows should be supplied with cord and weights. This was complied with onlyfin the lower sash of the first-story windows, the upper sash being nailed solid into the frame and incapable of being lowered or raised. The window sills were poor, with insufficient pitch to throw off the rain. Thin and common .glass was placed in the windows, instead of the American cylinder glass, double thick and free from all defects. Six-inch flooring was used instead of 4, which was required by the specifications. All but joints of the floor were to be well nailed; so far as taken up they were not nailed at all. In the front stairway the heading between the step and the joist of the second floor allowed but 5 feet of space, causing all grown people to stoop in ascending the main stairway of the building. The specifications required that all chimney places should be kept clear of all woodwork by a space of 14 inches. In a number of places I found the terra-cotta chimneys to be held in place by the woodwork. The specifications required that all spaces between the flues and woodwork should be filled in solidly with a mixture of slack lime and gravel; instead of this I found that the spaces between the flues and the woodwork were filled in with ends of joist, studding, and other pieces of lumber; and if the building had not blown down, it would cer¬ tainly have burned down the first winter that these chimneys were used. Desir¬ ing the testimony of an expert builder, I had the work investigated by Mr. James Lamont, a carpenter of thirty-five years’ experience. I also had it examined by the carpenter from the United States cutter Bear — the Government carpenter. Both of these men furnished written testimony to the fact that the building had not been erected according to the specifications or in a workmanlike manner. Consequently there was nothing else for me to report than that the Government should decline to accept the building from the contractor's hands. MORAVIAN MISSIONS. Betlieh — Missionaries, Rev. and Mrs. John H. Kilbuck, Mr. and Mrs. Benjamin Helmich, Miss Mary Mack, J. H. Romig, M. D., Miss P. King. Not long ago two American gentlemen traveling in Alaska approached the Kuskokwim district. They heard the natives everywhere in the region talking about the “Kilbucka- muks,”and expected to meet with some tribe hitherto unknown to ethnologists. Presently they reached Bethel, where they found the missionaries, and discovered EDUCATION IN ALASKA. 1443 that the new trihe consisted of the converts in the neighborhood of Bethel, who were thus nicknamed, much as their teachers might deprecate it. The enrollment of pupils in the school was 83. Six of the boys formed an advanced class under special instructions, so that in the course of time they may be efficient assistants in the work of uplifting their people. Last fall Miss King, the trained nurse at the station, in getting into a native boat had a narrow escape from drowning in the Kuskokwim River. The water was deep where she fell in, and but for the timely assistance of one of the oarsmen the acci¬ dent would have been serious. Through the winter Mr. Heinrich was at work building a 40-foot boat. He had few tools, and says that no one realizes how many little things go to make a boat until he makes every piece himself. Finally the boat was launched, a complete success. May the Swan have a long life of usefulness. A feature of the work of the Moravians in the Kuskokwim is a series of trips to villages in that region. Sixteen such trips were made between November and May, covering a distance of 1,500 miles. The benign influences of Christian civil¬ ization are making themselves widely felt. In helping the unfortunate the people have shown a hearty willingness to do what they could. . Thanksgiving Day was the time set for a general contribution to help the poor. In all the villages between Bethel and Ougavig, as well as at these twoplaces, the people brought to the chapels dried salmon, white fish, money7, fur for barter and for clothing, tea, and flour. Many a poor unfortunate heart was gladdened by a gift from this store. Ougavig. — Missionaries, Rev., and Mrs. E. L. Weber. The new schoolroom is commodious and satisfactory in every way. The enrollment was 25. Owing to high water, the mission family were compelled to live with the native trader on the other side of the river for ten days during May. Carmel. — Missionaries, Rev. and Mrs. John Schoechert, Misses Mary and Emma Huber. The scarcity of food seems to have been more severely felt here than at the other stations in this region, and there was great suffering in the village on account of it. The school has become more attractive, so that all applicants could not be received. It seems impossible to retain the girls longer than their thirteenth or fourteenth year, when parents insist on removing them, as it is considered their duty to be married at that age. Eight journeys into the neighboring region were made, either by dog team or bidarka. The longest trip occupied twenty-three days, the distance being esti¬ mated at 800 miles. On other occasions 200 to 400 miles were traversed. The mission property has been improved by the erection of a storehouse, the purchase of a log house, and the construction of a new dock. BAPTIST MISSIONS. The work of the Baptist Church in Alaska is confined to the school and mission work of the Woman’s American Baptist Home Missionary Society, with headquar¬ ters in Boston. Their work first commenced in 1886, when Mrs. W. E. Roscoe, wife of the Government teacher at Kodiak, was commissioned by the ladies to do such mission work as she could. In the spring of 1893 Mr. Roscoe, having resigned his position as teacher at Kodiak, was sent with his wife by the missionary society to establish a Baptist mission home and orphanage at Wood Island, one of the smaller islands in the harbor of Kodiak. In the midst of much opposition and • petty persecution, he secured the material and erected a large two-story building for the use of the mission. This building is beautifully located on a small fresh¬ water lake about 100 yards from the seashore. In June, 1895, he was relieved of the care of the station by the arrival of the Rev. and Mrs. P. Curtis Coe, allowing Mr. Roscoe and his family to return to California for the education of their chil- ~ dren. Mr. Roscoe was very successful in laying the foundations of the present prosperous mission. In July Miss Hattie Snow was appointed to assist at the station. Mr. and Mrs. Coe and Miss Snow and Miss L. Goodchild compose the present mission force. During last summer and fall Mr. Coe, with the assistance of the mission boys, cleared one side of the front yard of stumps, and secured hay for the family cow, taught the boys carpentering, and looked after things gener¬ ally. The girls have taken lessons in making and mending clothes and in cooking. During the winter a night school was held for the natives of the village, and on the Sabbath preaching was sustained both at Wood Island and at Kodiak. The first Baptist Church of Alaska was organized July 26, 1896, and on the following 26th of September work was commenced on a chapel building. There are 25 children in the orphanage. _ METHODIST MISSIONS. The work of the Methodist Church in Alaska is carried on under the auspices of the Woman’s Home Missionary Society. On Hie 20th of January, 1880, the 1444 EDUCATION REPORT, 1895-96. board of missions of the Methodist Episcopal Church in New York selected Una- laska, the commercial metropolis of western Alaska, as the proper place for the commencement of missions. Through a combination of circumstances, how¬ ever, work was not commenced at that point until the summer of 1889, when Mr. and Mrs. John A. Tuck, Methodists from Maine, were sent out to establish a school and home. In 1890 the home was commenced by the bringing to Mr. and Mrs. Tuck of two orphan (waifs) girls from the island of Attoo, a thousand miles west of Unalaska. The teachers were in a small story-and-a-half cottage (half of which was used as a schoolroom) and unprepared to receive any children into their family. But the waifs had to be received; there was nowhere else for them to go. Other girls, finding that two had actually received a home, came and refused to be driven away, and some weeks later six additional orphan girls were sent down from the seal islands by the United States Treasury agent, and the school contin¬ ued to grow until 85 girls were being sheltered, clothed and fed, and instructed. During the years 1889, 1890, and 1891 the mission was a contract school with the Government; but in 1892, in obedience to the action of the parent society, the women were compelled to withdraw from the work so important and so success¬ fully commenced. To disband the home, however, and turn out into the street the many homeless orphans that had for a little time experienced the comforts of a Christian home was to send them forthwith to a speedy ruin, and was not to be thought of for a moment. Mr. and Mrs. Tuck did bravely and heroically at their end of the line. Friends in the East assisted by raising money to tide them over, well knowing that when the authorities of the Methodist Episcopal Church understood the real condition of things they would authorize the women to resume their work in the home. This belief was borne out by after results. In 1893 the work was again resumed by the church, and hailed with prayerful enthusiasm by church brothers and Methodist women whose hearts had been touched and sym¬ pathy enlisted at the sad condition of the natives of western Alaska. The school has been so successful that through all that region it is held up as a model for other schools to pattern after. Capt. M. A. Healy (a Roman Catholic) sent me the following testimony: “Revenue Marine Steamer Bear, “ Port of Unalaska , Alaska, November 9, 1892. “The Rev. Sheldon Jackson, “ Bureau of Education, ^Washington, D. C. “My Dear Doctor: I have brought six girls from the seal islands to the Jesse Lee School. Two years ago I brought down a like number. I am constrained by this part I have had in providing scholars for the school to give you my views of its character and accomplishments, with the hope that they may excite interest in its behalf among its founders and supporters. “ In all my experience in the country I have seen nothing that has rendered so much good to the people. From its situation it has tributary to it this whole western end of the Territory, where there are numbers of children and poor waifs, many the offspring of white fathers, growing up without the care of homes or the education and training of Christian parents. “Professor and Mrs. Tuck have labored zealously and well to teach the scholars the necessities and requirements of decent living, and train them to become good housekeepers and proper wives and mothers. But they are cramped by the means and accommodations at hand. The school is already crowded to its utmost capac¬ ity and can not take many whom it would be a mercy to give its protection, and who could be received with a suitable building and support. “ I am sure the ladies of the Methodist society, could they understand the con¬ dition and field of the school and how well it is conducted, would become inter¬ ested in its behalf and provide it with better facilities with which to continue and enlarge its work for the elevation of these poor neglected members of their sex. “I can not be accused of bias, for I am of an entirely different religious belief. Professor and Mrs. Tuck know nothing of my writing. I am prompted by my interest in the country and the improvement of its people, and can not remain blind to good to humanity by whomever performed. “M. A. Healy, “Captain, United States Revenue Marine .” In October, 1894, the Woman’s Home Missionary Society voted $3,560 for a new building, 72 by 36 feet in size, with two full stories and an attic. This building was erected in the summer of 1895, but unfortunately was so poorly constructed by the contractor that it may have to be taken down and rebuilt from the foun¬ dation. If it should not be necessary to make this radical change, yet it will cost EDUCATION IN ALASKA. 1445 from $1,000 to $2,000 additional to place it in suitable condition for occupancy. In 1895 Miss Agnes L. Sowle, of Hagaman, N. Y., was appointed to take charge of the home in the place of Mr. John A. Tuck, who is to give his whole time to the Government school. Miss Elizabeth Mellor, of Brooklyn, N. Y., was sent as her assistant. This past summer Miss Sarah J. Rinch, of Canada, has been added to the mission force. Under the wise and efficient administration of these ladies the mission work in the Jesse Lee Memorial Home of the Methodist women at Unalaska continues to hold its advanced position. PROTESTANT EPISCOPAL MISSIONS. The most notable event of the past year was the appointment, by the general convention of the church in Minneapolis, of Rev. Peter Trimble Rowe as bishop of Alaska. Mr. Rowe was consecrated in St. George’s Church, New York City, November 30, 1895, and last spring moved to Alaska. After visiting the south¬ eastern part of Alaska, ke crossed the Chilkoot Pass from Dyea Inlet to the head waters of the Yukon River. Passing down the river, he was able to visit all the villages on that wonderful stream, then securing passage from St. Michael to Unalaska with the revenue cutter Bear , then by mail boat visiting the several leading villages on the coast between Unalaska and Sitka. Mission work was established at Juneau with Rev. Henry Beer in charge, and at Douglas Island with Rev. A. J; Campbell in charge. On the bishop’s way down the Yukon River he had erected a log cabin for services and employed William Lalo as lay reader among the Indians. At Circle City he secured a suitable location for the erection of mission buildings and a hospital which the church proposed establishing at that point. The mission work of the Rev. Jules L. Prevost at St. James, Fort Adams, con¬ tinues to prosper. Sixteen boys and girls were registered in the boarding home and 79 enrolled in the day school. In the hospital connected with the mission, 2,238 meals were supplied and 31 patients treated. Of these, 21 were discharged cured, 3 were improved, 1 was unimproved, 4 (all infants) died. At the dispensary there were 347 treatments. In the country tributary to this mission and counted with it are 1,298 baptized persons, of whom 50 are communicants. There were during the year 162 religious services held, 55 baptisms, 13 marriages, 19 burials. Of the burials, 1 was brought 20 miles; 4, 35 miles; 2, 80 miles; 1, 200 miles, and 1, 300 miles. A steam launch has this year been secured for the use of the mission up and down the rivers, and will probably do much to extend the work. At Anvik the Rev. John W. Chapman reports 8 pupils in the boarding department of the' mission and a number in the day school; 106 adherents of the mission, 10 of whom are com¬ municants. He further reports that during the year 8 baptisms, 2 marriages, and 4 burials were performed. Since this station was established, in 1887, one-third of the native population have abandoned their underground huts and built them¬ selves comfortable log houses, one striking result of which is the improved health of the people. Up to the present year not a single death has occurred in the log houses, while in the underground houses nearly one-half of the children born have died. Dr. Mary Glenton, who has for the past two years performed the medical serv¬ ices in all that region, has felt compelled to resign her position and return tfo the ' States on account of her health. The work of St. Thomas mission, at Point Hope, on the Arctic Ocean, has been continued through the year by Rev. E. H. Edson. On the 6th of August, 1895, Dr. Driggs, who had for five years occupied that station, sailed for the States, leaving Mr. Edson alone at that frontier station. The tem-^ porary interests of that distant community were well served. Thirty- three whales,"* 53 white polar bears, and the usual number of seals had been secured by the native population. This had given them an abundance of food through the winter.! One morning the schoolboys reported tracks of a polar bear near the schoolhouse, and upon investigation it was found that the bear had been around the house and visited the wood pile during the night and then crossed over to the village, where he was killed by a native. Seventy children were enrolled in the school. During the winter a night school was established for those that worked during the day. CONGREGATIONAL MISSIONS. Last spring Mr. W. T. Lopp and family, who, with Mr. Thornton, were the first missionaries to Cape Prince of Wales, Bering Straits, 'returned to his field of work after a vacation of one year in the States among his friends. During his absence in the winter of 1895-96 the station was maintained and work kept up by the Rev, Thomas Hanna. A few of the Eskimoxhave cast in their lot with the 1446 EDUCATION REPOET, 1895-96. people of God and maintain an interesting prayer meeting. As the missionaries acquire a better command of the native language,,the work will progress more rapidly. ROMAN CATHOLIC MISSIONS. No complete report has been received of their operations. They have a mission school and hospital at Juneau, Alaska; also at Nulato, Koserefski, Akulurak, and Cape Vancouver. They are talking of establishing a mission and hospital at Circle City; also a school at St. Michael. At Koserefski they report 79 boarders in the mission school and 26 day scholars. At Akulurak they report 25 boarders in the mission home. Their work has a force of 1 vicar apostolic, 9 priests, 6 lay brothers, and 13 sisters of the Order of St. Ann. PRESBYTERIAN MISSIONS. The Home Missionary Society of this denomination has the distinction of hav¬ ing, at Point Barrow, Alaska, the northernmost mission in the world. Mr. L. M. Stevenson, who went there in 1890, is still holding the fort waiting for someone to relieve him. During the past year a comfortable mission building, with a con¬ venient storehouse nearby, has been erected. In the summer of 1895 the brig W. H. Meyer , which had in cargo the annual supplies for this mission, was wrecked in Port Clarence. Consequently the mission school had to be discontinued for the want of supplies that were lost. Mr. Stevenson, however, remained at his post and held religious services as best he could under the circumstances. Mr. H. Rich¬ mond Marsh, a young medical student from Illinois, with his bride, is expected to go to Point Barrow next season and take charge of the work at that point. As has been said in previous reports, this station on the seas, where the ice never melts, has but one communication a year with the outside world. The annual mail which was sent to the station in the spring of 1895 has not yet reached its destination, but, if it has no further mishaps, will finally get there in the fall of 1897, two years and six months after it left the States. St. Lawrence Island. — Mr. and Mrs. V.C. Gambell, with true heroism, continued on this important subarctic field. Mrs. Gambell reports as follows: “Our winter comes the last of September and lasts until the middle of June. The lowest point reached by the mercury was 29° below zero. When the wind is from the southeast, the snow drifts on the west side of the house until the house is nearly out of sight, snow being 3 feet deep on the roof. When the storm is over, the natives come with their shovels, made of the shoulder blade of the walrus, or baby whale, and shovel us out. Sometimes the air is so full of snow that we can not see the storehouse, which is only 20 feet away. There was snow in the village until the middle of July, and it lies on the mountain, a mile east of the village, all summer. “We go out after school for an hour or so nearly every day, the whole school going with us. We do not mind the cold, for we dress from head to foot in rein¬ deer skins. “ Formerly the people lived in underground houses, but have not done so in this village for a number of years. The houses which they now use are round walls, about 6 feet high, and made of driftwood and portions of wrecks. They cover them with walrus skins. The door is about 2i feet from the ground and about 2£ feet square. It is always placed on the west. On the inside a room is partitioned off with deerskins, about 7 feet wide and as far around the wall as is needed. Only five or six people live in some of the houses; in others there are over twenty occupants. “Their rooms are heated with oil lamps, the oil used being either seal, walrus, or whale. The lamps are made of clay. I have a stone lamp which I procured on the Siberian side.- It is the same in shape as those used by the people on St. Law¬ rence Island. “The walrus skins are dried on frames in the open air in summer, but the seal skins are stretched close to the ceiling in the living rooms. When the seal skins are dried, the women scrape and rub them until they are very soft and easy to make into clothing. They shape the boot soles, which are made of the big seal, with their teeth. ‘ • There are no trees on the island. There is a little shrub resembling the willow, which creeps along on the ground like a strawberry vine. There are some beau¬ tiful flowers. Forget-me-nots, daisies, monks’ hood, and the dandelion grow everywhere, while the buttercups come before the snow is off the ground. “ The house we live in is 20 by 40 feet, the schoolroom being in the north end. On Sunday the room is nearly always crowded. When the tables and benches are full, the people who can not be thus accommodated sit on the floor. They do not EDUCATION IN ALASKA. 1447 mind this in the least, as they have no chairs in their own homes. Sometimes it is so crowded that it is almost impossible to move around. 64 The pupils that have attended school with any degree of regularity have made good progress in their studies and greatly improved in their personal appearance. They read well, write legibly, and are quick at number work. One boy had kept a list of all the words that had been given him, and, when he understood the arrangement of the dictionary, made an alphabetical list of them in a blank book that had been given him. This he did without any suggestions from anyone.” Haines. — This station, among the Chilkats, is occupied by Rev. and Mrs. W. W. Warne. Mrs. A. M. Sheets, and Miss Fannie Willard (native). The religious interest of the' preceding year lias continued during the present, and the teachers have been rejoicing that those for whom they labor and yearn have so many of them been brought into the kingdom. The desire to attend meeting so overcrowded the church as to make some fric¬ tion between the inhabitants of the different villages. They were like the Gre¬ cians of old, who thought that their wives were neglected in the daily distribution of bread. This inability to get into the church finally led to a compromise by which certain services were given to the inhabitants of certain villages, so that by rotation the people of each village would have an opportunity to* get into the church. In January, 1896, the building burned down and the regularity of the services was somewhat impaired. During the past summer a larger and more commodious building has been erected for the mission. At the Chilkat Fishing Station the schoolhouse, which was intended to seat 40, has been crowded with attendance of considerably over 100, sometimes 140 to 150 being present, and many compelled to go away for lack of room. At another village where services are held matters are scarcely any better, so that in addition to new mission building at Haines there is important need of two chapels at the outer villages. Winter prayer meetings are held at both of these villages, and from twenty to thirty prayers are often offered by the natives at a single meeting. Some pray in public who do not x>rofess to be Christians, but pray for the light. Many have confessed their sins, and though some may go no further, yet many are coming into the kingdom. Hoonali. — This station , among a barbarous and uncivilized people, CO miles by sea from a post-office or white community, has been led by two widow ladies, Mrs. John W. McFarland and Mrs. Mary E. Howell. Mrs. McFarland has served in the mission work for seventeen years, and upon the death of her husband three years ago continued the work at the station where they resided, teaching the natives, nursing their sick, settling their quarrels, and administering generally the affairs of the village, and also preaching the gospel on the Sabbath to the na/tive church of 100 communicants. A year ago the tragedy connected with the killing of the last Indian medicine man in the place has resulted in good by freeing the community from their cruelty and rapacity. Some of the officials in years past have denied the existence of witchcraft in Alaska, for fear the knowledge of it would check immigration; but it still exists, and will continue to exist until every native village is leavened out of its superstition by the introduction of the gospel and the blessing of the Spirit of God. Such scenes as the following are still witnessed in that country. ‘‘Some of our people took a sick man across the sound to the other Hoonali village to have the Indian doctor perform over him. The doctor charged ong- of • the party with being a witch, whereupon the young man became so enraged that he shot the doctor dead.' Then he, with his friends, fled for this village. Early the next morning a large canoe filled with bloodthirsty men, whooping and firing off their guns, made their appearance. After a war dance on the beach they marched up to the house, demanding the man. For over an hour they tried in* vain to settle with blankets. ‘No! No! Life for life!’ was the cry. Then the poor man came out and gave himself up and was shot down by two of the Indian doctor's friends. One gun, being accidentally discharged, wounded one of our men in the limb. Peace is now restored and I hope the old Indian doctor’s death will end witchcraft among this tribe. A year ago he charged one of our schoolboys with being a witch, and had the sick man shoot him, after which a stone was tied around his neck and the body dropped into the bay.” Juneau. — The mission home at this place is prospering under the care of Rev. and Mrs. L. F. Jones, Miss Sue Davis, Miss M. E. Gould, and Mr. Frederick Moore, native. Mrs. Jones gives the following graphic picture of native life with which they deal: “We have reached the far end of the village and will pay oru: first visit. Enter¬ ing a small room, built more in the form of a shed than a house, we find it full of all sorts of things, except furniture. The room is in utter confusion, while dirt is seen everywhere. Sitting upon two blankets spread on the floor and with a 1448 EDUCATION REPORT, 1895-96. cracker box for a support to her back is an old woman dying with consumption. We do what we can for her comfort, relieving her present necessities. Leaving some medicine, we continue on our way. The house we now enter consists of a single room, where live members of six families. Two rude bedsteads stand in one end of the room. An old stove in the middle of the apartment is giving off far more smoke than heat. About the stove are scattered a few dishes, pots, and pans. Nailed to the side of the wall to dry is a bear skin. Bunches of fish hang overhead. Several boxes painted in allegorical figures— receptacles for clothing — and an old chair are the only furniture. Lying on the floor near the stove, with one thin blanket for a bed and an old coat for a pillow, is a young man, suffering from a gun wound through the arm. During the night several boat loads of people, friends of his family, have arrived from a distance, bringing with them a dead body for inter¬ ment. These visitors are all assembled in the room with the sick man, some mourning over their dead, others eating their breakfast, some smoking, and others sleeping. Children are singing, crying, and playing by turns, or all at the same time. As we advance to the side of the sick man we are obliged to step over sleep¬ ing forms on the floor. The atmosphere! Words are too feeble to describe it. The patience of the suffering Christian is beautiful to see. His face brightens as we speak words of cheer and comfort. After washing and dressing his arm, we offer a short prayer, cheered to know that we have been able to alleviate suffering. “ In that little hut we are approaching is one sick with a disease no medicine can reach save the ‘ Balm in G-ilead.’ That misery is the white man’s stamp. “But as the morning is far spent we will hasten on to pay our last visit. As we approach this Christian home our hearts grow lighter, for we know within will be seen the fruits of mission labors of past years. We enter a large room in perfect order, scant of furniture, to be sure, but a home where comfort and cleanliness are conspicuous. We ask for a drink of water; Jennie, the- young wife, goes to a cup¬ board and brings forth two glasses with no little pride, handing them to her hus¬ band, who has just entered the room with a pail full of fresh spring water. “ On a cot, neat and clean, rests the sick brother. Jennie’s floor is as white as a new kitchen table. A few large pictures illustrating Bible lessons are on the walls. At one end of the room is the dinner table, clean and nice, while at the other end is the bed, which looks inviting and restful with its white spread and snowy pillow¬ cases. A sewing machine, with a partly finished shirt on it, stands by one window. The stove would .almost serve for a mirror if there were no other at hand. And this is only one of the neat, comfortable homes in Alaska resulting from the teach¬ ing and example of the missionaries.” During the year the Rev. James H. Condit has been sent to take charge of the white church at Juneau and has entered upon his work with enthusiasm. Sitka.— This central-mission station continues to maintain the lead in mission work. It has the most complete set of buildings and appliances for carrying on mission work and much the largest force of employees. This is probably equal to the communicants of all the other Protestant churches in Alaska combined. The hospital in connection with the mission continues to reach a large number of patients from places 160 to 800 miles away by sea. Some have been received from Copper River, 500 miles away, and the Aleutian Islands, 1,200 miles away. Some months ago a number of native Christians from Sitka went to Kluck-Won, partly to get work and partly to carry the- gospel to their own people. They established and have maintained regular prayer meetings, under the lead of Robert Harris, for many years a pupil in the Sitka mission school. Fort Wr angel. — This oldest Presbyterian mission station in Alaska is occupied by Rev. and Mrs. Clarence Thwing, who writes encouragingly of the progress of the work in that village. Jackson. — Owing to the want of funds, which so greatly hampers the mission work of all the churches through Alaska, as well as other portions of the United States, the mission home at this place has been discontinued, and thus a portion of the girls have been transferred to the home at Sitka, with Miss A. J. Manning their teacher. A new church was completed last year at the station, to the great joy of the community. At one of the meetings a native seeking Christ thus prayed: “Lord, open my eyes and teach my heart how you would* have me live before you.” Another said: “ If we were strong, like large new canoes, we would just ride over our temptations and not have them wash over us, just as a new, strong canoe does the waves.” THE SWEDISH EVANGELICAL MISSION COVENANT’S MISSIONS IN ALASKA. We are indebted to the Rev. D. Nyvall, secretary of the Swedish Evangelical Mission Covenant, for this synopsis of their work. EDUCATION IN ALASKA. 1449 The missions in Alaska, now promoted by the Swedish Evangelical Mission Covenant of America, were founded, 1886, by the Swedish Evangelical Mission Covenant of Sweden, which that year sent to Alaska their -first missionaries: Mr. Adolph Lydell to Yakutat, to work there among the Thlingets; and Mr. Axel E. Karlson to Unalaklik, to take up work among the Eskimos, the Indians, and the Russians (half-breeds) of that region. Two years later, 1888, Mr. K. J. Hen- dricksen was sent to the Yakutat mission. In the year 1889 two more mission¬ aries were sent from the old country to the Alaska stations, namely, Mr. August Anderson to Unalaklik and Mr. Albin Johnson to Yakutat. In the meantime it was, among the missionaries themselves, discussed how much more natural it would be to have the new missions in Alaska stand under the con¬ trol and lead of the American Covenant, rather than of the far-off Swedish society. The missionaries had all of them traveled through America to their destination, and were greatly affected by the love and help given them everywhere in America. Mr. Lydell, whose health did not permit him to stay long at one time in Yakutat, made several journeys through the States in the interest of the Alaska missions. At last the missionaries submitted their wishes to their board 'in Sweden, which readily accepted their plan, and formally, 1889, turned the mission over to the American society. In the year 1891 the society strengthened the forces at the several stations by sending Mr. David Johnson and Miss Hanna Svenson (now Mrs. A. E. Karlson) to Unalaklik, and Miss Agnes Wallen (now Mrs. Albin Johnson) to Yakutat. One year later, 1892, Miss Selma Peterson and Miss Anna Carlson were sent to Yakutat, the last mentioned returning the year after on account of failing health. In 1898 Miss Malvina Johnson was sent to Unalaklik and Mr. N. O. Hultberg to Golovin Bay to open the new station there, and, 1894, Miss Hanna Holm (now Mrs. Hultberg) followed. During the year 1895 no missionary was sent, owing to the hard times, but, 1896, the society called two school-teachers, one, Mr. P. H. Anderson, for Golovin Bay, and one, Miss Hulda Cecilia Peterson, for Yakutat. Their entire corps of white workers in Alaska, including Mr. P. H. Anderson, is 14 — 7 men and 7 women. Besides they have in the service of their mission one Eskimo, by the name of Rock, working as an evangelist in connection with their northern stations, with such success as to give the missionaries occasion to call him ‘ ‘ the Paul of the Eskimos.” Another coworker is a Russian, Stephan Ivanoff , who, with his wife, has superintended an outstation at Kangekosook, until this winter, when he was obliged to give up that station and join the station at Unalaklik, because of the urgent need of more workers there. In connection with the mission are also the Eskimo girl Dora, a native nurse, and Frank Kameroff, a young Russian, serving as an interpreter, both located at the northern stations, making, in all, four native workers at present. Their stations are, as already men¬ tioned, the following: Yakutat, Unalaklik, and Golovin Bay, besides an outsta¬ tion at Kangekosook. Yakutat is the nearest and most easily reached, and is superintended by Mr. K. J. Hendrikson, with the aid of Mr. Albin Johnson, Mrs. Albin Johnson, Miss Selma Peterson, and Miss Hulda Cecilia Peterson, the school-teacher. Albin Johnson with His wife and infant son is at present in the States, but intends to return early in June. At this station the society has been able to place a sawmill to the service of tHo ' mission, with the best results. In fact, in seven years a whole little village of clean beautiful frame houses has been built, where formerly were only wretched huts. The natives have readily taken to carpentering, and they not only build their own houses, under the direction of Mr. Hendrikson, but also have learned^ to make many kinds of furniture until then unknown to them. In one word, the" sawmill has proven an effective help in civilizing the natives and thereby opening a way for the Christian mission among them. The congregation of converted natives at Yakutat, formally received into Chris¬ tian fellowship by the missionaries, numbers about 20. Five children are at present wholly cared for at the station. And it is to be noticed that this special work of charity was badly interfered with by the acci¬ dent of the burning some years ago of the orphans’ home, which the society has not as yet been able to rebuild. The mission school is frequented by 60 to 100 children, or at an average, 45. Not only the English language and other elements of a primary- school education are taught, but also useful industries, both to the boys and girls, such as knitting and sewing; and the girls are reported to learn very quickly and eagerly. At Unalaklik is the’largest station. The superintendent is Mr. A. E. Karlson,, one of the founders of our missions in Alaska. He has to his aid his wife and Miss Malvina Johnson, besides Mr. David Johnson, the school-teacher. Of Mr. Karlson’s. ED 96 - 46* 1450 EDUCATION REPORT, 1895-96. hardships and triumphs many tales could be told if time and space permitted. Without the help of a sawmill and other facilities; with the aid only of an ax and his energy, he has built the station. Often has he experienced the greatest perils, even coming near risking his life for the gun or knife of the native, or at sea dur¬ ing stormy seasons while crossing the bay in order to provide his station with the necessaries of lifefrom St. Michael orinland, inhis many missionary journey s among the tribes living between Unalaklik and Golovin Bay. But he has until now been protected; and the last six years he has been nobly assisted by Mr. David John¬ son, a young man of great courage and self-denying zeal. This Mr. Johnson has during the last two years made several missionary journeys farther north as far as Kotzebue Sound, in conrpany with the Eskimo Evangelist Rock. Many were the perils and the hardships of the young missionaries upon these journeys. The whole of Christmas night, 1895, they were obliged to bivouac in the cold arctic region beneath the starry sky, without any other protection than their sleighs offered. And still this young man, with an apostle’s heart, asks of the society the privilege to be allowed to work in the same manner among the tribes farthest in the north, even offering himself to go -without salary and eating the fare of the natives for a time, if only the society would consent to open a new station at the Kotzebue Sound. The congregation of converted natives numbers about 50. At present not more than 15 children are wholly cared for at the station. The children enrolled at the mission school are reported to be 90, of whom 50 are under 10 years of age, 20 under 15, the rest under 80 years of age. The best attend¬ ance is reported during March, with an average of 40, the next best in January and February, with 35, and October, November, December, with 25. During May only 15 attended, and in September fewer still (no exact figure given). These changes in the number of pupils is to be explained from the native half-nomadic mode of living. In the Sunday school at Unalaklik 175 children at the most have been gathered ; and great was the j oyf ul surprise for the poor little ones of the Christ¬ mas feast given them last Christmas eve, with a Christmas tree, burning in all its glory, and many small presents in the way of clothing, sweetmeats, and other good things liberally bestowed upon half-clothed, half -starved boys and girls, who showed their appreciation by laughter and tears continually alternating the whole even¬ ing, the greatest evening of their life. Golovin Bay is the. youngest station, and was opened 1892, and Mr. N. O. Huit- berg, the superintendent of the station, was sent forthwith to take up work at the new place. He is now aided by his wife and Mr. August Anderson, and will be further assisted from next summer by P. H. Anderson, the school-teacher. The success at Golovin Bay, the first and especially the second winter, exceeded all their expectations and former experiences, the report numbering the baptized during the winter of 1894 alone as over 20. The congregation of converted natives is at present 30 in number. The attendance at the mission school is 40, a number which could be easily doubled, as there are hundreds of children living a few miles around the station, were it not for the small schoolhouse, v/hich can accommodate no more. A brief summary of their work in Alaska is as follows: (1) They expend yearly between $8,000 and $10,000 in Alaska. And this expend¬ iture may be better understood when it is stated that- all the members of all the churches in connection with the covenant do not number more than 10,030, including both women and men, most of these being persons of small means. (2) As an immediate fruit of their missions there, is counted a Christian con¬ gregation of at least 100 natives. (3) About 300 children are instructed at their mission schools. (4) About 20 children are cared for at the mission stations. (5) In connection with their missionary efforts, a great work of civilization is going on, not only at the stations, but through the influences of the missionaries. CHURCH OF ENGLAND. The diocese of Selkirk, while having its stations on the Canadian side of the boundary line, yet ministers to the natives and miners both of Canada and Alaska. The demoralization of the Indians, through intemperance and other vices intro¬ duced among them by the large influx of gold miners, is very marked, and has become a great hindrance to missionary work. Archdeacon and Mrs. T. H. Can- lian, who have for many years labored in that arctic region, this season returned to England on account of their health. The governor of Alaska, referring to the operations of the various Christian denominations in Alaska and also to the Government schools, stated in his annual EDUCATION IN ALASKA. 1451 report to the Government that “the teacher and the missionary, the church and the school, have exerted a more potent influence for the elevation, civilization, and education of the Alaskan native than any and all other forces combined.” TEACHERS AND EMPLOYEES IN CHURCH MISSION SCHOOLS.* Episcopalians. Point Hope. — J. B. Briggs, M. D., Rev. H. E. Edson. Anvils. — Rev. and Mrs. J. W. Chapman, Miss Bertha W. Sabine. Fort Adams.— Rev. and Mrs. Jules L. Prevost, Mary Y. Glenton, M. D. Juneau. — Rev. Henry Beer. Douglas Island. — Rev. A. J. Campbell. Sitka. — Bishop Peter Trimble Rowe. Congregational. Cape Prince of Wales. — Mr. and Mrs. W. T. Lopp, Rev. and Mrs. Thomas Hanna. Swedish Evangelical. Kotzebue Sound. — Rev. David Johnson, and Rock, a native assistant. Golovin Bay. — Rev. August Anderson, Rev. and Mrs. N. O. Hultberg, and Dora, a native assistant. Unalaklik.— Rev. and Mrs. A. E. Karlson, Miss Malvina Johnson. Kangekosook. — Stephan Ivanoff. Koyuk. — Mr. Frank Kameroft. Yakutat. — Rev. and Mrs. Albin Johnsen, Rev. K. J. Hendricksen, Miss Selma Peterson, Miss Hulda C. Peterson. Poman Catholic. Kosyrevsky. — Rev. Paschal Tosi, S. J., prefect apostolic of Alaska; Rev. R. Cri- mont, S. J.; and Brothers Rosati, S. J.; Marchesio, S. J.; Cunningham, S. J.; Sisters M. Stephen, M. Joseph, M. Winfred, M. Anguilbert, M. Hehhse, and M. Damascene. Nulato. — Rev. A. Ragaru, S. J. ; Rev. F. Monroe, S. J. , and Brother Giordano, S. J. Shageluk. — Rev. William Judge, S. J. Urhhamute, Kuskokwim River. — Rev. A. Robant, S. J. St. Josephs , Yukon Delta. — Rev. J. Treca, S. J.; Rev. A. Parodi, S. J.; Rev. F. Barnum, S. J. ; Brothers Twohigg, S. J., and Negro, S. J., and Sisters M. Zyphe- rine, M. Benedict, M. Prudence, and M. Pauline. Juneau. — Rev. J. B. Rene and Sisters Mary Zeno, M. Peter, and M. Bousecour. Moravians. Bethel. — Rev. and Mrs. John H. Kilbuck, Mr. and Mrs. Benjamin Helmick, Miss Mary Mack, Mr. and Mrs. J. H. Romig, M. D. Quiegaluk. — Mr. Ivan Harrison (Eskimo) . Tidaksagamute. — Mr. and Mrs. David Skuviuk (Eskimos). Kalchkachagamute. — Mr. and Mrs. George Nukachluk (Eskimos). Akaigamiut. — Mr. Neck (Eskimo). TIgavig. — Rev. and Mrs. Ernst L. Webber. Quinehaha— Mr. L. Kawagleg and Mr. and Mrs. Harvey Suruka (Eskimos). Carmel. — Rev. and Mrs. John Schoechert, Rev. S. H. Rock, Misses Mary and Emma Huber, Miss P. C. King. Methodist Episcopal. Unalaska. — Miss Agnes S. Sowle, Miss Sarah J. Rinch. Friends. Douglas City. — Mr. and Mrs. C. N. Reploge. (No report.) Kake. — Mr. and Mrs. S. R. Moon. (No report.) Baptists. Wood Island. — Rev. and Mrs. Curtis P. Coe, Miss Lulu Goodchild, and Miss Hattie Snow. 1452 EDUCATION REPORT, 1895-96. Presbyterian. Point Barrow. — L. M. Stevenson. St. Lawrence Island. — Mr. and Mrs. V. C. Gambell. Haines. — Rev. and Mrs. W. W. Warne, Miss Anna M. Sheets, Miss Fannie H. Willard (native). Hoonah. — Rev. and Mrs. Alvin C. Austin, Mrs. John W. McFarland, and Mrs. Mary E. Howell. Juneau. — Rev. and Mrs. James H. Condit, Rev. and Mrs. L. F. Jones, Miss Sue Davis, Miss M. E. Gould, Mr. and Mrs. Frederick Moore (natives) . Sitka. — Rev. and Mrs. Alonzo E. Austin, Mr. and Mrs. U. P. Shull, Dr. B. K. Wilbur, Mrs. E. C. Heizer, Mrs. M. A. Saxman, Mrs. A. Carter, Mrs. L. S. Wal¬ lace, Miss A. J. Manning, Mrs. T. K. Paul (native), Mr. P. Solberg. Fort Wr angel. — Rev. and Mrs. Clarence Thwing. Jackson. — Rev. and Mrs. J. Loomis Gould, Mrs. A. R. McFarland. Church of England. Buxton. — Bishop and Mrs. Bompas, Rev. Frederick F. Flewelling, Miss Mac¬ Donald, Mr. R. J. Bowen. Fort Selkirk. — Rev. and Mrs. B. Totty. Rampart House.— Rev. and Mrs. H. A. Naylor, Rev. and Mrs. T. H. Canham. Introduction of Domestic Reindeer into Alaska. During the year a comfortable log schoolhouse 22 by 32 feet, together with a woodhouse and bell tower for the same, has been erected for the use of the chil¬ dren of the employees at the Teller Reindeer station. The building has attracted considerable attention from its neat and comfortable appearance. The main head¬ quarters building was enlarged with an addition 24 by 40 feet, built in connection with it. This addition gives accommodation for a storeroom, and also for the herders’ families who may be sojourning temporarily at the station. It furnishes accommodations for keeping seal meat, oil, blubber, dried and frozen fish; also a carpenter’s bench, with facilities for manufacturing sleds and snowshoes. In the attic is furnished much 'needed room for storing sails, boat oars, and fishing nets, j In addition to the buildings erected at the station, huts made of plank and drift¬ wood, covered with sod and dirt, were erected at several convenient points for the accommodation of the herders passing between the herd and the main station in winter. During the severe storms of last winter these huts were found of very great value, and probably in some instances saved lives. Similar huts were also erected at the winter camp for the use of the herders. PERSONNEL. After a sea voyage of thirty-seven days, Mr. J. C. Widstead, who had been appointed assistant superintendent of the station, reached Port Clarence July 12 on the brig W. H. Meyer. Two days later, the supplies for the station being safely landed, a southerly wind springing up so increased in violence that the vessel was driven ashore from her anchorage and became a total wreck. With the wrecking of the vessel were lost the supplies of the schools at Bering Straits and also Point Barrow, together with the personal effects of the Rev. Thomas Hanna and family, who were en route to their station at Cape Prince of Wales. Owing to some misunderstanding and friction which arose over the sale of the wrecked vessel, Mr. William A. Kjellmann sent his resignation to Mr. William Hamilton, who represented the Bureau. As there was nothing else to be done, the resignation was accepted, and on July 20 Mr. J. C. Widstead was appointed superintendent, with Mr. Thorwald Kjellmann as assistant superintendent. Mr. Widstead had been selected for a subordinate position, but in the absence of any other more suitable person in that region he was necessarily given the first place upon the resignation of Mr. Kjellmann. His administration during the past year was not a success, and upon my arrival at the station, July 28, 1896, I removed him and reappointed Mr. William A. Kjellmann superintendent and Albert N. Kittilsen, M. D., assistant superintendent, who had been sent up from the States this season for service at the station. During last year some dissatisfaction was expressed by the Lapps that there was no physician within reach for their families. This want has been supplied by the appointment of Dr. Kittilsen as assistant superintendent of the station. The seven families of Lapps have remained with the herd, performing their usual duties EDUCATION IN ALASKA. 1453 with efficiency and success. The experience of the past two years has demon¬ strated the wisdom of their importation as instructors to the Eskimos in the care and management of deer. Their success has been so marked that hereafter, when¬ ever a herd is loaned to a mission station, an experienced Lapp will be sent with the herd to take charge of and instruct the apprentices. Under the tuition and direction of the experienced and skilled Lapps were ten Eskimo apprentices from different villages extending all the way from Point Hope on the Arctic shore southward and eastward to Fort Adams on the Upper Yukon River, a distance of 2,000 miles. These apprentices have made fair progress in mastering the science of managing and breeding reindeer. In January, Moses, Tatpan, Martin, and Okweetkoon were transferred from the Teller Reindeer Station to the new station established on Golovin Bay, they hav¬ ing come originally from that general region of country. During the fall, Oozhaloo, one of the most prominent natives at Point Barrow, with his family, was transported to the Teller Reindeer Station at his own request and accepted as an apprentice. It is hoped that ultimately he will be able to go back in charge of a herd to that distant and desolate northern section. HERDS. There are now five herds in Alaska, one at Cape Prince of Wales, a mission station of the Congregational Church, numbering 253; one at Cape Nome, in charge of three experienced Eskimo apprentices, numbering 218; two at Golovin Bay, one belonging to the Swedish Evangelical Mission Station and the other to the St. James Episcopal Mission Station, together numbering 206, and the central Government herd at the Teller Reindeer Station, numbering 423, making a total of 1,100 head. During the previous five years the transporting of reindeer from Siberia was done by the revenue cutter Bear. This year the Bear , having extra work in con¬ nection with the policing of the sea islands of Bering Sea, was unable to afford the usual assistance. In place of the Bear , arrangements were made with Mr. Minor W. Bruce to purchase the deer on the Siberian coast and deliver them to the Gov¬ ernment at so much a head on the Alaska shore. Through a combination of circumstances, however, he failed to carry out this contract, and the result was that no deer were purchased this season. It is perhaps as well that this attempt to procure deer through private parties from Siberia has so signally failed, as the men who were selected to live in Siberia and do the purchasing were not such as were competent to suitably represent the United States Government. Russia had kindly given permission to the United States to purchase, but would naturally expect that the agents doing the work would be responsible men under the control of the United States Government. It is hoped that the Bureau of Education will this coming year be able to send its own agent on the field, and thus prevent any international complications arising from the misdoings or mis¬ takes of agents not responsible to the Government. But while there was no increase of the herd from importation, there was a very gratifying increase by birth. Four hundred and sixteen fawns were born to the herds last spring, of which 357 lived. At the Teller Station there were at the opening of the year 525 head. On the 14th of January, 1896, 130 of these were sent off to establish a new herd at Golovin Bay. During the year 25 died from accidents received during transportation from Siberia. Upon the second trip of the Bear the steamer encountered a severe gale and the reindeer were thrown helplessly from side to side across the deck, result¬ ing in dislocated joints and broken limbs and internal injuries, resulting in death. During the fall a hoof disease broke out in the herd, resulting in the death of 25. A portion of a diseased lung and liver was sealed up in alcohol, and has been sent to the Agricultural Department for diagnosis of the disease and a possible remedy. Ten male deer were killed during the year for food. One hundred and forty-one fawns were born, of which 10 died. Of the 423 deer at the station on the 1st of July, 1896, 15 are claimed by the apprentice Taootuk, 11 by Kummuk, 7 by Sekeog- look, 4 by W oksok, 4 by Electoona, and 3 by Ahlook, making 44 that are the private property of the apprentices. There are 7 head of female deer belonging to the Teller Station that are still in the herd at Cape Nome. In the herd at Cape Prince of Wales there are 253 head, of which 84 are fawns born last spring. There are 5 herders or apprentices in charge of the herd. Some of the cows without fawns were milked, and the herd seemed to beTprospering. The Cape Nome herd numbers 218, of which 43 were born last spring. During the spring 11 were killed in an avalanche as they were feeding at the base of a mountain. 1454 EDUCATION REPORT, 1895-96. 9 The two herds at Golovin Bay aggregate 206, of which 80 were horn last spring. Of this herd, the apprentice, Martin, claims 12 deer, Tatpan 7, Moses 21, and Okweetkoon 10, making 50 claimed by the herders as iirivate property. The trip made in driving the herd from Port Clarence to Golovin Bay was a successful and interesting one, a full account of which is given by Mr. G. T. Howard. During the year at the Teller Station 22 deer were broken to harness, making 52 sled deer in the herd. Much time was given to the training of these deer for freighting and traveling purposes. Seventeen sets of harness were made, 14 freight sleds, and a number of snowshoes and skis. But little difficulty has been met with during the past year from the dogs. DISTRIBUTION. In the general plan of distribution it has been our purpose to supply the mission stations, partly in the order of their proximity to the central herd, that the new herds maybe more conveniently supervised, and partly through the interest which the stations have manifested in sending their young men for training. ITence the first station to receive a loan from the Government was the Congregational, at Bering Straits, 60 miles away from the central station. The superintendent of that mission was for one year (1898-94) superintendent of the reindeer station, and had around him a number of his young men as apprentices. About that time the report was maliciously circulated among the natives that they were not to receive any benefit from the reindeer; only the whites. To disabuse their minds, three of the more advanced of the native herders were loaned (January 31, 1895) 100 head of deer and sent off some 60 miles down the coast to Cape Nome by them¬ selves. This was the beginning of the third herd. Among the first stations to respond to the call for young men to learn the busi¬ ness was the Swedish station at Unalaklik, Norton Sound, and the St. James Epis¬ copal mission, on the Yukon. As the Swedish station was the next nearest to Port Clarence after the Congregationalists, and as they had had three young men in training, it was very proper that they should have the next or fourth herd, and while the Episcopal station at Fort Adams is more remote than the Roman Cath¬ olic station on the lower Yukon or the Presbyterian station on St. Lawrence Island, yet as that station had had an apprentice almost from the first in the herd and was a central point for the'pstablishment of reindeer among a different race of people in Alaska, it seemed appropriate to give the fifth herd to them, which was done. In arranging plans for the distribution of the domestic reindeer in Alaska, so far as the native population are concerned, I have looked to the missionaries set¬ tled among them for cooperation and assistance. They are the wisest and most disinterested friends the natives have. From their position and work, having learned the character and needs of the people, they can wisely direct the transfer of the ownership of the deer from the Government to such of the natives as have been trained in the care of the deer. And in order that the herders should have, in the infancy of the business, the continued oversight of experienced herders, and teaching in methods of handling by the most competent instructors, it is important that with every new herd sent out there shall also be sent a competent Lapp. In accordance with this purpose, the several missionary organizations at work in arctic and subarctic Alaska were last spring corresponded with by this office. In the commencement of the work it was anticipated that all the mission sta¬ tions would nave ere this been furnished a loan of reindeer, but the increase through purchase in Siberia has been much smaller than was anticipated. Instead of bemg able to purchase a thousand or more head a year, the average increase by purchase has only been about 150 a year. This necessarily delays the distri¬ bution of deer, as it is not good policy to weaken unduly the central herd at Port Clarence, and of course we can not distribute more than we have. It is as important to teach the natives just emerging from barbarism how to earn an independent support as it is to give them book instruction. The industrial pursuit which nature has mapped out for the native population of arctic and sub¬ arctic Alaska is the breeding and herding of reindeer and the use of the deer as a means of transportation and intercommunication. During the past season the influx of miners into the Yukon region has made a very urgent call for reindeer for freighting purposes. In the original plan for the pur¬ chase and distribution of reindeer reference was mainly had to securing a new food supply for the famishing Eskimo, but it is now found that the reindeer are as essential to the white men as to the Eskimo. The wonderful placer mines of EDUCATION IN ALASKA. 1455 the Yukon region are situated from 25 to 100 miles from the great Yukon River. The provisions brought from the south and landed upon the banks of the river are with great difficulty transported to the mines. So great was the extremity last winter, that mongrel Indian dogs cost $100 to $200 each for transportation purposes, and the freight charges from the river to the mines, 80 miles, ranged from 15 to 20 cents per pound. The difficulty experienced in providing the miners with the necessaries of life has demonstrated the necessity of reindeer transportation, and that the development of the large mining interests of that region will be dependent upon the more rapid introduction of reindeer for freighting. There are no roads in Alaska, and off of the rivers no transportation facilities to any great extent. In the limited traveling of the past dogs have been used for that purpose; but dog- teams are slow and must be burdened with the food for their own maintenance. On the other hand, trained reindeer make in a day two or three times the distance covered by a dog team, and at the end of the day can be turned loose to gather their support from the moss, which is always accessible to them. W. H. Gilder, of the Century, in his trip across Siberia to telegraph to the Navy Department the burning of the United States naval vessel Rogers in St. Lawrence Bay, Siberia, 1882, says in his book, Ice Pack and Tundra, .page 190: During a portion of the route we had horses for draft animals and at other times reindeer. I much prefer the latter, because so much fleeter and so much more docile.” Last spring an application was received from the United States Treasury Depart¬ ment for the placing of 40 reindeer on the Seal islands, and arrangements were made for complying with the request; but before the arrangements could be carried out I received a protest from the North American Commercial Company, who are the lessees of the islands, as they feared that the reindeer would disturb the seal upon the rookeries. Consequently nothing was done in the matter. A number of influential parties, several being in the United States Congress, have expressed an earnest wish that a few reindeer might be placed upon each of the larger islands of the Aleutian group to provide a food supply for any crew that may hereafter be wrecked on those islands, and prevent the repetition of the starva¬ tion and cannibalism which occurred in 1894 on Umnak Island, one of the Aleutian group, in the wrecking of the whaling bark James Allen. When, June 14, the United States revenue cutter Bear, upon which I was a passenger, found the sur¬ vivors, there were nine left in a hut, crazed with starvation. They were gathered around the fire with a pot of human flesh on cooking, which they had cut from the body of a man who had died and been buried two weeks before. Upon per¬ ceiving the rescue party they gave a feeble hurrah, and, laughing and crying by turns, remarked that they were sorry to say that they were cannibals, but that starvation had stared them in the face and they were compelled to resort to the flesh of their dead companions for food. They reported that Gideon had died June 7, and they had eaten him. When he was gone, they had dug up Pena, who had been buried on May 80, and were now (June 14) eating him. When they reached the ship, they were so weak that some of them had to be carried and all of them helped to the forecastle, where the clothes, swarming with vermin and reeking in filth, were cut off of them and thrown overboard. They were then thoroughly washed and their hair cut. When stripped of their clothing, their emaciation showed their suffering. Requests have also come from parties who have leased some of the Alaska islands for the purpose of raising foxes. They are anxious in connection with their fox ranches to try the experiment of raising reindeer for the market. In Ice Pack and Tundra, page 179, W. H. Gilder, speaking of the people of northeastern Siberia, thus testifies to the value of reindeer meat as a food: ‘ ‘ Reindeer meat is also eaten by those who can afford it, unless rich enough to eat beef, which they prefer, though why I could never discover, for the meat of the reindeer is much more delicate and tender, and has a peculiarly delicious flavor, probably derived from the fragrant moss that constitutes its food. It is cheap enough to satisfy the most economical housekeeper, a fine fat buck, entire, costing at Nishne Kolymsk only 3 rubles, that is $1.50, and at Sradnia 5 rubles. The meat of the reindeer is always excellent, while the beef is more expensive, and is only exceeded in price by the horse, which is a luxury only to be indulged in by the rich.” I am in full sympathy with all these requests for the distribution of reindeer in widely separated sections of Alaska. The more widely they are distributed and the larger the number of interests that are subserved by them the greater good will be accomplished and the larger the constituency of those who will take an interest in this new industry. The vast territory of central and arctic Alaska, unfitted for agriculture or cattle 1456 EDUCATION REPORT, 1895-96. raising, is abundantly supplied with the long, fibrous white moss, the natural food of the reindeer. Taking the statistics of Norway and Sweden as a ghide, arctic and subarctic Alaska can support 9,000,000 reindeer, furnishing a supply of food, clothing, and means of transportation to a population of a quarter of a million. Providence has adapted the reindeer to the peculiar conditions of arctic life, and ifc furnishes the possibilities of large and increasing commercial industries. The flesh is considered a great delicacy, whether fresh or cured. The untanned skin makes the best clothing for the climate of Alaska, and when tanned is the best leather for the bookbinder, upholsterer, and glove maker. The hair is in great demand, by reason of its wonderful buoyancy, in the construction of life-saving apparatus. The horns and hoofs make the best glue known to commerce. With Alaska stocked with this valuable animal, the hardy Eskimo and the enterprising American would develop industries in the lines indicated that would amount to millions of dollars annually, and all this in a region where such industries are only developed 'enough to suggest their great possibilities. The terms for which the Lapps contracted to serve the United States has expired. They have so fully proved their efficiency, justified their employment, and made themselves so necessary that their services can not be dispensed with without injury. An effort is being made to induce them to remain in the country longer, and there is a reasonable prospect that, after returning to their native land, they will close out their business affairs and return to Alaska as permanent settlers. If a few additional families of Lapps can be encouraged to accompany them, it will be a great boon to the rising reindeer industry. Reindeer Lapps are of two classes — one who give their entire attention to the raising of reindeer, and the other who give their whole attention to freighting and transportation. The latter class in the old country seldom raise the reindeer which they own, but are accustomed to purchase from the breeder, then train and use entirely for freighting. We are very fortunate in having both classes among the seven Lapp men in Alaska. Two of the seven are trained freighters, and it is proposed to allow them this coming season to go to the mines and demonstrate the usefulness of the reindeer in that region for transporting freight and furnish¬ ing rapid communication for passengers and mail. With the introduction of a larger number of deer, suitable for freighting purposes, it will be necessary to secure a larger number of experienced Lapps from the old country, as it will take a series of years before the natives can be so far trained that they can be trusted to freight on their own account. At the request of this office, through the Secretary of the Interior, the Secretary of State has communicated with his Imperial Majesty the Czar of Russia, request¬ ing permission for this office to place a purchasing agent, with one or two herds¬ men, at some suitable point on the coast of Siberia adjacent to Alaska. At the request of the Department of the Interior in 1892, permission to purchase reindeer on the Siberian coast was obtained through his excellency the Russian minister resident at this capital. But experience has shown that unless the deer are purchased beforehand and collected at one point on the coast, the United States steamer is delayed too long in the process of effecting these preliminaries, and the consequence is that the short season in which the transportation of reindeer is possible in these northern seas passes away with slender results. The average purchase has been considerably less than 150 reindeer per annum during the past four years. It will be easy to double the number annually, provided the pur¬ chasing and collecting of deer can be performed by some party in advance. The scarcity of food in places continues periodic, and much suffering, with loss of life, must ensue while the present slow process of introducing a new food sup¬ ply into the country continues. Missionaries of all churches on the ground unite in testifying to the need of more speed. A few years of larger appropriations on the part of Congress would purchase and place in Alaska two herds of 5,000 each, the natural increase of which would perpetuate and extend the stock until the whole country is covered. THE ITINERARY. Leaving Washington on May 14, 1896, for my annual inspection of the schools and reindeer stations in Alaska, Seattle was reached on the 29th of the same month. The following two days, exclusive of an intervening Sabbath, were spent in looking after the procuring and shipment of supplies for the various schools, and on June 2 I took the steamship City of Topeka for Sitka, visiting en route the schools at Fort Wrangel, Juneau, and Douglas Island, reaching Sitka on the 8th of June. Five very busy days were given to the several schools at Sitka. Through the courtesy of Capt, C, L. Hooper, commanding the Bering Sea fleet, arrange- EDUCATION IN ALASKA. 1457^ jnents were made by which I was allowed to take passage on board the United States revenue cutter Bear. On the morning of June 13 I went on board the Bear, which got under way at ten minutes after 11 o’clock a. m., and proceeded out to sea bound for Bering Sea and the Arctic Ocean. The seven-day voyage to Unalaska was unusually pleas¬ ant —the sea was smooth, the wind favorable, and we made a quick trip. Through the whole trip I found the officers both obliging and companionable. The ship’s roster reads: Francis Tuttle, captain; David IT. Jarvis, first lieuten¬ ant and executive; Claude S. Cochran, second lieutenant; William E. W. Hall, second lieutenant; H. G. Hamlet, third lieutenant; Charles S. Coffin, chief engi¬ neer; Harry U. Butler, first assistant engineer; Henry K. Spencer, second assistant engineer; Robert Lyall, surgeon. In the early morning of the 18th, meeting the revenue cutter Rush, bound for Sitka, we availed ourselves of the opportunity of sending back letters to friends in the States. At 10.20 a. m. of the same date we dropped anchor in Delaroff Harbor (Unga). Going ashore, I had an opportunity to visit the schoolhouse and teacher’s family; also to meet some of the»pupils. The teacher had' taken a sailing vessel to Puget Sound for his vacation. While at anchor the Alaska Commercial Company’s steamship Bertlia arrived from San Francisco laden with supplies for various trading and mission stations, and among theepassengers were a number of missionaries. At noon we were again under way, calling at Sand Point for about an hour. Leaving Sand Point and passing through Popoff Strait, we were in sight of Pavloff Volcano, which was vigorously throwing out huge puffs of black smoke from its crater. At noon on June 19 we steamed through Unimak Pass into Bering Sea. That afternoon, sweeping rapidly by the head of Akun Island, we were soon off the north point of Akutan Island. Horizontal bands of red rock alternating with yellow and green rings, bright in the rays of the setting sun, gave a foreground of wondrous beauty. In the background towered Akutan Volcano, its sides covered with snow, portions of which were discolored and shaded by a recent shower of ashes. Occasional puffs of light, vapory smoke arose from the crater and slowly rolled off into space. At the western end of the island a remarkable pillar of rock, with perpendicular sides and level top, arises out of the sea, while, to complete the marvelous picture, on the east a cloud of fog was seen rolling over a high ridge and down the precipitous sides of a mountain, giving it the appear¬ ance of a vast cataract — a score of Niagaras united in one. It was a scene of a lifetime and never to be forgotten. At 11,20 p. in. of the 19th we dropped anchor in Dutch Harbor. It was the first time during fourteen trips that I was permitted to reach Unalaska without being seasick. Ten days were spent at Unalaska and Dutch Harbor in looking after and arranging for the educational work at Unalaska, and also the several points on the coast of Bering Sea and the interior of Alaska. The next day the steamship Bertha arrived from San Francisco having the following persons on board: Rev. and Mrs. H. A. Naylor, Rev. Frederick F. Flewelling, of the Church of England, en route for the Church of England’s missions on the head waters of the Yukon River, a distance from their English home of about 11,200 miles; the Rev. S. H. Rock, and Dr. and Mrs. J. H. Bomig, of the Moravian Church; the former was en route to Carmel, on the Nushagak River, and the latter to establish medical ' missions on the Kuskokwim River; the Rev. Paschal Tosi, vicar apostolic; the Rev. 0 ames M. Cataldo and Brother Pietro Branesli, of the Roman Catholic Church, en route to their missions upon the Yukon River; the Rev. and Mrs. Jacob Kortch- insky, of the Russo-Greek Church, en route to their mission at St. Michael. Attracted by the herring or other small fish, the harbor was full of whales, a" dozen of which played around the ship and could easily have been shot from The deck. On June 24 we escorted to the steamship Homer Prof, and Mrs. John A. Tuck, who were leaving Unalaska to return to the States. A large number of friends, whom they had made among the natives, were also at the wharf to bid them god¬ speed. They have done faithful, efficient, and self-denying work during the seven years they have labored in Unalaska. The Methodist Episcopal missionaries at Unalaska took the occasion of the pres¬ ence of so many missionaries and teachers to give their own school a picnic, to which all the visiting missionaries were invited. This was held on a mountain side on the afternoon of the 26th, and was a very enjoyable occasion. On the 29th, by direction of the Secretary of the Interior, with the assistance of sailors furnished by Capt. Francis Tuttle, commanding the revenue cutter Bear, I selected and marked out the land necessary for Government school and mission purposes in the proposed town site of Unalaska. 1458 EDUCATION REPORT, 1895-96. On June 30, the revenue cutter Rush having arrived from Sitka with mail for. the fleet, at 9.50 p. m. the cutter Bear got under way for St. Lawrence Island, the reindeer station, and other points in Bering Sea and the Arctic Ocean. On July 3, at 2.30 o’clock p. m., we met our first ice, in latitude 59° 51' 15" and longitude 170° 9' 55". Keeping off about 2 miles from the ice, we steamed parallel with it for the next 100 miles. It was a part of a large ice floe that extended from St. Matthew Island across Bering Sea to Nunivak Island. That night we passed through considerable ice drift, being spurs from the main floe. On July 4, in the midst of a dense fog somewhere off the south end of St. Law¬ rence Island, the ship was decorated with flags, and at noon a salute of 21 guns was fired. Working the ship slowly through a dense fog and broken ice during the night and the next forenoon, we reached and came to anchor off the village at the extreme northwest corner of St. Lawrence Island. Soon our ship was surrounded with boatloads of natives, and among them came Mr. Gambell, the teacher at that island, receiving his annual mail (for this is off#1 of the several stations in northern Alaska that has but one mail a year) . I went ashore with him to inspect the station and school. My stay on shore} however, was cut short by the surf commencing to rise and threatening to prevent my return to the ship. All haste was made to reach the ship, which was already, under the influence of the storm, dragging her anchor. The anchor being lifted, the ship's station was changed to the south side of the point, but that anchorage was very little better. In the meantime the sea had become so rough that it was with great difficulty the natives who had returned me to the ship were able themselves to make a landing through the surf. After watching them safely on shore, at 10.20 p. m. we got under way and steamed out to sea. The next morning, steaming through a large field of floating ice, we came to anchor at 6.35 a. m. off the village of Indian Point, Cape Tchaplin, Siberia. As usual upon the arrival of a vessel, the deck of the cutter was soon crowded with natives, some endeavoring to barter reindeer skins, furs, and curios, and others desiring to see the ship's surgeon. The annual cruise of the revenue cutter along that northern coast offers the natives the only opportunity during the year of the advice of an educated physi¬ cian; consequently, whenever the ship drops anchor all the sick and ailing that are able to be moved are gathered up from the village and neighborhood and brought on board the ship t\> see the doctor. Those who are unable to be moved are usu¬ ally afterwards visited in their huts on shore, and everything possible done for their help and relief. For the time being the ship becomes a traveling hospital and dispensary. During our stay the captain and a number of the officers accom¬ panied the surgeon on shore. At 4.05 p. m. we were again under way, steaming through a field of drift ice that seemed to be running out of the bays north of the point. As we are in north latitude, where at this season of ‘the year there is no night, it makes but little difference whether we are steaming or lying at anchor diiring the night. We rise by the watch and retire in the same way, the sun shining both when we go to bed and when we wake up. On July 7, at 3 o’clock in the morning, we reached and anchored off South Head, St. Lawrence Bay, Siberia, and several boat loads of Tchuctchees came to the ship. This is one of the best points for procuring reindeer on the Siberian ccast, and here we secured in former years the greatest number; but this season, as the Bear could not be spared for the purpose of transporting deer, we were compelled to notify the deer men that other vessels were coming later in the season for their deer. However, through a combination of circumstances, no ships went for the deer, greatly to our disappointment and that of the people. In an hour we were again under way. Passing to the north of the point, sev¬ eral large umiak loads of natives were seen coming out to sea to meet us, and the engine was stopped to allow them to come on board. The same message concern¬ ing the purchase of reindeer was communicated to them. At 5.40 a. m, we were again under way, headed for the reindeer station at Port Clarence, which we con¬ fidently expected to reach that evening (alas for human confidence, it was nineteen days before we finally reached that station). But at 1.20 p. m. we got into the ice and had to slow down speed. To add to our troubles so dense a fog set in that we could scarcely see the length of the ship. Two or three times during the night the engine was stopped until the fog should lighten up a little— occasional glimpses only revealed heavy ice all around us. After a night of great anxiety, the captain anchored at sea the next morning at 7.30. At 9.50 a. m. the fog lifted a little, the anchor was hoisted, and another attempt made to work through the ice and get into Port Clarence. At 3 p. m. the fog again lifted a little, and from the crow’s- nest at the masthead it was seen that the ice was densely packed all the way across from Cape York to Cape Douglas, that the original ice of the previous EDUCATION IN ALASKA. 1459 winter was still unbroken in Port Clarence, and heavy ice floes were packed together from the entrance of Port Clarence 8 miles out to sea. Realizing the impossibility of making any progress toward land, the captain determined to run down to King Island and land a family of natives belonging to that place that he brought over from Siberia. Upon approaching the island he was surprised to find at anchor under the lee of the land the steam whalers Orca , Thrasher , and Namvhal, the whaling schooner Rosario, and the coal bark J. P. Peters. A heavy fog enveloped the island. Anchor was dropped in the midst of the whaling fleet at 7.20 p. m. The whalers, unable to get into Port Clarence (the first time in fifty years at this season of the year) , had taken refuge in the lee of King Island and were coaling ship. That night, a storm arising, two of the whalers lost their anchors and were compelled to put to sea to save going on the rocks. While lying at anchor at King Island, in company with Captain Tut¬ tle, I called upon the several captains of the whaling fleet. Captain Smith, who had wintered at Herschel Island, narrated an incident where the children of an old man, being tired of caring for him, had removed all their belongings and pro¬ visions from the hut, leaving their old father to starve or freeze to death. The sailors, learning the situation, kept the old man supplied with provisions through the winter, and the following spring he died from, natural causes. Among the wild Eskimos of the Arctic, both on the Alaskan and the Siberian coasts, it is con¬ sidered a kindness and neighborly act to kill an old person, or one that is chronic¬ ally sick without prospect of ever being well again. While Captain Smith was on the coast of Siberia, a native who had made up his mind to change his residence to another section of the country had an invalid daughter who, with their appliances, could not be moved. Instead of remaining in his old home and caring for that daughter, he and his sons packed up all the family belongings and supplies on their dog sleds, hitched up their dog teams, and when everything was ready for a start, they went into the hut and stabbed the daughter to death. At the island where we were anchored, a few weeks before our arrival, a man who had been sick a long while adjusted a cord around his own neck and then asked his neighbors to pull him up until he was strangled to death ; he wanted to die, and, as good neighbors, they assisted him in accomplishing his wish. On July 10, the weather having somewhat cleared, a large number of King Islanders came on board. They crawled down the precipitous sides of their island home to the water’s edge like so many ants, and launching their one-hole bidarkas through the surf came off to the*ship in droves. During the day, on hearing a report that the teacher at Cape Prince of Wales had had some trouble with the natives, and as we had his yearly mail on board, Captain Tuttle concluded to make an attempt to reach him, and at 10.45 got under way. Upon coming within sight of the place, at 3.15 p. in., a large ice floe was found moving against the vil¬ lage, making it impossible to land. Nothing could be done but turn and steam for another anchorage. The ice still blocking up the entrance to Port Clarence, the ship was headed for St. Michael, and we found to our regret that the immense ice floe, which we had been in vain attempting to penetrate in order to get to the Teller Reindeer Station, extended all the way down the coast to Cape Nome, a distance of 180 miles, so that in going to St. Michael the ship was forced by the ice floe 50 miles south of its true course. There was, however, a. good providence in this, as it led the captain to find the brig Geneva dangerously situated in the ice and to tow it safely into St. Michael. On the morning of the 22d of June the steamer Bertha had taken the Geneva in tow for St. Michael, a trip of five or six days. But after battling for^ nearly three weeks with the ice the captain left the schooner at sea until the steam¬ ship could force her way through the ice to St. Michael, unload, and then return for the schooner. However, providentially for the schooner, she did not have to wait, but was picked up and towed to a place of safety before being crushed. All through July 11 and 12 our steamer kept along the edge of the great ice floe, the weather thick with fogs and snow squalls until the latter part of the afternoon of the 12th, when the snow squalls were succeeded by a drizzling rain. At 10.10 p. m. we anchored off St. Michael. G-oing ashore on the forenoon of the 13th, we found mosquitoes in swarms. J uly 15 Captain Tuttle took the Bear up the coast to enable me to visit the school and Swedish mission at Unalaklik. In previous years, when requesting to visit the place, I had been told that the water was too shallow for an ocean steamer. Upon making the attempt, however, we found no special difficulty; Ahe day was perfect, bright, sunshiny, no wind, smooth water. The captain had invited a select company from St. Michael to accompany us. At 2.50 p. m., anchoring off the village, Lieutenant Jarvis took the party in the stearh launch close to- the shore, 1460 EDUCATION REPORT, 1895-96. where we were transferred to rowboats to make a landing. Although it was vaca¬ tion time, the school bell was rung and the children called in that I might have an opportunity of seeing them at work. The mosquitoes, however, were so bad that the visiting party became anxious to get off shore, and I did not have as much time as I would have liked. Returning to the ship, we hoisted anchor and sailed for St. Michael, which we reached at 1.50 the following morning. In the harbor at St. Michael we found the Yukon River steamer Portus B. Weave, the ocean steamer Bertha and bark Geneva, of San Francisco, and the small steamers William Seward, Explorer , Koyuk, and Yukon, and the schooner- rigged yawl Edith. On July 21 the American brigantine C. C. Funk arrived from San Francisco and the steamer Arctic came down the Yukon. Among the passengers on the Arctic were Rev. and Mrs. T. H. Canham, Miss Macdonald, and Mrs. Bishop Bompas, all of the Church of England missions; Dr. Glenton, of the American Episcopal mission; Mr. and Mrs. Harper, from the Pelly River Trading Station, and Mr. William A. Beddoe, of Chicago, contractor for the mail route between Juneau and Circle City; Mr. Omer Maris, correspondent of the Chicago Record, and Mr. H. De Windt, correspondent of the Pall Mall Gazette, London. The cutter Bear had instructions to convey the latter to Siberia, where he proposed making a land journey across to Europe. I have since learned that his plan miscarried, and he came down later in the fall on a whaler to San Francisco, returning to Europe across the United States and the Atlantic instead of across Siberia. It was reported so healthy in the Upper Yukon Valley, just below the Arctic Circle, that although white women have been in that section for fifty years as wives of missionaries and fur traders,. only one had died during that time in the district — Mrs. Bell, wife of Captain Beil, of Fort Simpson, on the McKenzie River. Such an unusual occur¬ rence caused much comment among the people. The missionaries reported that the gold mining at Circle City was making rapid progress. During the present season both the Protestant Episcopal and the Roman Catholic churches have established missions at that place and proposed hospitals. Last winter the first public school ever held in Circle City was established by the miners and taught by a volunteer teacher, Mrs. Dr. Yates. The school lasted three months, January, February, and March, 1896, with 80 pupils. The Episco¬ palians have paid $1,300 for an unfinished frame building, and have also bargained for an additional lot at $800. A corner lot 50 feet front and 100 feet deep sold this spring for $2,500 in gold; another lot 30 feet front and 50 feet deep, with an uncom¬ pleted two- story building, sold for $7,000 in gold. Half the buildings in the place are saloons, and liquor costs 50 cents a drink. Last winter the place contained 560 white inhabitants; this summer, 1,150, of whom 200 are permanent residents in the village and the others scattered among the adjacent mines. There are about 40 white women in the district. Last winter the thermometer registered at 5 p. m. 66° below zero for three weeks at a time. During the entire month of January the average temperature was 46° to 48° below zero. At Mastodon mines the ther¬ mometer last winter registered 76° below zero, and this summer 103° above zero. The valley of the great Yukon River is being fairly well supplied with mission¬ aries. Belonging to the Church of England are Rev, and Mrs. T. H. Canham and Miss Mellett, on the Porcupine River; Rev. B. Totty,at Fort Selkirk; Bishop and Mrs. Bompas and Miss Macdonald, at Forty-mile Creek. In the service of the Protestant Episcopal Church are Rev. and Mrs. J. L. Prevost, at Fort Adams; Rev. and Mrs. J. W. Chapman, Mrs. Bertha W. Sabine, and Miss Mary V. Glen¬ ton, M. D. , at Anvik. In the employ of the Roman Catholic missions are Right Rev. Paschal Tosi, vicar apostolic; the Rev. A. Robant, the Rev. F. Barnum, the Rev. Monroe, with lay brothers Marchisio, J. T. Sullivan, and J. Negro, together with ten sisters, at Kosoriffsky; the Rev. William Judge, the Rev. A. Ragaru, and lay brothers-C. Gioarano and J. Rosetti, at Nulato; the Rev. J. Treca, the Rev. A. Parodi, and lay brothers B. Cunningham and J. Twohig, ah Cape Van¬ couver. Those belonging to the Russo-Greek Church are Rev. Belkof (retired), at St. Michael; the Rev. Johannes Orloff, at Ikogmute, Yukon River, and Rev. and Mrs. Jacob Kortchinsky, for St. Michael and Paul’s village, St. Sergius. Belonging to the Swedish Evangelical Church are Rev. and Mrs. A. E. Karlsen; Miss Malvina Johnson and’ David Johnson, teachers at Unalaklik; Rev. August Anderson, Rev. and Mrs. N. O. Hultberg, and Mr. and Mrs. Frank Kameroff, at Golovin Bay; and Mr. and Mrs. Stephan Ivanoff, at Koyuk. During the evening of July 22 the steamship Bertha sailed for San Francisco with 125 passengers and a mail to our friends. Learning that the Swedish mission at Golovin Bay was out of food, Captain Tuttle very kindly offered to go to their relief, and I at once made arrangements with the Rev. A. E. Karlsen, Swedish missionary at Unalaklik, who is in charge of their stations, to procure the neces- EDUCATION IN ALASKA. 1461 sary supplies for the relief of the station at Golovin Bay. While I was on shore” making these arrangements, the steamship Portland arrived from Seattle with a later mail and newspapers. She also brought lumber and workmen for the con¬ struction of a river steamer for the North American Trading Company. The Alaska Commercial Company are also building a new river steamer and some large barges. The development of the Yukon gold mines is greatly stimulating trade through all this country. Having received on board the supplies for the relief of the Swedish station, we hoisted anchor at 9.55 p. m. and put to sea. At 7.10 the following morning we were at the entrance of Golovin Bay, but a gale having arisen, the sea was too rough to land stores, and as there was no sheltered anchorage we were compelled again to go out to sea, where we hove to, riding out the storm — a most miserable day. On the morning of the 25th we again skirted the bay and were able to make an entrance, dropping anchor at 6.40 a. m. Upon the slope of the west- bank of the bay the reindeer herd was clearly visible from the ship; also the native village on the end of the eastern spit. Having finished breakfast, at 8.15 a. m. Dr. Lyall, the physician, and myself were sent to the village in a boat in charge of Lieutenant Hamlet. A fair wind made it a pleasant sail. On our way we were met by Mr. Hultberg, the missionary, and Mr. Dexter, the trader, coming to the ship. They were taken aboard our boat and returned with us to the village, where they tried to engage all the natives with their umiaks and send them off to the ship to bring in the stores and supplies. Some friction having arisen between the trader and the mission with regard to the location of the mission buildings, I staked off a plat of vacant ground around the mission buildings, having first informed Mr. Dexter, the trader, and invited him to accompany and counsel with me. As some of the reindeer apprentices have tried to dispose of their private deer to the trader, I left him a formal notification that they were not allowed to sell. While we were on shore the wind freshened, and we found it rough and dangerous getting back to the ship. Many natives who had started out in their umiaks had returned to the beach, being unwilling to venture in the rough sea. When we reached the ship, at 1 p. m. , the captain got under way and moved in to the western shore, some¬ what sheltered from the wind and the waves. From our new anchorage the sup¬ plies were speedily landed, and as the storm was still heavy and our anchorage in the open roadstead insecure, the ship got under way at 4.43 p. xn. and stood out to sea. On Sunday evening, July 26, at 8.85 p. m., we dropped anchor at Port Clarence, near the mouth of which we had been over two weeks before. At anchor in the harbor was the schooner Ida Schnauer, of San Francisco, Captain Neilsen in com¬ mand; also the whaling schooners Bonanza and Rosario. The schooner Ida Schnauer had on board the supplies for the reindeer station and several of the schools and missions, together with Mr. Lopp and family, who were returning to their stations at Bering Straits, and Mr. Kjellmann of the reindeer station. Soon after dropping anchor Mr. Lopp came on board and remained until midnight. At 8.40 a. m. on the 27th the Bear got under way and moved up to the Teller Reindeer Station, where supplies, barter goods, and mail were sent on shore, after which, at 11.35 a. m. , anchor was hoisted, and we crossed to the south side of the bay to the watering station near Cape Riley. While the ship was absent watering I remained at the reindeer station, and with Mr. Widstead took an inventory of the public property. At 11.15 a. in. the schooner Ida Schnauer anchored off the station and commenced discharging freight. We all worked far into the night. As the year before the brig W. H. Meyer , that had on board the supplies for the missions and schools, was forced ashore and wrecked in front. of the reindeer sta¬ tion (the natives claiming through the power of their medicine man) , the Eskimos made the night hideous by their drums and bowlings as they tried to invoke another storm and secure the wreck of the present vessel. The next day was indeed stormy, with a very heavy surf, but the schooner did not come ashore; she, however, was unable to land any freight at that time, and found it necessary to go into deeper water. Having finished the inventory and looked over the station, I appointed Mr. William A. Kjellmann superintendent in the place of Mr. J. C. Widstead, removed. As the storm kept up all day, preventing the landing of any supplies, various conferences were held with different employ¬ ees, and the work of the station mapped out for the coming year. The storm that prevented the landing of supplies also prevented the return of the cutter, and as the employees at the station had no extra furniture and did not suppose that they needed to make any provision for visitors at that station, with one communication with the world a year, the physician and myself had to bleep on the floor in the 1462 EDUCATION REPORT, 1895-96. drug room. The employees, however, did the very best they could to make us comfortable. On the 29th, the sea being still rough, no goods were landed, but at 8.55 p. m. the Bear returned and anchored off the station, allowing us to return to our quarters on ship. As Captain Tuttle was anxious to start northward, I returned on shore and worked until late in the night closing accounts with Mr. Widstead and the Lapps. The surf was so rough that but for the hull of the wrecked Meyer making a shelter I would not have been able to have got through and returned on boar d ship. Early in the morning Mr. David Johnson, a Swedish missionary from Unalaklik, and his native assistant came on board by permission of the captain to go to Kotzebue Sound, where they hoped to be able to establish a new mission. Two of the Eskimo apprentices, Ahlook and Electoona, were taken on board for a visit to their relatives at Point Hope. At 6.10 a. m. , July 80, the ship was under way, stopping a few moments as we passed out of Port Clarence to communicate with the schooner Bonanza. At 2.40 p. m. we were steaming by the village at Cape Prince of Wales, but as there was too much surf for landing we passed on, entering the Arctic Ocean with pleasant weather. July 31, while skirting the Alaska coast north of Bering Straits, the ship an¬ chored at 10.25 a. m. to allow some natives to come on board for medical attention. At. 6.15 p. m. resumed our trip; during the night* reaching drift ice, anchor was dropped at 11.10 p. m. All night heavy drift ice surrounded the vessel. At 6.35 a. in., August 1, starting up the engines, the ship worked its way through heavy ice until 8.30 a. m., when we anchored off Cape Blossom, in Kotzebue Sound. Soon several boat loads of natives came on board, among them being the uncle of Mr. Johnson’s interpreter. During the day, the storm increasing, the natives were unable to leave the ship. In the afternoon and evening the rain and sleet of the morning turned to snovs and continued during the night. The drift ice, which was scouring the sides of the vessel, increasing in volume, making it dan¬ gerous to remain longer, and the storm of the previous day having somewhat abated, about 6 o’clock in the morning of August 2 the natives started for shore, accompanied by Mr. David Johnson and his native assistant of the Swedish Evan¬ gelical Union Mission Society. Mr. Johnson was landed among these wild people without a house to shelter him, without anything to build a house from, with no protection of courts, policemen, or government within 1,000 miles, with nothing but a few pounds of provisions for the winter, throwing himself upon the bar¬ barous people among whom he expected to work. His strong, heroic faith made an impression upon the officers and crew of the ship. The natives having left, at 7.10 a. m. the cutter Bear got under way, and at 5.52 p. m. rounded Cape Krusen- stern. The day was misty and stormy, with frequent snow squals and heavy ice. On Monday morning at 6.30 the officer on deck discovered a brig ashore. At 7.10 a. m. we passed Cape Thompson, and at 9.15 a. m. we were abreast of the wrecked bark, which was found to ffie the whaler Hidalgo, Capt. C. A. Gifford, master. An officer was sent ashore and soon returned, reporting the vessel a com¬ plete wreck and abandoned, the crew being quartered at one of the whaling sta¬ tions south of Point Hope. At 10.25 a. m. the ship steamed ahead, and at 11.10 anchored off one of the whaling stations, 7 miles below Point Hope, to communi¬ cate with the wrecked crew. Various parties, whalers and natives, were soon on board. At 1 p. m. anchor was hoisted and we steamed around to the north side of the spit, and at 2.45 p. m. anchored off the village of Point Hope. In the harbor were the whaling schooner Rosario and the bark Mermaid. The captain kindly sent the physician and myself immediately ashore with the annual mail for the Episcopal mission station. The grounded ice made it very difficult and dangerous landing. We were able, however, to reach the beach at the lower end of the vil¬ lage, and then had a long, hot walk to the mission. As Dr. Driggs,4he missionary, had been home from the States but a few days, wTe did not remain long. During the afternoon Captain Gifford, of the wrecked whaler, came on board the Bear and asked passage to Unalaska, which was granted him. Having transacted the necessary business at Point Hope, at 5.35 p. m. the anchor was hoisted and the ship passed around to the whaling station on the south side of the spit, where we anchored at 7.15 p. m., to enable Captain Gifford to secure and bring on board his personal effects. Having completed his arrangements and returned on board with his things, at 9.30 p. m. the Bear got under way for the far north. All night long we steamed through floating ice, encountering light hail and rain storms. At 7 a. m. , August 4, passed Cape Lisbourne, distant 5 miles. At 8.15 the ice, which had been light, became very heavy, and at 9.35 a. m., unable to proceed farther on account of the ice, we came to anchor off Point Lay. August 5 another attempt was made to get northward. Getting under way at 2.40 a. m., we steamed for some distance along the edge of the ice, but by 4.10 EDUCATION IN ALASKA. 1463 a. m. found that we were in the midst of heavy drift ice. At 8.15, the ice becom¬ ing too heavy for progress or for safety, we came to anchor under Icy Cape. At noon, the ice-floe closing in upon us, the ship got under way and proceeded slowly through heavy ice floes and thick fog southward until, finding comparatively open water near Cape Lay, it cam© to anchor at 5.55 p. in. , the current setting strongly to the north. The next day we made our third attempt to get north, hoisting anchor at 2.40 a. m., but by 4.45 a. m. were again in the heavy ice, and at 7.56 a. m. were compelled to anchor on the south side of Icy Cape, the great ice floe forming a solid wall in front of us. Soon after some natives came on board and reported the ocean closed with ice up to Point Barrow. The drift ice again clos¬ ing in upon us, at 6.20 p. m. the anchor was hoisted and we were compelled to steam to the southward through heavy ice until 8.55 p. m., when we were able to anchor in clear water off Point Lay, near which we found already anchored the whaling barks Horatio, Captain Slocum commanding, and the Alice Knowles, Captain Ogden commanding. During the night conferences of the captains were held, and Captain Gifford of the wrecked Hidalgo joined the bark Horatio as mate. As Sisyphus rolled his stone up the hill only to find it at the bottom the next day, the same toil to be repeated day after day, so every morning the cutter Bear, pushing for the north, would get fast in the ice and be compelled to return again to the south in the afternoon. Thus on the 7th of August, at 5.85 a. in., the anchor was hoisted and another attempt made to get north. This time the captain concluded to steam southward and westward around and through the southern edge of the great ice floe, hoping to find open water outside to the westward. Passing north along the west edge of the ice floe we steamed through floating ice until IO.IOxd. m., when the ice became too heavy to make further progress, and we repeated our daily experience of steaming southward until 11.80 p. in., when the propeller was stopped and the vessel allowed to drift with the ice. At 8.15 on the morning of August 8, the fog lifting, Point Belcher was seen about 15 miles away and we found that we had drifted northward during the night at the rate of 2 miles per hour. The weather clearing somewhat at 8.80 a. m., we again steamed northward through the ice. At 7 the masts of some whalers were seen to the north of us, and soon after the mission buildings and whaling station at Point Barrow were sighted through the field glasses. Everyone was now in high glee, as we would soon be there, and, after discharging our duties at that place, would be able to face south¬ ward and homeward. At 10 a. m. we were opposite the station, where some of the whalers had suc¬ ceeded in getting in, when the ice had closed in upon them, and they were pris¬ oners. But the opening that had let them in had, before our arrival, closed with ice, which stood a solid, impenetrable wall to bar any further progress on our part. We had got our mail out, our clean clothes on, in expectation of going ashore and seeing friends; but, alas, we could not get ashore; we could not even remain where we were, and nothing was left to do but to turn and steam south¬ ward to o]3en water, which we did until 1.45 the next morning, when the engine was stOpx>ed, and, it being too deep to anchor, the vessel was allowed to drift. To our astonishment, when the thick fog and rainy night had passed, we found that we were back opi30site Point Barrow, having during the night drifted northward with the ice. Again we steamed through the drift ice along the edge of the main floe, looking for some channel through which we could force our way in and reach the station, but in vain; and again at 2 p. m. we turned southward and west, steaming through heavy ice until midnight, when the engine was stopped and, as usual, the vessel allowed to drift. August 10, at 5 a. m., the ship resumed her usual iDractice of bumping ice and forcing her way within sight of the desired haven, and then turning away and steaming southward, until 6.20 p. m., when we came u]3 with the whaling barks Horatio, Mermaid, and Alice Knowles. The three captains soon came aboard to spend the evening, while the four vessels drifted around the sea. At 11.20 p. m. Mr. John W ells, mate of the wrecked brig Hidalgo, was taken on board the cutter Bear for transportation tc Unalaska, provided we ever got out of the ice. The previous night having been spent as usual in drifting in the fog and the ice, at 9.25 a. m. August 11 some of the officers went in the second cutter to shoot walrus discovered asleep on the ice. They claimed to have shot three, but none were brought back to the ship. In the afternoon the officer of the crow's-nest having discovered some open water inshore, the vessel was forced through the heavy ice until the open water was reached, and at 3.40 p. m. the ship was anchored off Skull Cliff. Heavy drift ice was floating by us all night to the northward. On August 12, at 8.40 a. m., we started northward, reaching h^avy ice at 10.07, and a few minutes afterwards, came to anchor, unable to proceed. ^At 12.40, discovering 1464 EDUCATION REPORT, 1895-96. a small lead in the ice, we were again under way, and at 2 p. m. anchored near Refuge Inlet. The day was stormy, raining and snowing by turns. The ice com¬ ing in too heavy for safety, at 10.55 p. m. the anchor was again hoisted and we turned southward, steaming for a safer location. Finally, at 11.10 p. m., the ship was fastened to the lee side of a large berg of grounded ice, where we lay very securely until the nest day. At noon August 13 an officer reported that he thought the vessel could get through the ice to Point Barrow. At 1.20 p. m. the moorings of the ship were cast off from the grounded ice and we commenced picking our way northward through the heavy ice with blinding flurries of snow and squalls of rain. This time (the ninth attempt) we made it, and at 4.25 p. m. the ship was secured to a grounded iceberg off Point Barrow Refuge Station. The berg was probably 6 miles long with an average breadth of half a mile; in places it was from 50 to 75 feet high above the water and went down under the water to the bottom of the sea. This great berg had come in from the sea eleven months before and had remained until our visit, the middle of August, and perhaps is still there. We found that the past winter had been an exceptionally severe one. On the 20th of December the ther¬ mometer registered 40° below zero and remained steadily below zero until the mid¬ dle of May. During an ordinary winter at that point there are mild spells of weather, but last winter was very cold. The warmest weather during February was 38° below zero and the coldest 66° below. The average temperature for the month was 45° below. The extreme cold lasted through the winter until the 20th of April, when it was 37° below zero. From that time on the weather continued to moderate until the middle of May, when the thermometer marked zero. Snow did not leave the ground until the 19th of July, and on the fresh-water lakes ice remained until the middle of August, a month later than usual. Spring plowing and gardening had not yet commenced at the time of our visit, the middle of August. The long summer day commenced on the 10th of May and lasted until the 4th of August. The long winter nights will commence the 19th of November and last until the 23d day of January. Soon after making the ship fast to the ice, Mr. John W. Kelly, manager of the Pacific Steam Whaling Company’s station, and Mr. Charles Brower, of the Liebes Station, Mr. L. M. Stevenson, teacher and missionary, and Captain Aiken, super¬ intendent of the Government Refuge Station, with others, came on board. A portion of the ice which had blocked the entrance to the roadstead had that morn¬ ing moved to the northward, making a channel for our entrance. After dinner I accompanied Captain Tuttle on shore and made calls at the Government Refuge Station and the Presbyterian mission. When I left Washington in May it was with the understanding on the part of the Presbyterian Missionary Society that their station at Point Barrow would be closed until a suitable man and his wife could be found for the work, as it had been found necessary for Mr. Stevenson to return to his family in Ohio. But as the Government had ordered the refuge station closed, and the building and supplies sold to the Pacific Steam Whaling Company, it seemed better that Mr. Stevenson should be kept another year to look after the school and mission building. As he was out of supplies, Captain Tuttle very kindly advanced him 15 tons of coal, 150 gallons of coal oil, 4 boxes of navy crackers, and 16 sacks of flour, which were to be replaced by the mission society when the ship reached Unalaska. Other supplies for the mission were secured from the wardroom mess and the whaling station on shore, and Mr. Stevenson has remained at his difficult post another year. To expedite the work of turning the Government station over to the whaling station, Lieutenant Jarvis, with two sailors, were sent on shore. As time was precious and our stay, on account of the ice at Point Barrow, uncertain, I again went ashore on the 15th, immediately after breakfast, and remained all day, look¬ ing after various matters connected with the school and mission at that northern¬ most station. Oozhaloo, one of the wealthiest and most active Eskimos of the settlement, made application to be taken with his family to the reindeer station, where he desired to become an apprentice and learn the management and care of domestic reindeer. His application was an evidence of his ability and farsighted¬ ness. When a boy, if hungry, he could get into a kiak and go out and club a seal on the head in front of his home; now seals have become so scarce that but few are secured even with guns. When he was a boy, whales were always found in the waters adjacent to his home; they remained there during the entire season of open water; now the few whales that are seen at all scurry past the village as if conscious that bomb guns were waiting to take their lives, and it is but rare that the natives get them. When he was a boy, if he wanted a change in his diet from whale blubber and seal meat, he could go just back of the village and shoot a deer with his arrow; now he finds it necessary to go 100 miles or more inland after EDUCATION IN ALASKA. 1465 caribou, and it is with difficulty they are secured by rifle and bullet. He sees that the food supply of the country is practically gone, and that there is no future for his people unless a new food supply is furnished. This he sees to be through the introduction of domestic reindeer, and for himself and his family desires an early opportunity of learning how to have and care for the new food supply. As he was indorsed by the missionary, I agreed to take him, and securing permission from Captain Tuttle, brought him on board the ship with his wife Toakluk, his son Chowlock, his daughter Neuta, and his adopted daughters Kontelow and Ahlahle. Mr. John W. Kelly, who has been in the arctic region for eleven years, also sought and received permission to return south with the Bear. Having received on board the annual mail and finished our work at Point Bar- row, at 3.45 p. m. August 15 the Bear got under way for the south, working slowly through the heavy drift ice. During the 16th Point Belcher was passed. The whaling schooners Rosario and Mermaid were met and their mail taken on board. All day the cutter Bear worked her way through the drift ice. On the 17th we finally got out of the Arctic ice into clear water, and after a most gorgeoussunset, at 11.50 midnight, anchored off the Corwin coal mine for fresh water. The forenoon of August 18 was consumed by the crew in getting fresh water. Two of the officers went ashore to hunt ptarmigan. While tramping over the tundra they found the tent, clothing, and skeleton of a white man; also his sled and other belongings. As no white man is known to be missing, and as neither natives nor white men in the vicinity knew anything about it, the dead man must have been a prospector who had come alone across the wilderness the previous winter, and worn out, perhaps out of provisions, had starved and perished upon that bleak shore of the Arctic Ocean. Since his remains have been found, the people at Point Hope, 60 miles away, recall the fact that during the previous winter two unknown arid half-starved sled dogs had come to the village. Having watered ship, at 1.30 p. m. anchor was hoisted and we stood to the west¬ ward to round Cape Lisbourne, where we have always found a rough sea, and this year was no exception. At 10.30 a. m. the ship anchored off Cooper’s whaling sta¬ tion, Point Hope, and the stores, the whalebone, and fifteen sailors of the wrecked schooner Hidalgo were received on board for passage to Unalaska; also the whale¬ bone from the whaling bark Gay Head; also mails for the south were received from the whalers and the village. The herder Ahlook, whom I had brought to Point Hope to visit his friends, also returned on board, and at 5.30 p. m. the anchor was hoisted and we started for Kotzebue Sound, passing Cape Krusen- stern on the morning of August 20. About 6 p. m. in the afternoon we took in tow four umiaks with their loads of people en route to Kotzebue Sound, and at 9.30 p. m. anchored off Cape Blossom. During the night large numbers of natives came on board from shore, but as the sea began to be very rough, they left for land, and at 9 a. m. on the 21st the vessel got under way for shelter, which it secured at 2.25 p. m. near Choris Peninsula. We reached that place at noon, none too early, as the storm had increased to a gale. It had been expected that the steam launch would be sent to Elephant Point to investigate the unusual quantity of the bones of the mammoth which have been exposed by the elements at that point. But during the morning of August 22, the weather continuing stormy and the gale apparently increasing, the captain con¬ cluded to go to sea, and at 11.15 a. m. we got under way and drove before the storm. At 5.50 p. m. Cape Krusenstern was abeam, and at 8.55 p. m. the west point of Cape Espenberg was abeam. During Sunday, August 23, it alternately snowed and rained, the wind blowing a gale. As the steamer could make no headway against the storm, we sailed with the wind, and were taken a long dis¬ tance westward out of our course. At 11.25 on the 24th ice appeared ahead of us' and all afternoon we steamed through heavy drift ice. About 5 p.m. East Cape, Siberia, loomed up in the distance through the fog, and as we approached it made a beautiful sight. East Cape and the Diomede Islands were covered with fresh- fallen snow from summit down to the water’s edge. The ship attempted to make Whalen Village, Siberia, but found that the ice was packed from the shore 5 miles out to sea. We then turned and tried to make East Cape, Siberia, but again we were headed off by the ice, which was packed to sea 3 miles out from the cape. At midnight the captain gave up the struggle and allowed the steamer to drift, until the following morning he could make another attempt to reach East Cape. But with the coming of the morning, August 25, the situation was no better, and giving up the attempt to reach East Cape, the ship skirted around the south end of the ice floe, and at 8 o’clock came to anchor in clear water in the bight ^south of East Cape. A number of umiak loads of Siberians came on board to see the physi¬ cian and do some trading. \ 1466 EDUCATION REPORT, 1895-96. • At 11.10 a. m., the thick fog clearing up, the ship got under way and stood for the Siberian village on Ratmanoff Island, one of the Diomedes, where we anchored at 3,23 p. m. Three loads of Siberians came off to the ship. Stopping for an hour, we were again under way for the American side of the Straits, but at 5.25 p. m. stopped to receive a boat load of natives from the village on Krusenstern Island. At 5.50 p. m. we were again under way for Cape Prince of Wales, reach¬ ing there soon after midnight. Being unable to effect a landing, the ship turned and put out to sea again for safety. With the morning light of August 26 the ship returned to the village of Cape Prince of Wales and anchored at 7.45 a. m. Shortly afterwards Mr. W. T. Lopp, the missionary, came on board with some natives. Immediately after breakfast Dr. Lyall, the physician, and myself went ashore with Mr. Lopp. The affairs of the mission and school were looked after, a number of natives were attended to by the physician, and at noon we returned to the ship. Soon after, the schooner Ella Johnson , John T. Smith master, anchored near by. Mr. Minor W. Bruce and party for trading for reindeer were on board. Accompanying Lieutenant Hall, I paid a visit to the schooner and had a con¬ versation with Mr. Bruce concerning arrangements for securing reindeer. Upon returning to the Bear, I was greatly surprised to find that the sailing papers of the Ella Johnson were defective, and that not being properly registered the schooner could not go to Siberia and trade for reindeer, as was expected. This closed all hope of procuring reindeer from Siberia this year. At 2.45 p. m. we got under way for Port Clarence. A dense fog having set in, at 10.30 p. m. the ship came to anchor at Point Jackson, at the entrance of the harbor. The* next morning, the fog having lifted, at 5.40 a. m. the ship got under way, and at 8 o’clock anchored off Point Riley after fresh water. Having watered ship, at 2.45 p. m. the Bear got under way and steamed over to the Teller Rein¬ deer Station, on the north side of the bay, where the captain kindly allowed me, together with the herders, Ahlook, Eiectoona, and Oozhaloo and his family, to land, after which the steamer ran down to Point Spencer for a sheltered place in which to make repairs and changes in her propeller. At the station we were very busy looking after the details of the business until after midnight. During the morning of August 28 Lieutenant Cochran came over from Point Spencer with the steam launch and, picking up Dr. Lyall, Mr. Kjellmann, Dr. Kittlesen, Mr. Johp. W. Kelly, Mr. Wells, mate of the Hidalgo, three herders, and myself, steamed away for Grantley Harbor, to visit the reindeer herd. Landing about 11 a. m., we had lunch on the beach, after which we walked to the reindeer camp, 4 miles distant. It was a very hard walk. At the time of the arrival of the Bear an epidemic had appeared in the herd, causing a swelling and suppuration around the hoofs. A brush corral had been constructed and some SO sick deer gathered into it. The two physicians of the party, with the herders, proceeded to give an examination, and a portion of the diseased heart and liver of one that had died was placed in alcohol, to be sent to tlie Agricultural Department at Washington for expert examination. As it had proved a very hard walk from the depot to the herd, the Lapps pro- posed.to send me back by a sled drawn by the reindeer. The deer had not been hitched up all summer and were very frisky. The result was that the very first brook that we came to they gave a leap, overturning the sled, throwing me out into the bushes, and nearly breaking away from the drivers. The sled was righted and I again got on. The rest of the way they took me along rapidly over the snowless tundra, across a mountain, through bunches of arctic willow, up and down the steep sides of the ravines, and landed me safe and sound on the beach in an astonishingly short time. After lunch we embarked in the launch for the station. In the meantime the wind had changed and got up a rough sea which tossed and pitched the steam launch, greatly to our discomfort. Reaching the station at 7 o’clock, I went ashore, and the others continued on their way to the ship at Point Spencer. August 29 dawned with a storm raging at sea and a heavy surf on the beach. As there was no going out or returning ashore, the day was spent without inter¬ ruption looking over the affairs of the station. Sunday morning, August 30, came in with fog. The gale of the previous day had ceased. At 11 o’clock the bell was rung and divine service held in the schoolhouse. Thirty-three persons were pres¬ ent, comprising nine nationalities. There were Americans, Norwegians, Lapps, Ootlaeavies, Tigaraites, Kinegans, Kaveans, Seelawiks, and natives around Norton Sound. The preacher spoke in English. The Rev. T. L. Brevig, Norwegian min¬ ister, translated the English into Lappish, and Dora, an Eskimo girl from Golovin Bay, translated the English into Eskimo, thus requiring three languages to reach the audience. It was an interesting and unique service. Dora, the Eskimo interpreter, has had an eventful career. When born, she was EDUCATION IN ALASKA. 1467 thrown out of the house by her mother to freeze to death, the mother not wishing the trouble of bringing her up. An older sister took pity on the babe, brought her into the house, and assumed charge of her. After a while the sister became tired of her charge, and again the babe was thrown out of doors to perish. Then a neighboring woman took her in and brought her up as her own child. When she was about 12 years of age, she was sold to a man for hie wife, but being bru¬ tally treated, she ran away and found an asjdum at the Swedish mission. The mission was raided by the natives and the girl carried off by force. Again escap¬ ing, she was permitted to remain at the mission, where she has become a strong, fine-looking, intelligent, consecrated girl, of about 17 years of age. At present she is living with Rev. and Mrs. Brevig at the reindeer station. As I rose -from the dinner table the cutter Bear was seen steaming over from Cape Spencer. I was very sorry, as it would probably necessitate going on board ship on Sunday, thus setting a bad example to the natives, and I had repeatedly given strict orders against all unnecessary Sunday work at the station. True enough, orders came from the captain to come on board, as he would sail immediately, Lieutenant Hall was sent with a steam launch to arrest some natives for various misdemean¬ ors, and Mr. Kjellmann was sent to the herd to secure some necessary vouchers from the Lapps. The launch having returned from Grantley Harbor, adieus were spoken to the friends on shore, and at 8.30 p. m, the anchor was hove, and we steamed away for St. Michael. The fog setting in heavy, we anchored outside at Cape Spencer at 10.20 p. m. The next morning we were under way at 7.40, reaching St. Michael at 11.40 p. in., September 1. In the harbor were the brigantine C. C. FunJc , John Calliston, master; the schooner Alice Cooke , D. B. P. Penhallon, master, and the steamer Lakme, Charles Anderson, master. Letters were received from the Swedish stations at Unalaldik and at Golovin Bay, calling attention to the failure of the fish supply this season and the prospect of a famine during the next winter; also making inquiries whether it was not possible for provisions to be left at those stations. September 8, Mr. H. De Windt, correspondent of the Pall Mall Gazette, London, England, was taken on board, with supplies, to be landed at Indian Point, Siberia, from whence he expected to make a sled trip across Siberia; also Lewis Sloss, jr., and Rudolph Neumann, of the Alaska Commercial Company, and Rev. P. T. Rowe, the Episcopal bishop of Alaska, for transportation to Unalaska. At 9.20 p. m. farewell salutes were fired from the ship and the battery on shore, and we stood out of the harbor for East Cape, Siberia. On September 5, encountering a gale with a rough sea, the vessel, being unable to proceed, hove to. The following morning, making out King Island looming up through the fog, the ship got under way at 5.25 o’clock and attempted to reach it, which was accomplished at 8.55, when we anchored under the lee of the island abreast of the village. Soon a number of natives crowded the deck. The northwest storm continuing with unabated severity and the time drawing near when the ship was under orders to report at Unalaska, the captain concluded to give up attempting to reach East- Cape and to make at once for Indian Point; hence at 5 a. m., September 7, we were again under way. In the afternoon we came up with a large quantity of heavy drift ice, which we skirted for a long distance. On Tuesday, at 4.20 a. m., we dropped anchor off Indian Point. Mr. H. Be Windt, -with servant and supplies, was sent ashore. All possible arrangements having been made for his comfort, at 10 p. m. we again got under way and stood for St. Lawrence Island, where we came to anchor at 3 a. m. on the morning of September 9. As there was. coal to land for the use of the school, I went ashore with the first load to confer with the teacher and look over school matters. After breakfast Lieutenant Jarvis and Dr. Lyall, the physician, came ashore and performed a surgical operation on a child. The ailments of various natives were also attended to. While at lunch on ; how the steam whistle blew for our return to the ship. Upon boarding ship the anc le r was hove and we got under way for the Pribilof Islands. That day and the fol¬ lowing one were charming — as old sailors say, ‘'weather breeders,” and so it proved to us. During the night of the 10th and 11th the wind changed dead ahead and we hove to, the wind blowing a gale from the southeast and a heavy sea running; but little sleep was had on board the ship. On the morning of September 12, there being a little lull in the gale, the ship again resumed her course, but in the evening the storm resumed its fury and we were again hove to under double-reefed mainsail. On the morning of the l'3th at 2 a. m. the gale split the fore trysail. All that day and the following day and the day after that, the storm raged in its fury. The supply of coal in the steamer was getting low. The date at which the captain was to report at Unalaska had passed, so, making a desperate effort and proceeding as best we could through the storm, 1468 EDUCATION REPORT, 1895-96. we were fortunate enough to get into the harbor of Unalaska, the quiet waters of which seemed very delightful after the tossing of the previous week. Going ashore for our mail, I had the unpleasant experience to find that through some one’s blunder my whole mail for the summer had been sent into the Arctic, and eventu¬ ally did not reach me until weeks after my return to my office in W ashington. This, however, was not as bad as the disappointment of the teachers and traders at Point Hope and Point Barrow in the Arctic at the loss of their annual mail, which was sent them in the spring of 1895. It has not yet reached them, and information secured recently in the office at Washington locates the missing mail still on Puget Sound. If there are no further delays, the letters which were sent in the spring of 1895 will probably reach their destination in the fall of 1897— two and a half years after they started. At Unalaska, finding that the United States revenue cutter Wolcott was under orders to proceed to Sitka, I sought and secured permission from Captain Hooper to accompany her. Going on board the morning of the 20th of September, we got under way during the forenoon and proceeded to sea in company with the cut¬ ters Corwin and Grant and two English men-of-war. It was the disbanding of the Bering Sea fleet for the season. The passage through the Aleutian Islands was made by the Analga Pass. The day was pleasant and the sail along the south side of the Aleutian Islands with their wonderful scenery delightful. On the 21st a short call was made at Belkofsky to ascertain the condition of a small Aleutian settlement, where the people were said to be out of food. Learning that the settlement was safe, we were again under way for Sitka. The pleasant weather of the 20th and 21st was the calm before the approaching storm. While tornadoes were sweeping along the Atlantic coast, destroying much property in towns and cities, a similar storm raged along the Pacific, and, commencing with the 22d, for a week we were tossed and buffeted as the North Pacific in the late fall knows how to do. Much anxiety was felt for the safety of our vessel. Boxes of oil were adjusted so that the drippings could stay somewhat the severity of the waves, and no doubt contributed greatly to the safety of the vessel. But it is a long road that has no turn. So after the discomforts of the protracted storm, we entered on the 28th the land-locked island-studded harbor of Sitka with satisfaction and thank¬ fulness. ^ The interval between September 29 and the departure of the mail Steamer City of Topeka on October 10 was given to schools and educational work at Sitka. Taking in charge two young girls — Misses Lotta Hilton and Elizabeth Walker — who were sent to the Indian school at Carlisle, Pa. , we sailed from Sitka on the 10th of October. The following day a call was made at Juneau. On the 12th we reached Fort Wrangel and on the 18th visited Metlakahtla, reaching Seattle on the 16th, leaving the same night by train over the Northern Pacific Railroad. My trip was concluded by reaching Washington, October 22, having traveled 18,465 miles. As in the past, so again this season I have been greatly indebted for facilities of transportation furnished me by the Revenue-Cutter Service of the Treasury Depart¬ ment. The permission accorded by the honorable Secretary of the Treasury and Capt. C. F. Shoemaker, Chief of the Revenue-Cutter Service, was cordially seconded by Capt. C. L. Hooper, commanding the Bering Sea fleet; Capt. Francis Tuttle, commanding the Bear , and Capt. Martin L. Phillips, commanding the cutter Wol¬ cott, together with the officers of the Bear and the Wolcott. I have the honor to be, sir, very respectfully, your obedient servant, Sheldon Jackson. Hon. W. T. Harris, LL. D., Commissioner of Education, Washington , D. C. CHAPTER XXXV. NECROLOGY, 1895. Austin, Clarence Willis, in Hartford, Conn., February 18; born in, Suffield, Conn., December 23, 1870; graduated at Yale in 1892; was a teacher of Latin in the Connecticut Literary Institute at Suffield. Avery, John Humphrey, in Cleveland, Ohio, May 25; born in Boston July 22, 1807; fitted for college at Phillips Andover, attended Yale and.Amherst, and graduated at Union College in 1834. He taught a select school in New Hol¬ land, Pa., and in Ephrata, Pa., and lectured upon the “Laws of life” in various schools and colleges. Bailey, Judge Joseph Mead, in Freeport, Ill., December 15; born in Middle- bury, Vt., June 22, 1833; graduated at the University of Rochester, 1854. He was a justice of the supreme court of Illinois, a trustee of the University of Chicago, and for a number of years dean of the Chicago College of Law. Battell, Robbins, philanthropist, Norfolk, Conn., January 26; born in Norfolk April 9, 1819; graduated at Yale in 1839. He and his family gave to Yale $300,000. He also gave $10,000 to other institutions, among 'them Marietta College. Battey, Dr. Robert, in Rome, Ga., November 8; born in Augusta, Ga., Novem¬ ber 26, 1826; graduated at the University of Pennsylvania in 1856 and at the Jefferson Medical College in 1857. He spent his professional life in Rome, was professor of obstetrics in Atlanta Medical College, 1873-1875. Baxter, Mrs. Mary Elizabeth Roberts, philanthropist, Rutland, Vt., Novem¬ ber 9; born in Manchester, Vt., June, 1829. Gave $100,000 for library in Rut¬ land; gave also to other educational and religious objects. Beach, Nathaniel, at Norwichtown, Conn., November 3; born in Wendham, N. J., October 5, 1809; graduated at Williams College in 1832 and at Andover Theological Seminary in 1836. He taught in Pittsfield, Mass. , and while pastor of the church in Millburg, Mass. , had principal charge of the schools. Beecher, Edward, D. D., in Brooklyn, N. Y., July 28; born in East Hampton, Long Island, August 27, 1803; graduated at Yale in 1822; taught languages in the Grammar School, Hartford, Conn., 1822-1824; tutor in Yale, 1825-26; studied at Andover Theological Seminary, and was ordained pastor of the Park Street Church, Boston, Mass., December 27, 1826; was president of Illinois College, 1830-1844. He was the author of numerous books. Bennett, Rev. Henry Stanley, at Nashville, Tenn., August 5; born in Browns¬ ville, Pa., in 1838; graduated from Oberlin College in 1860, and from Oberlin Theological Seminary in 1863; was pastor in Wakeman, Ohio; in 1867 became pastor* of the church connected with Fisk University, and Veacher of German and theology in the university; was especially helpful in promoting the public- school work of the State. Bills, D. Howard, at Quincy Point, Mass., September 4; born in Hope, Me., in 1817 ; taught school early and was active in school supervision. Blake, Prof. Eli Whitney, A. M., at Hampton, Conn., October 1; born in New Haven, Conn., April 20, 1836; graduated at Yale in 1857; spent a year at the Sheffield Scientific School and several years at the universities of Heidelberg, Marburg, and Berlin, studying chemistry and physics; was professor of chem¬ istry and physics at the University of Vermont and State Agricultural College; professor of physics and the mechanic arts at Cornell, 1868-1870; during a por¬ tion of the same time was acting professor of physics at Columbia College, and from 1870 until June, 1895, filled the chair of physics at Brown. Blodgett, Edward Phelps, at Roslindale, Mass., December 28; born in East Windsor, Conn., August 23, 1815; graduated at Amherst in 1838; taught one year at Hatfield Academy; attended Andover Theological Seminary; was superintendent of the Greenwich (Mass.) schools for thirty years. ^ - * 1469 1470 EDUCATION REPORT, 1895-96. Boise, James Robinson, in Chicago, Ill., February 9; born in Blanford, Mass., January 27, 1815; graduated at Brown in 1840, and at once was appointed tutor, of ancient languages in his alma mater. In 1850 he went abroad to study. In 1882 he became professor of the Greek language and literature in the University of Michigan; in 1868 took the same chair in the University of Chicago, and in 1877 was appointed professor of New Testament interpreta- . tion in the Baptist Union Theological Seminary. On the establishment of the new University of Chicago he was made professor emeritus of New Tes¬ tament Greek. Boyesen, Prof. Hjalmar Hjorth, in New York City, October 4; born in Fred- eriksvaern, Norway, September, 23, 1848; graduated at the University of Christiana in 1868; came to the United States in 1869; occupied the chair of Latin and Greek in Urbana University, and while there began his first novel. He spent a year at Leipsic in the study of philology, and in 1874 was appointed assistant professor of the German language and literature in Cornell Univer¬ sity, where he remained until 1880; he then became an instructor in German at Columbia College, and in 1882 professor of that language ; in 1890 the chair of Germanic languages was established in order that he might fill it. Broadus, Rev. Dr. John Albert, in Louisville, Ky., March 16; born in Culpeper County, Va., January 24, 1827; graduated at the University of Virginia in 1850; was assistant professor of Latin and Greek there, 1851-1853; pastor in Charlottesville, Va., for a number of years. He became professor of New Testament interpretation and homiletics in the Southern Baptist Theological Seminary in 1859, when first established in Greenville, S. C., and removed with it later to Louisville. He remained with it until his death, being its president for a number of years. His general XDublications were highly esteemed. Brooks, Arthur, D. D., brother of Rev. Phillips Brooks, at sea, July 10; born in Boston, June 11, 1845; graduated at Harvard in 1887; studied at Andover Theological Seminary, and graduated at the Protestant Episcopal School in Philadelphia. Was rector at Williamsport, Pa., Chicago, Ill., and New York City, and was president of board of trustees of Barnard College and an over- . seer of the Divinity School in Philadelphia. Brown, Mrs. Charles Emerson, in East Orange, N. J., February 5» born in Andover, Mass., April, 1838. She was the daughter of Prof. Ralph Emerson, of Andover Theological Seminary, and wife of Rev. William B. Brown, D. D.; graduated at Abbott Female Seminary, and studied modern languages and music in Europe; on her return she taught languages at the seminary at Rockford, Ill., and organized a conservatory of music. She was prominent in all movements for the uplifting of woman. Brush, William, D. D. , in Englewood, Ill., April 29; born in New Fairfield, Conn., February 19, 1827; graduated at Yale in 1850; began to preach in 1851, and remained in and around Stockport, N. Y., until 1858, when he removed to Iowa. He was called to the presidency of Upper Iowa University at Fay¬ ette, and remained in that position nine years. After fifteen years of church work in Texas and Iowa lie filled the presidency of Dakota University at Mitchell from its opening in 1885 until 1892, during a portion of which time he was consul at Messina, Sicily. In 1892 he was induced to take the presi¬ dency of the University of Iowa, at Sioux City, but was obliged by his health to give it up at the end of two years of hard work and also the task of finan¬ cial agent of the University of Dakota,, which he had undertaken to perform. Calkins, Norman A., LL. D., in New York City, December 22; born in Gaines¬ ville, N. Y., September 9, 1822; was educated in the district and classical schools of. that locality, and at the age of 18 began to teach. He became prin¬ cipal of the Central School of Gainesville, and in 1845-46 was elected superin¬ tendent of schools; removed to New York City, edited The Student and Schoolmate, and engaged in conducting teachers' institutes. He was elected assistant superintendent of the public schools of New York City in 1862, and held the office by reelection until his death. For a long time he taught meth¬ ods and principles of education in the Saturday Normal School. He was pro¬ fessor of the same in the normal school of the city of New York, and pub¬ lished a number of books on educational subjects. He was president of the National Educational Association, was, with John Eaton and Z. Richards, an incorporator of the association, and was an efficient chairman of the board of trustees until his death. Chandler, Dr. Thomas Henderson, LL.B., D.M.D., in Boston, August 27; born in that city July 4, 1824; graduated from Harvard in 1848; taught in the Latin School, and had charge of the famous Dr. Tower’s School under Park NECROLOGY, 1895. 1471 Street Church and taught there a number of years; was made adjunct profes¬ sor of mechanical dentistry at Harvard in4869, full professor in 1871, and dean of the dental faculty in 1874. Clark, Rev. Dr. Nathaniel Green, in West Roxbury, Mass., in January; born in Calais, Vt., 1824; graduated at the University of Vermont, where he served as a tutor for several years, and studied theology at Andover and Auburn seminaries. He was professor of English literature and later of Latin at the University of Vermont, and still later of English literature and logic. He was a trustee of Wellesley and Mount Holyoke, and secretary of the American Board of Foreign Missions from 1865 until his death, and specially promoted education in foreign lands. Cogswell, Parsons Brainard, Concord, N. H., October 28; born in Henniker, January 22, 1828; editor and for many years member of the school board of Concord and of the board of education, and trustee of the State Normal School. Coit, Rev. Henry Augusta, D. D., LL. D. , in Concord, N. H., February 5; born in Wilmington, Del.; was educated at St. Paul's School, Long Island, and took a partial course at the University of Pennsylvania. He entered the Prot- testant Episcopal ministry, and engaged in missionary work in Clinton County, N. Y. His life work was the building up of St. Paul’s School, at Concord, of which he became rector when it was established in 1856, and from an attend¬ ance of five or six he made it one of the most noted academies of the country. He was elected to the presidency of Trinity College and Hobart College, but declined both, remaining at St. Paul's until his death. Coppee, Henry, LL. D., in Bethlehem, Pa., March 22; born in Savannah, Ga., October 13, 1821; studied one year at Yale; graduated at West Point in 1845, and was assigned to the artillery. He served through the Mexican war, and from its close until 1855 was professor of geography, history, and ethics at West Point; from 1855 till 1866 was j>rofessor of English literature and history in the University of Pennsylvania. He then organized and was president of Lehigh University until 1874, from which date until his death he was professor of English literature and history and of international and constitutional law in that institution. His writings are numerous. He was a Regent of the Smithsonian Institution, a Member of Congress, and United States commis¬ sioner on Government assay of coin in 1874 and 1877. Cotton, Samuel Carleton, in Orlando, Fla., December 9; born in Sandown, N. H., August 16, 1830; graduated at Dartmouth in 1860; taught in Glouces¬ ter, Mass., and Georgetown, Mass.; was superintendent of schools, Cedar Falls, Iowa, principal of high school, Freeport, Ill., and superintendent of schools. Mount Carroll, Ill. Craighead, Rev. James Geddes, D. D., in New York City, April 28; born in Carlisle, Pa., in 1833; graduated from Dickinson College and studied theology in Union Seminary; was an editor of the Evangelist for fourteen years and for a number of years dean of the theological faculty of Howard University. Curtis, George Edward, in Washington, D. C., February 3; born in Derby, Conn., July 8, 1861; graduated at Yale in 1882; was connected with the United States Signal Office and professor of mathematics in Washburn College, Kan¬ sas, and did valuable work for the United States Geological Survey in con¬ nection with the subject of irrigation and for the Smithsonian Institution in editing meteorological tables. Dana, Prof. James Dwight, LL. D. , in New Haven, Conn., April 14; born in Utica, N. Y., February 12, 1813; graduated at Yale in 1833; was appointed instructor in mathematics to midshipmen in the United States Navy; in 1836 became assistant to Professor Silliman; was in 1838 the mineralogist and geolo¬ gist to the United States exploring expedition which was sent to the Pacific Ocean under Lieutenant Wilkes. He occupied the Silliman professorship of geology and mineralogy in Yale from 1850 until his death, and was the author of several works on those subjects. Davidson, Mrs. Eleanor, near Lyons, N. Y., February 8; born in Rochester; taught for some years in Mount Morris, N. Y. Dawson, Col. Nathaniel Henry Rhodes, Lit. D., in Selma, Ala., February 1; born in Charleston, S. C., February 14, 1829; graduated from St. Joseph’s Col¬ lege, Mobile, Ala., and was admitted to the bar in 1850. He was a delegate to the Charleston and Baltimore conventions, withdrawing from the former under instructions from his State convention. He entered the Confederate service as captain, and during the last two years of the war commanded a battalion. In 1863-64 was a member of the Alabama legislature. After the war he resumed tho practice of law. In 1876 he became trustee of the State University, and so continued. Was member, and a portibn of the time chair- 1472 EDUCATION REPORT, 1895-96. man, of the Democratic State executive committee 1876 to 1886, and by many was urged as a candidate for governor. He was speaker of the Alabama house of representatives 1880-81, and General Eaton having resigned as United States Commissioner of Education in November, 1885, Mr. Dawson was appointed and qualified as Commissioner August 6, 1886, and continued in service until September 3, 1889. He retained the trained assistants of the Bureau, secured as his chief clerk Hon. J. W. Holcombe, an experienced educator, and left a distinct mark of his work by carrying forward the plans for the publication of college histories under the supervision of Dr. H. B. Adams. He was espe¬ cially esteemed for his high sense of honor and for his gentlemanly bearing toward all. Day, Prof. Edward Hartswick, in Algiers, January 4; born in Bath, England, in 1833. He was a brother of Justice Sir John Day, of England; was educated in the Roman Catholic College of Downside and the London School of Mines, He did geological work with Huxley, Owens, Hawkins, and Ethridge. Came to this country as assay er for a mining company in Montana, and on the failure of that enterprise became master assayer in the School of Mines of Columbia College. From 1872 until his death he was professor of natural sciences in the New York Normal College. Dillingham, Miss Mabel W., in Calhoun, Ala.; born in New England and edu¬ cated in Boston; taught in Hampton, Ya. , for a number o^years, and with Miss Thorn, another Hampton teacher, bought a farm in Lowndes County, hear Calhoun, Ala., and established a school on the plan of Hampton. Dorsey, James Owen, in Washington, D. C., February 4; born in Baltimore, Md., October 31, 1848; attended the City College, of Baltimore; spent a year in teach¬ ing, and studied theology at the Seminary of Virginia, and became an authority on ethnology. Douglas, Thomas, in New London, Conn., January 25; bornin Waterford, Conn.; graduated at Yale in 1831, and studied at Yale Divinity School and at Ando¬ ver Theological Seminary; taught in Brooklyn, N. Y., and Norwich and New London, Conn., having charge of the Union School in the last place from 1836 to 1844. Sailing to the Sandwich Islands for his health, he remained, and y became assistant to Amos S. Cook in a school attended by the children of the ^ royal family. He returned to the United States, and taught in San Francisco, and is said to have been the first American teacher there. Douglass, Frederick, Washington, D. C., February 20; born a slave in 1817; educated himself as best he could, and became one of the most cultured and eloquent pleaders for theelevation of his race; in 1877 he was appointed United States marshal of the District of Columbia; in 1881 recorder of deeds for the District of Columbia; in 1889 minister resident and consul-general to Haiti and charge d’affaires to Santo Domingo. Duncan, Gen. Samuel Augustus, in Englewood, N. J., October 18; born in Plain- field, N. H., June 19, 1836; graduated at Dartmouth in 1858; was principal of the high school, Quincy, Mass., tutor in Dartmouth College, school commis¬ sioner of Grafton County, and served through the war. He was successively special agent United States Treasury Department, chief examiner in Patent Office, and Assistant Commissioner of Patents. Durell, Rev. George W., in Somerville, Mass., August 26; born in Kennebunk- port, Me., in 1818; graduated from Bowdoin, and was at once made principal of Limerick Academy. After teaching four years, he attended the Virginia Theological Seminary. He served on the school boards of Calais, Me., eleven years while occupying a pastorate there, and filled a like position for thirteen years when settled in Somerville. Eaton, Daniel Cady, LL. D., in New Haven, Conn., June 29; born in Fort Gra¬ tiot, Mich.” September 12, 1834; graduated from Yale in 1857; studied botany at Harvard, and in 1864 accepted the chair of botany at Yale which was made for him and remained there until his death. His most noted works were The Flora of the Southern States and The Fauna of North America. He left an unpublished work on Eaton Genealogy. Eaton, Darwin G., A. M., Ph. D., in New York City, March 17; born in Chau¬ tauqua County, N. Y., in 1822; began teaching at 18 and passed through the State Normal School at Albany, N. Y. He immediately became instructor of physiology, and in 1851 was called to the Brooklyn Female Academy, after¬ wards the Packer Collegiate Institute, where he had the general charge of instruction in natural science for thirty-two years. During this time he vis¬ ited Europe in the interest of his scientific and educational studies; was acting president of the institute one year, and was offered the presidency at President Crittenden’s death. He was one of the first members of the council of the NECROLOGY, 1895. 147 3 Brooklyn Institute of Arts and Sciences and a member of the American Asso¬ ciation for the Advancement of Science. Eaton, Leonhard H., teacher in Pittsburg, Pa., February 10; born in Groton, N. H., in 1819; president and superintendent of the Western Pennsylvania Humane Society. He was widely known and for thirty years was prominent as an educator. Ellis, Harry, in Cambridge, Mass., April 1; born there in 1859. He received a common-school education, and devoted himself to manual training, being superintendent of the Rindge School in Cambridge from its establishment. Emery, Edwin, in Hew Bedford, Mass., in September; born in Sanford Me., in 1886. After graduating from Bowdoin College, he served as principal of the high schools in Gardiner and Belfast, Me., Great Falls, N.H., and Southbridge and Northbridge, Mass. He was also instructor of cadets on board the United States school-ships J. C. Dobbin and S. P. Chase. Foster, Prof. Luther C., in Ithaca, N. Y., February 1, aged about 72. He was for many years superintendent of the public schools of Elmira and of the graded schools of Ithaca, which he raised to the rank of third in the State. Fuller, Rev. Samuel, D. D., in Middletown, Conn., March 8; born in Rensselaer- ville, N. Y., in 1802; graduated from Union College in 1822; was principal of the Hudson Academy in 1828, and then tutor in the family of Mrs. Carter, of Halifax, Ya. He graduated from the General Theological Seminary, New York City, in 1827; was appointed lecturer on Christian life at Philadelphia in 1853, and was professor of Latin and interpretation of the Holy Scriptures at Berkeley Divinity School, Middletown, Conn., from 1859 until 1883, when he became professor emeritus. In 1831 he was editor of The Churchman, and in 1844 acting president of Kenyon College. Fulton, Rev. Robert, S. J., in San Jose, Cal., September 5; born in Alexandria, Ya., June 28, 1826; in his youth he was a page in the United States Senate. Intending to prepare for a military career at West Point, he entered George¬ town College and joined the Jesuit society. He taught in Frederick, Md., and at Georgetown, D. C. ; was connected with Boston College from its be ginning, and was for many years its president. Gardner, Rev. George Warren, D. D., in New London, N. H., April 27; born in Pomfret, Yt., October 8, 1838; fitted at Thetford (Yt.) Academy; graduated at Dartmouth in 1852; principal of Black River Academy, Ludlow, Yt., 1852- 53, and held the same position at Colby Academy, New London, N. H., 1853- 1861. He was licensed to preach in 1853; traveled abroad; pastor in Charlestown, Mass., 1861-1873; home secretary of American Baptist Mission¬ ary Union; occupied pastorates at Cleveland, Ohio, and Marblehead, Fitch¬ burg, and Waltham, Mass.; was president of Central University of Iowa at Pella, 1881-1885; instructor in Biblical literature and Christian evidences in Colby Academy from 1890 until his decease. Gayarre, Judge Charles Etienne Arthur, in New Orleans, La., February 11; born in that city January 9, 1805; graduated atCollege of New Orleans; studied law in Philadelphia; eminent as a jurist, statesman, and historian. Goodhue, Jonathan Elbridge, in Newark, N. Y., March 17; born in Deerfield, N. H. , April 15, 1824; was a member of the class of 1852 in Yale College; taught school several years; studied at the Berkeley Divinity School, Middletown, Conn.; occupied pastorates in Connecticut, Illinois, Iowa, and New York; taught three years in Griswold College, Davenport, Iowa. Graves, Rev. Samuel, in Grand Rapids, Mich., January 20; born ^n Acworth, N. H., about 1820; graduated from Colgate University; tutor there four years; pastor at Ann Arbor, Mich., three years; professor of Greek at Kalamazoo College nine years; pastor at Norwich, Conn., ten years and at Grand Rapids, Mich., fifteen years. For the last nine years of his life he was the efficient president of the Baptist Seminary at Atlanta, Ga. Ham, Alonzo G., in Pembroke, Mass. He was twenty-three years principal of the Lincoln School and six years principal of the Hart School, Boston. Harrington, Col. Samuel, in Boston, Mass., October 5; born in Paxton, Mass., in 1839; graduated at Amherst; taught the grammar schools of New Bedford and Gloucester, Mass., and Melrose (Mass.) High School; was instructor in the English High School of Boston, and was from 1876 until his death principal of the Eliot Grammar School, Boston. He had a very honorable military record. Harris, Rev. W. A., D. D., in Roanoke, Ya., September 4, aged 68. He was a successful educator for forty years; was president of Wesleyan Female Insti¬ tute at Staunton, Ya., for twenty- seven years and president of the Virginia College for Young Ladies at Roanoke, Ya., at the time of his death. Hasbrouck, Washington, in Newburg, N. Y., February 24; born in New Paltz, ED 96 - 47 1474 EDUCATION REPORT, 1895-96. Ulster County, N. Y.; was vice-principal of Kingston (N. Y.) Academy for three years; established classical schools at Saugerties and Jersey City, N. J., where he remained twenty years. Many of his pupils became prominent. He was principal of the State Normal School at Trenton, N. J., for thirteen years. Haywood, Bishop Atticus G., LL. D., in Oxford, Ga., January 19; born in Georgia in November, 1839; became a Methodist minister in 1859. In 1876 he assumed the presidency of Emory College, Macon, Ga., which he held eight years. From 1883 he was general agent of the Slater fund for the education of the freedmen of the South. He was a leading bishop of the Southern Methodist Church. Henry, Rev. Thomas, in New Orleans, La., December 6; born in County Derry, Ireland, in 1856; was educated at Dundalk; entered as a novitiate at Lyons, France; taught four years at Laseyne-sur-Mer, and read theology at Lyons. Came to this country in 1878; was prefect of classes at Jefferson College seven years; became president of that institution in 1887, and was superior of All Hallow’s College, Salt Lake City, for four years. Herrick, Henry, in North Woodstock, Conn., March 11; born in Woodbridge, Conn., March 5, 1803; fitted for college at Phillips (Andover) Academy, Mas¬ sachusetts; graduated at Yale College in 1822; taught in West Springfield, Mass., 1822-23; Berkeley scholar and teacher in Hopkins Grammar School, New Haven, 1823-1825; teacher of penmanship in Phillips (Andover) Acad¬ emy 1826-27. He studied theology at Andover Theological Seminary, and graduated at Yale Divinity School in 1828; principal of female academies in Knoxville, Tenn., and Somerville and Moulton, Ala., 1835-1842; home mis¬ sionary until 1867. Hill, Alfred James, in St. Paul, Minn., June 15; bom in London, England, in 1833; archaeologist and geographer. Hine, Elmore Charles, M. D. , Atlantic City, N. J., March 8; born in Middlebury, Conn., September 16, 1836; graduated from Connecticut State Normal School and taught in several places; then entered and graduated from Yale Medical College in 1861; served through the war as a surgeon. Since 1880 he had occupied the chair of natural history in Girard College. Hitchcock, Prof. Hiram Augustus, in Hanover, N. H., January 17; born in Bos¬ ton, Mass., May 13, 1857; graduated from Dartmouth in 1879 and from the Thayer School of Civil Engineering in 1881. He became an instructor in civil engineering in the Thayer School in 1883, and from 1887 until decease was asso¬ ciate professor in the same. He served frequently on boards of engineers and as consulting engineer of many large pieces of engineering. Holland, Rev. George W.,in Newberry, S. C. , September 30; born in Church- ville, Va., July 16, 1838; graduated from Roanoke College, Salem, Va., in 1857; was tutor in the college for a year, and graduated at Theological Sem¬ inary at Gettysburg, Pa. Served during the war in the Confederate Army ; became principal.of the academical department of Roanoke College; was pas¬ tor of Rockingham parish for six years; became professor of ancient languages in Newberry College, and in 1877 president of that institution. Hopkins, Mrs. Louise Parsons, in Newburyport, Mass., May 26; born in same place in 1834; received her education from Putnam Free School, Newburyport, and the State Normal School at Framingham, Mass. She taught in Albany, N. Y.. Keene, N. H., and New Bedford, Mass.; later she was professor of English literature in the Swain Free School. In 1887 she became one of the Boston school supervisors and served on a commission to investigate and report upon manual training methods and theories. She was a large contribu¬ tor of articles on educational subjects, especially child culture. Houghton, Henry Oscar, in North Andover, Mass., August 26; born in Sutton, Vt., April 30, 1823; was educated in the common school, Bradford (Vt.) Academy, and University of Vermont. He was a large publisher of educa¬ tional works and did much toward raising the standard in book making. He belonged to the firm of Houghton, Mifflin & Co. , which includes the Riverside Press. Irwin, Rebecca, in Albany, N. Y., January 5; was a graduate of the Female Academy and of the Normal College. She was assistant in natural sciences in the Albany High School from its opening in 1868, and a writer for maga¬ zines. Kendrick, Ashael Clark, in Rochester, N. Y., October 21; born in Poultney, Vt., December 7, 1809; graduated from Hamilton College in 1831; became at once tutor in the Literary and Theological Institute at Hamilton, N. Y., now Colgate University; two years later he became professor of Latin and Greek, and then taught Greek exclusively until 1850. From the founding of Roches¬ ter University, in that year, until his retirement as professor emeritus in 1888, NECROLOGY, 1895. 1475 he occupied the chair of Greek in that institution. He was an extensive writer, a Hebrew scholar, and well versed in antiquities. Kirkwood, Prof. Daniel, in Riverside, Cal., June 11; born in Bladensburg, Md., September 27, 1814; spent four years at the academy at York, Pa. ; was in¬ structor in mathematics there for five years and was appointed principal of the high school at Lancaster, Pa., in 1843. In 1851 he became professor of mathematics in Delaware College, and president of the same in 1854; two years afterwards he accepted the chair of mathematics in the University of Indiana and remained there until he retired in 1886. Kitchel, Harvey Denison, D. D., in Danville, IST. Y., September 11; born in Whitehall, N. Y., February 3, 1812; graduated from Middlebury College in 1835 and Yale Divinity School in 1838. He occupied pastorates at Thomaston, Conn., Detroit, Mich., and Chicago, Ill., and was president of Middlebury College from 1866 until 1873. Ladd, William Henry, in Boston, Mass. , in September; born in Augusta, Me., in 1824; was educated in the Bridgewater Normal School; began teaching at 17; was instructor of English in a German school in Baltimore, Md., and occupied a similar position in one of the grammar schools of Charlestown, Mass. , and also in one of the Cambridge grammar schools. In 1855 he became a teacher of rhetoric and. elocution in Chauncey Hall, sole principal in 1879, and senior principal and a proprietor in 1884. Langstroth, Lorian L., in Dayton, Ohio, October 6; born in Philadelphia, Pa., December 25, 1810; graduated at Yale in 1839, and was a tutor there in 1834-35; entered the Congregational ministry and became principal of* a young ladies’ seminary in Philadelphia in 1848. Lathrop, Mary A., in Los Angeles, Cal.; born in Somerville, N. J.,in 1855; graduated at the New York Conservatory of Music and the Oswego (N. Y.), Normal School; taught in the New Paltz Normal School and in Oswego Normal School. She studied sloyd abroad and on her return was engaged in sloyd and drawing in the Los Angeles Normal School. Leland, Luther E., in Newton Lower Falls, Mass., January 12, aged 69; came to Newton as a teacher, and at the organization of the Hamilton School at Newton Lower Falls was made principal and filled that position more than twenty years. Locke, Rev. John W., D.D., in Kansas City, Kans., December 29; born in Paris, Ky., February 12, 1822; graduated from Ohio Wesleyan in 1842; became a minister in the Methodist Episcopal Church and served many pastorates; was president of Brookville College four years, professor of mathematics in De Pan w University twelve years, and president of McKendree College, during which time the highest enrollment in the history of the institution was reached. Loomis, Dr. Alfred Lebbens, in New York City, January 23; born in Benning¬ ton, Vt., June 10, 1831; graduated at Union College and the College of Physi¬ cians and Surgeons; served prominently on the staffs of many New York hos¬ pitals, and was connected with University of the City of New York as adjunct professor of the theory and practice of medicine and after 1866 as full professor. He was prominent in many medical societies, wrote extensively on medical subjects, and was active in his efforts for the medical department of the university. McLauchlin, Daniel Decius Tompkins, in Litchfield, Conn., May 26; born in New York City, October 18, 1812; graduated from Yale in 1834; had charge of the classical department of St. Luke’s School, New York, for two years, and maintained a classical school in the same city for seven years. He graduated from Union Theological Seminary and spent the remainder of his life in evangelistic work. Melvin, Sarah Hale, in South Hadley, Mass., June 4; graduated at Mount Hol¬ yoke in 1862, and studied at the Massachusetts Institute of Technology; was a teacher in Mount Holyoke for fifteen years, and was connected with the Eng¬ lish department for the last ten years. Merriam, Prof. Augustus Chapman, in Athens, Greece, January 19; born in Locust Grove, N. Y., May 30, 1843; graduated at Columbia College in 1866; was a tutor in Latin and Greek there, 1868-1880; adjunct professor of Greek, 1880-1889, and professor of Greek archaeology and epigraphy from 1889 until his death. He was also senior active professor in the school of philosophy and one of the senior instructors in the school of arts of the college. He was at one time president of the New York Archaeological Institute, president of the American Philological Society, and a director of the American School at Athens. He superintended many excavations, and \yrote numerous papers on inscriptions, etc. 1476 EDUCATION REPORT ? 1895-96. Miller, H. Thane, in Cincinnati, Ohio, December 7; he established and was at the head of the Mount Auburn Institute for thirty years; was blind for a number of years; a notable singer and leader in Young Men’s Christian Association work. Miner, Rev. Alonzo Ames, A. M., LL. D., in Boston, Mass., June 14; born in Lempster, N. H., August 17, 1814; studied at Lebanon, Franklin, and Hopkin- ton, N. H., and Cavendish, Vt.; began teaching at 16, and served four years as principal of the Scientific and Military Academy at Unity, N. H. He devoted himself for a number of years to the ministry of the Universalist Church, and filled pastorates at Lowell and Boston. He was active in the foundation of Tuft’s College, and was its president from 1862 to 1874; was an overseer of Harvard, member-of the Massachusetts State board of education, chairman of the board of visitors of the State Normal Art School, president of the trustees of Bromfield School at Harvard, and of the board of trustees of Dean Academy, at Franklin. Minor, John Barbee, in Charlottesville, Va., July 29; born in Louisa County, Va., June 2, 1818; was educated at Kenyon College and University of Vir¬ ginia; studied law and went to Charlottesville in 1840 to practice. In 1845 he was elected professor of law at the University of Virginia, and was in charge of the law school for a number of years; later he filled the chair of common and statute law and conducted a summer law school from 1870 until his death. He was a special friend of public schools. Monks, James Richard, in Elmira, N. Y., February 25; born in Paterson, N. J.; graduated at Union College. He was a teacher in Elmira from 1870, being first assistant and principal of the Free Academy. Moore, Mary E., in Chicago, Ill., November 11; was a teacher in the Collegiate Institute in Salt Lake City, Utah, for sixteen years. Morey, Prof. J. H. , in Concord, N. H., March 12, aged 59; born in Franklin, N. H. ; was one of the officers of the New Hampshire Musical Society, and also one of the best-known music teachers in the State. Morris, John Gottlieb, in Lutherville, Md., October 10; born in York, Pa., . November 14, 1808; graduated from Dickinson College in 1823, and at Prince- ' ton Theological Seminary in 1826; was pastor of the First English Lutheran Church, Baltimore, for thirty-four years; trustee of Peabody Institute; one of the principal founders of the College for Women in Lutherville, Md.; a lec¬ turer on natural history in Pennsylvania College, Gettysburg, Pa., from 1834, and for a long period professor of natural history in the University of. Mary¬ land. He was prominent in church polity and an extensive writer on eccle¬ siastical and scientific subjects. Moulder, Andrew J. , in San Francisco, Cal. , October 14. He was superintendent of the city schools, State superintendent of public instruction, and was promi¬ nent in educational conventions. Nason, Henry Bradford, Ph. D., in Troy, N. Y., January 18; born in Foxboro, Mass., June 22, 1831; graduated at Amherst in 1855 and studied chemistry at the University of Gottingen; was appointed professor of natural history at Rensselaer Polytechnic Institute, Troy, N. Y., in 1858, and later professor of chemistry and natural sciences in Beloit College, Wisconsin. In 1866 he was called to the chair of chemistry and natural sciences at the Rensselaer Poly¬ technic Institute, which he occupied until his death. He wrote numerous text-books on chemistry. Nooney, James, in Chester, Mass., April 12; born in the same town August 12, 1810; graduated at Yale in 1838; was professor of mathematics in the United States Navy two years, tutor at Yale three, professor of mathematics and natural philosophy in Western Reserve College four years. He was engaged on the survey of the boundary between Mexico and the United States and astronomer of the commission on the boundary line between the United States and Great Britain in 1859. Northend, Charles A., in New Britain, Conn., August 8; born in Newbury, Mass., April 2, 1814; was educated at Amherst College; became an assistant teacher in Dummers Academy; taught in South Danvers, and was master of Epps School, in Salem, for twelve years; was superintendent of the public schools of Danvers for three years and of the New Britain, Conn., public schools for eleven years. He traveled over New England, New York, and Pennsylvania in the interest of education, and held teachers’ meetings and lectured for several years in Connecticut. For fifty years he was a member, and once president, of the American Institute of Instruction, held the same office for a number of years in the Essex County Teachers’ Association, and wrote quite extensively on educational subjects. 1477 NECROLOGY, 1895. Norton, Franklin Burroughs, in Fernando, Cal., April 13; born in Ware, Mass., March 5, 1833; graduated at Amherst, 1856; taught in Missouri and Ten¬ nessee, 1857-1861; graduated from Chicago Theological Seminary, 1864, and spent the largest part of his life in the ministry. Oliver, Prof. James Edward, in Ithaca, N. Y., March 27; born in Portland, Me., July 27, 1829; graduated at Harvard in 1849 and was in the office of the Ameri¬ can Ephemeris and Nautical Almanac until 1871, when he was called to Cor¬ nell as assistant prof essor of mathematics. He succeeded to the chair in 1873, and remained at the head of the department until his death. Packard, Dr. Liberty D., in Boston, Mass., early in January; born in Brockton, Mass., September 13, 1831; was educated in the public schools and graduated from the New York Homeopathic College in 1862. He practiced his profession thirty-two years, and was an active and efficient member of the Boston school committee for a number of years. Paine, Timothy Otis, in Boston, Mass., December 6; born in Winslow, Me., October 13, 1824; graduated at Waterville College, Maine, in 1847; became a Swedenborgian minister, and was for many years after 1866 professor of Hebrew in the theological school of the New Jerusalem Church in Boston. He became an acknowledged authority on Egyptology. Painter, Charles Cornelius Coffin, in Great Barrington, Mass., January 13; born March 21, 1833, in Drapers Yalley, Va.; graduated from Williams Col¬ lege in 1858 and from the Theological Seminary at Hartford, Conn. He was a professor of theology in Fisk University at Nashville, Tenn., for a number of years, and at the time of his death was a member of the Indian Commission, having been active as an agent of the Indian Rights Association since 1880. Park, Calvin Emmons, in West Boxford, Mass., March 4; born in Providence, R. I., December 30, 1811; studied at Brown University one year, and graduated at Amherst College in 1831 ; was principal of the Classical School of W eymouth and Braintree a year; graduated from Andover Theological Seminary in 1835. He occupied pastorates in Maine and Massachusetts, was a tutor in Amherst, instructor of rhetoric in Colby University, and carried on a private school for boys in West Boxford, Mass., for many years. Payne, John Kerr, in Knoxville, Tenn., June 16; born in Pine Grove, Gallia County, Ohio, September 26, 1839; graduated at Yale in 1865, having spent three years at Marietta College, Ohio. At graduation he became professor of mathematics in East Tennessee University, at Knoxville, and remained there twelve years. Pearl, Isaac Emerson, in Farmington, N. H. ; born in same place September 26, 1857; graduated at Dartmouth in 1882; taught mathematics in Williston Sem¬ inary, Easthampton, Mass., in Mrs. Shaw’s private school in Boston, and also in Boston Evening High School. Was admitted to the bar and practiced his profession. Perkins, Prof. William Rufus, in Erie, Pa., January 28; born in that city Sep¬ tember 1, 1847; graduated at Western Reserve College in 1868; was tutor there three years; admitted to the bar in 1878; assistant professor of Latin and Greek in Cornell University and later of history; traveled abroad; professor of his¬ tory in Iowa State University, and was a delegate to the eighth centenary of the University of Bologna, Italy. He seemed just entering upon a literary career at his death, having published several poems of unusual merit. Perry, Rufus Lewis, in Brooklyn, N. Y., June 18; born in Tennessee about 1833; son of a slave; graduated at Kalamazoo in 1861; became a baptist min¬ ister; was superintendent of a freedmen’s school for a number of years. He * was considered one of the best scholars the negro race has produced. Pitcher, Gen. Thomas Gamble, in Fort Bayard, N. Mex., October 21; born in Rockport, Ind.; graduated at West Point; had a brilliant military career, and was superintendent of the United States Military Academy 1866-1871. Pollens, Prof. Louis, in Hanover, N. H., September 28; born in the Canton of Vaud, Switzerland, March 10, 1838; was educated in the local schools and cantonal college; came to America in 1851, and taught French in the mission school at Grande Ligne, Quebec, at Fort Edward and Keeseville, N. Y., and at the University of Vermont 1868-1874; had been professor of modern language in Dartmouth since 1877. Poole, Reuben Brooks, in New York City, April 6; born in Rockport, Mass., in 1834; graduated at Brown University in 1857. He taught in the Rockport High School one year, and in 1860-1864 was a teacher in the House of-Refuge in Philadelphia. From 1864 he held the position of librarian of the Young Men’s Christian Association of New York City. N Porcher, Francis Peyre, M. D., LL. D.; in Charleston, S. C., November 19; born in Berkeley, S. C., December 14, 1825; graduated* at the South Carolina 1478 EDUCATION REPORT, 1895-96. College in 1844, and at the State Medical College in 1847. He held the chair of materia medica and therapeutics at the latter institution for many years, and was a prolific writer on medical and botanical subjects. Posse, Baron Nils, in Boston, Mass., December 18; born in Stockholm, Sweden; was educated for the army, and attained a commanding rank; graduated from the Royal Central Institute, and received the degree of master of gym¬ nastics in 1885. ’He introduced Swedish gymnastics in Boston, and continued teaching them until his death. In May, previous to his death, he was knighted by the King of Sweden. Powell, Dr. Thomas S., in Atlanta, G-a., December 80; born in Virginia in 1825. He organized the Southern Medical College, and was president until his death. Raymond, Rev. Charles Atwater, in West View, Va., March 5; born in New Haven, Conn., in 1822. He filled several pastorates North, and was principal of a female seminary in Newburg, N. Y. ; accepted a call to New Orleans, and was subsequently principal of the Fuller Institute and of Edgefield College, S. C. During the war he went North, and from 1863-1871 was superintendent of jmblic instruction for the eastern district of Virginia. Rhoads, James F., M. D. , LL. D. , in Bryn Mawr, Pa., January 2; born in January, 1622; was early a teacher, then studied and practiced medicine, and in 1883 returned to the work of education, accepting the presidency of Bryn Mawr College, where he remained until his health failed him. Ridgway, Henry Bascom, in Evanston, Ill., March 30; born in Talbot County, Md. , September 7, 1830; graduated from Dickinson College in 1849, and became a circuit rider of the Baltimore conference of the Methodist Church. He occu¬ pied pastorates in a number of the leading cities; had been professor of history and theology in Garrett Biblical Institute since 1884, and president and pro¬ fessor of practical theology in the same. He made a tour around the world, and was the author of several books. Rogers, Elliot Folger, A. M., Ph. D., in Cambridge, Mass., October 3. He graduated at Harvard, in 1890, held the Parker traveling fellowship, and was \ State instructor in chemistry in that institution. Rounds, Mrs. Libbey N. , in South Onondaga, N. Y, , February 14; was a graduate of the Cortland State Normal School, and had taught at Groton, Flushing, and Geddes. At the time of her death she was principal of the Indian schools on the Onondaga Reservation. Ryder, Prof. John Adams, LL. D., March 26; born in Lyndon, Pa., 1852; profes¬ sor of embryology in the University of Pennsylvania; published many pam¬ phlets bearing on his original researches. Sanborn, Daniel Webster, in Richmond, Ind., August 19, 1890; born in East Kingston, N. H., June 7, 1836; graduated at Dartmouth in 1860; was principal of high school, Milford, N. H. ; associate principal of Chapman Hall, private school, Boston; principal of Academy in Woburn, Mass.; four years vice¬ principal of Greenpoint Academy, Brooklyn, N. Y., 1874-1877; principal of Mount Washington Collegiate Institute, New York; taught in National School of Elocution and Oratory, and in Shortlidge’s Academy, Philadelphia. Schauffler, Mrs. Mary Reynolds, in New Rochelle, N. Y.; born in Long- meadow, Mass., April 13, 1802; was a teacher in a private school in New Haven, Conn.; went to Turkey as a missionary and established a school for girls in Constantinople; married Rev. William G. Schauffler, and remained in the missionary field forty years. Scudder, Henry Martyn, in Winchester, Mass., June 4; born in Panditeripo, Ceylon, being the son of the missionary, Rev. John Scudder, M. D.; gradu¬ ated at the University of the City of New York in 1840 and at Union Theolog¬ ical Seminary in 1843. He returned to India, and was active in organizing schools and churches for twenty years, when failing health compelled him to retire. Seelye, Julius Hawley, D. D., LL. D., Amherst, Mass., May 12; born in Bethel, Conn., September 4, 1824; graduated at Amherst in 1847; studied at Amherst Theological Seminary, and Halle, Germany, and became pastor in Schenectady, N. Y. , until called to be professor of mental and moral science at Amherst in 1858; was Member of Congress from 1874-1876; became president of Amherst in 1877, and so continued until 1890, when he resigned on account of failing health. In Congress he specially promoted the improvement of Indian affairs. He carried Amherst through a critical period, and established among the stu¬ dents a system of self-government. He was noted both as teacher of philosophy and as preacher. He visited India and delivered a noted series of lectures. He was a brother of President L. Clark Seelye, of Smith College. Sew all, Theo. L., in Indianapolis, Ind., December 23; born September 20, 1853, in Massillon, Ohio, graduated at Harvard in 1878; conducted preparatory NECROLOGY, 1885. 1479 school for boys in Indianapolis and after his marriage started a classical school for girls and continued both schools for a number of years. Shedd, Rev. John Haskell, D. D., in Ourmiah, Persia, April 12; born in Mount Gilead, Ohio, July 9, 1833; graduated at Marietta College in 1856; studied at Lane Theological Seminary and graduated at Andover Theological Seminary in 1859; was connected with the Nestorian Mission in Persia until 1870; pro¬ fessor in Biddle University, North Carolina, 1872-1878. Re returned to Persia and was president of Ooroomeeyah College and Theological Seminary. Shepard, William Arthur, in Ashland, Va., June 3; born in Dorchester, Mass., June 28, 1831; graduated at Yale Sheffield Scientific School in 1852; upon graduation he became instructor of chemistry in Randolph-Macon Col¬ lege, Boydton, Va., and later professor of ancient languages. He served through the war, and taught in Petersburg from the close of the war until called to the chair of natural science in Randolph-Macon College, which had moved to Ashland, V a. He continued his connection with the college until his death, when he was senior member of the faculty and professor of chemistry. Smith, James B., in Chicago, HL, June 13; born June 21, 1825; graduated at Williams College; was principal of the famous Barton Academy, Mobile, Ala.; principal of the Third Ward School, and instructor in the Illinois Female College, at Jacksonville, Ill. Smith, Samuel Francis. D. D., in Boston, Mass., November 16; born in Boston, October 21, 1808; graduated at Harvard in 1829, and at Andover Theological Seminary. He spent most of his life in religious and literary work, and was professor of modern languages in Waterville College, now Colby University, 1834-1 841._ Among his literary efforts are the hymns “America” and “ The Morning Light is Breaking.” Spalding, Edward, LL.D., atLakeParmaeheene, June 22; born in Amherst, N. H., September 15, 1813; graduated at Dartmouth in 1833, and at Harvard in medi¬ cine in 1837. He held many offices of prominence and of public trust; was a member of the city school board of Nashua for many years, and trustee of Dartmouth, 1866-1891. Speir, Dr. Samuel Fleet, in Brooklyn, N. Y., December 19; born in that city April 9, 1838; graduated in medicine at the University of the City of New York, 1860; studied abroad, and brought back the use of plaster of paris in the place of splints. He served through the war and after its close was demon¬ strator of anatomy in the Long Island College Hospital. Sprague, Ada M., in Macon, Ga., November 23; born in Keene, Ohio, November 15, 1863; attended Wooston College, Texas, and was an assistant in the normal department of the Ballard School, Macon, Ga., at the time of her death. Sprague, Eben Carleton, in Buffalo, N. Y., February 14; born in Bath, N. H., November 26, 1822; studied at Phillips Exeter and graduated at Harvard in 1843; practiced law in Buffalo, and was chancellor of the University of Buffalo for several years. Starr, Oliver Winthrop, in Red Bank, N. J., January 18; a graduate of Hobart College and a teacher of private schools in Yonkers, Port Chester, Hastings, and Red Bank. Strong, Judge William, at Lake Minnewaska, N. Y., August 19; born in Somers, Conn., May 6, 1808; graduated at Yale in 1824. He had a long and prominent career at the bar and was active in religious movements. For several years he lectured before the Columbian Law School, Washington, D. C. , and he also delivered a course of lectures at Union Theological Seminary. Tatterson, Harry Jordan, at Kennebunkport, Me., July 22; born in Saco, Me., November 12, 1853; graduated from Dartmouth, 1874; taught in a boys’ pre¬ paratory school at Newburyport, Mass. , read law, and was principal of a gram¬ mar school at Biddeford, Me., from 1885 until 1895. Taylor, Safford S., in Schuyler Falls, N. Y. , January 23; born in the town of Ausable, N. Y., in 1840; taught winter school near his home until the war, when he enlisted as a private. He served two terms as school commissioner in Clinton County, was president of the County Teachers’ Association and Sunday School Association. Thomas, Edwin Alonzo, in Toledo, Ohio, March 29; born in Claremont, N. R., June 4, 1832; graduated at Dartmouth in 1855; was principal of Toledo High School, 1855-56; taught in Jackson, Miss., 1856-1859; was admitted to the bar; taught at Raymond, Miss., 1859-1861. He spent the remainder of his^life in business. Van der Weyde, Peter H., in New York City, March 18; born in Nymegen, Holland, in 1813; graduated at the Royal Academy in l)elft and became pro¬ fessor of mathematics and natural philosophy at the Government School of Design. He came to this country in 1849, and graduated at the New York 1480 EDUCATION REPORT, 1895-96. University Medical College in 1856; after three years’ practice became profes¬ sor of physics, chemistry, and higher mathematics at Cooper Institute, and also professor of chemistry in the New York Medical College. In 1864 he accepted the chair of industrial science in Girard College, Philadelphia, and after a few years returned to New York as editor of The Manufacturer and Builder. He was an inventor, painter, musician, and composer. Van Dyck, Cornelius, M. D., D. D., in Beyreut, Syria, November 16; born in Kinderhook, N. Y., August 13, 1818; graduated from the Jefferson Medical College in 1837; went to Syria as a missionary, and was appointed principal of the Seminary on Mount Tabor. Later he was professor of pathology in the Syrian Protestant College. He was- an accomplished Arabic scholar and pub¬ lished many works in Arabic on scientific and religious subjects. Waddell, John Newton, D. D., LL. D., in Birmingham, Ala., June 9; born in Willington, S. C., April 2, 1812; graduated at the University of Georgia in 1829; entered the ministry of the Presbyterian Church in 1841; was professor of Latin and Greek in the University of Mississippi 1848-1857, and held a sim¬ ilar chair in La Grange College, Tennessee, 1857-1860. He then became presi¬ dent of the last institution, which was closed in 1862; was chancellor of the University of Mississippi 1865-1875, and held the same position in the South¬ western Presbyterian University, Clarksville, Tenn. He was secretary of the Board of Ministerial Education of the Southern Presbyterian Church from 1874. Walker, Charles L., in Flint, Mich., February 11; born in Otsego County, N. Y., in 1814; became a teacher in 1830; practiced law and held several prominent positions. He was professor in the law department of the Uni¬ versity of Michigan for several years, and wrote several historical books. Ward, Dr. Isaac M., in Lyons Farms, N. J., February 24; born in Bloomfield, N. J., in 1806; graduated at Yale in 1825; studied medicine at Rutgers Med¬ ical School and received his degree in 1828. He became a homeopathist and gained a lucrative practice in Newark, N. J.; was professor in the Homeo¬ pathic Medical College of Philadelphia, 1853-1861; held alike position in a kindred institution in New York City, and became its dean. Weeks, Asa, in Laconia, N. H., May 3; born in Sanbornton, N. H., December 22, 1816; graduated at Dartmouth in 1846; preceptor Moors Charity School, Hanover, N. H., 1846-1849; usher in Mathers School, Boston, 1849-1856; prac¬ ticed law, and was clerk in United States Navy Department. Weld, Theodore Dwight, in Hyde Park, Mass., February 3; born in Hampton, Conn., November 23, 1803; was educated at Phillips Andover Academy. He was a great antislavery advocate and established a school in Eagles wood, N. J., for pupils irrespective of sex or color. From 1864 he taught in Hyde Park until his failing health compelled him to stop. Westbrook. Benjamin Frank, M. D., in Brooklyn, N. Y., April 12; born in St. Louis, Mo., February 4, 1851; graduated at Long Island College Hospital in 1874, and became professor of surgical pathology at that hospital and adjunct professor of anatomy at the Methodist Episcopal and St. Mary’s hospitals. He contributed largely to medical literature. Wheelwright, Isaac Watts, at Byfield, Mass., July 14; born in Newburyport, Mass., September 17, 1801; fitted for college at Phillips Andover Academy; graduated at Bowdoin in 1821 and from Andover Theological Seminary in 1825. He was assistant teacher in Phillips Andover Academy 1822-23, having had classes during his last two years in the seminary at Dummers Academy, Byfield; preached at Harwich, Mass.; principal of Newburyport Academy and taught in New Orleans. In 1833 was appointed agent of American Bible Society in Sauth America and introduced Lancasterian schools into Guayaquil and Quito, and was made director of education by the President of Chile. After an absence of two years in the United States, he conducted a young ladies’ school for ten years. White, Prof. George L., in Ithaca, N. Y., November 9; born in Cadiz, N. Y. , in 1833; served through the war and became treasurer of Fisk University; while there he organized and trained the famous Jubilee Singers. He had been con¬ nected with Sage College for a number of years at the time of his death. White, James, in Williamstown, Mass., September 3; born in Hinsdale, Mass., July 9, 1828; fitted ac Williston Seminary; graduated at Williams College in 1851; instructor in Williston Seminary 1851-1853: studied at Andover Theo¬ logical Seminary, but had to give up on account of his eyes. He was treas¬ urer of Williams College from 1886. Wilber, Mary Cole, born in Smithfield, Madison County, N. Y., in 1821; studied at Cazenovia Seminary and the Utica finishing school: married Rev. Perlee B. Wilber in 1836. The two founded and were sustaining forces at Wesleyan Female College for years. NECROLOGY,. 1895. 1481 Willett, William Marinus, in Jersey City, N. J., December 8; born in New York City, January 3, 1803; became a minister of the Methodist Episcopal Church in 1823; was instructor of Hebrew at Wesleyan University in 1838- 1841; founded the Biblical Institute at Newburg, Vt., in 1843, and was its president until 1848. He spent most of his life in literary work and pub¬ lished a great deal on religious history. Williams, Henry Willard, M. D., in Boston, Mass., June 13; born there December 11, 1821; was educated at the Boston Latin School and Harvard Medical School, graduating in 1849. He continued his studies abroad; was lecturer in Harvard Medical School, 1868-1871, and professor of ophthalmology there, 1871-1891. He was a frequent contributor of medical treatises, confin¬ ing himself to ophthalmic science. Woods, Rev. Daniel Bates, in St. Louis, Mo., May 30, 1892; born in Andover, Mass., September 20, 1809; fitted at Phillips, Andover, attended Amherst Col¬ lege, graduated at Union College in 1833, and at Andover Theological Semi¬ nary in 1837 ; taught schools for young ladies at Prince Edward Court-House, Appomattox Church, and Cumberland Church, Ya. He taught also in Phila¬ delphia, 1844-1849, Cincinnati, 1852-1855, and for a few years in St. Louis. Wright, J. W. A., in Greensboro, N. C.; was a teacher at Greene Springs for many years. Wylie, Rev. Theophilus Adam, D. D., LL. D., in Bloomington, Ill., June 11; born in Philadelphia, Pa., October 8, 1810; graduated at University of Penn¬ sylvania in 1830; was instructor there; professor of chemistry and natural philosophy in the University of Indiana, 1837-1852; professor of mathematics in Miami University, 1852-1855; held his former position in the University of Indiana, 1855-1864, acting as president in 1859. From 1864 until 1886 he was professor of ancient languages, and at the latter date professor emeritus. He published a history of Indiana. Youngman, David, in Boston, Mass., May 11; born in Peterboro, N. H., August 26, 1817; graduated at Dartmouth College, 1837; taught at Franklin, Tenn., Hartford, Vt., and Peterboro Academy; graduated at Dartmouth Medical School, 1846. He was a practicing physician the remainder of his life in Winchester and Boston, Mass., being a member of the school board of the former city. Yonce, Rev. Dr. William M. Brown, in Salem, Ya., March 22; born in Virginia in 1827; had been professor at Roanoke College since 1855. FOREIGN. Autenheimer, Frederick, June 5; professor of mathematics and director of the technical school at Winterthur, Switzerland. Bartsch, Samuel, January 10; principal of a preparatory school in Baja, Hun¬ gary. Bebar, Paul, October 22; teacher in a secondary school for girls in Nikolsburg, Moravia, Austria. Beccu, Jean, in Berlin, Germany, aged 71. He was director of the French Hospital, having given up teaching some years ago; was for many years, treasurer of the Diesterweg fund. Bonghi, Ruggiero, at Torre del Greco, Italy, October 22; born in Naples, March 20, 1828; founded at Florence II Nazionale;” became professor of philosophy at the Academy of Milan in 1859, professor of Greek and literature at Turin in 1864, and subsequently was called to the University of Rome as professor of ancient history. From 1874 to 1876 he was minister of public instruction and was a strong advocate of secular education. He was the author of many philosophical works. Bunge, Nicholas Christianovich, in St. Petersburg, June 15; born in Kieff, Russia, in 1823. He gained distinction as a professor of political science, economy, and statistics, and in 1881 was appointed deputy minister of finance; in 1882 chosen president of the council of ministers; author of several works on economic, financial, and legal subjects. Cantri, Cesare, in Milan, March 11; born in Brivio, near Milan, December 2, 1805; was professor of literature in the College of Sondrio and wrote many historical books. Carriere, Moritz, in Munich, January 19; born in Criedel, Hesse, March 5, 1817; studied at Giessen, Gottingen, and Berlin; became a private docent at the University of Giessen, and in 1849 was made professor. He wrote many philosophical treatises and lectured on aesthetics at the University of Munich, and later at the Academy of Arts on the history of art* ED 96 - 47* 1482 EDUCATION REPORT, 1895-96. Edinger/Friedrick, March. 21; professor of languages in Berne, Switzerland. EInder, Franz Josef, in Maeder, Austria, March 25, nearly 80 years of age. He was a very active member of the Vorarlberger Teachers’ Association. Freytag, Gustav, the novelist, in Wiesbaden, April 30; born in Kreuzberg, Silesia, in 1816; studied at Breslau and Berlin, and was a private docent at University of Breslau eight years. Frerichs, in Oldenberg, Germany; vice-president of the Oldenberg Teachers’ Association. Galdo, D. Manuel Maria Jose di, in Spain, July 18; doctor of science, law, and medicine, director of Institute«Cardenal Cisneros; councillor of public instruc¬ tion ; ex-inspector of public instruction. Gayette, Georgens Jeanness Marie, in Leipzig, Germany, June 14, aged 78, widow of Jau Daniel Georgens. She was a very successful authoress of juvenile books. Geffroy, Mathieu Auguste, in Paris, August 15; born there April 21, 1820; was educated at the Normal School, and was instructor in history at the Lycee Louis Le Grand when he was called to the chair of history at Bordeaux in 1852. In 1872 he became professor of ancient history at Paris, and in 1875 was appointed director of the French school at Rome, where he remained until a short time before his death. He was an authority in Scandinavian history, having made extensive researches. Girokuty, Franz, in Budapest, Hungary, September 8; inspector of the museum of education and professor of education. Gleichmann, Professor, September 15; principal of Normal School in Eisenach, Germany. Gennit, Theodor, April 24; teacher of an elementary school in Hagen, Germany. He was, though young, an indefatigable worker in the interests of educational associations. Gneist, Rudolph von, in Berlin, Germany, July 22; university professor and one of the most noted and vigorous advocates of the people’s school. G^ogau, Gustav, in Greece, March 17; born in Laukischken in 1844; studied, at Berlin, medicine, history, philology, and philosophy, and after serving through the Franco-Prussian war became a teacher; was professor at the Polytech- nicum, Zurich, extraordinary professor at Halle, and professor of philosophy at Kiel, University. Gunther, Franz, March 22; head teacher in a realschule (modem high school) in Berlin, Germany. His chief work was aiding the elementary schools. Helm, county school inspector; died in Upper Franconia, loved and revered by the teachers of Bavaria, Germany. Hochegger, Rudolph, professor of philosophy and pedagogy in the University Czemowitz, Austria; author of numerous essays and treatises on education, and particularly on pedagogy. Hoffmann, Dr. Friedrich, March 2; principal of a gymnasium (classical high school) in Berlin, Germany; an eminently practical schoolman, and active as an author in defense of progressive measures; was a member of the Prussian Lower House of Deputies and chairman of the committee on education. Hug, Arnold, at Zurich, Switzerland, June 17; professor of classical philology. Karffy, Titus, March 26; ministerial councilor in Budapest, Hungary. As chief of the division of elementary schools he did much to advance popular educa¬ tion in Hungary. Keck, Christian, in Kiel, Germany, February 6; author of national readers and noted promoter of popular education. Kern, Franz, ‘aged 64; principal of a gymnasium (classical high school) in Ber¬ lin, Germany. He was especially interested in improving methods of language instruction, and wrote a popular text-book on pedagogy. Kramer, Karl, March 18; teacher in Liestal, Switzerland. Lahressen, H., in Oldenburg, Germany; president of the Oldenburg Teachers’ Association. Langenscheidt, Prof. Gustav, in Berlin, Germany, November 11; was asso¬ ciated with Professor Toussaint in advocating natural methods in learning foreign languages. Lauth, Franz Josef, in Munich, Germany, February 11; born in 1822; Egyptolo¬ gist and professor in the University of Munich. He wrote numerous mono¬ graphs on Egyptology. Lentner, P. Paul, August 21; teacher in Hallein, near Salzburg, Austria. He was active as a member of the city council and chairman of teachers’ associa¬ tions. NECROLOGY, 1895. 1483 Lev ay, Franz, in Budapest, Hungary, May 2; ministerial councilor in the department of public instruction. Ludwig, Karl, M. D., in Leipsic, Germany, April 25; born in Witzenhausen in 1816. He was a private docent in the University of Marburg in 1842, pro¬ fessor at Zurich 1849-1855, and professor in the Vienna Academy of Military Surgery. For the last thirty years of his life he was professor of physiology at Leipsic. Important discoveries in pathology were made by him, and he invented the kymograph. Lutzmayer, Ignaz, September 23; inspector of city schools, Vienna, Austria. Marbach, in Budingen, Germany, August 21; active in educational works and president of the Hessian Teachers’ Association. Martha, Benjamin Constant, ^in Paris, France, May 28; born in Strassburg, June 4, 1820; studied in the Ecole Normale, became professor at Strassburg in 1843, went to Douai as professor of ancient literature in 1854 and was trans¬ ferred to Paris in 1865, becoming professor of Latin prose at the Sorbonne. He was a member of the Academy of Moral Sciences and the author of several famous works. Meyer, Hans Wilhelm, a Danish surgeon, in V'enice, June 3; born in 1824. He discovered in the enlargement of the glands between the nose and throat a very frequent cause of arrested mental, as well as physical, development in children. Muller, Moritz, in Pforzheim, Germany, March 19, aged 80; an active pro¬ motor of popular education. Muller, Dr. Von, March 24; minister of worship and public education in Bavaria, Germany. He developed a vigorous policy in advancing the interests of popu¬ lar education. Nagy, Stefan, May 26; principal of a burgher school in Szegedin, Hungary. Nikolits, Alexander, May 27; director .of the Hungarian music school at Buda¬ pest, Hungary. Ordman, cantor emeritus, June 19, aged 92 years. He taught sixty years in the parish of Siedenburg, near Solingen, Germany. Pick, Adolf, September 19; a teacher in Vienna, Austria, and a distinguished promoter of the science of astronomical geography. Raebel, Theodor, May 2; principal of an elementary school in Berlin, Germany. He was the author of the famous ballad “ The blacksmith of Sedan.” Rosenkrans, Karl; principal of a burgher school in Vienna, Austria, and well known as a promoter of liberal ideas in education. Rydberg, Abraham Victor, September 21; born in 1829; was appointed pro¬ fessor of history of civilization at Stockholm in 1884. His reputation is based mainly on his poetry. Saatzen, Josef, in Eger, Bohemia, Austria, January 14; school inspector and author of popular educational works. SainuHilaire, Jules Barthelemy de, in Paris, France, November 22; born at Paris August 19, 1805; an eminent statesman and professor. He was assistant professor of French literature in the polytechnic school, professor of Latin and Greek philosophy in the College de France, and was a member of the Academy of Moral and Political Sciences. He was with De Lesseps in Egypt, and wrote treatises on Buddhism, the Koran, etc. , and translations of Aristotle.' Schafer, cantor emeritus, January 29, aged 94 years. He taught sixty-two years in Seifershaw, near Hirschberg, Germany. Schafli, L., March 20; professor of mathematics in the University of Bern, Switzerland. Schenk, Karl, in Bern, Switzerland, July 18; a member of the federal council. - Schmidt, Alois, died July 30; professor in the Komotaw, Austria, Normal School. Schneider, Dr. Karl Theodor, privy councillor in Schleswig, Germany, Novem¬ ber 10, aged 75; distinguished for theological and pedagogical writings. Secret an, Charles, in Lausanne, Switzerland, January 22; born there January, 1815. He was professor of philosophy at the University of Lausanne the larger part of his active life and a teacher at the Academy of Neuchatel. As an author he showed a tendency to socialism in his ethical and political efforts. Stambuloff, Stefan Nicolas, a leader of the Liberal party of Bulgaria; born in Tirnova in 1855; assassinated in Sofia July 18. Stepniak, Sergius Michael Dragomanoff, in London, England, December 23; bora in Hajatsch, in the Ukraine, Russia, in 1841. He was tutor of ancient history in the University of Kieff for a number of years and the author of a number of historical works. Stossel, Johann, March 7; professor of natural science and prorector of a girls’ school in Zurich, Switzerland. 1484 EDUCATION REPORT, 1895-96. Sven, Louis Loven, in Stockholm, Sweden, September 4; born there January 6, 1809; took the degree of Ph. D. at Lund and studied at Berlin; devoted him¬ self to the study of the fauna along the Scandinavian Peninsula, and was pro¬ fessor and conservator of the Museum of Natural History at Stockholm. He was a member of the Royal Society of Great Britain and the Institute of France and the author of many scientific memoirs. Sybel, Heinrich von, in Marburg, August 1; born in Dusseldorf, December 2, 1817; was -educated at the gymnasium of his native city and the University of Berlin. He was a professor at the University of Bonn, at the University of Marburg, and University of Munich, and occupied several prominent political positions. The greatest of his many historical works was 4 ‘ Begrundung des Deutschen Reiches durch Wilhelm I.” Szollbsy, Karl, March 29; principal of a burgher school in Budapest, Hungary. T abler, Ludwig I., at Zurich, Switzerland, August 15; professor of philology. Timmel, Julian, at Linz, Austria, January 2; professor in boys' high school and inspector of city schools. Trenkel, H., July 18; professor and head teacher in the normal school at Cohen, Germany. He was one of the few men in Germany who succeeded in rising from the modest position of elementary teacher to university professor. Yilatte, Professor, at New Strelitz, Germany, June 13; a noted lexicographer. Visbnegradsky, Ivan Alexander, in St. Petersburg, Russia, April 5; born Jan¬ uary 1, 1832; was educated in the Pedagogic Institute and in Germany; taught mathematics in the Cadet School; was professor of mathematics in the Artil¬ lery Academy, and was a director of the Technological Institute. He was an advocate of technical education and the promoter of large industrial enter¬ prises. Alexander III made him successively councilor of state and minister of finance. Vogt, Karl, in Geneva, Switzerland, May 6; born in Giessen in 1817. He won a name as a naturalist by his work as a collaborator with Agassiz and Desor in their treatise on fresh- water fishes. A few years later he occupied a chair in the university of his native city. On account of his part in the revolution of 1848 he was exiled, and became professor of biology in the University of Geneva. He wrote extensively on scientific subjects. Voss, Wilhelm, in Vienna, Austria, March 30; was professor in a boys’ high school and had distinguished himself as a botanist. Wagner, Friedrick, January 24; principal of a burgher school in Dresden, Ger¬ many. Westermayer, Leopold, in Judenburg, Austria, aged nearly 90 years; was prin¬ cipal of a parish school Wettstein, Heinrich, February 16; professor of natural science and principal of normal school at Kusnacht, Switzerland. Wiessner, Edward, cantor in Lichtenberg (province of Saxony), Germany. He was editor of an educational journal, contributor to Kehr’s Praxis, and inter¬ preter of Pestalozzi and Herbart. Wilkomm, Moritz, at Niemes, August 26, aged 75 years; university professor in Prague, Bohemia, Austria. He was one of the most noted professors in Aus¬ tria and had been elevated to the position of States’ councillor. Winkler, Karl, January 8; principal of a burgher school in Brunn, Moravia, Austria, and active in behalf of school gardens. Zupita, Julius, July 5; born in 1844; professor of philology at the University of Berlin. ENGLISH. Blackie, Prof. John Stuart, in Edinburgh, March 2; born in Glasgow July, 1809; studied at Marischal College, Aberdeen, University of Edinburgh, Gottingen, Berlin, and Rome. In 1841 he was appointed professor in Marischal College, and occupied the chair of Greek at Edinburgh University from 1852 to 1882. He was an inspiring and enthusiastic teacher, and was a prominent advocate of the universities act which was passed in 1858; his writings include ethical, religious, aesthetic, and literary subjects. Buchanan, Sir George, M. D., in London, May 5; born there in 1831; was educated at University College, and graduated at the London University in medicine in 1856. He devoted himself to sanitary conditions in population centers, and showed its importance as a protection against contagious diseases. His interest in education, especially university education for women, was great. Faithful, Miss Emily, in Manchester, May 31; born in Headley, Surrey, in 1835. She began early to take a keen interest in the condition of women, and in NECROLOGY, 1895. 1485 endeavors to widen women’s field of employment; in 1860 she founded the Victoria Press, in which women were employed as compositors. Queen Victoria made Miss Faithful her printer and publisher in ordinary. For eighteen years she published the Victoria Magazine, in which she advocated the claim of women to remunerative employment in branches of business monopolized by men. She twice visited the United States, giving lectures, and published a novel entitled “Change upon Change.” Huxley, Prof. Thomas Henry, the eminent scientist, at Eastbourn, England, June 29; born May 4, 1825, at Ealing, Middlesex; received common school education; graduated in medicine at Charing Cross Hospital, and entered the royal navy as an assistant surgeon. He served under Sir John Richardson, the Arctic explorer and naturalist, and was on the Rattlesnake when it was engaged in the survey of the Barrier Reef of Australia, New Guinea, and the Louisiade Archipelego under the command of Captain Stanley. Among the first of his efforts was the publication of the ‘ ‘ Description of the Calycophorida of the Voyage of the Rattlesnake.'’'1 In 1854 he succeeded Edward Forbes in the natural history chair of the School of Mines. From 1863 to 1869 he was Hunterian professor in the Royal College of Surgeons, and during the absence of C. Wyville Thompson in 1875-76 filled his place as professor of natural his¬ tory in the University of Edinburgh. He was a member of the London school board in 1870, was elected lord rector of the University of Aberdeen, and in 1881, at the death of Frank Buckland, he was called to the vacant post of inspector-general of salmon fisheries. Aside from his wide and thorough knowledge of his subjects, Profesor Huxley was extremely popular because of the simple and lucid style of his scientific discussions and writings. He was the author of a great many standard treatises on scientific subjects and the recipient of distinguished honors. Lumby, Rev. Dr. Joseph Rawson, in Grantchester, England, November 21; born in Stanningly, Yorkshire. He was one of the revisers of the Old Testament, and at the time of his death was professor of divinity at Cambridge. He wrote “ Early Dissent, Modern Dissent, and the Church of England,” “A History of Creeds,” etc. Moncrieff, Lord James Wellwood, in Edinburgh, April 27; born there in 1811; solicitor-general and lord advocate. In Parliament he labored to establish a national system of education in Scotland and carried several measures mod¬ ernizing the old educational institutions. He was elected rector of Edinburgh University. Palmer, Rev. Edwin, in Oxford, October 17; born in Mixbury, Oxfordshire, July 18, 1824; was educated at Oxford and a fellow at Balliol, 1848-1867; was pro¬ fessor of Latin in the university in 1870 and archdeacon of Oxford in 1878. He was one of the revisers of the New Testament, and edited the revised Greek text. Payne-Smith, Rev. Robert, in Canterbury, March 81; born in Chipping Campden, Gloucestershire, November 7, 1819; was educated at Oxford, head master of the Kennsington Proprietary School; professor of divinity atOxford, Bampton lecturer for 1869, and accepted the deanery of Canterbury in 1870. His great work as an oriental scholar was the “Thesaurus Syriacus.” He was also a member of the Old Testament revision committee. Poole, Reginald Stuart, in London, February 8; born there February 27, 1832; spent most of his youth in Egypt with his uncle Edward, and while quite young became deeply engrossed in Egyptology. He lectured on that subject and on numismatics, and in 1885 was made professor of archaeology in the University College. “Cities of* Egypt ” was published by him in 1882. Savory, Sir William Scovell, in London, March 4; born in 1826; was educated in medicine at the College of Surgeons and London University. He was a fel¬ low of the College of Surgeons, professor of comparative anatomy and physi¬ ology, and for several years president of the same institution. Seeley, Sir John Robert, January 13; born in London in 1834; was educated at the City of London School and at Cambridge, where he graduated in 1857. He remained at Cambridge as a lecturer, was a master in the City of London School, and was elected professor of Latin in University College, London. He became professor of history at Cambridge in 1869, being at that time widely known as the author of “Ecce Homo,” though he never publicly acknowledged the book as his own. The book was a common-sense survey of the life and work of Christ, which aroused great criticism on the side of the Evangelical party and was a stimulus to the thought of, the time. He wrote a great many historical books of immense value. Stephens, Prof. George, born in Liverpool, England, December 13, 1813; was 1486 EDUCATION REPORT, 1895-96. professor at Copenhagen University from 1855 until his death. Of his works the best was “The Old Northern Runic Monuments of Scandinavia and Eng¬ land.1’ Thorold, Rt. Rev. Dr. Anthony Wilson, in Farnham Castle, Surrey, July 2; born in Hougham, Lincolnshire, June 13, 1825; educated at Oxford, Canon residentiary of York, Bishop of Rochester, and later of Winchester. Was a tireless worker, and published a number of volumes. Wilkorn, Prof. Henry Maurice, October 5; the distinguished German botanist. Williamson, William Crawford, in Clapham, June 23; born in Scarborough, November 24, 1816; practiced medicine in Manchester for some years, and was professor of natural history and geology at Owens College, 1851 to 1892. His Organization of the Fossil Plants of the Coal Measures” has taken rank as high authority. CHAPTER XXXVI. CITY SCHOOL SYSTEMS. The statistics of city schools as a whole show little difference from year to year except in the matter of growth. The relation of the items to each other, as shown by the various ratios and percentages, change but little, and the changes of one year are often counterbalanced during the next. But cities still grow apace and the schools grow with them. Two factors enter into the aggregate growth of cities, one being the growth of cities already recognized as such and the other being the growth of villages to the point where they must be classed with cities and their activities reckoned in any discussion of city affairs. The greater part of the increases that occur are ascrib- able to the former factor, for the growth of the same cities usually amount in the aggregate to about per cent a year, while the increase due to the influx of new cities would probably not be over 2 per cent in any year. The difficulty of cor¬ rectly determining the extent of the annual accessions has often been mentioned in these reports. There are scores of places that are nearing the boundary line that divides the village from the city, and unless there is an annual census it is impos¬ sible to say precisely how many of them come over the line in any year. It is haz¬ ardous, therefore, to present a list of “cities of over 8,000 inhabitants” without some reservation and qualification. But due diligence is exercised in the Bureau to discover evidences of growth, and care is taken in the admission of new cities. The lists presented are therefore as good as the facilities of this office permit, and are worthy of consideration if not of implicit confidence. The following table shows the relative importance of the city school enrollment for the past six years. Prior to 1890-91 the statistics of all places having over 4,000 inhabitants were tabulated together, and it is not practicable to extend the comparison further than that year: Date. Public school en¬ rollment in the United States. School systems in cities of oyer 8,000 in¬ habit¬ ants. Enroll¬ ment in cities. Increase. Per cent of in¬ crease. Per cent of enroll¬ ment in cities. 1890-91 . 13,050,132 13,255,921 442 2,627,275 2,743,430 20 L 1891-92 . . . . . 459 116,155 4.42 20.7 1892-93 . . . . . 13,483,340 473 2,876,466 133, 436 4.86 21.3 1893-94 . . . . 13,995, 357 554 3,126,659 249, 793 8. 68 22.3 1894-95 . . . . 14, 201, 752 574 3,302,841 176,182 5.56 23.3 1895-96 . 14,424,500 602 3,484,255 181,414 5.49 24.2 The comparatively low rate of growth indicated for the first two years in the above table is explainable by the difficulty in this office of discovering newly developed cities, a difficulty that was largely remedied in 1893-94 by beginning the systematic collection of school statistics of smaller places, in order to secure data as to their yearly growth. This measure at once disclosed the fact^that 81 places not previously reckoned as having 8,000 inhabitants were worthy of consid¬ eration as cities. This heavy accession to the list ran up the percentage of increase shown by the tables to 8.68 per cent for that year, and counterbalanced the low figures of the two years previous. 1487 1488 EDUCATION REPORT, 1895-96. The average annual increase indicated since 1890-91 has been 5.80 per cent in geometrical ratio. The enrollment in the table for 1890-91 is probably a little too low as compared with the other figures, and it is likely that the actual increase has been about 5.50 per cent or approximately that shown for the last two years. The last column in the table clearly shows the greater progress which cities and city schools are making in comparison with rural and village schools. These do not often decrease in actual numbers, but their relative gain is small in compari¬ son with the city schools. The former class have gained only 1 per cent a year on an average since 1891. It is not yet practicable to go beyond this and determine the relative increase in village and in country schools, or, in other words, in graded and in ungraded schools; but there is every reason to believe that if the figures could be made they would show that even the 1 per cent increase comes entirely from schools in the villages. It is probable, in fact, that there is a steady decline in the number of country ungraded schools. New schools of this kind are con¬ stantly established, but on the other hand their number is being continually les¬ sened by those which attain the dignity of the graded school. The recent movement toward consolidating country schools and making graded schools of them must also have its effect upon their number within a few years at most. In regard to the comparative tables in which the relations of the several statis¬ tical items to each other are shown, it may be said that no new tendencies of a permanent character are indicated, although many facts of interest are brought out, and additional evidence is disclosed of certain tendencies previously observed and mentioned. The estimates of the several superintendents seem to show a continual decline in the relative enrollment in schools other than public. Of the whole number of children in school, there were in private and parochial schools 21.5 per cent in 1891-92, 21.2 per cent in 1892-98, 20.8 per cent in 1898-94, 20.8 per cent in 1894-95, and 19.6 per cent in 1895-96. It must be confessed, however, that the statistics of private schools are far from satisfactory. Wholly without public control, and usually without public super¬ vision, it is, except in two or three States, the legal duty of no local authority to collect or compile the statistics relating to them. And being often of temporary and evanescent character, to say nothing of their numbers, it is out of the ques¬ tion for this office to gather their statistics directly. An estimate is all than can be given in most cases; and since the use of estimates is necessary, no one is bet¬ ter capable of making those estimates than the city superintendents. Unfor¬ tunately even they are generally without any real basis for an estimate, and what is reported is often a mere guess. The tendency is noticeable, too, to “use the same figures as last year.” It is largely due to this, probably, that the reported enrollment in private and parochial schools stands almost stationary — the increase in 1895-96 was only about three-fourths of 1 per cent — and since the public schools continually advance, the indicated proportion in the private schools naturally grows steadily less. The figures in the tables are not wholly without value in themselves, but the principal reason that data confessedly unreliable are presented every year is the hope, which is founded on experience, that continually asking for certain facts will in time lead to the taking of steps to furnish them. The work of private schools is a necessary factor in the sum total of education. No thorough account¬ ing can be made of the educational excellencies or deficiencies of any city unless they be taken into account, and this is especially important where any attempt is made to enforce compulsory attendance laws. For these purposes their statistics are just as essential as those of the public schools, and it is to be hoped that the time will soon come when their work will be as fully and as accurately recorded and reported as that of the public schools. The average length of school term has increased 1.3 days over 1894-95, but this seems to be one of those variations that occur constantly without having any special significance in indicating a general tendency, since the average term in 1893-94 was 191.5, or one-tenth of a day longer than in 1895-96. The same absence of a general tendency may be seen in the changes in the per cent of attendance to enrollment, and in the number of pupils to each teacher. But in regard to the matter of supervision, it is plain that supervising officers are becoming yearly more numerous. One supervisor to 17.9 teachers is now the ratio, the proportion having steadily grown from 1 to 20.2 teachers four years ago. The term “ supervisors ” must include, of course, all those who do not actually teach classes, but whose duties are to aid and direct those who do. Principals who do not teach, and specialists, like writing and drawing teachers, whose lessons are only for purposes of illustration, while the main work is done by class teachers, CITY SCHOOL SYSTEMS. 1489 are embraced in this category, as well as superintendents and assistant superin¬ tendents. There have been few instances of noticeably large accession to the supervising force, but as a whole the number has grown much more rapidly than either teachers or pupils. There is an increasing inclination to relieve principals of all teaching, and in some cities the rules requiring principals of large schools to teach a portion of each day have become dead letters through their nonobservance. Male teachers increased in number by only 36, that is, from 5,023 to 5,059, during the past year, while females have increased by 3,295, or from 61,971 to 65,266. In several of the larger cities there have been material reductions in the number of male teachers in the last year. There are now very few places in which men are employed as teachers in the elementary schools, nearly all the males reported being in the high schools or in the manual training shops. Men are«stillin the majority among principals and supervising officers, but even there the proportion of women is constantly increasing, and necessarily so; there are no training schools for officers, and the natural way to get them is by promotion from the ranks, and as there are only women in the ranks the officers will be women, too. Notwithstanding the continuance of hard times the cost of the schools has increased more rapidly than the pupils. An examination of the detailed statistics for the last two years shows a number of conspicuous instances of reduction in the number of teachers; and it is a matter of common knowledge that in several cities there were general reductions in salaries. But all these were more than made up in the aggregate by increases in other cities. The average daily cost of instructing each pupil in attendance was less in 1895-96 than in the year before, but the schools were open a little longer and the number of pupils to each teacher was slightly greater, so that the average amount received by members of the supervising and teaching force actually increased from $625 to $643. It cost about 9£ cents a day on an average to instruct a pupil; and other expenses, including new buildings, repairs, janitors, supplies, etc., ran the whole cost up to about 16^- cents a day. Table 1. — Summary of statistics of school systems of cities containing over 8,000 inhabitants, showing increase or decrease from previous year. [Note.— In the absence of an annual census it is impossible to prepare an absolutely correct list of cities of given size in any year. The totals presented, therefore, may vary somewhat from the true totals, but the percentages of increase should be approximately correct. See remarks on page 1487.] 1894-95. 1895-96. Increase. Per cent of increase. Enrollment . . . 3,302,841 3,484,255 181, 414 5.49 Aggregate number of days’ attendance - 462, 450, 038 489, 786, 705 27,336,667 5. 91 Average daily attendance . . . Average length of term, in days . . 2,431,967 190.1 2,560,293 191.4 128,326 1.3 5.28 Enrollment in private and parochial schools. . . 842,555 848, 760 6,205 .74 Supervising officers . . 3,685 3,938 70,325 253 6. 87 Teachers . . . . 66,993 3,332 4.97 Number of buildings . 8,106 8,496 390 4. 81 Number of sittings . ... 3, 119, 277 3,369,082 249,805 8.01 Value of school property . . . . $236,846,394 $257,236,583 $20,390, 189 8.61 Expenditure for tuition . . . Total expenditure . . . $44, 155, 706 $46, 747, 865 $2, 592, 159 5. 87 $74,721,332 $80,042,118 $5,320,786 7. 12 1490 EDUCATION REPORT, 1895-96. Table 2. — Summary , by States, of enrollment, attendance, supervising officers, and teachers in cities containing over 8,000 inhabitants, (a) Cities of — 1 Number of city 1 school systems. Enroll¬ ment in public day schools. Aggregate number of days’ at¬ tendance of all pupils. Average daily attend¬ ance. Enroll¬ ment in pri¬ vate and pa¬ rochial schools (esti¬ mated) 1 Number of super¬ vising officers. Number of teach¬ ers. Male. Fe¬ male. Total. 1 3 3 4 • 5 ; « 7 ! 8 9 i~o~ United States . 602 3, 484, 255 489, 786, 705 2,560,293 848,760 3. 938 5,059 65,266 70,325 N. Atlantic Division . . 238 1,639, 631 232, 118,588 1,186,738 373,689 1,769 2,028 30, 744 32, 770 S. Atlantic Division. . . 43 251, 492 33, 684, 196 178, 269 51,949 223 529 4, 517 5,046 S. Central Division _ 53 190, 366 24, 580, 505 138,250 48,008 247 403 3, 257 3, 660 1ST. Central Division - 237 1,208,248 173, 257, 180 918, 318 350, 708 1,423 1,775 23,310 25, 085 Western Division . _ 36 194,518 26,146,236 138, 718 24,406 276 326 3,438 3, 764 1ST. Atlantic Division: Maine . . . 10 24, 116 3,132,039 18,134 5,567 34 44 609 653 New Hamnshire _ 6 15, 427 1,909,813 10,843 6,959 21 27 328 055 Vermont. _ _ 2 3,992 549, 450 3,041 2,075 6 7 91 98 Massachusetts. . . . . 51 301, 196 45, 481, 149 235,925 52,941 224 573 6,200 6, 773 Rhode Island - - 9 46, 556 5, 783, 004 30,318 10, 313 33 90 967 1,057 Connecticut . . . 19 74, 881 10,371,179 53, 277 15,642 90 121 1,544 1, 665 New York _ 61 049,343 92, 377, 723 462, 994 153. 025 873 520 11,573 12,093 New Jersey . . 22 137, 607 18, 455, 728 93, 720 34, 121 172 70 2,444 2,514 Pennsvlvania _ _ 53 386,513 54, 058, 503 278,486 93, 048 316 574 6, 988 7, 562 S. Atlantic Division: 1 10, 162 1,539,800 7,699 3 5 212 217 Maryland _ 4 80;927 11,458,615 55, 703 18,428 39 157 1,534 1,691 Dist. of Columbia _ o 42,464 5, 851, 664 32, 153 5,000 57 117 859 976 Virginia . . . . 10 32. 718 4, 516, 222 24,484 8,599 30 64 513 577 West Virginia _ _ 3 10,207 1,261,510 6,945 1,450 12 9 204 213 North Carolina _ 6 South Carolina _ 9,995 1, 472, 702 8,178 2, 227 16 17 154 171 Georgia . . . . 9 42,258 4,883,672 27,369 7, 535 47 79 651 730 Florida . . . 4 10,877 1,126,513 7, 161 4, 550 9 55 188 243 S. Central Division: ' Kentucky - - - 12 48,148 6,831,728 35, 495 15, 607 67 80 866 946 Tennessee . . . 6 27,579 3,823,682 20, 864 5,100 63 58 435 493 Alabama. . . . . . 6 16,659 1, 768, 731 11, 587 3, 850 12 49 310 359 Mississippi b . . 5 8,289 1,036,620 5, 759 2,510 20 14 159 173 Louisiana _ 3 Texas . . . 16 45, 816 5,712, 864 34,274 9, 461 40 142 721 863 Arkansas. . . . 4 11, 695 1,423,358 8,084 1,270 4 27 159 186 Oklahoma ! l 139,482 799 150 1 2 22 24 Indian Territory . 0 0 0 0 0 0 0 0 0 N. Central Division: Ohio . . . . 46 236, 149 35,345,275 187,275 75, 072 245 452 4,603 5,055 Indiana _ _ 30 102, 270 13, 222, 945 72,547 21,789 104 236 1,833 2,069 Illinois . . . 39 303,911 45,628,159 236, 255 113, 160 377 372 5,961 6,333 Michigan . . 30 123. 116 18,100,899 92, 279 35, 192 164 126 2,435 2,561 Wisconsin . . . 2i 93,473 12,984,374 69, 478 34,500 119 141 1,753 1,894 Minnesota . . 10 75,461 10, 889, 329 57, 982 17, 745 133 66 1,627 1,693 Iowa . . . [ 22 66,447 9,315,331 51,144 11,223 84 84 1,454 1,538 Missouri . . . 15 127, 848 17,250, 749 91,637 32,623 130 150 2,260 2, 411 North Dakota _ _ . 0 0 0 0 0 0 0 0 0 South Dakota . . . 1 1,870 262,800 1,460 300 3 2 43 45 Nebraska . . 10 37,385 4, 989,220 27,938 3,250 36 48 696 744 Kansas . . . 13 40,318 5,268,099 30,323 5,854 28 97 645 742 Western Division: Montana. . . o 7 522 965.136 5,500* 770 17 22 151 173 Wyoming . . 1 1, 142 147; 030 830 75 9 0 27 27 Colorado. . . 9 33, 882 4, 463,467 24,583 3,640 58 44 605 019 New Mexico. . . 0 0 0 0 0 0 0 0 0 Arizona _ _ I 0 0 0 0 0 0 0 0 0 Utah _ _ _ 2 14, 860 2, 177, 996 11,736 650 32 48 250 298 Nevada . . . 0 0 0 0 0 0 0 0 0 Idaho _ . _ 0 0 0 0 0 0 0 o 0 Washington . . . 4 17, 776 2, 334, 856 13,354 3,250 18 32 337 369 Oregon.. . . . 3 13, 675 2,012,967 10,723 1,400 13 31 249 280 California _ _ _ 14 105,661 14, 044, 784 71,992 14, 621 136 149 1,819 1,968 a No statistics were received from 21 out of the 602 systems, and in the returns of a few others some of the items were not reported. In the preparation of this table such deficiencies were sup¬ plied from the best sources available. In general, estimates based upon ratios developed in the other cities of the same State were used unless it appeared that the conditions were essentially different in the city for which the data were lacking. For example, if 2 cities out of 20 in a State did not report average attendance, and in the other 18 the attendance averaged 70 per cent of the enrollment, that ratio was applied to the enrollment of the two remaining cities; the number so obtained was added to the sum of the attendance in the 18 to find the total for the State. When the deficiencies in any State were considerable in relative number or importance no esti¬ mates were made for that State, but in all cases such deficiencies were insignificant when the geographical divisions were considered and satisfactory estimates were easily made. b With the exception of one city the statistics are for 1894-95. CITY SCHOOL SYSTEMS. 1491 Table 3. — Summary, by States , of school property ancl expenditures in cities containing over 8,000 inhabitants, (a) Cities of — Num¬ ber of school build¬ ings. Number of seats, or sittings, for study. Value of all public prop¬ erty used for school purposes. Expendi¬ ture for supervi¬ sion and teaching. Expendi¬ ture for all pur¬ poses (loans and bonds ex¬ cepted). 1 2 3 4 5 6 United States- . . . 8,496 3,369,082 $257, 236, 583 $46,747,865 $80,042,118 North Atlantic Division . 3,952 1,515, 887 125,616.050 22.294, 477 40,754,876 South Atlantic Division . . . 672 228, 579 10,980,232 2; 932, 741 4, 119,513 South Central Division . . . 465 191, 730 10,857,437 2,188,338 ' 3,163,570 North Central Division . . . 2, 878 1,256,360 90, 802, 930 16, 179, 769 27, 144, 150 Western Division . 529 176, 508 18,999,934 3,152,540 4, 860, 009 North Atlantic Division: ; Maine-. . . . 195 28,053 1,382,982 278, 688 449,003 New Hampshire . . . 89 14,627 1,524,395 212,290 403, 573 Vermont.. . . . . . 21 3, 798 345, 800 44,974 81, 699 Massachusetts . . . 1,191 296, 604 31,109,728 4, 844,443 8, 663. 955 Rhode Island . . . 210 42,244 3,680,128 662, 663 1,370; 299 Connecticut - - - - - - 267 70, 082 6,366,282 1,024,668 1,930,440 New York . . 851 588,953 45, 560, 446 9,077,325 16,301,502 New Jersey . . . 240 118,553 6, 912, 718 1,646, 172 2,523,255 Pennsylvania . . 888 352,973 28, 733,571 4,503,254 9,031,150 South Atlantic Division: Delaware . . . 28 10,476 657,817 94,831 164,930 Mar viand. . . 120 74,750 3, 075, 600 1,042,305 1,539, 613 District of Columbia. . 114 *35,500 3,260,000 714,367 1,050,369 Virginia, . . . . 69 29,504 1,002,700 287,223 359, 594 West Virginia . . 25 10,350 623,375 101, 827 143,931 North Carolina .. _ _ _ South Carolina . 15 9,020 235,400 86, 128 101,856 Georgia . . . 156 37,048 1,413,950 408,527 506,362 Florida . . . . 118 11,310 157,390 77, 193 93, 518 South Central Division: Kentucky . . 103 51,226 2,251,564 676,178 882,402 Tennessee - - - - 53 24,180 1,309.947 298,885 363,577 Alabama. . .'... 48 14,360 809,000 146, 988 180,120 Mississippi b . . 18 8,990 358, 000 75,101 107,472 Louisiana _ _ Texas. . . 141 40,797 2,854,323 508,434 678,249 Arkansas . . . 35 10, 777 937, 603 96, 055 141,505 Oklahoma . . . 7 1,200 62,000 11,925 35,213 Indian Territory . 0 0 0 0 0 North Central Division: Ohio. . . . 547 242,958 19,126,805 | ! 3,295,755 5,161,564 Indiana . . 277 98,060 6,914,941 1,174,613 1,961,809 Illinois . . . . . 554 390,952 25,110,104 4,917.827 8, 546, 255 Michigan . 329 111,370 8,207,662 1,432, 761 2,616,448 W isconsin . 253 87,973 5,329,974 1,125,072 1,686,531 Minnesota . . . . 177 73,564 7,761,708 1,173,383 1,850,467 Iowa ... . . . . . . . . 218 64,428 4,840,898 835,647 1,424,139 Missouri . . 262 113,226 8,048,584 1,366, 110 2, 607, 715 North Dakota . . 0 0 0 0 0 South Dakota . . . 10 1,800 260,000 24,855 36,271 Nebraska _ _ _ _ 120 33,447 3,011,554 461,848 687,450 Kansas - - - - 131 38,582 2,190,700 371, 898 565,501 Western Division: Montana . . . 39 8,210 1,017,074 140,532 240,504 Wyoming. . . . . . 5 1,240 134,753 21,607 27,501 Colorado . . 90 29,315 4,467,000 556,011 1,056,663 New Mexico . . . . 0 0 0 0 0 Arizona . . . . . 0 0 0 0 0 Utah . . . . 38 14,935 1,268,581 195,383 311,099 Nevada . . . 0 0 0 0 0 Idaho . . . 0 0 0 0 0 Washington . . . . . 52 17,969 1,962,604 223,277 398, J52 Oregon. . . . 43 12,346 1,014,386 240,735 309,334 California . 262 92, 493 9,135,536 1,769,995 2,516,556 * Statistics of 1894-95. a See footnote on page 1490 for explanation of the method used in the preparation of this table. b With the exception of one city the statistics are for 1894-95. Table 4. — Comparative statistics of cities containing over 8,000 inhabitants, summarized by States, etc. 1492 EDUCATION REPORT, 1895-96. Average daily expendi¬ ture per pupil tor all pur¬ poses. 14 Cents. 15.04 16. 75 16.00 16. 16 16.34 16.24 16. 67 15.89 16. 51 17. 56 12. 10 12.05 12.12 11.86 12.23 11.58 11.74 12.46 13.00 12. 87 16. 14 17. 37 16.85 16. 47 15.67 22.95 25.21 19. 40 Average cost per day of tuition for one pupil. W Cents. 8.79 9.60 9.32 9.55 9.54 &8g^g £ggg£ ggg o5oJo5oioS rococo coco cococdos'co csosososos oioioi Total cost of schools per capita of pu¬ pils in average attend¬ ance. e* jjdgsd S8S§i5eS 83S assess sssisass ggdgg Cost of teach¬ ing and super¬ vision per cap¬ ita of pupils in average attend¬ ance. H $16.83 18.29 17.85 18.16 18.26 18.23 18. 45 17.93 18.44 17.93 14.79 16. 14 16.03 15.88 16.45 15.30 15. 81 15. 65 16.72 15.79 17.63 17.95 17.56 17.73 17.62 23. 87 24.05 24.07 Value of school property per capita of pupils in average attend¬ ance. © $97. 92 99.32 100. 15 97.39 100. 48 lllll sdggd dgddd ggggg ggg Average number of seats to a building. 9> SSSII ssggg 5S5S3 13333 33835 sal Average number of seats for each 100 pupils in attend¬ ance. GD tO CO rH CO CO looiesaot^ osrH^coffi Noooffl -#^hcoosco co^co SIBSB BUBS 31311 Bills 111 Average number of teachers to each super¬ vising officer. NNNN03 ggSSd *ocoooos*o cseoioasto tkminhn cococo-^so ao r-i dgsss ssdsd sss Average number of pupils in attend¬ ance to each teacher. © OS COIN CO-** OiOWOSN CO^OOJCO iOCOCOOCO -cHOSCOOCO OS OS *o gdggg £8888 888&8 888 Average length school term. Days. 191.5 190.6 191.5 190.1 191.4 t- 1- CO CO CO NCOCONO lO C CO ^ O'! r* *-h tO CO gggdd B11S1 Bill! SS3SS 111 Ratio of average attend¬ ance to enroll¬ ment (public schools). M "tj '-1 CS os CO £ HNHO-* Ob-tOiOOS t- 1- CO b- ONOOO b- OS rl ddd'BB gedgg gddgd dsdss ggd Ratio of . private school enroll¬ ment to enroll¬ ment in all schools, public and private. « CO CO SO O b— CO CO *0 GO CO CO CO rH ^LOHXrt XOXNlO OS CO b* dggss dssdd $8888 BIB Cities of — United States: 1891 92.. . . 1892- 93 . 1893- 94 . . . 1894- 95 . . . . 1895- 96 . . North Atlantic Division: 1891- 92.. . 1892- 93 . . . 1893- 94 . 1894- 95 . . 1895- 96 . . . South Atlantic Division: 1891- 92 . . 1892- 93.. . . 1893- 94. . . . . . 1894- 95 . . . . 1895- 96 .. . . . South Central Division’ 1891- 92 . . . . 1892- 93. . . 1893- 94.. . . . . 1894- 95 . . . . . 18)5-96 . . . . North Central Division: 1891- 92 . . . . 1892- 93 . . . . . . . 1893- 94 . . . . 1894- 95 _ _ _ 1895- 96 . . . . Western Division. 1891- 92 . . 1892- 93.... . . . . 1893- 94 . . . CITY SCHOOL SYSTEMS. 1493 20.05 18.58 14.34 21.13 14.87 19.05 23.70 18.61 17.64 13.67 16. 71 10. 71 13.43 17. 95 7.96 11.41 6.91 10.37 8.30 12.92 9. 51 10.21 10.37 888 88338883833 8383888 3®8 33333333333 ^383333 12.61 12.06 8.90 11.11 8.18 10. 65 11.46 9.88 9.83 8.92 8.33 6.16 9. 10 12. 21 6.36 8.07 888 8888 lO GO CO Oi CO 838 88388388388 8338388 oojocd oicdo^cooco^oioi^ 36.14 35.02 388838888 .88838 12.45 ! 18.51 13.06 24.86 17.43 16.27 18.66 388 88388883888 33^8888 333 888^888^3 3838^88 83 88 883888S83 88338 3S388SS3S 33833 10.53 14.93 10.78 19.04 14.34 12. 69 13. 04 888 83883sS88g£8 8888S3S 333 33833g33333 888338o5 §§ SS 76. 25 140. 60 113. 70 131.90 121.40 110. 50 98.40 73. 77 103.23 85.46 55.21 101. 40 40. 96 89.76 28. 80 51.66 21.93 63.44 62. 79 69.80 62. 17 888 38888888^88 8833888 838 §8883888383 IS 3IS1SI1I1 IISS3 SI* ISI1 ns issii^HSsa imisi SS t- 05 05 CO CO 05 05 »o CO OJW^iOO SSSSSSSSS 8SSSS 110.3 135.4 157.9 144.3 118.6 123.9 156.1 i— 1 CO 05 00 r-l lOfc- JO 05010 cot- CO 05 ^ 05 CO JO HIO ass SSissSSSsas SiassaS 14.8 13.6 05 05 CO 05 © K5 05 JO 05 ©^1-105 00 SSSS83338 333S3 fc-iO© 1-1 CO 05 fc- 338 3*"g* CO io © CO©COCO©i>*COiO©i^iO NiOWCOOiOW S53S §3333333388 •SS3os'gd3 ■^05 feg OOIOOCOI^OCOCOGO iCOiOl^O 888888888 88838 coimo io co co co 888 8888 t-ioeo OHCOOt-iONOiOJSffl O0 O 05 05 co © §88 8£§8§88£§§3 $8§88££- 05^ £8 i>HNO5 00b*lOC5H ©£-01010 mmimi mMs 180.1 178.4 157.3 192.5 183.3 152.6 180.0 166.7 176.1 174.6 188.8 182.3 193.1 196.1 186.8 187.9 182.2 188.2 180.0 178.6 173.8 175.4 177.1 181.6 185.6 178.9 ■ 187. 7 195.2 136.4 134.4 © 00 fc- O 05 i<0 CO rH 05 50 © 00 © © SSSSSSSSS sggsg 147.7 115.6 103.6 141.9 138.6 106.2 125.1 £-£- ! fc- CO 05 O 05 CO 55 O © 'jH CO b- t~ JO ^ rH 05 SS I SSSsSSlSSSS SSSSSsi 73.2 71.3 05 CO 05 CO iH i-l CO rH r-1 t- 00 J5- 00 r-i 333883383 8g£3g COGOCO t-COlCiO 888 3888 OOrH ! CO C5 QO O CO CO O 55» iH b» 05 r*H b= JO © i — i "rH i — 1 38 i 3383S38S3S8 ggSgggg 14.2 11.1 WHNOHCOH®'# IjOiOOO^ ^jijisssssss jssss GOH JO iO CO GO Os£ 833S3 1—100 ! HJSHNOOtHCOCOO!> CO 05 00 05 © CO 5® ; S$38§833§3*3 c^©^©©*; nnnnS coco §?oScocoo3c§ 1494 EDUCATION REPORT, 1895-96. Table 5. — Public kindergartens in cities of over 8,000 inhabitants. City. ALABAMA. 1 Anniston. 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 Hot Springs ARKANSAS. CALIFORNIA. Los Angeles . . . Oakland . Sacramento . . . San Diego . . . San Jose . . . Santa Cruz . COLORADO. Denver (district No. 1) . ... Denver (district No. 2) . CONNECTICUT. Bristol . Greenwich * . Hartford* . . . Manchester (ninth district) . New Britain . . New Haven . . Norwalk* . Norwich . . . Rockville . . Willimantic . GEORGIA. Augusta . . . Rome . . . . ILLINOIS. Chicago . . . Evanston (district No. 1) . Rockford . INDIANA. Hammond . Jeffersonville . . Laporte . . . . Richmond . . Terre Haute . Burlington - Cedar Rapids Des Moines: North Side West Side.. Dubuque _ ... Marshalltown . . Oskaloosa . Sioux City .... 39 40 41 KENTUCKY. Covington . Frankfort . . . Lexington . . . MAINE. 42 Augusta. 43 Portland MASSACHUSETTS. 44 45 46 47 48 49 Boston . Brookline . Cambridge Fall River. Lawrence.. Lowell . Number of kin¬ dergar¬ tens. Number of teachers. Number of pupils. 2 2 122 1 1 16 27 58 1,829 1 1 35 4 8 172 6 6 387 7 15 647 1 2 53 20 41 1,891 5 9 643 3 6 216 1 2 90 11 38 1,326 1 8 210 6 12 420 8 19 676 3 6 93 1 48 1 1 2 6 229 8 8 250 1 1 16 37 72 3,221 1 65 3 216 1 2 119 4 4 3 5 120 2 2 156 9 5 283 1 2 69 12 12 4 7 241 10 16 586 1 2 91 7 8 305 4 5 160 3 6 205 3 6 407 1 2 81 1 1 4 4 125 62 113 4,438 10 18 424 8 16 594 2 4 202 1 2 36 8 18 639 * Statistics of 1894-95. CITY SCHOOL SYSTEMS. 1495 Table 5. — Public kindergartens in cities of over 8,000 inhabitants — Continued. 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 City. Number of kin¬ dergar¬ tens. Number of teachers. Massachusetts— continued. 2 4 13 24 1 2 2 4 5 10 3 6 4 8 2 4 MICHIGAN. 1 2 3 3 1 3 6 6 1 5 2 6 4 4 8 10 Saginaw : 1 1 1 5 3 3 3 5 West Bay City* . . 7 8 MINNESOTA. 13 14 St. Paul . . . 28 57 Winona . . _ . . . . . 7 11 MISSISSIPPI. N atchez * _ _ _ - 1 1 Vicksburg 4 4 MISSOURI. Kansas City * _ _ _ 2 2 St. Louis . . . _ . . 95 305 NEBRASKA. Lincoln . _ _ . . . 8 8 Omaha . . . . . . . . . . . 11 25 NEW HAMPSHIRE. Concord (Union school district) . . . . 3 3 Nashua _ _ _ 4 4 Portsmouth . . . . . _ . 2 2 NEW JERSEY. N e wark _ _ _ _ _ _ - . . . . 3 3 Passaic _ _ _ _ 5 6 Paterson . . . . . . . . . . 13 13 Plainfield _ _ . _ . .... 2 Town of Union . . . . . . . 1 1 Trenton . _ 1 1 NEW YORK. Albany . . . . . 18 18 Binghamton . . . .. . - . 5 3 Brooklyn _ _ - _ . _ _ 1 1 Buffalo a . . . . . . 12 15 Cohoes . _ . . _ . . 2 4 Dunkirk . . . 1 1 Flushing . . . 1 2 Geneva . . . . . . . . . . 3 5 Glens Falls . . . 1 . 1 3 Glo vers ville . . . 4 4 Jamestown . . . 4 7 Lansing burg. . 4 8 New Rochelle . . > . 5 8 New York. . 15 16 Number of pupils. 105 569 61 88 230 234 335 48 78 225 89 338 125 255 315 582 6 85 174 300 537 469 80 8,896 572 1, 109 182 80 48 222 4011 383 130 65 1,036 174 1,059 112 104 71 411 322 236 *•390 571 * Statistics of 1894-95. x _ a These kindergartens are under the supervision of the Buffalo Free Kindergarten Associa¬ tion. The city pays the salaries of 6 teachers. 1496 EDUCATION REPORT, 1895-96. Table 5. — Public kindergartens in cities of over 8,000 inhabitants — Continued. City. Number of kin¬ dergar¬ tens. Number of teachers. Number of pupils. new york — continued. 103 Niagara Falls . . . 3 5 180 104 North Tona wanda . . . . . 4 4 143 105 Rochester . . . . 11 68 1,972 106 Saratoga Springs- . .. 5 10 259 107 Schenectady . . . _ . . . . 1 2 40 108 Sing Sing.. I . . . 2 3 114 109 5 5 318 110 1 1 78 111 Utica . . . . . 10 26 746 NORTH CAROLINA. 112 4 5 200 OHIO. 113 1 1 33 114 11 22 609 115 2 2 106 116 Newark . . . 2 3 33 OREGON. 117 Salem * _ 1 1 PENNSYLVANIA. 118 Allegheny . . . . . _ _ 3 12 120 119 Oil City * . 2 2 104 120 Philadelphia . . . 105 149 5,443 121 Pittsburg . . . . . 11 33 473 RHODE ISLAND. 122 Newport . . . . . 4 7 255 123 Pawtucket . . . . 3 7 235 124 Providence . 11 22 891 TEXAS. 125 El Paso . 1 2 113 VERMONT. 126 Burlington. . . 1 1 104 WISCONSIN. 127 Madison . 145 128 Marinette . . . . . . . . 3 3 331 129 Milwaukee . . . . 39 76 5,271 130 Oshkosh . . . . . 3 13 405 131 Racine . . . . . . 6 12 550 132 Sheboygan . . . . . 5 18 688 133 Stevens Point . 2 2 61 134 Superior . . . „ . . . . 1 . ' 9 29 945 Total _ 943 1,808 66,245 CITY SCHOOL SYSTEMS. 1497 Table 6. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day sphools. N umber of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 6 7 * 9 1© 11 ALABAMA. Anniston . 11.000 7-21 a 2, 500 300 500 300 800 753 180 163,540 Birmingham * . 40,000 7-21 8,849 600 1,489 1,854 3,343 2,602 158 411,116 Huntsville. . 8,000 7-21 a 2, 500 500 413 441 854 410 60 20,500 Mobile (city and 3,967 4,427 8,394 5,307 6145 769, 515 Montgomery . . 25,000 7-21 5,480 300 996 1,193 2, 189 1,660 161 267, 260 Selma . 10,000 6-21 ci 3, 000 200 550 529 1,079 855 160 136,800 ARKANSAS. Fort Smith . 16,000 6-21 3,900 400 1,105 1,227 2,332 1,665 177 294, 758 Hot Springs. . 15,000 6-21 3,040 70 1,129 1,121 2,250 1,576 180 270, 308 Little Rock . 35,000 6-21 9,517 600 2,361 2,757 5,118 3,628 176 645, 667 Pine Bluff . 10,000 6-21 3,446 * 200 976 1,019 1,995 1,215 175 212. 625 CALIFORNIA. Alameda . 14, 742 5-17 3,330 191 1,488 1,469 2,957 2,156 202 437,944 Berkeley *. . 11,000 5-17 2,501 250 963 1,121 2,084 1,791 195 349,245 Eureka . , . . 8,000 5-17 1, 781 * 56 734 781 1,515 1,186 193 229, 016 Fresno*. . . . 5-17 106 894 864 1,758 1,160 185 214, 600 Los Angeles . 82,000 2-17 16, 956 1,052 8,031 8,481 16,512 11, 739 186 2, 183, 503 Oakland . . 56,000 5-17 13. 142 1,675 5,366 5,569 10,935 7,391 206 1,516,216 Pasadena . 13,000 5-17 2,470 225 1,068 1,133 2,201 1,606 173 277,933 Sacramento _ 5-17 5,236 416 2,267 2,273 4,540 3,301 184 607, 384 San Bernardino . 5-17 6,130 155 2,604 2, 469 5,073 1.076 171 184, 002 1 San Diego . 20,000 5-17 3,420 243 1,622 1,654 3,276 2,401 190 456, 190 1 San Francisco . 350, 000 5-17 70,006 9,070 (45,435) 45,435 31, 505 209 6,350, 864 San Jose 17, 500 5-17 4,891 2, 221 2,358 4, 579 3, 138 177 581,170 Santa Cruz . 9,000 5-17 2,059 116 791 787 1,578 1,185 189 224,123 Stockton . 25,000 5-17 3,632 432 1,609 1,609 3,218 2,357 192 452,594 COLORADO. Colorado Springs *.. 16,000 6-21 2, 894 . 40 1,290 1,376 2,666 1,872 190 355, 718 Cripple Creek . 20,000 6-21 3, 100 0 1,329 1,396 2,725 2,140 174 372,360 Denver: District No. 1 _ ) f 6-21 *13,309 6,176 4,680 10,856 8,694 181 1,573, 614 District No. 2 _ } 150,462 { 6-21 7, 940 300 3,083 3,282 6,365 4,289 183 779, 769 District No. 17... J { 6-21 5, 157 150 2,025 2,026 4,051 2, 806 182 510, 767 Leadville . 12,000 6-21 2,497 600 783 790 1,573 1,097 183 200,758 Pueblo: District No. 1 _ \ q n nnn / 6-21 3,397 1,049 1,038 2,087 1,345 186 250,233 District No. 20. .. > oU, IHJU \ 6-21 3,475 *300 1,108 1,112 2,220 1,469 177 260, 013 Trinidad . 8,500 6-21 1,630 651 * 688 1,339 871, 185 160,235 CONNECTICUT. Ansonia . 12,000 4-16 2,725 98 1,159 1,101 2,260 1, 627 195 317,221 Bridgeport . . . 56, 696 4-16 13, 629 1,554 4,426 4,598 9,024 6,948 186 1,292,3.28 Bristol . . 8,000 4-16 1,818 2 (1, 878) 1,878 1,233 193 237, 969 Danbury. . . 20, 000 4-16 4, 619 1,012 (3, 723) 3,723 2,329 200 465, 800 Greenwich * . 4^-16 2,250 253 (1, 878) 1,878 c 1, 011 6200 a 202, 200 Hartford * . . . . 62,000 4-16 12, 175 3,407 (9,546) 9, 546 6,554 196 1,284,545 25 * Statistics of 1894-95. a Estimated. b Average, c Approximately. 1498 EDUCATION REPORT, 1895-96. Table 6. — Statistics of population and school enrollment, etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. School census age. Children of school census age. Male. d Ms s © Total. 1 3 3 4 5 G r S 9 io 11 CONNECTICUT— COn’d. Manchester : 40 Excluding Ninth ) f l 9,000 1 4-16 0 494 478 972 812 190 154, 2S0 41 Ninth district (incorporated) 1 [ 4-16 1,067 3 (1,166) 1,166 874 190 166, 060 43 Meriden*..- . 36,000 4-16 6,094 ; 1,500 2,386 ! 2,346 4, 732 3,088 194 599, 072 43 Middletown*.. . 10,000 4-16 1,732 ; 450 (1,255) 1,255 964 185 178, 340 44 New Britain . . . . 35,000 4-16 4,835 1,300 (*3.385) *3,385 2,294 190 437, 860 45 New Haven . 100, 000 4-16 20,509 : 2,085 (16, 169) 16, 169 12,340 200 2,468,000 40 New London . . 16,000 5-16 2,619 435 (2,306) 2,306 1,600 195 312,000 47 Norwalk* _ 30,000 4-16 4,013 633 1, 549 1 1,520 3,069 2,126 200 425,100 48 Norwich (Central district)* 4-16 1,547 232 (1,326) 1,226 ci 966 6195 c 188, 370 49 Stamford * . 18,000 4-16 3,975 615 (3, 156) 3,1.56 a 2, 084 6200 c 41 2. 800 50 V ernon * _ 4 — 16 1,929 294 (1,501) 1,501 a 1,168 6180 c 210, 240 51 Waterbury _ _ 40,000 4-16 9,012 1,470 3, 240| 3,091 6,331 4, 374 192 839, 804 53 Willimantic . 9,500 4-16 1,964 300 (1,304) 1,304 905 198 179, 190 DELAWARE. 53 Wilmington _ 68,000 6-31 10,875 (10, 162) 10,162 7,699 200 1, 539, 800 DIST. OF COLUMBIA. Washington: 54 First 6 divisions . 1 55 7th and 8th divi¬ — 6-18 55,014 5,000 19,882 22, 582 42,464 32,153 182 5,851,664 sions . . 1 FLORIDA. 56 Jacksonville (Duval County) - 36,000 6-31 10, 482 2,000 2,779 2,940 5,719 3, 647 160 583,520 57 Key West . . 18,500 6-31 4,643 1,200 1,027 1,060 2,087 1,473 160 235,680 58 : Pensacola _ 14,087 6-31 850 905 973 1,878 1,163 151 175, 613 59 Tampa* . . 15,000 6-31 a3, 000 500 743 450 1,193 878 150 131, 700 GEORGIA. 60 A morions .. _ 8,000 6-18 c 1, 950 631 765 1,396 844 182 153, 608 61 Athens. _ _ 13,000 6-18 eZ 3, 800 200 708 815 1,523 966 176 173,368 63 Atlanta . . 114, 000 6-18 (716,388 6,836 7,812 14, 648 8,486 185 1,589, 910 63 Augusta . . 45,000 6-18 12,371 2, 500 2,300 2, 750 5,050 3,750 162 607.500 64 Brunswick...- . 9,000 6-18 1,680 175 454 457 911 623 170 105, 910 65 Columbus . . 17,303 6-18 4,315 350 1,040 1,233 2,273 1,578 172 271, 416 66 Macon e._ _ _ 43,370 6-18 <712,594 300 3,264 3, 566 6,830 4,450 180 801,000 67 Rome . . . . 8,000 6-18 2,400 200 800 700 1,500 1,100 180 198,000 68 Sayannah. . 80,000 6-18 15,430 *1,200 3,917 4,210 8, 127 5,572 180 1,002, 960 ILLINOIS. 69 Alton _ _ 13,000 6-31 4, 552 750: 960 920 1,880 1,322 195 257, 790 Aurora: 70 : East Side . . 17,000 6-31 4,976 778 1,338 1,471 2,809 2,100 193 405, 450 71 West Side 8 000 625 693 1,318 73 Austin . . . . 8,000 6-31 2, 180 160 876 1,005 1,881 1,393 186 263,962 73 ! Belleville . . . 18, 471 6-31 1 1 5,783 1,055 1,441 1,338 2, 779 2,395 199 478, 827 * Statistics of 1891-95. c Estimated. a Approximately. d Census of 1893. 6 Average. e Includes all schools in the county of Bibb. CITY SCHOOL SYSTEMS. 1499 Table 6. — Statistics of population and school enrollment , etc. — Continued. City. Population of 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Humber of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. 1 3 3 4 5 © 7 § 9 10 11 Illinois— cont’d. 74 Bloomington . - 25,000 6-21 7, 878 500 1,825 1,979 3,804 2,973 177 528,221 75 Cairo. . . . 14,850 6-21 3, 967 393 956 1,088 2,044 1,520 180 273, 555 76 8,058 6-21 2,238 826 862 1,688 1,303 178 131,974 77 8,000 6-21 2, 127 173 737 722 1,459 1,044 185 191, 358 78 Chicago. . . 1,619,226 6-21 448,597 91,041 106,217 107,608 213, 825 165,570 198 32,451,720 79 Danville*. . . . 18,000 6-21 3,852 200 1,361 1,374 2, 735 2, 165 189 431,885 80 Decatur . . . . 25,500 6-21 6,601 *500 2,080 . 2,091 4, 171 3,326 188 627,139 East St. Louis: 81 District Ho. 1 — ’I [ 6-21 5,128 778 1,300 1,508 2,808 1, 849 202 372,852 82 District Ho. 2, T. 2 H.,R. 10 W > 25,000 < -- 25 131 130 261 202 83 District Ho. 2, T. v 2 H., R. 9 W - J { 6-21 1,647 *58 390 381 771 546 19$ 107,959 84 Elgin . . 21,086 6-21 5,395 665 1,550 1,618 3, 168 2,932 190 557,399 i Evanston: 85 District Ho. 1 _ 11, 161 6-21 2,662 401 802 767 1,569 1,245 195 243,036 86 Horth Evanston . 1,366 6-21 413 12 135 165 300 217 185 40,145 87 South Evanston (District H o. 3) _ 5,-500 6-21 225 382 399 781 635 192 121,920 88 Freeport.. . — 15,000 6-21 2,912 625 1,015 1,118 2, 133 2,026 190 385,007 89 Galesburg _ 25,000 *500 1,485 1,586 3,071 2,417 176 425,292 90 Jacksonville _ 12,500 6-21 2,800 1,013 1,029 2,042 1,545 176 268,400 91 Joliet . . . 35,000 6-21 8,732 1,200 2,589 2,366 4,955 3,674 185 679, 771 92 Kankakee . . . 12,000 6-21 2,667 705 759 741 1,500 1,179 177 208,668 93 La Salle. _ 94 Lincoln . . 10,000 6-21 3,501 400 823 706 1,529 1,032 179 185.255 95 Mattoon . 9,000 6-21 2,661 200 842 898 1,740 1,294 182 235,554 96 Moline . . . 15,007 6-21 4,248 295 1,388 1,433 2,821 2,325 178 415,175 97 Ottawa 10, 600 *504 918 867 1,785 1,377 194 267, 553 98 Pekin . . . . 10, (XX) 6-21 3,272 200 704 866 1,570 1,280 170 217,672 99 Peoria * . . 55,000 6-21 13,623 1,400 4,024 3,938 7,962 6,544 196 1,277,624 100 Quincy . 34,000 6-21 10, 381 2,500 2,297 2,320 4,617 3,149 195 614,084 101 Rockford . . 30,000 6-21 10,872 215 2,569 2,703 5,272 4,155 192 798,568 102 Rock Island * _ 18,000 6-21 4, 733 850 1,433 1,491 2, 924 2,429 176 427,439 103 Springfield . 30,742 6-21 12,604 1,200 2,221 2,292 4,5l3 3,567 186 683,462 Sterling: 104 District Ho. 1 _ 105 District Ho. 3* .. 7,000 6-21 864 85 365 377 742 587 188 106,897 106 District Ho. 8 _ '3,000 25 248 268 516 430 187 71,810 107 Streator . . 12,500 6-21 4,590 942 934 1,084 2,018 1,915 188 360,000 INDIANA. 108 Anderson* . . . 18,000 6-21 5,037 210 1,380 1,488 2,868 1,912 180 344,320 109 Bloomington _ .... 8,000 6-21 7 646 670 1,316 941 178 167, 498 110 : Brazil . . . 8,000 6-21 2,563 200 785 960 1,745 1,286 169 217,334 111 Columbus . . 8,000 6-21 2,908 175 778 840 1,618 1,228 176 216,128 112 Crawfordsville . 9,000 6-21 1,893 300 700 670 1,370 1,057 186 198,408 113 Elkhart _ _ _ 15,000 6-21 3,751 250 1,334 1,267 2, 601 2,143 180 385, 740 114 Evansville _ _ _ 60, 000 6-21 16,276 3,000 3. 679 3,804 7,483 5,868 192 1,123,656 115 Fort Wayne . 50,000 6-21 12,631 * 4, 400 (5, 646) 5,646 3,923 200 784,600 116 Frankfort . 8,000 6-21 2,284 880 983 1,843 1,332 180 239, 760 117 Goshen . . 8,500 6-21 2,005 75 725 805 1,530 1,205 180 216, 900 118 Hammond . . 14,000 6-21 3,194 500 717 877 1, 594 826 190 157,088 119 Huntington _ 11,000 6-21 2. 989 400 887 890 1,777 1,426 195 278*4)70 120 Indianapolis . . 150,000 6-21, ‘37,569 *2,241 13, 798 13, 864 27,662 15, 939 185 2,948,732 121 Jeffersonville _ ... 13,000 6-21 1 4,000 23-5 826 886 1,712 .1, 539 177 272,403 122 Kokomo . . . 10,000 6-21 3,126 100 1,089 1,056 2, 145 1,596 177 182, 492 123 La Fayette . 20, 000 6 211 1,000 1,490 1, 546 3,036 2, 181 180 388, 980 124 Laporte . 9,000 6-21, I 3,797 300 1 573 608 1,181 973 190 157, 120 * Statistics of 1894-95. 1500 EDUCATION REPORT, 1895-96. Table 6. — Statistics of population and school enrollment , etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days1 attend¬ ance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 6 7 9 IO 11 INDIANA— cont’d. 125 Logansport . 15,000 6-21 5,940 750 1,416 1,426 2, 842 2,249 178 400,500 126 9 500 6 21 3 762 500 805 868 1, 673 190 127 Marion _ _ 18.000 6-21 4*510 *0 1,637 1,696 3, 333 2,540 180 457, 200 128 Michigan City * . 13, 000 6-21 4, 818 1,200 788 758 1,546 1,262 190 240, 204 129 Muncie . . .. 20,000 6-21 4,747 225 1,578 1,807 3,385 2,363 180 425,340 130 New Alban v . 22,000 6-21 7,777 600 1,535 1,748 3,283 2, 678 160 428,480 131 Richmond . 20, 000 6-21 5,118 800 1,565 1,546 3,111 2, 447 190 465, 030 132 Shelbyville . 10.000 6-21 2,327 100 682 716 1,398 993 175 173, 775 133 South Bend . 30,000 6-21 8,663 2, 150 *1,672 * 1, 772 *3,444 * 2, 769 177 a 490, 113 134 Terre Haute . . 37,000 6-21 13, 935 971 3, 145 3,231 6, 376 4, 793 191 917,859 135 Vincennes . 10,000 6-21 3,400 800 745 770 1, 515 1,390 195 271,050 136 Wabash . . . 10,500 6-21 2,500 0 795 923 1,718 1,394 186 259,284 137 Washington . 10,000 6-21 2,685 300 761 758 1,519 1,104 171 188, 828 IOWA. 138 Boone . 10,000 5-21 2,425 150 700 1,000 1,700 1,500 180 270,000 139 Burlington . 27,341 5-21 7,977 1,500 2,063 2, 070 4,133 3,422 184 631,248 140 Cedar Rapids. . 23,000 5-21 7,597 *300 2,362 2,330 4,692 3,729 180 671,220 141 Clinton . 17,375 5-21 6.030 400 1,747 1,832 3,579 2,684 *185 a 496, 540 142 Council Bluffs . 21, 474 5-21 7; 586 571 2, 188 2, 189 4, 37? 3,300 177 605, 509 143 Creston . . 8,000 5-21 2,532 150 868 1,046 1,914 1,404 186 261, 781 144 Davenport... . 31,484 5-21 10, 744 1,200 2,784 2, 701 5,485 4,399 193 849,227 145 Des Moines : East side . _j 16,000 5-21 5,384 300 1,908 2,070 3,978 3,011 178 535,926 146 North side _ 5-21 1,682 20 692 772 1,464 1,002 176 176,359 147 West side . . 30, 000 5-21 7,962 500 2,239 2,390 4, 629 3,403 176 598,378 148 Dubuque . 42,000 5-21 12, 663 2,400 2, 725 2,576 5,301 3,956 190 751, 640 149 Fort Dodge . 8,000 5-21 2,096 300 (1, 488) 1,488 1,100 180 198,000 150 Fort Madison . 10, 022 5-21 2, 903 712 672 1,384 1,051 172 180, 772 151 Iowa City . 8,000 5-21 3,619 500 *751 *757 *1,508 *1,158 185 a 214, 809 152 Keokuk * . 15,000 5-21 4,564 1,220 1,258 2,478 1,836 178 326,950 153 Marshalltown . 12,000 5-21 3,020 100 1, 107 1,201 2, 308 1,855 177 328,388 154 Muscatine * 12,400 5-21 3, 817 1,241 1,219 2,460 1 942 181 351, 441 155 Oskaloosa . 10,200 5-21 2,852 23 1,041 1,077 2, 118 1,483 178 263, 974 156 Ottumwa _ ... 17,000 5-21 *5,004 200 1,855 2, 019 3,874 2,897 187 541, 748 157 Sioux City . . 30,000 5-21 11,186 800 2, 761 2,865 5,626 4,500 175 790,427 Waterloo: 158 East Side*.. . 5-21 1,761 (1, 152) 1,152 929 159 West Side L _ 5-21 1,166 *50 387 412 799 583 178 103, 774 KANSAS. 160 Arkansas City . 8,000 5-21 2,490 60 720 875 1,595 1,450 153 221,850 161 Atchison . . 16,000 6-21 4, 467 400 1,051 1,236 2,287 1,697 175 296, 968 162 Emporia* . . 10,000 5-21 2,825 200 1,077 1,085 2, 162 1,621 178 286,917 163 Fort Scott . 11,000 5-21 4,203 100 1,231 1,396 2,627 1,980 160 316,453 164 Hutchinson . 10,000 5-21 2, 683 *200 1,050 1,123 2, 173 1,620 179 289, 980 165 Kansas City . 45,000 5-21 12, 948 906 3, 537 3, 790 7,327 5, 432 177 977, 760 166 Lawrence. _ 10,500 5-21 3,568 1,185 1,320 2,505 1,853 172 308, 716 167 Leavenworth * . 23,000 5-21 7,502 900 (3,: 146) 3, 146 2, 449 174 426,126 168 Ottawa . 8,000 5-21 2.519 70 823 946 1,769 1,309 180 250, 920 169 Parsons . 8,000 5-21 2,402 175 865 965 1,830 1,378 180 248,280 170 Pittsburg . 10,052 5-21 3.217 153 1,028 1,090 2,118 1,488 158 235, 113 171 Topeka . . 31,000 5-21 10,025 *1,000 2,985 3, 239 6,224 4,552 176 801, 095 172 Wichita.. . 24,000 i 5-21 *6,000 2,217 2, 338 4,555 3,494 174 607,921 KENTUCKY. 173 Bowling Green _ 8,500 ' 6-20 1 2, 461 636 694 1,330 848 183 155, 184 174 Covington . 50,000 il 6-20 1 15,820 1 ”3,' 531 2,109 2,203 4,312 3,403 190 646, 570 * Statistics of 1894-95. a Estimated. CITY SCHOOL SYSTEMS, 1501 Table 6. — Statistics of population and school enrollment, etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. School census age. 1 Children of school census age. Male. Female. Total 1 ' 3 3 4 5 6 7 8 © 1© 11 KENTUCKY— COnt’d. Frankfort: 175 White schools . . . / 6-20 1,582 181 466 495 961 638 185 118,030 176 Colored schools - - \ 6-20 1,100 50 242 276 518 344 182 62,600 177 Henderson * _ 13,200 6-20 3,300 300 900 950 1,850 1,200 192 230,400 178 Hopkinsville (whites only) . . . 8,000 6-20 1,053 30 340 414 754 547 198 108,254 179 180 Louisville.. . 200,000 6-20 78,216 8,000 12,621 l’2,834 24, 855 18,524 192 3,556,608 181 8,0(10 6 20 200 f 2 000 'I 2,000 200 182 Newport* . - 30,000 6-20 8,606 1,200 1,888 1,949 3, 837 3, 112 200 622,400 183 Owensboro . 15,000 6-20 3, 372 400 951 941 1,892 1,523 183 302, 499 184 Paducah . . - is; 000 6-20 4,250 150 1,101 1,259 2,360 1,599 190 303, 753 LOUISIANA. 185 Baton Rouge . 186 New Orleans . . 13,224 14,176 27,400 18,928 *180 a3, 407, 040 187 Shreveport . 18,000 6-18 3,901 180 MAINE. 188 Auburn . - 14,000 4-21 3,495 160 1,100 1,300 2,400 1,720 176 302, 720 189 Augusta . . 12,000 4-21 3,150 500 175 190 Bangor . . 21, 000 5-21 5,756 200 1,657 1,845 3,502 2,894 170 491,982 191 Bath ------- . . 8,550 4-21 2, 861 50 856 815 1,671 1,408 174 244, 990 192 Biddeford . 18,000 4-21 4, 619 1,200 (1/ (72) 1,772 1,308 176 211,235 193 Calais . 8,000 4-21 2,565 *64 (1,527) 1,527 *1,106 168 a 185, 808 194 Lewiston . 195 Portland . 40,000 4-21 10, 794 1,561 3,425 2,812 6,237 4, 562 182 830,284 196 Rockland . 8,000 4-21 2 337 0 679 722 1,401 1,156 163 188,428 197 Water ville . 8,008 4-20 2; 697 n . 054 'I 1,054 159 MARYLAND. 198 Baltimore . 556,000 6-21 120,000 17,400 (75, ( 310) 75,610 52,081 208 10,832,848 199 Cumberland . I . 200 Frederick . . 9,000 6-21 a 4,000 529 658 1,187 774 146 113, 114 201 Hagerstown * . . 12,000 6-20 255 n . 920 i 1,920 1,325 151 199,653 MASSACHUSETTS. 202 Adams . - . 8,000 5-15 1, 747i 25 ( 1 935 'i 1,935 * 1, 404 j 160 I 203 Amesbury * . . 9,884 5-15 1,622 480 552 567 1, 119 *910 j 195 j . 204 Attleboro . 8,287 5-15 1,557 25 923 869 1,792 1,257 6199 245,115 205 Beverly . 11,802 5-15 1,899 50 (a 2, 200) a 2,200 1,621 195 a 316, 095 206 Boston . 496, 920 5-15 78,561 12,231 40,6471 39,208 79,855 67, 780 199 13,488,220 207 Brockton . . 35,000 5-15 5,551 f5 5640 5,564 5,084 200 1,016,800 208 Brookline . 16,164 5-15 2,445 165 1,4491 1,446 2, 895 2,159 196 423, 164 209 Cambridge . . 81,643 8-14 7,776 2,557 (13, 571) 13, 571 10,611 200 2,122,200 210 Chelsea . . 30, 000 5-15 5,305 1,000 2, 699 I 2,738 5,437 3,841 200 768,200 211 Chicopee . 18,000 5-16 2, 871 600 818 812 1,630 1,421 196 258, 594 212 Clinton . . 11, 497 5-15 2,161 340 976 921 1,897 1,521 191 290,511 213 Everett * . 5-15 3,040 3 (4, 053) 4,053 2, 745 190 511, 550 214 Fall River . . 89,203 5-15 17, 459 3,846 (14,442) 14,442 9,895 195 1,929,525 215 Fitchburg*. . . 26, 409 5-15 4,811 800 2,483 1 2,367 4,850 3, 450 165 569 ,>250 216 Framingham * . 5-15 1,722 0 f2.169i 2, 169 1,693 180 307, 740 217 Gardner* . 9,183 5-15 1,862 0 887 I 892 1,779 1,400 cl76 246,400 218 Gloucester . 28,000 350 2, 161 | 2,229 4,390 3,777 190 717,630 * Statistics of 1894-95. 6 The primary schools were in session 189 days. a Estimated. c Average. 1502 EDUCATION REPORT, 1895-96. Table 6. — Statistics of population and school enrollment , etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 0 7 § 9 19 If MASSACHUSETTS— continued: 219 Haverhill . . . . 30,300 5-15 5,067 1,346 (4,: .39) 4,139 3,154 200 630, 8C0 220 Holyoke *... ... . 40,549 5-15 8,042 3,000 2,573 2,580 5,153 3, 677 188 676, 440 221 Hyde Park * . 11,000 5-15 2,073 600 1,045 965 2,010 1,490 196 283,138 222 Lawrence _ 52,153 5-15 9,263 2,200 (7, 213) 7,213 5,464 197 1,076,408 223 Lowell _ _ 84,357 5-15 13,343 4,000 6,495 6,339 12,834 8,737 192 1,677, 504 224 Lynn . . 62, 355 5-15 10, 119 800 5, 087 4,998 10,085 8,113 187 1,521,187 225 Malden .. . . 29.706 5-15 4,904 820 2,307 2,338 4, 645 4,036 195 787,020 226 Marlboro . _ 15,000 5 — J.0 2,836 150 1,414 1,504 2,918 2,288 176 402,688 227 14.474 5-15 2,201 50 1,602 1,639 3,241 2,391 298 11.986 5-15 2,338 0 (2,1 L59) 2, 159 195 229 Milford . . 8,958 5-15 1,256 250 741 851 1,592 1,227 a 173 214, 360 230 Natick 8,909 5-15 1,364 6 897 916 1,813 1, 505 245,000 231 New Bedford . 55, 251 5-15 10,076 2,693 3,920 3,940 7,860 5,542 189 1,047,432 232 Newburyport - 14,554 5-15 2, 382 648 971 908 1,879 1,571 200 314, 100 233 N ewton . . 27. 622 5-15 3,566 899 2, 561 2, 586 5,147 3,953 195 770, 896 234 North Adams _ 19, 127 5-15 3,442 1,126 1,079 1,998 3,077 2,144 187 400,928 235 Northampton _ 17,600 5-15 2, 749 500 (2,4 193) 2, 493 2,031 6190 387, 361 236 Peabody _ _ 10,500 5-15 1.844 400 906 | 846 1,752 1,400 198 277, 200 237 Pittsfield .. . 20,461 5-15 3, 804 167 2, 110 2,116 4,226 3,245 189 574, 275 238 Plymouth. . 8,000 5-14 1,700 0 827 I 832 1,659 *1,298 191 c 247, 536 239 Quincy - - _ 20, 712 5—15 4,571 200 U. 5271 4, 527 3,481 c 678, 795 240 Revere. . . . 8,500 6-14 1,487 0 745 944 1,689 1,385 182 254, 845 241 Salem _ _ _ 34,000 5-15 5, 590 2,126 2,344 2,038 4.382 3,419 205 700, 895 242 Somerville . . . 52,200 8-14 5,242 1,418 4,947 4, 967 9,914 7,244 185 1,342,175 243 Southbridge.. - 8,250 5-15 1,678 754 559 566 1,125 709 190 134, 675 244 Spence . . 8,000 5-15 1, 765 431 709 731 1,440 1,368 6180 248, 140 245 Springfield . 51,534 5-15 8,041 1,137 4,655 4, 190 8,845 6, 763 194 1,302,119 246 Taunton . . 27,093 8-14 2, 774 624 2,207 2, 104 4,311 3,518 6190 671, 340 247 Wakefield 8,304 5-15 1,433 0 fl . 8821 1,882 193 248 Waltham 20, 877 5-15 3,224 885 1,2971 I 1,33S 2,635 2, 183 249 Westfield . . . 10, 663 5-15 1,799 *0 1,000 994 1,994 1,499 190 284, 810 250 Weymouth . 11,291 5-15 1,778 0 (2,‘ 571) 2, 271 1, 859 190 353, 210 251 Woburn* . 14, 176 5-15 3, 158 350 1, 556 1,217 2, 773 2,164 200 432, 800 252 Worcester . . 100,000 5-15 17,634 2,353 9,218 8,717 17,935 13,650 181 2,470, 650 MICHIGAN. 253 Adrian. . . 9,541 5-20 2,565 347 857 810 1,667 1,273 196 244,034 254 Alpena * . 13,000 5-20 4,657 1,500 891 935 1,826 1,362 188 272, 438 255 Ann Arbor./ . 11,300 5-20 3,054 250 1,278 1,059 2,337 1,946 190 369, 740 256 Battle Creek*. . 18,000 5-20 3, 569 952 1,381 1,448 2, 829 2,235 191 426, 885 257 Bay City. . . . 31,000 5-20 11, 482 2,500 2,580 2, 799 5,379 3, 625 198 717, 527 25S Detroit . . 275,000 5-20 74,876 13, 671 18,009 16, 747 34, 756 26,437 195 5,287,459 259 Escanaba _ _ _ 9,000 5-20 2,278 600 650 625 1,275 877 192 174, 513 260 Flint _ _ _ 11,000 5-20 2,700 200 1,000 1,100 2, 100 1,728 190 328,450 261 Grand Haven _ 5-20 1,843 150 675 635 1,310 1, 050 196 205, 800 262 Grand Rapids _ 79,433 5-20 25,990 3,422 7,398 7,646 15,044 11, 608 193 2,321,639 263 Holland _ _ 8,000 5-20 2,303 0 880 872 1,752 1,476 195 287,820 264 Iron Mountain .. 10,000 5-20 2,361 910 998 1,908 1,482 200 287, 115 265 Ironwood . 10,000 5-20 2,264 450 836 832 1,668 1, 350 200 270,000 266 Ishpeming . 12,000 5-20 3,636 500 *1,343 *1,513 * 2, 856 1,798 196 372,455 Jackson: 267 District No. 1*... I AAA / 5-20 3,123 500 1,174 1,078 2,252 1,883 189 355, 887 268 District No. 17. .. / *vOj 000 l 5-20 3,000 900: 948 941 1,889 1,234 190 234,460 269 Kalamazoo . . 23,000 6-21 6,113 600 1,803 1,831 3.634 2,832 188 562, 545 270 Lansing _ _ 18,000 5-20 3,939 500 1,627 1,530 3, 157 2,499 191 477, 309 271 Ludington . . . 9,000 5-20 2,831 300| 926 969 1,895 1,466 196 291, 113 272 Manistee* . 13,544 5-20 4, 544 950 1, 600 1,532 3,132 1,833 196 366, 694 273 Marquette . . 5-20 2,979 400 ' 938 927 1,865 1,366 196 262,341 * Statistics of 1894-95. b High school, 200 days. a The high school was in session 192 days. c Estimated. CITY SCHOOL SYSTEMS. 1503 Table 6. — Statistics of population and school enrollment , etc. — Con tinned. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). j Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all 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 1© 11 MICHIGAN— COnt’d. 2T4 Menominee . 13,568 5-21 3,727 400 1,290 1,275 2,565 1,815 196 355,740 275 23,000 5-2C 7,078 2,472 2,556 5,028 3,407 190 647, 330 276 Owosso* . - . 9,000 5-20 2,239 80 950 1,000 1,950 1,471 195 286,845 277 Port Huron . . 20,000 5-2C 6,898 900 1,718 1,624 3,342 2, 776 198 512,752 Saginaw: 278 30,000 5-21 * 9, 269 2 858 2,883 5, 741 4,504 190 855, 760 279 West Side . ... 18,000 5-20 5,798 400 2,000 2,200 4,200 3,000 196 588,000 280 Sault Ste. Marie - 8,500 5-21 2,003 250 674 716 1,390 1,074 190 198,538 281 Traverse City. . 8,000 5-2C 2, 043 150 907 965 1,872 *1,132 18C a. 203, 760 282 West Bay City * . 14,000 5-21 4,246 700 i,240 1,257 2,497 1,740 193 335,899 MINNESOTA. 283 Brainerd . . 9,000 5-21 1,667 5 700 1,021 1,721 1,299 180 233,818 284 Duluth . . 59,369 5-21 al4,000 1,200 4,413 4,635 9,048 6,044 192 1,249,127 285 Faribault _ . _ 8,550 5-21 2,000 * 400 623 748 1,371 982 176 175, 778 286 ' Mankato _ _ _ 11,000 6-20 2,700 *1,040 950 920 1,870 1,400 175 245,000 287 Minneapolis _ 200,000 *5,000 15,368 15,366 30,734 24,304 188 4, 568, 586 288 Red Wing . 8,500 5-21 1,750 100 820 834 1,654 1,347 175 242,562 289 St. Cloud _ 9,187 5-21 3,023 1,050 661 580 1,241 950 175 168,944 290 St. Paul _ _ _ 150,000 *7,000 11,114 11, 215 22,329 17, 152 190 3, 171, 163 291 Stillwater* . . 350 889 867 1,756 1,536 176 270, 336 292 Winona _ __ 22,000 5-21 1,600 1, 875 1,862 3,737 2,968 190 564,015 MISSISSIPPI. 293 Columbus* . . 8,000 5-21 2,500 0 595 709 1,304 " 900 180 162,000 294 Jackson* _ _ _ 8,000 5-21 2,200 150 600 700 1,300 950 180 171,000 295 Meridian* . . . 14,000 5-21 3,595 910 897 1,131 2,028 1,544 180 277, 920 296 Natchez* _ ... 11,000 5-21 3,425 850 610 754 1,364 835 180 150,300 297 Vicksburg . . . 19,000 * l 5-21 4,687 600 987 1,206 2,293 180 MISSOURI. 298 Carthage . 10,000 6-20 2,655 *150 1,011 1,110 2,121 1,556 180 280,080 299 Chillicothe 8,000 6-20 1,830 759 834 1, 593 1, 159 177 208,683 300 Clinton _ _ 8,000 6-20 2,091 795 838 1,631 1,129 180 203,200 301 Hannibal . . 15,000 300 1,141 1,387 2,528 1,865 177 335, 672 302 Jefferson City.. . 10, ooo 6-20 2,400 500 560 665 1,225 a 816 180 a 146, 880 303 Joplin.. _ 12,695 6-20 4,087 176 1,549 1,710 3,259 2,282 175 407,987 304 Kansas City _ _ 133,000 6-21 *3,000 9,511 10, 497 20,008 14,351 180 2, 582, 180 305 Moberly . 10,000 6-20 3,778 *300 831 935 1, 766 1,242 178 221,076 306 Nevada . 307 St. Charles . . 8, 225 6-20 2,125 350 275 350 625 176 196 34,398 308 St. Joseph _ 60,000 6-20 23,120 1,200 3,823 3,979 7,802 5,829 170 990,930 309 St. Louis.. _ _ 603, 837 6-20 158.352 25,000 35,840 37,689 73,529 53,044 197 10,449,668 310 Sedalia.. . . 20,000 6-20 4,434 200 1,693 1,763 3,456 2,693 180 487, 686 311 Springfield . . . 25,000 6-20 6,426 500 2,487 2,668 5,155 3,281 160 524, 960 312 Webb City . . 8,000 6-20 1, 757 10 778 812 1,590 1,107 176 199,260 MONTANA. 313 Butte . . 40,000 6-21 6,354 540 1,826 2,354 4,180 3,156 187 550,949 314 Great Falls _ 11,000 6-21 1,603 30 (1.309) 1, 309 819 187 155,020 315 Helena* . 15,000 6-21 2,423 200 961 1,072 2,033 1,525 170 259, 1^7 NEBRASKA. 316 Beatrice . . 12,000 5-21 2,596 100 1,019 1,044 2,063 1,601 176 279,580 317 Fremont . . . 9,000 5-21 2, 689 935 951 1,886 1,419 187 263,947 * Statistics of 1894-95. a Estimated. 1504 EDUCATION REPORT, 1895-96. Table 6. — Statistics of population and school enrollment, etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of ail pupils in public day schools. School census age. Children of school census age. Male. Female. Total. i 2 3 4 5 & 7 8 9 1© it NEBRASKA— COnt’d. 81 « G-rand Island . ... 5-21 2,121 138 828 911 1, 739 1 317 178 234,426 319 Hastings . 14, 000 5-20 2,400 75 880 898 1,778 1, 307 232, 645 3 20 Kearney . . 8,000 5-21 25 677 754 1,431 979 177 173, 324 321 45, 491 5-21 11, 270 3,226 3, 314 6,540 4, 685 188 880, 780 329 12, 000 763 758 1,521 1,114 177 196, 674 323 Omaha . . . 140, 000 5-21 28, 609 *1,552 8,200 8,282 16,482 12,630 175 2,210,250 324 Plattsmouth . 9,000 5-21 2,300 400 550 750 1,300 *928 178 a 165, 184 325 South Omaha . 14,000 5-21 3,613 200 1,303 1,342 2,645 1,958 180 352,410 NEW HAMPSHIRE. 326 Concord (Union dis¬ trict). . 5-20 2,017 289 1,251 1,238 2,489 1,853 179 331.037 327 Dover . 13,000 5-16 1,914 700 742 727 1,469 1, 176 178 199,328 328 Keene (Union dis¬ trict). . . . 8,000 6-16 1,113 150 549 546 1,095 943 185 174. 455 329 Manchester* . . 55,000 4,000 2,627 2, 579 5.206 3, 499 175 612,325 330 Nashua . . 25,000 5-16 4,502 1,520 (3, 696) 3, 696 2,219 172 381, 668 331 Portsmouth . 12,000 6-16 1,606 350 703 769 1,472 1,153 183 211,000 NEW JERSEY. 332 Atlantic City . 18,000 5-20 3, 175 250 1,360 1,340 2, 700 1, 767 190 324,467 333 Bayonne . 22,000 5-18 6,410 1,500 1,896 1,945 3,841 2,503 196 474, 685 334 Bridgeton . 13,000 5-18 3,026 104 1,114 1,320 2,434 1,651 *200 a 330, 200 335 Camden . . 62,525 5-18 15,175 *950 *5, 415 *5, 592 *11,007 *5,954 202 al, 202, 708 336 Elizabeth* . 43,000 5-18 10,576 2,500 2,805 2,726 5,531 3,993 197 811, 810 337 Harrison . . . 10,000 5-18 2,900 1,000 400 380 780 610 210 128, 100 338 Hoboken.. . 54,085 5-20 18, 132 1,500 4,084 4,035 8,119 5,608 201 1,121,861 339 Jersey City . 182, 713 5-18 55, 484 6,463 13, 196 13,529 26, 725 18,255 197 3, 498, 047 340 Long Branch * . 9,000 5-18 2, 846 90 1,192 1,089 2,281 1,617 193 311,260 341 Millville * . 5-18 2, 845 133 1,026 1,117 2, 143 1,407 259, 282 342 Morristown . 10,000 5-18 2, 546 870 576 592 1,168 870 ”i93 167, 910 343 Newark. _ _ 21*5, 634 5-18 54, 634 9,915 15, 275 15,300 30, 575 21,329 195 4,210, 270 344 New Brunswick* _ 5-18 4,949 895 1,349 1,341 2,690 2,039 185 400, 550 345 Orange . 20,000 5-18 4,917 1,008 1,243 1,305 2, 548 1,683 199 334, 917 346 Passaic.. . . . 20,000 5-20 4, 689 300 1,617 1,659 3,276 2,115 199 420, 885 347 Paterson . 100,000 5-18 24,642 *2, 500 7,272 7,285 14, 557 9,997 202 2,019,394 348 Perth Amboy. . . . 13, 500 5-20 400 917 848 1,765 1,273 199 225, 595 349 Phillipsburg . 10,400 5-18 2,552 267 884 843 1,727 1,358 200 277, 162 350 Plainfield . 13,000 5-18 2, 837 *500 1,090 1,118 2,208 1,517 190 280, 935 351 Rahway . . . . 8,000 5-18 1,861 194 684 630 1,314 923 195 181,106 352 Town of Union* _ 13,336 5-18 3, 582 393 1,264 1,283 2,547 1,809 209 375, 299 353 Trenton . 62,500 5-18 14,680 2,389 3,757 3,914 7,671 5,442 202 1,099,284 NEW YORK. 354 Albany . 97,120 5-21 23, 859 4,000 (12, { 170) 12,970 10,009 182 1,821,638 355 Amsterdam* _ _ 19,000 4-21 5,093 a 1, 900 190 a 325, 000 356 Auburn . . 28,000 5-21 6,937 1,100 i, 817 1,867 3,684 2, 954 190 562, 562 357 Batavia . 9,000 5-18 2, 040 350 7001 916 1,616 1,017 195 198.315 358 Binghamton . . 42,200 5-18 8,872 422 3,376 3.522 6, 898 5,410 196 1, 060, 256 359 Brooklyn . 1, 100, 000 4-21 272,447 40,000 (146,429) 146, 429 102, 718 205 21,039, 906 360 Buffalo. . . 352,000 5-18 75, 950 19,082 26,2521 25,905 52, 157 35, 283 196 6. 853. 196 361 Cohoes . . . . . 25,000 5-18 7,088 2,500 1,276 1,507 2,783 2. 025 190 396! 944 362 Corning (district 9) . . 11,000 5-21 2, 714 853 1 797 1,650 1,247 190 236,935 363 Cortland. . 11.000 5-18 1,770 2 (1,180) 61,180 867 193 167, 596 364 Dunkirk . . 12,000 5-21 3, 162 767 (1,576) 1,576 1,174 196 230, 198 * Statistics of 1894-95. b About 400 other pupils attend the Cortland a Estimated. Normal School. CITY SCHOOL SYSTEMS, 1505 Table 6.— Statistics of population and school enrollment, etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend ance of all pupils in public day schools. Li School census age. Children of school census age. Male. Female. Total. 1 2 3 ' 4 5 6 7 8 9 J© 11 NEW YORK— cont’d. Edge water: 365 Rosebank _ :... 366 Tompkins ville a _ 3,000 5-18 510 8 169 170 339 281 194 54,822 367 Stapleton b . 7,596 5-18 1,895 99 677 633 1,310 943 197 185, 735 368 Elmira . 40,000 5-18 7,500 658 2,786 2,840 5,626 4,620 194 896, 094 369 Flushing . 9,500 8-16 2,394 330 (1,364) 1,364 938 190 183, 280 370 Geneva . . 10, 500 5-21 2,257 540 667 700 1,367 1,086 194 210, 861 371 Glens Falls . 12,000 5-21 3, 100 1,000 714 769 1,483 cl, 000 195 c 195, 000 372 Gloversville . 15, 000 5-18 3, 373 20 1,475 1,616 3,091 2,404 196 471, 145 373 Hornellsville . 12, 000 5-21 3,225 450 1,000 1, 100 2, 100 1,531 194 295, 547 374: Hudson* . 10,000 4-21 2,118 457 689 657 1,346 1,061 191 202, 659 375 Ithaca . . 12,000 5-21 2,810 360 996 1,085 2,081 1,679 194 325, 808 376 Jamestown . 20,000 5-18 4,404 244 1,982 1,940 3,922 2,952 191 554, 119 377 Johnstown _ _ 10,000 865 938 1,803 1,350 195 263,339 Kingston: 378 Kingston school district . 13,000 5-18 2,836 328 1,093 1,123 2,216 1,565 197 308,362 379 District Ho. 2 _ 5-18 1,013 (d 8901 d890 593 205 115, 829 380 District No. 3 ... 225 1 230 455 314 189 59, 346 381 District No. 4 _ 2,200 5-18 438 8 (466) 466 301 194 58, 494 382 Lansingburg - 12,500 5-21 2,733 300 1,029 1,050 2,079 1,495 191 285,545 383 Little Falls . 9,500 5-18 1,800 538 636 579 1,215 917 190 175, 992 384 Lockport . 19,000 5-21 4,617 382 (3,1 .72) 3, 172 2,392 195 460, 786 385 Long Island City *. . . 45, 000 5-21 11,000 700 3,600 3,958 7,558 5,406 198 1,070,398 386 Middletown _ 13,000 5-21 250 1,015 1,044 2,059 1,646 196 322,754 387 Mount Vernon (dis¬ trict No. 5) — 20,000 5-21 3,895 531 1,573 1,736 3,309 2,245 201 451,117 388 New Brighton _ 389 Newburg . 25,000 5-18 5,492 1,348 1,796 1,658 3,454 2, 700 191 515,862 390 New Rochelle . 12,000 5-18 2,879 135 1,165 1,098 2,263 1,577 189 298,058 391 New York . . 1, 85u, 000 5-21 440,000 50,000 133,942 127,384 261,326 183,580 203 37,181,882 392 Niagara Falls. . 17,000 5-18 3,409 596 1,295 1,310 2,605 1,790 196 350, 757 393 N orth Tonawanda . . 10, 000 5-18 2,113 290 856 892 1,748 1,133 193 218, 769 394 Ogdensburg _ 395 Glean * . 12, 000 5-21 2,593 400 1,002 925 1,927 1,436 193 277,203 396 Oswego . 25,000 5-18 6,590 1,052 (3, 728) 3,728 2, 777 193 535,961 Peekskill: 397 District No. 7 - } 11,500 / 4r- 18 125 423 512 935 624 196 125,434 398 District No. 8.... \ 5-21 1,000 50 342 388 730 567 196 111,254 399 Plattsburg. . 9, 400 5-18 2,384 125 915 709 1,624 1,178 184 216, 920 400 Port Jervis . 10,000 5-18 2,056 127 946 979 1,925 1,430 196 277,656 401 Poughkeepsie * . 23,000 5-21 6,250 778 1,543 1,625 3, 168 2,423 190 518,570 402 Rochester . 160,000 5-21 55, 000 5,827 11,190 11,328 22,518 17,230 193 3,308,599 403 Rome . 15, 000 5-18 2, 157 359 921 909 1,830 1,389 194 266,315 404 Saratoga Springs .... 14,000 4-21 3,312 1,177 1,387 2, 564 1,713 197 344,010 405 Schenectady _ 22,815 ■ 5-18 5,278 1,330 *1,340 *1,450 *2,790 2, 159 188 410,294 406 Sing Sing . 8,000 5-18 1,372 67 466 526 992 763 190 144,962 407 Syracuse . . 120, 124 5-18 c25, 000 1,772 8,804 9,045 17,489 13,536 197 2,666,592 408 Tonawanda . 8,000 5-18 2,225 300 900 903 1,803 1,225 196 239,232 409 Troy . 65,000 5-21 20,000 5,000 3,534 3,214 6, 748 4, 999 195 931, 965 410 Utica . 50,000 5-21 13,510 2,862 3,419 3, 718 7,137 5,506 195 1,075,121 411 Watertown . 23,000 5-18 3,869 150 1,700 1,800 3,500 2, 447 200 458,537 412 Water vliet . 15,000 5-18 2, 912 538 908 1,184 2,092 1,318 197 259, 763 413 Woodhaven . 8,000 5-21 2,565 138 1,016 796 1,812 1,115 198 220,723 414 Yonkers* NORTH CAROLINA. P 415 Asheville _ 12,000 6-21 3,000 400 831 750 1,581 169 416 Charlotte* . 20,000 6-21 4,594 150 1,020 1,078 2,098 1,405 180 252,900 * Statistics of 1894-95. b A. Hall Burdick,, principal. a J. W. Barris, principal. c Estimated. ED 96 - 48 417 418 419 420 421 422 423 424 425 420 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 448 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 06 EDUCATION REPORT, 1895-96. Table 6. — Statistics of population and school enrollment , eU City. Population in 1895 (estimated), School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. School census age. 03 m Pt 8 a o ,3 . O (D co 60 1:8 O Pi 03 Pi 3 o Male. Female. Total. 1 3 4 5 6 7 8 NORTH CAROLINA— continued. Wilmington . . Winston . 12,000 6-20 2,500 50 655 685 1,340 OHIO. Akron _ _ 33,000 6-21 9,435 1,500 2, 965 2,845 5,810 Alliance * . 9,000 6-21 2,270 91 790 841 1,631 Ashtabula . . 9,000 6-21 1,862 125 674 697 1,371 Bellaire . . . 6-21 2,924 400 842 923 1,765 Canton * _ _ 6-21 8,528 800 2,615 2,731 5,346 Ckillicothe _ 6-21 3,692 *112 1,213 1,130 2, 343 Cincinnati . 360,000 6-21 87,212 16, 793 22, 071 20, 718 42, 789 Circle ville . . 8,000 6-21 2,095 200 705 718 1,423 Cleveland . 340,000 6-21 91,453 *25, 000 25,388 25, 066 50, 454 Columbus.. . . ... 120,000 6-21 28, 927 3,529 8,518 8,842 17,360 Dayton * 80,000 6-21 19 029 5,440 5.542 10, 982 Defiance * _ 6-21 2,433 (1,5 >03) 1,503 Delaware . 9,000 6-21 2,400 301 761 [ 863! 1,624 East Liverpool. . 15,000 6-21 1 4,171 1. 194 1, 239; 2,433 Elyria ... _ 8,0)0 6-21 2,077 ”"’374 584 673 1,257 6-21 4 549 3 500 Fostona... - 9,000 6-21 2, 619 275 700 795 L495 Fremont . . 9,000 6-21 2,201 500 685 643 1,328 Hamilton . . 25, 000 6-21 6,312 1,250 1,626 1,641 3,267 Ironton* - 14,000 6-21 3, 772 425 1,149 1,204 2,353 Lancaster . . . 8,000 6-21 2, 108 210 691 664 1,355 Lima. . . 20,000 6-21 4, 797 1,000 1, 568 1,626 3,194 Lorain _ _ _ 12, 000 6-21 2,602 * 250 918 996 1,914 Mansfield * _ 16,000 6-21 300 1,388 1,421 2,809 Marietta _ _ 12,000 6-21 2,927 60 1,029 1,103 2, 132 Marion * 6-21 2, 658 n.982'1 1,982 Martins Ferry . . . 8,000 6-21 2, 157 200 711 I 767 1,478 Massillon. ,. . 12,000 6-21 3,946 759 1,010 985 1.995 Middletown . 11,000 6-21 2, 592 500 723 802 1, 525 Mt. Vernon* _ 6-21 1,784 (1.34D 1, 341 Nelsonville _ 6-21 1,776 39 598 1 ' 657 1,257 Newark . . 16,500 6-21 4,084 375 1,400 I 1,411 2,811 Norwalk*. 6-21 2, 129 (l. 261) 1,261 Piqua . . 13,000 6-21 3, 962 500 990 953 1,943 Portsmouth . 18,000 6-21 4,252 400 1,227 1, 277, 2,504 Salem*.. - - 8,000 6-21 1,939 0 793 795 1,588 Sandusky . . 22,000 6-21 5, 700 1,300 1,480 1,595 3,075 Springfield. . 35,000 6-21 8,979 1,467 2,943 3,001 5, 944 Steubenville . 13,500 6-21 4,485. 550 1,075 1,017 2, 095 Tiffin* . 14,000 6-21 3.408 800 873 887 1,760 Toledo . . 115,000 6-21 27, 883 * 4, 500 8,364 8,360 16,724 Warren . 10,000 6-21 2,632 32 760 912 1,672 Wellston 8,000 6-21 0 1,300 1,100 2,400 Xenia . . 8,000 6-21 2, 125 165 741 775 1,516 Youngstown . 37,000 6-21 11, 731 2, 100 3,022 3, 100 6,122 Zanesville * 23,000 6-21 6,270 1,828 1,890 3, 718 OKLAHOMA. d'lrlfi’homa, C!i I,y 5-21 5, 847 150 : Statistic zs of li 394-95. aEs ;timated. CITY SCHOOL SYSTEMS. 1507 Table 6. — Statistics of population and school enrollment, etc. — Continued. 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 City. Astoria ... Portland * Salem* ... PENNSYLVANIA. Allegheny . Allentown . Altoona . . Beaver Falls * . Braddock _ _ _ Bradford * . Butler . . Oarbondale .... _ Carlisle . . Chambersburg . Chester . . Columbia* . - Du Bois . .. . Dunmore . . Easton _ _ _ Erie.... . Harrisburg . . Hazleton . . Homestead*... . Johnstown* . Lancaster . Lebanon . . _ Lock Haven .... _ McKeesport _ Mahanoy City...... Mead ville _ _ Mount Carmel _ 1ST anticoke *. . Hew Brighton. . j Newcastle* . Norristown _ j Oil City* . . j Philadelphia.. . . Phcenixville _ Pittsburg . j Pittston* . . . Plymouth- . . ! Pottstown . . . Potts ville* . . Reading. . Scranton . . . Shamokin . . Shenandoah _ South Bethlehem*. South Chester . _ Steelton . Sunbury . . Titusville... . Uniontown _ West Chester . Wilkesbarre . Williamsport . . | York . . . 10,000 90,000 12,000 110,000 30,000 38,000 11, COO 15,000 15,000 10,000 14. 500 10,000 9,346 21,000 13,000 8,000 12,000 17,000 50,000 50, 000 15,000 10,000 25,000 38,000 18,000 8,000 31,000 14, 000 10. 500 12,000 12, 000 8,000 20,000 21,000 14, 000 500,000 9,000 275,000 12,000 12,000 15,000 80,000 90,000 18,000 18,000 8,000 12,000 10, 500 9,000 8,500 10,000 52,000 30, 000 28,000 School pop¬ ulation. o o . o © ® to 4-20 4-20 4-20 6-21 6-21 6-21 2,300 19,471 2,658 a24, 000 5,000 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 0-21 6-21 6-21 6-18 6-21 6-18 6-16 6-21 2,300 ,500 ,400 a 2, 527 2,000 2,200 15. 450 4,000 2,000 a 7,000 ,500 1,800 3,500 a 16, 000 13, 499 6,500 a 2, 500 a 2, 000 a 1, 650 5,000 5,000 P'3 ftls cS id © s o 1,100 300 5,000 300 1,500 180 500 250 *500 320 100 85 600 500 400 75 75 3,000 950 300 450 1,500 500 *300 250 1,200 216 200 400 200 250 500 550 42,000 400 690 20 300 1,500 1,000 2,000 200 650 200 240 *15 300 80 300 2,000 600 600 Different pupils enrolled in pub¬ lic day schools. 650 5,107 926 700 5,447 845 9.516 2,400 3,259 922 892 1,236 1,022 1,092 670 843 1,639 1,000 708 769 1,410 3,573 4,044 1,255 862 1,844 2,836 1,446 690 2, 092 950 937 1,036 773 675 (3,030) 1,4311 1,526 1,032| 1,184 (163, 707) 527 20,812 779 823 1,463 1,502 6,646 6,480 1,714 1.516 942 660 861 (*1, 761 766 679 3,672 2,441 2,006 9,453 2,302 3,333 977 1,220 1,014 1,280 668 792 1,856 1,027 741 946 1,397 3,578 4,305 1,246 848 1,983 2, 909 1,515 702 2, 166 1,100 1,025 986 840 225 527 20,685 646 913 1,410 1,384 6,350 7,019 1,788 1,692 823 879 286) 800 769 886 4, 165 2, 569 2,052 1,350 10,554 1, 771 £ 02 cS1© ^ o d,d CD © c3 >> J*>r3 d.2 r©r-< a 1,000 8,388 1,335 12,856 * 4, 236 4, 959 1,446 1,317 2,073 1,543 1,747 1,212 1,422 2.475 1,631 1,013 1,486 2,202 5,226 5,956 1 1,147 2, 865 * 4, 113 2,181 1,126 3,588 1,800 1,641 1,245 1, 127 1,100 2,041 2,109 1,617 112, 835 802 30, 783 1,205 1,211 2, 140 2,048 8,687 9. 475 2,586 2,137 1,436 1,105 1,535 *945 1,223 1,063 1,062 6,921 3,856 3,002 o o o J m w 200 189 180 180 180 180 180 195 200 179 200 180 160 195 2011 195 190 180 180 180 200 180 180 180 180 180 180 180 180 180 200 180 199 180 200 180 180 200 200 192 188 180 200 200 180 180 180 186 180 200 186 180 180 ora i! ■5-a 4-3 c u0°rw 2 od o 3e3 02 11 a 189, 000 1,593, 663 230,304 2,571,200 a 800, 604 892, 620 260,280 236, 960 373, 140 280, 386 340, 665 242.400 254,538 495, 000 293. 580 162, 150 289, 770 443, 861 1,025,581 1,119,364 347,220 206,460 515, 700 *822,600 392. 580 202, 680 645, 840 324, 000 295. 380 224, 100 195, 247 198, 000 367. 380 421, 800 291, 060 22,454,165 107, 380 ; 6, 156, 600 228, 704 312.480 428,000 409, 600 1,667, 904- 1, 781, 300 467. 480 427. 400 287,200 198, 900 276, 300 a 170, 100 227,478 191, 340 212. 400 1,287,306 694, 080 540,240 * Statistics of 1894-95. a Estimated. 1508 EDUCATION REPORT, 1895-96. Table 6. — Statistics of population and school enrollment, etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. School census age. Children of school census age. •91UH Female. Total. i 2 3 4 o 6 7 8 9 io 11 RHODE ISLAND. 524 Central Falls . . . 15, 828 5-15 3,488 679 1,320 1,280 2,600 1.447 191 269, 483 525 Cranston . .. 10, 575 7-15 1,456 15 610 713 1,323 1,143 185 211, 455 526 Cumberland _ 8,900 5-15 1,600 350 798 767 1,565 874 200 174, 800 527 East Providence * . . _ 10, 000 5-16 2, 063 136 953 994 1,947 1,462 200 292,300 528 Johnston.. . 11, 500 5-15 2,072 26 877 906 1,783 1,459 200 291, 800 529 Newport . . . 21, 537 5-15 3, 925 1,133 1,432 1,356 2, 788 2, 145 195 418,275 530 Pawtucket . 32, 573 5-15 6, 670 1,862 2* 842 2, 607 5,449 3,355 193 647, 515 581 Providence _ _ 145,472 5-15 26, 105 4,112 13,049 12,420 25,469 16, 123 189 3,047,247 532 Woonsocket . 25,000 5-15 5,642 2,000 1,904 1,728 3,632 2,310 190 430, 129 SOUTH CAROLINA. 533 Charleston . 60,000 6-21 6,500 1,200 2,429 2,674 5, 103 4, 847 183 887,001 634 Columbia . . 18,405 6-21 3,518 550 955 1,192 2, 147 1,473 174 256,326 635 Greenville _ 536 Spartanburg _ _ 16,666 a 2, 000 250 795 932 1,727 1,025 175 179,375 SOUTH DAKOTA. 537 Sioux Falls . . 15,000 6-20 2,367 300 909 961 1, 870 1,460 180 262,800 TENNESSEE. 538 Chattanooga . . 36,000 6-21 8, 134 350 2,140 2,364 4,504 3,848 *177 a 681, 096 539 Clarksville . 9,400 6-21 3,223 207 763 943 1,706 1,098 192 219, 721 540 Jackson _ _ 541 Knoxville . 30,000 6-21 9, 160 550 1,486 1,606 3,092 2, 574 189 481,385 542 Memphis. . 60,000 6-21 17,207 3,000 2,983 3, 713 6,696 4,229 180 774, 589 543 Nashville . 76,309 6-21 *21,661 750 4, 769 5,499 10,268 8,122 183 1,484,811 TEXAS. 544 Austin . 28,584 8-16 5,580 *2,206 1,703 1, 771 3,474 2, 402 180 432, 418 545 Corsicana _ 546 Dallas * . 50,000 8-17 8,086 675 2,508 2, 874 5,382 4,623 173 604, 610 547 Denison . 14,000 7-19 2,727 300 990 1,134 2, 124 1,365 190 259,357 548 El Paso . 15,000 8-17 1,580 450 604 565 1,169 779 180 140, 950 549 Fort Worth . 35,000 7-21 5,048 300 1,752 1,915 3,667 2, 793 168 469, 213 550 Gainesville*' . 10,000 7-19 1,508 200 664 829 1,493 1,044 179 193, 865 551 Galveston . 45,000 7-18 9,000 1,200 2,381 2, 489 4,870 4,375 160 700,000 552 Houston . 50,000 8-18 9,995 500 2,684 3, 168 5, 852 4, 218 175 738,237 553 Laredo 554 Marshall . 8,000 8-16 1,500 850 437 390 727 516 173 89, 268 555 Paris . 15,743 8-17 2, 740 200 920 1,150 2,070 a 1,600 160 a 256, 000 556 San Antonio . 47,009 6-18 11,839 3,259 3, 566 6,825 4, 902 175 858,940 557 Temple . 8,300 8-17 1,250 200 612 693 1,305 1,110 138 153,223 558 Tyler . 10, 500 7-21 2,000 75 718 858 1,576 966 177 170, 953 559 W aco. _ _ UTAH. 560 Ogden . 20,000 6-18 4, 688 *150 2,043 2,044 4,087 3,368 187 629,816 561 Salt Lake City . 55,000 6-18 12,540 500 5,206 5,567 10, 773 8,368 185 1,548,180 VERMONT. 662 Burlington * . 16,000 5-21 4,665 1,575 1,208 1,045 2,253 1, 574 181 285,390 563 Rutland . 12,500 5-15 1,600 500 816 923 1,739 1,467 180 264,060 * Statistics of 1894-95. a Estimated. CITY SCHOOL SYSTEMS, 1509 Table 6. — Statistics of population and school enrollment , etc. — Continued. City. Population in 1895 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in pub¬ lic day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregate number of days’ attend¬ ance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. I 2 3 4 5 . © m *3 § © a X ft &Drv .3 o * . £ - =mO 2 ^ £ is r2 ^ City. ir3-P 'cS . ?H Cu o o m ft 'oa pj . ^•rt » »© © gS'Q -Q a 3 £2 a •r-i O 53 o ®,SJi M h Pi a Eh © % M CQ ^©ft 1 2 3 4 5 6 7 8 © i© 12 13 MICHIGAN' — COnt’d. Bay City. . - 2 7 9 5 99 104 9,10 0 3 ii 4,627 30, 998 8275,000 2, 572, 000 65,000 125, 000 258 17 43 60 14 663 677 T 8 61 259 1 2 3 0 25 0 3 0 7 1,000 2, 150 1,300 260 Flint. _ _ 1 2 3 3 44 47 0 0 0 8 261 Grand Ha ven _ 1 0 1 2 27 29 0 1 0 7 50. 000 262 Grand Rapids 4 24 28 19 328 347 0 6 2 35 15,520 *1, 172, 723 60 000 268 Holland 1 0 1 1 33 34 0 6 1,590 1,500 264 Iron Mountain _ % 2 * 0 ❖ 2 2 32 34 0 6 0 4 120.000 265 i o i 2 31 33 0 i 0 7 1.200 60 000 266 i 0 i 2 47 49 High school. 0 5 1,942 120,000 267 Jackson: ~ District Ho. 1*. i 2 3 5 46 51 0 0 0 8 1,995 119, 000 268 District No. 17- i 0 1 3 38 0 8 1,500 4,000 2, 851 1,729 2,364 1,474 2,343 100, 000 400, 000 *175,000 100,000 103, 500 115, 000 156, 000 400,000 115, 000 230,000 269 i 1 2 2 78 80 0 o o 9 270 2 10 12 4 67 71 0 0 0 12 271 1 0 1 3 38 41 0 5 272 1 2 3 6 49 55 4 to 6 o o 6 273 0 2 2 4 29 33 0 o o 8 274 1 2 3 2 47 49 0 . 4 o 9 275 Muskegon- - _ 2 0 2 3 94 97 1 to 8 ihc. 8 o 21 276 Owosso* - -. - _ 1 0 1 4 30 34 0 4 1,900 3,620 277 Port Huron . - 1 0 1 2 68 70 0 0 0 14 Saginaw: 278 East Side _ 1 2 3 .5 147 152 0 o 12 5,474 3,500 1,218 390, 722 208, 717 62, 000 279 West Side _ 1 2 3 6 87 93 0 T o H 280 Sault Ste. Marie. -. 2 1 3 3 35 38 0 3 0 8 281 Tra verse City _ _ 1 2 3 2 33 35 0 6 1,598 2,254 110,000 100,000 282 West Bay City*._- 1 0 1 6 52 58 0 7 0 8 MINNESOTA. 283 Brainerd 0 0 0 4 28 32 6 1,469 10,960 1,400 2,000 30,000 130, 000 1, 782, 884 75,000 150,000 2, 400, 000 284 Dulutli _ o 13 15 8 222 230 High school. 13 0 5 32 285 Faribault _ 2 2 4 3 26 29 0 o 9 286 Mankato _ 1 1 2 5 36 41 0 o 0 3 6 287 Minneapolis . 8 44 52 H 665 676 4 and up¬ ward. o 52 288 Redwing _ _ - 1 2 3 i 37 38 0 5 1,600 1,075 20,000 65, 000 50,000 2, 496, 824 289 St. Cloud _ 1 2 3 *3 *21 *24 1 to 8 inc. 3 and up¬ ward. 0 28 0 5 6 290 St. Paul . . . 17 23 40 22 466 488 44 291 Stillwater*.. _ _ 2 1 3 3 42 45 Gram mar 0 7 1,600 187,000 and high. 292 Winona . . . . 3 8 11 6 84 90 0 fj 2 10 3,460 425,000 MISSISSIPPI. 293 Columbus * _ _ 1 0 1 3 16 19 3 1,340 1,200 3,000 950 2,500 35,000 45,000 ! 115, 000 30,000 133,000 294 Jackson* . . o 1 3 1 21 22 3 295 Meridian * _ - . 3 3 6 5 51 56 5 296 Natchez*-. _ 3 0 3 26 28 0 o 1 o 3 297 Vicksburg _ 4 3 3 45 48 4 0 MISSOURI. 298 Carthage _ 2 0 2 8 35 18 43 23 0 o 0 o 9 2, 140 1,310 1,460 2, <14 1,200 3, 117 20,000 1,900 110, 000 50,000 70,000 *93,350 *80,000 130,000 1,600,000 * 70, 000 299 Chillicothe . : . - 2 0 2 5 5 300 -Clinton - . . . , 1 0 1 2 28 30 o 4 301 Hannibal . . . 1 0 1 6 55 61 o 9 302 Jefferson City* _ 0 2 5 15 ' 20 0 4 303 Joplin _ _ 1 0 . 1 7 51 58 357 0 0 0 11 37 304 Kansas Citv - . 3 0 3 48 309 305 Moberiy - . I . 1 1 2 10 26 36 o 0 o 306 Nevada . . \ 0 307 St. Charles . 1 0 1 4 12 16 162 0 0 0 0 0 0 400 7,926 | 130,000 608,000 308 St. Joseph . . 1 0 1 1 13 149 34 * Statistics of 189D95. 1516 EDUCATION REPORT, 1895-96. Table 7. — Statistics of supervising officers , teachers , property , etc. — Continued. City. Supervis¬ ing officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. Number of evening schools. Buildings used for school purposes. Seats or sittings for study in all public schools. V alue of public prop¬ erty used for school purposes. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 SO 11 12 18 Missouri— cont’d. 309 St. Louis . 60 47 107 27 1,391 1,418 (a) 95 8 121 61,129 $4, 640,040 310 Sedalia . 1 1 2 6 66 72 0 0 0 11 3,250 155,500 311 Springfield . 2 1 3 4 59 63 0 0 0 11 3,920 182, 694 312 Webb City . 1 0 1 2 21 23 0 0 0 3 1,200 65,000 MONTANA. 313 Butte . . 12 2 14 13 82 95 0 0 0 21 4,560 414, 500 314 Great Falls . 1 0 1 7 26 33 0 0 0 9 1,150 170,000 315 Helena * . 2 0 2 2 43 45 0 9 2, 500 432,574 NEBRASKA. 316 Beatrice . 3 1 4 7 33 40 0 0 0 8 2,100 150,000 317 Fremont . 2 1 3 1 40 41 0 0 0 10 1,825 129, 500 318 Grand Island . 1 2 3 3 33 38 0 0 0 5 * 1, 722 130,000 319 Hastings... . 1 0 1 5 31 34 0 0 0 7 1,350 110,000 320 Kearney . . . 2 0 2 4 22 26 0 0 0 6 1,200 200, 000 321 Lincoln _ ' _ 1 0 1 10 121 131 0 8 0 18 5,300 387, 954 322 Nebraska City . 2 0 2 *5 *30 *35 0 0 0 8 1,500 82,700 323 Omaha _ 1 16 17 9 314 323 9 to 12 inc. 11 0 41 15,000 61,600,700 324 Plattsmouth 1 o 1 2 25 27 9 1,200 * 45, 700 325 South Omaha . 1 2 3 2 47 49 0 0 0 8 2,250 175,000 NEW HAMPSHIRE. 326 Concord . 1 0 1 1 54 55 1 to 6 inc. 3 0 13 320,000 327 Dovor. . . 2 1 3 5 38 43 0 0 1 15 1,640 150,000 328 Keene (Union dis- 1 2 3 3 25 28 0 0 1 8 1,200 *95,000 „ trict) . 329 Manchester * . 2 2 4 11 97 108 H i g h e r grammar. 0 4 24 5,200 535,000 330 Nashua, 3 2 5 3 70 73 4 0 20 *2,504 274, 395 331 Portsmouth . 3 2 5 4 44 48 4 to 7 inc. 2 0 9 1,583 150,000 NEW JERSEY. 332 Atlantic City . 1 1 2 2 49 51 9 to 12 inc. 0 0 4 2. 375 170,000 333 Bayonne - 7 2 9 0 86 86 0 0 1 7 2,380 165,000 334 Bridgeton . 1 0 1 1 45 46 0 0 0 6 2,225 *81,000 335 Camden . 5 0 5 2 203 305 8 0 7 18 *8,860 650, 935 336 Elizabeth* . 5 6 11 0 86 86 0 0 0 9 4,278 250,000 &37 Harrison . *0 *0 *0 2 16 18 0 0 0 2 800 50,000 338 Hoboken . *6 *0 *6 10 144 154 Grammar. 0 1 7 7, 124 258,000 339 Jersey City . 18 23 41 3 448 451 0 0 7 25 19, 969 *1,039, 620 340 Long Branch* . 1 1 2 5 38 43 0 0 0 9 2, 500 190,000 341 Millville* 5 40 45 13 2,592 82,500 342 Morristown . 1 0 1 0 24 24 0 0 0 2 1,060 90,000 343 Newark . 29 10 39 13 502 515 Lower 3 11 53 28,644 1,648,475 grades. 344 New Brunswick * 3 58 61 7 2,905 163:000 345 Orange.. . 4 1 5 3 57 60 AH 0 0 5 2,395 210,000 346 Passaic . 0 0 0 2 58 60 5 to 8 inc. 5 1 7 2,546 171,000 and high. 347 Paterson . 19 2 21 2 257 259 6, 7,8 13 4 19 12,011 660,000 348 Perth Amboy . 1 2 3 1 30 31 0 0 0 4 1,533 80,000 349 Phillipsburg. . . 1 0 1 4 35 39 2 to 6 inc. 0 0 7 1,584 80,000 350 Plainfield . 1 0 1 3 52 55 0 2 0 6 *2, 156 206,000 351 Rahway 4 22 26 0 4 1,203 47, 782 352 Town of Union *... 3 1 4 3 35 38 9 to 12 1 3 2 1,924 140,000 353 Trenton . 4 7 11 2 159 161 0 1 5 24 7, 489 478, 906 * Statistics of 1894-95. a M nual training, in tlie sense of paper folding, sewing, mat weaving, and the like, is given in the kindergartens, of which nearly every public school has one. Manual training, in rhe form of paper folding and cutting, forms part of the drawing lessons in every grammar school from the first to the eighth grade. There is also shopwork in wood and typesetting in the colored L’Ouverture School in the sixth, seventh, and eighth grades. b Real estate only. CITY SCHOOL SYSTEMS. 1517 Table 7. — Statistics of supervising officers, teachers, property , etc. — Continued. City. Supervis¬ ing officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. Number of evening schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public prop¬ erty used for school purposes. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 12 13 NEW YORK. &54 Albany . 15 11 26 8 257 265 High school. 18 3 21 12,887 $1,100,000 355 2 o 2 1 45 46 0 0 0 o 2,300 356 Auburn . 4 7 11 4 98 102 0 0 0 14 3, 901 366,060 357 1 0 1 0 30 30 0 o 7 1,540 203,906 358 Binghamton . 1 2 3 8 151 159 0 5 0 16 6,500 381,345 359 Brooklyn . 74 160 234 (2 553) 2,553 cHigh school 1 12 137 124, 994 9, 195, 196 360 Buffalo . 59 83 142 5 939 944 7, 8, 9 id) 14 83 46, 794 2,056,555 361 2 0 2 1 66 67 0 2 11 12 2,540 362 1 1 2 0 31 31 0 0 3 1,526 140,000 363 Cortland . 1 1 2 1 23 24 0 0 0 5 1,086 60,000 364 Dunkirk . . 1 0 1 2 45 47 0 1 0 10 1,600 180,000 Edge water: 365 366 Tompkins- 6 6 0 1 8 9 2 400 20,000 ville". a 367 Stapleton b .... l i 2 1 23 24 0 1 1,125 114,047 368 Elmira" . 7 3 10 0 124 124 0 0 0 11 6, 100 51,900 369 Flushing . 1 2 3 2 27 29 0 1 0 2 *1,500 134,487 370 Geneva . . 1 0 1 2 41 43 0 3 0 5 1,453 126,958 371 Glens Falls . . 1 1 2 0 30 30 0 1 0 4 1,237 100,000 372 Glovers ville . 1 0 1 1 57 58 0 4 0 8 3, 104 136,843 373 Hornellsville _ 1 1 2 1 49 50 0 0 0 5 2, 100 100,000 374 Hudson *_ . 1 1 2 1 28 29 3 1,500 75, 000 375 Ithaca... . . - 1 0 1 4 39 43 6, 7, 8 0 0 6 1,987 170,000 376 Jamestown . 1 4 5 4 94 98 All. 4 0 12 3, 676 290,571 377 Johnstown . 1 0 1. 1 34 35 0 0 0 5 2,046 127, 988" 378 Kingston: Kingston school 1 1 2 6 33 39 0 0 0 5 1,929 195,000 district. 379 District No. 2... 1 0 1 3 19 22 1 800 50,000 380 District No. 3... 1 1 2 2 11 13 0 0 1 1 550 28,000 381 District No. 4... 1 0 1 1 7 8 0 1 339 18,000 382 Lansingburg _ ... 1 0 1 1 54 55 0 4 0 5 * 1, 700 99,700 383 Little Falls _ 1 0 i 3 24 27 0 0 0 4 1,300 75,000 384 Lockport _ 1 0 1 6 66 72 0 0 0 9 3,992 320,000 385 Long Island City *_ 7 1 8 1 135 136 0 0 2 14 7,200 554,000 386 Middletown . . 1 2 3 3 40 43 0 0 0 6 1,836 95,000 387 Mount Ye r non 4 1 5 1 65 66 Primary. 0 0 8 *3,310 264,700 (District No. 5). 388 New Brighton 389 Newburg . . i 0 i 16 81 91 4 to 12 inc. 0 0 6 3,367 300,000 390 New Rochelle _ l 0 1 0 54 54 0 5 0 5 1,800 148, 975 391 New York . . . 92 219 311 253 4,021 4,274 (e) 15 31 156 239, 868 22,200,000 392 Niagara Falls . 4 5 9 1 52 53 0 3 1 6 2,335 150,000 393 North Tonawanda 2 1 3 3 36 39 0 4 0 6 1,685 130,150 394 Ogdensburg . . 395 Olean * . 3 1 4 1 40 41 6 2,000 95,000 396 Oswego _ _ ... 1 0 1 3 74 77 0 0 0 14 3,400 180,000 Peekskill: 397 District No. 7.. 1 2 3 0 13 13 0 0 0 2 650 35,850 398 District No. 8.. 1 1 2 1 12 13 0 0 1 673 399 Piattsburg _ _ 1 2 3 1 37 38 0 "o' 0 7 1,650 71,347 400 Port Jervis . . . 1 2 3 2 39 41 0 0 0 5 1,800 80,000 401 Poughkeepsie _ 2 2 4 3 72 75 0 0 0 11 2,700 146, 605 402 Rochester _ 2 4 6 19 636 655 0 11 4 46 19,«44 1,364,000 403 Rome . . 1 0 1 3 39 42 0 0 0 8 2,013 110,000 404 Saratoga Springs .. 2 0 2 4 49 53 0 5 0 6 2,445 200,000 405 Schenectadv. . *1 *0 *1 2 57 59 1 7 2, 800 * 145, 000 406 Sing Sing . j; _ 1 0 1 0 24 24 0 2 "o' 2 947 74,083 407 Syracuse. . . 13 4 17 18 349 367 High school. 5 3 32 15, 857 968,000 408 Tonawanda _ 1 2 3 1 31 32 0 1 1 6 *1,400 60, 000 * Statistics of 1894-95. ^ a J. W. Barris, principal. b A. Hall Burdick, principal. \ c And in truant school. dThe Buffalo Free Kindergarten Association conducts 12 kindergartens With 15 teachers; the school department pays the salaries of six of the teachers, e In special manual training schools of elementary grades. 15 Tai 409 410 411 412 413 414 415 410 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 L8 EDUCATION REPORT, 1895-96. >le 7 .—Statistics of supervising officers, teachers, property , etc City. Supervis¬ ing officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. I Number of evening schools. Buildings used for school purposes. Male. Female. Total. Male. Female. Total. 1 3 3 4 5 6 7 8 9 io 11 NEW YORK— cont’d. Troy . . 1 3 19 170 189 0 0 0 18 Utica . . 3 2 5 9 179 188 0 10 4 20 Watertown... . 1 0 1 2 85 87 0 0 I *9 Water vliet . . 1 0 1 1 33 34 0 0 0 8 1 o 1 0 26 26 0 5 NORTH CAROLINA. Asheville . 1 0 1 4 23 27 Primary. 4 0 4 Charlotte * _ 1 1 2 2 35 37 9, 10 0 0 2 Wilmington . Winston . . 1 0 i 6 21 27 0 0 0 3 OHIO. Akron . . 5 2 7 4 120 124 All. 0 0 11 Alliance * . . 3 0 3 8 25 33 0 0 0 6 Ashtabula . . . 3 1 4 3 30 33 0 0 0 6 Bellaire . _ . 1 2 3 3 36 39 0 0 0 7 Canton * . . 3 2 5 12 93 105 16 Chillicothe . . 1 0 1 5 50 55 0 0 6 5 Cincinnati _ _ "*'52 *11 *63 140 746 886 0 0 11 69 Circleville . i 0 1 3 30 33 0 0 0 3 Cleveland . ii 46 57 *46 *926 *972 All. 1 24 59 Columbus _ .... ii 26 37 22 384 406 Elementary 11 4 34 Dayton * . . i 0 1 36 275 311 2 29 Defiance . . . i 0 1 -29 31 5 Delaware . i 0 1 4 33 37 0 0 0 5 East Liverpool _ i 0 1 0 45 45 0 0 0 8 Elyria . . . i 0 1 1 28 29 1 to 6 inc. 0 0 5 Findlay * . . 7 64 71 13 Fostoria . i 0 1 2 31 33 6 Fremont . . . i 0 1 4 24 28 8 and high. 6 Hamilton . ‘ ... 1 3 12 67 79 0 0 2 i. 10 Ironton * . . . i 0 1 3 47 50 6 Lancaster . . i 2 3 31 34 0 0 0 4 Lima... . i 0 1 4 71 75 0 0 0 11 Lorain .. . . i 0 1 2 39 41 0 0 0 6 Mansfield * _ _ 2 2 4 2 58 60 o 0 8 Marietta . . i 0 1 6 38 44 0 0 0 8 Marion * . . . 0 42 42 9 Martins Ferry . i 0 1 7 24 31 3 Massillon . 3 0 3 6 32 38 0 0 0 6 Middletown . 1 0 1 4 36 40 0 0 0 4 Mount Vernon*... 1 0 1 2 28 30 6 Nelson ville _ 1 0 1 0 26 26 0 0 0 3 Newark . 1 0 1 4 61 65 0 2 0 11 1ST or walk * . 1 0 1 2 27 29 6 Piqua, . . . 1 0 1 4 42 46 0 7 Portsmouth . 1 0 1 4 52 56 0 0 0 7 Salem* . . . 2 29 31 0 o o 4 Sandusky.. . 2 1 3 4 64 68 0 0 1 8 Springfield . . 3 2 5 19 112 131 0 0 0 17 Steubenville. . 1 0 1 5 48 53 0 0 0 6 Tiffin * . 1 1 2 3 37 40 o 0 6 Toledo . . . 2 2 4 24 332 356 3 and up¬ 0 39 ward. Warren . 1 1 2 4 31 35 9 Wellston . .. 1 0 1 8 23 31 0 5 Xenia . . . . 2 1 3 2 37 39 0 0 0 6 Youngstown . 1 1 2 11 123 134 High school. 0 5 23 Zanesville * . 2 0 2 3 77 80 16 OKLAHOMA. Oklahoma City .... 1 0 1 2 22 24 0 0 0 7 * Statistics of 1894-95. CITY SCHOOL SYSTEMS. 1519 Table 7. — Statistics of supervising officers, teachers, property . etc. — Continued. City. Supervis¬ ing officers. Regular teachers. Grades in which manual training is given. 1 Number of kinder¬ gartens.. Number of evening schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public prop¬ erty used for school purposes. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 41 7 8 9 SO 11 12 S3 OREGON. 468 1 0 1 4 25 29 0 0 1,400 §100, 000 469 Portland * . 9 2 11 22 197 219 0 0 2 31 9, 346 764, 386 470 Salem * . . 1 0 1 5 27 32 0 1 0 6 1,600 150, 000 PENNSYLVANIA. 471 Allegheny . 20 1 21 10 313 323 Grammar. 3 16 27 19,200 1, 619, 778 472 9 4 13 21 80 101 4 12 5,200 600, 212 473 Altoona _ 1 3 4 18 122 140 0 0 0 12 7,300 485, 569 474 Beaver Falls* . 1 0 1 1 37 38 0 0 0 4 1,800 132, 000 475 Brad dock . 1 2_ 3 5 28 33 0 0 0 4 1,600 160, 000 476 Bradford *_ . .. 1 1 2 5 47 52 0 0 0 7 2,600 175, 000 477 Butler . . 2 o 4 3 37 40 0 0 0 6 1,950 135, 000 478 Carbondale . . 1 1 2 3 43 46 0 0 0 10 2, 650 161, 250 479 Carlisle . 1 0 1 8 18 26 0 0 0 8 1,350 75,000 480 1 o 1 5 29 34 0 6 1,700 75 000 481 Chester . 1 0 1 3 81 84 0 0 0 14 3, 631 300’,000 482 Columbia* . . 2 0 2 3 33 36 0 0 0 5 1,875 48,000 483 1 o 1 4 25 29 4 1, 500 80 000 484 Dunmore . 7 0 7 4 37 41 0 0 6 9 *1,800 95^ 000 485 Easton . 0 0 0 16 53 69 0 0 0 10 3,216 442, 800 486 Erie . . 1 3 4 6 176 182 0 0 2 17 7,278 651, 900 487 Harrisburg . .l. 12 8 20 25 137 162 0 0 0 24 8,387 *560,000 488 Hazleton . 1 1 2 9 36 45 0 0 0 8 2,916 200, 000 489 Homestead * . 1 1 2 1 34 35 0 0 0 4 2,000 140, 000 490 Johnstown _ 1 1 2 9 73 82 14 * 4, 080 491 Lancaster . 4 0 4 5 99 104 0 0 4 16 5,593 412, 900 492 Lebanon _ >1 *0 *1 4 52 56 0 10 210, 000 493 Lock Haven . 1 0 1 7 23 30 0 0 0 4 1,600 165, 000 494 McKeesport . . 11 1 12 5 80 85 0 0 0 7 360, 000 495 Mahan oy City _ 1 0 1 4 34 38 0 5 2,200 87,400 496 Meadville... . 1 3 4 0 42 42 5,677 0 0 3 2,000 150, 000 497 Mount Carmel _ 1 0 1 8 25 33 0 0 3 6 1,959 * 60, 000 498 Nanticoke *. 1 1 2 5 27 32 0 6 5 1,284 75, 000 499 New Brighton 1 b 1 0 28 28 0 4 1,400 125, 000 500 New Castle * 5 1 6 4 55 59 0 0 7 115, 000 501 Norristown. 2 0 2 6 62 68 8 to 12 inc. 8 2,975 210, 000 502 Oil City * . 1 0 1 4 40 44 0 2 8 2,000 128, 000 503 Philadelphia _ ... 41 68 109 188 2,993 3, 161 a High and 105 •68" 302 138,915 11,512,571 normal. 504 Phoenixville . . 1 0 1 1 26 27 o 0 0 4 1,400 80,000 505 Pittsburg . 30 12 42 15 781 796 Grammar. 11 0 72 41, 700 4, 000, 000 506 Pittston * . . 1 0 1 0 27 27 0 0 5 6 80, 350 507 Plymouth . 1 0 1 6 25 31 0 0 5 6 1,650 55, 000 508 Pottstown . 1 1 2 12 51 63 0 0 0 21 3,300 177,291 509 Potts ville . . 6 46 52 9 2 600 510 Reading . . . 2 5 7 - 7 222 229 High school. 0 8 38 11, 500 700,000 511 Scranton . . 1 0 1 21 234 255 0 0 50 37 12, 240 *921,000 512 Shamokin .. 1 0 1 13 50 63 0 4 8 3 250 300, 000 513 Shenandoah . . . *1 * o *3 5 50 55 0 0 13 8 3,000 115, 000 514 South Bethlehem* 10 33 43 6 2 166 515 South Chester . 1 0 1 5 30 35 0 0 0 8 1,400 iio, 666 516 Steelton . . . 1 0 1 16 21 37 0 0 0 6 1,891 145. 000 517 Sunburg 1 0 1 10 28 38 0 11 2,250 60, 000 518 Titusville . 1 2 3 2 39 41 0 0 0 5 1,650 100,000 519 Uniontown . . 1 1 2 0 25 25 0 0 0 2 1,400 110, 000 520 West Chester . 1 0 1 4 31 35 High school. 0 0 3 1,440 145, 000 521 Wilkesbarre . 2 2 4 24 119 143 0 0 16 18 7,700 580, 000 522 Williamsport . 1 0 1 18 91 109 0 0 0 14 5,500 350, 000 523 York . 1 0 1 20 60 80 0 0 0 16 4,400 302, 550 RHODE ISLAND. ¥ 524 Central Falls . 1 3 4 3 43 46 0 0 2 x9 2,000 525 Cranston .. 1 2 3 7 36 43 0 12 125, 000 526 Cumberland. . 1 1 2 5 30 35 0 15 1,391 75, 000 * Statistics of 1894-95. a Sewing is taught to girls from the third to the eighth year; there are six special schools of cooking for seven-year pupils. 1520 EDUCATION REPORT, 1895-96. Table 7. — Statistics of supervising officers, teachers, property, etc. — Continued. City. Supervis¬ ing officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. Number of evening schools. Buildings, used for school purposes. Seats or sittings for study in all public schools. Value of public prop¬ erty used for school purposes. Male. Female. Total. "eg a Female. Total. 1 2 3 4 5 6 7 8 9 SO 11 12 13 RHODE ISLAND — continued. 527 East Providence*. 4 1 5 2 45 47 0 0 3 15 1,946 $135,000 528 Johnston . 1 2 3 5 48 53 0 0 3 18 2,260 150,000 529 Newport . 1 0 1 9 61 70 All except 4 2 12 2,725 326, 843 primary. 530 Pawtucket . 1 3 4 9 113 122 0 3 5 27 4, 971 500,000 531 Providence . 2 8 10 46 516 562 High school. 11 20 82 22, 100 1,892,285 532 Woonsocket . 1 0 1 - 4 75 79 7 to 10 inc. 0 5 20 3,258 300, 000 SOUTH CAROLINA. 0 533 Charleston . 7 6 13 7 95 102 0 0 0 6 5,000 150, 000 534 Columbia. . . 1 0 1 5 27 32 0 0 0 4 1,500 36, 400 535 Greenville _ 536 Spartanburg . 1 0 1 3 16 19 0 0 0 3 1,600 25,000 SOUTH DAKOTA. 637 1 9 3 9, 43 45 10 1,800 260,000 TENNESSEE. 538 Chattanooga . 7 0 7 10 88 98 0 0 * 6 * 4, 315 *345 000 539 Clarksville . 1 0 1 3 24 27 0 3 1,600 34,710 540 Jackson . 541 Knoxville . . 9 1 10 15 39 54 u 0 0 9 2, 800 112,500 542 Memphis . 1 0 1 11 112 123 0 0 1 13 5,346 342,850 543 Nashville . 24 17 41 16 152 168 0 0 0 19 8,968 412,508 TEXAS. 544 Austin . 1 *2 13 62 75 0 0 0 15 3,400 117,810 545 Corsicana . . . 546 Dallas* . . 2 l 3 15 88 103 0 0 0 13 3,932 462,000 547 Denison . . . 1 0 1 2 34 36 ' 0 0 0 9 1,744 164, 135 548 El Paso . 1 2 3 2 19 21 0 1 0 5 1,018 74,540 549 Fort Worth.. . 3 1 4 19 52 71 0 0 0 12 3,669 234, 862 550 Gainesville* . 3 3 6 4 28 32 0 0 0 5 1,427 125, 100 551 Galveston _ 9 1 10 12 98 110 0 0 0 11 5, 000 425,000 552 Houston . - . 1 1 2 26 84 110 0 0 0 15 4, 874 *353,610 553 Laredo _ 554 Marshall .... 0 0 0 4 9 13 0 5 300 5,000 555 Paris _ - . - 1 0 1 4 40 44 0 0 0 6 2,100 100, 000 556 San Antonio . - 3 0 3 18 87 105 0 0 0 18 6, 612 313,316 557 Temple . . 1 0 1 4 17 21 0 5 1,200 64, 950 558 Tyler . 1 0 1 6 23 29 0 0 0 5 1,240 50,000 559 Waco . . UTAH. - 560 Ogden . 5 0 5 18 53 71 0 0 14 3,805 300.000 561 Salt Lake City . 15 12 27 30 197 227 0 0 0 24 11,130 *968,581 VERMONT. 562 Burlington * 2 0 2 4 46 50 0 1 2 11 179, 200 563 Rutland . . 1 3 4 3 45 48 0 0 0 10 1,973 166,600 VIRGINIA. 564 Alexandria . 1 0 1 9 24 33 0 0 0 5 2,400 40,000 565 Danville - . 2 0 2 4 31 35 0 0 0 3 1,800 40,000 566 Lynchburg . . 1 1 2 12 50 62 0 0 0 8 3, 100 95,000 567 Manchester* . . 1 0 i 5 16 21 2 1,000 30,000 568 Norfolk* . . 3 0 3 5 43 48 0 0 0 11 2, 000 115,000 569 Petersburg . 1 0 1 2 49 51 0 0 0 9 2, 450 75,000 570 Portsmouth . 0 0 0 2 27 29 0 0 0 4 *1,388 33,300 571 Richmond . 18 0 18 10 224 234 Senior, high 0 9 17 11,216 424,400 school. * Statistics of 1894-95. CITY SCHOOL SYSTEMS. 1521 Table 7. — Statistics of supervising officers, teachers, property, etc. — Continued. City. Supervis¬ ing officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. Number of evening • schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public prop* erty used for school purposes. f Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 1© 11 12 13 Virginia — cont’d. 572 Roanoke . . . . 1 0 1 9 26 35 0 0 0 7 2,800 $90,000 573 Staunton . 1 0 1 6 23 29 All, for girls. 0 0 3 1,350 60,000 WASHINGTON. 574 Seattle . 7 0 7 11 150 161 High school. 0 20 7,245 660,054 575 Spokane . 1 0 1 6 70 76 0 0 "o' 12 3,524 501, 050 576 Tacoma . 4 1 5 12 100 112 0 0 0 16 5,800 700,000 577 Walla Walla . 3 2 5 3 17 20 0 0 2 * 4 *1,400 101,500 WEST VIRGINIA. 578 Huntington . . 1 0 1 3 40 43 0 o 0 6 2,250 78, 175 579 Parkersburg . * 3 *0 *3 2 38 40 0 0 0 8 2,300 *178,350 580 Wheeling . 4 4 8 4 126 1.30 0 0 0 12 6,000 366,850 WISCONSIN. 581 Appleton . 6 2 8 4 50 54 High school. 0 0- 9 3,100 231,000 583 Ashland . 1 1 2 3 32 35 0 0 0 9 1,400 175,000 583 Beloit _ _ 1 1 2 3 40 43 0 6 1,800 120,000 584 Chippewa Falls - 1 1 2 4 29 33 0 0 0 8 1,300 96,000 585 Eau Claire.. . 1 0 1 9 71 80 7,8, and high. 0 0 15 3, 600 130,435 586 Fond du Lac.. . 587 Green Bay. . 1 1 2 3 61 64 0 0 0 *6 *1,850 170,000 588 Janesville . 1 0 1 4 49 53 High school. 0 0 8 2, 246 200,000 589 La Crosse _ _ 2 2 4 10 105 115 0 0 16 *4,730 222,000 590 Madison . 3 2 5 0 50 50 0 0 9 2,377 203,825 591 Manitowoc _ 592 Marinette - 1 2 3 3 56 59 0 3 0 9 2,527 120,700 593 Merrill. . . 1 1 2 4 29 33 0 0 0 6 1,771 48,000 594 Milwaukee 45 8 53 52 668 720 High school. 39 5 49 36, 072 595 Oshkosh . . 7 2 9 3 72 75 0 3 2 12 3,525 255,000 596 Racine . . . 1 0 1 9 84 93 0 6 0 12 4,024 300,000 597 Sheboygan . . 2 0 2 15 70 85 0 5 0 14 3,300 165,000 598 Stevens Point . 1 2 3 3 . 38 41 0 2 0 10 1,845 85,000 599 Superior. . 4 7 11 4 110 114 0 9 2 19 5,500 400,000 600 \V aje vf.rv^yn 601 Wausau . 1 1 2 2 48 50 0 0 0 16 2,246 127,114 WYOMING. 602 Cheyenne _ _ 1 1 2 0 27 27 0 0 0 5 1,240 134,753 * Statistics of 1894-95. 1522 EDUCATION REPORT, 1895-96. Table 8. — Statistics of receipts of public schools of cities of over 8,000 inhabitants. • City. Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. 1 - 3 4 5 6 7 ALABAMA. 1 2 Birmingham * . $7, 897 $14, 127 $7, 781 $9,041 $38, 846 $38,846 3 Huntsville. . . . . 1.871 5,644 0 0 7,515 7,515 4 18,280 5 Montgomery _ _ _ 5,702 17, 778 3,457 26,937 26,937 6 Selma . I . . ARKANSAS. 7 Port Smith . . (17 . 479^ 3 17, 432 29, 681 8 Hot Springs . . 3,000 (18,750) 0 21, 750 22, 000 9 11,126 38,976 0 50, 104 74, 123 10 Pine Bluff . 2,368 17,359 101 19, 828 19, 828 CALIFORNIA. 11 Alameda . 33,170 28, 276 19, 726 205 81, 377 114, 754 12 17, 750 15, 000 21,000 53, 750 53, 750 13 Eureka 1 . . . 14.351 5, 294 9,575 74 29,294 30, 773 14 15 Los Angeles . . . .. 159, 424 91, 719 -100, 792 226 352, 161 713,308 16 Oakland _ _ _ _ 119, 269 115, 692 70, 910 4, 508 310,379 315,379 17 Pasadena . . . . . . 22,265 6, 960 14,297 0 43,522 102,568 18 Sacramento . . 43,319 51, 080 27, 590 0 121, 989 141,080 19 San Bernardino . . 14, 930 15, 732 8,614 1,184 40, 460 45, 995 20 San Diego 24, 699 32, 944 15, 378 220 73,241 21 San Francisco . . . 659, 457 405, 457 0 39,302 1,104,216 1,137,248 22 San Jose . 45, 494 37, 131 27,862 1,108 111,595 120, 899 23 Santa Cruz . . . . . 17,233 a 10, 006 9, 493 0 36,702 36, 702 24 Stockton . 28,256 31, 624 13,260 5, 368 78,508 94, 152 COLORADO. 25 Colorado Springs * . 11,865 65, 183 20,071 97,120 166, 051 26 Cripple Creek . . 2,200 30,000 7,300 0 39,500 64, 800 Denver : 27 District Ho. 1 b 112, 808 a 247, 366 3,653 363, 827 371,011 28 District No. 2 . . 7,000 a 84, 915 53,488 1,453 146,856 171,316 29 District Ho. 17. . & 42, 320 a 63, 882 106, 202 108,011 30 Leadville * _ _ _ _ _ 1,200 31, 137 10,441 42, 778 67, 777 Pueblo: 31 District Ho. 1 . . 21,359 25, 350 21, 669 68, 378 78, 738 32 District Ho. 20 _ 43, 185 101, 371 33 Trinidad . . . . 26, 469 5,274 593 32, 336 62,335 CONNECTICUT. 34 Ansonia . . . 2, 069 28, 957 31,026 31, 026 35 Bridgeport _ _ _ 30, 655 122, 671 431 0 153, 757 153, 757 36 Bristol . . . 4,090 28,062 0 5,783 37,935 45,239 37 Danbury . . . 10,462 c 39, 981 0 3,231 53, 674 94, 134 38 Greenwich * . . . 5,063 c 12, 057 “a 22,355 48 39,523 39,523 39 Hartford * _ 25,339 c 116, 659 a 117, 714 259, 712 259, 712 Manchester: 40 Excluding ninth district .. 2,197 clO, 569 536 13,292 13,292 41 Hinth district . 2,401 16,600 0 687 19,688 19,688 42 Meriden * _ _ 69,635 43 Middletown _ _ 44 Hew Britain . 1,584 50,604 136,656 45 H e W Haven _ 46, 274 368, 703 933, 867 46 Hew London . . . 6,725 27,800 0 1,053 35,578 98, 736 47 H orwalk * _ _ 9,524 c 33, 392 42,916 42,916 48 Horwich (central district) * .. 3,481 c3, 715 a 21, 130 3,325 31, 651 31, 684 49 Stamford * _ . 8,944 c 48, 340 1,110 58,394 58,394 50 Vernon* - _ 4,340 cl5, 972 974 21,286 21,286 51 Waterbury - • . . 20,000 111,000 0 2,000 133,000 226,000 52 Willimantic . 4, 419 c 19, 637 10,468 4,514 39,038 48,611 DELAWARE. 53 Wilmington . . - . 17,307 147,552 1,262 491 166,612 171,088 * Statistics of 1894-95. & Includes county taxes. a District taxes, c Town taxes. CITY SCHOOL SYSTEMS. 1523 Table 8. — Statistics of receipts of public schools of cities, etc. — Continued. 54 55 56 57 58 59 City. Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. 1 3 3 4 5 6 7 DISTRICT OF COLUMBIA. Washington: First 6 divisions - - . . 7th and 8th divisions . FLORIDA. Jacksonville (Duval County) - i _ a $1,050,369 62,077 13,963 16,588 f $6, 865 1,602 2, 500 $53,207 11,587 0 $130 40 350 $60,202 13,229 10, 750 Pensacola* . . Tampa . . . . . $7,900 GEORGIA. 60 Americus . - - 3,580 10, 489 0 310 14,379 16,710 61 Athens . . . . 5,320 12, 000 0 200 17,520 17, 520 62 Atlanta . 26, 654 117,948 0 0 144, 602 144,602 68 Augusta . . . . . 31,880 (45,000) 7,300 84, 180 84,180 64 Brunswick _ . _ 4,200 2,500 1,200 800 8,700 8,700 65 Columbus . . - . 8,209 23,972 0 1,668 33, 849 33,849 66 23 929 46,000 2,791 72, 720 77,044 67 3 856 8, 144 12,000 12, 500 68 Savannah . . . 32,520 75, 000 0 0 107, 520 127,237 ILLINOIS. 69 Alton . . . 3, 102 21,581 2,156 324 27, 163 43, 956 Aurora: 70 East Side _ _ _ 3 539 52 532 231 56 302 56 303 71 West Side.. . 0 16,255 ’ 0 0 16’ 255 33,479 72 Austin . . 73 Belleville . . . 3,921 43,034 0 330 47, 285 53, 669 74 Bloomington . . . . . 5,880 76,413 0 5,017 87,310 134,514 75 Cairo.. . ----- . 2,204 0 25, 415 13 27, 632 ' 27, 726 76 Canton _ 1,485 25, 753 350 27, 588 53, 826 77 Champaign . . 78 Chicago . . . - . . . 334, 849 5,145,672 0 601, 897 6,082,418 7,328,532 79 Danville * _ _ _ _ 2,984 37, 153 19, 601 59, 738 72, 078 80 . Decatur..- . - 5, 185 54, 780 0 2, 126 62,091 111,058 East St. Louis: 81 District No. 1 _ 82 District No. 1, T. 2 N., R. 10 W _ 83 District No. 2, T. 2 N., R.9W-. _ _ 862 12,000 3,500 26, 362 26, 962 84 Elgin . 3,081 70,525 4,458 78,064 130,364 Evanston: 85 District No. 1 . . 1,426 56, 595 69, 911 86 North Evanston. . 145 8,415 0 8,560 12. 710 87 South Evanston . . . 375 28, 297 666 29,338 52; 621 88 Freeport _ _ 2,094 45 417 356 47, 867 48, 114 89 Galesburg . . . . . 3,842 54, 961 0 567 59, 370 75,263 90 Jacksonville . . . 43, 456 43. 456 91 Joliet . . . . 6,990 125,172 404 132, 566 182, 460 92 Kankakee. . . . 2,171 29,837 303 641 32, 952 35, 407- 93 Lasalle _ _ _ _ _ 94 Lincoln . . . . . . 95 Mattoon . . . . 2,250 0 19,967 632 22,849 28,558 96 Moline . . . 1,658 60,037 0 2,364 64, 059 77, 563 97 Ottawa . 2, 658 28,285 0 178 31, 121 47, 852 98 Pekin - . . . . 1,606 23,696 0 160 25, 462 26,391 99 Peoria * . . . . . . 10, 041 131,151 3,928 145, 120 257, 300 100 Quincy. . . . . . . 7,903 65, 598 0 175 73, 676 77, 992 101 Rockford _ _ _ _ 5,388 69,000 0 1,807 76,195 76,195 102 Rock Island * . . 3,253 75, 887 602 79, 742 152,227 103 Springfield . . 6,349 79, 605 372 1,707 88,033 110,640 Sterling: 104 District No. 1. . 105 District No. 3* . 812 11, 000 0 644 12,456 l?s 456 106 District No. 8 _ _ 646 10,063 0 0 10, 709 10,709 107 Streator . . . 36, 622 0 35,420 101 V2,183 118,144 * Statistics of 1894-95. a Appropriation of United States Congress, one-half derived from local taxation and one-half from the Federal Treasury. 1524 EDUCATION REPORT, 1895-96. Table 8. — Statistics of receipts of public schools of cities, etc. — Continued. Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. City. State ap¬ portion¬ ment or 'taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. 1 2 3 4 5 6 7 INDIANA. 108 Anderson* . $16,045 $39,414 $3,355 $550 $59,364 $83,364 109 Bloomington . . . _ . 110 Brazil _ _ . . . . . 14,357 4, 291 18,648 34,448 111 Columbus . . . . 112 Crawf ordsville . _ . 113 Elkhart . . . . _ . 8,385 126. 3241 0 34, 709 143, 437 • 102,418 27,442 35,365 203,670 164, 788 35, 571 114 Evansville _ _ . _ 115 Fort Wayne . 116 6,643 19,873 926 117 Goshen _ _ _ 118 8,093 11,597 6,694 0 26,384 43,017 517,598 26,384 46, 721 657, 668 119 Huntington . 8,000 120 99,632 362,471 41,380 14, 115 121 122 8,512 31, 410 12, 359 48, 403 15,213 13,105 1 009 12,523 35,149 63, 320 27, 052 62, 154 99, 632 44,381 74,448 17, 086 87, 686 38, 680 100, 178 123 31,910 11,263 124 Laporte . . . 2,923 3,300 1, 873 507 125 2,959 0 54, 662 126 Madison *. . . . . . . 0 17, 086 127 Marion. . _ . . 128 16, 175 15,927 18, 940 19,352 8,903 2,180 18,023 (29,6 46,461 6,395 8,305 25,614 97) 1,497 311 26, 971 59, 564 48, 637 129 0 130 0 22,334 110,341 20,494 105, 513 131 132 Richmond . . . Shelby ville* . . . 0 67, 310 15, 298 133 South Bend . . . . 79, 651 134 Terre Haute _ _ 42, 991 10, 952 9,867 9,801 65, 660 0 219 118, 737 146, 319 27,874 135 Vincennes _ - _ 3,044 22, 797 136 Wabash. . . . . . 137 W ashington _ 138 IOWA. Boone . . . . 2,000 8,43L 8,332 5,884 8,850 2,694 11,489 8, 794 38,000 40,000 88, 593 87, 001 61,293 112, 993 29,277 100,580 68, 066 30, 000 157, 550 40,000 109,214 104, 191 73, 363 139 Burlington _ 180. 1fi2l 140 Cedar Rapids . . . 77,989 ’"682" 141 Clinton _ _ _ _ a 54, 920 87,253 489 142 Council Bluffs . . . 42 16, 848 675 122,548 38,053 118,522 94, 112 143 Creston 25, 908 144 Davenport _ ... _ 81,918 0 7,173 145 Des Moines: East Side _ _ 58,723 549 146 North Side _ .. 50,000 197. 607 102; 729 147 West Side 11 , 712 12,183 134,330 1 11,508 24 148 Dubuque 89, 875 102,082 149 Fort Dodge _ _ 150 Fort Madison _ _ _ _ 2,731 5,003 17,347 0 173 20,251 58,529 34,645 74, 184 112, 492 46,345 28,008 151 Iowa City . . . . 29,642 0 34, 645 50, 41’5 86, 481 152 Keokuk * _ 5,500 44,808 107 153 Marshalltown . . a 61, 037 154 Muscatine * _ 6,298 2,008 a 38, 762 1,285 0 46,345 28,008 155 156 Oskaloosa _ 26,000 0 Ottumwa . . . „ . 157 Sioux City _ 15,660 143,383 3,356 162,399 223,676 158 Waterloo: East Side . 159 West Side . 1,296 13,981 194 15,471 18, 761 KANSAS. 160 Arkansas City . 2,250 3,905 2,787 4,000 19,372 0 891 2, 360 24, 874 24,874 161 Atchison _ .. 25,889 148 1,140 30,934 24, 601 27, 123 24, 708 41,960 26,263 34, 841 162 Emporia * . . . . 21,666 163 Fort Scott _ _ _ _ _ 21, 723 1,400 164 Hutchinson . . . . 2, 445 11,551 3,200 22,179 84 24,708 165 Kansas City .. _ 77,255 27, 886 34, 920 18. 483 6,096 1,853 2,830 196 94, 902 94, 902 34,928 71,228 23, 190 166 Lawrence . . . 32,939 44,378 21.034 167 Leavenworth * . 6,628 2,355 2,036 168 Ottawa _ _ _ _ 169 Parsons _ _ (26, 826) 229 29,091 37,584 170 Pittsburg 171 Topeka . . . . 9,233 6, 670 92, 595 42,558 L . . 2,561 2,752 104,389 49,503 119, 154 172 Wichita . . L . 49,810 * Statistics of 1894-95. a From district taxation. CITY SCHOOL SYSTEMS, 1525 Table 8 .—Statistics of receipts of public schools of cities , etc. — Continued. City. 4 Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. t 2 3 4 5 6 7 KENTUCKY. 173 174 Covington . . . - $41, 734 $45,656 $1, 980 $1,136 $90,506 $110,918 Frankfort: 175 4,638 7,000 5,200 16,838 , 16,838 176 177 178 2,666 10,380 572 13,618 14,200 179 180 207,390 377,049 13,399 597,838* 606, 854 181 26,000 182 22, 967 29, 016 341 52, 324 68, 292 183 Owensboro . 9; 072 24, 612 0 761 34,445 38,405 184 9,936 10,478 162 20, 576 29,643 LOUISIANA. 185 186 41,204 310, 500 187 Shreveport . 15,000 0 15,000 5,000 35,000 35,000 MAINE. 188 Auburn . 8,685 16,000 0 33 24, 718 24,718 189 Augusta . . . 7,857 8,422 6,450 0 22, 729 22,729 190 13, 952 68, 000 590 82, 542 82,542 191 Bath . . 7,234 20,250 0 108 27, 592 27, 592 192 Biddeford . . . 11, 728 20,500 0 39 32,267 32,267 193 Calais 6,631 7, 259 13, 890 13,890 194 Lewiston _ _ _ 195 Portland . . 26, 950 96,868 0 0 123, 818 123,818 196 Rockland _ _ 6,182 11,500 13 17, 695 20,759 197 W aterville _ - _ MARYLAND. 198 Baltimore . 215,425 1,199,228 0 4,147 1,418,800 1,418,800 199 Cumberland _ 200 Frederick . . 201 Hagerstown * . 23,000 51,376 14 74; 390 75,390 MASSACHUSETTS. 202 Adams . . . . . 203 Amesburg * . 0 18,100 0 0 18,100 18,100 204 Attleboro. . . 0 27, 630 0 0 27, 630 27,630 205 Beverly . 0 53, 000 0 0 53, 000 53,000 206 Boston . . . 0 2,689,422 0 39, 182 2, 728, 604 2,728,604 207 Brockton . . . 0 95,567 0 1,614 97, 181 97,709 208 Brookline . . . 0 109, 550 0 2, 155 111,705 111, 705 209 Cambridge . 0 360, 282 0 2,072 362, 354 362,354 210 Chelsea . . . 0 94,030 0 4, 616 98, 646 98,646 211 Chicopee.. . . . . . 0 32, 400 0 0 32, 400 32,400 212 Clinton . . . 36, 000 213 Everett* . 0 59,074 0 84 59, 158 82,280 214 Fall River . . . 0 186, 439 0 0 186, 439 319,132 215 Fitchburg* . . . 0 118,484 0 62 118, 546 221,546 216 Framingham . . . 217 Gardner * . . . 0 34, 750 0 0 34, 750 34, 750 218 Gloucester . . . 0 124, 259 0 0 124,259 124,259 219 Haverhill . . . 0 91, 946 0 936 92, 882 92,882 220 Holyoke * . 0 187, 918 0 0 187, 918 187,918 221 Hyde Park* . . . 0 38, 950 0 0 38, 950 39,400 222 Lawrence . . . 0 133, 130 0 490 133, 620 133,620 223 Lowell . 0 248,348 0 103,814 352, 161 406,966 224 Lynn. . . . . . . 0 245,500 0 586 246, 086 246,086 225 Malden . . 0 155, 382 0 0 155, 382 226,533 226 Marlboro . 0 50, 500 0 0 50, 500 50,500 227 Medford . 0 79, 955 0 0 70, 955 235, 19d 228 Melrose . . . 0 52, 820 0 0 52,820 52,872 229 Milford* . . . 0 25,000 307 22 25, 329 25,329 230 Natick . . 0 34, 000 0 475 34, 475 34,475 231 New Bedford . 0 184, 941 0 4,281 189,222 192,871 232 Newburyport . . . 0 26,500 0 1,076 27,576 27,576 * Statistics of 1894-95. 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 EDUCATION REPORT, 1895-96. Table 8. — Statistics of receipts of public schools of cities, etc. — Contin Receipts for the school year 1895-96. City. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. 1 2 3 4 Massachusetts— continued. Total. 6 Newton* . North Adams. N orthampton Peabody _ Pittsfield . Plymouth _ Quincy........ Eevete . Salem.--.^--.- Somerville _ Southbridge.. Spencer . . . Springfield ... Taunton _ Wakefield _ Waltham _ Westfield . Weymouth ... Woburn * _ Worcester- ... 0 0 0 0 0 0 0 $49, 985 96,587 33,800 144, 779 35, 450 83,374 $139,000 0 896 0 0 0 $2,609 0 636 1,036 0 0 $141,609 49,985 98, 119 34,836 144,779 35,450 0 107,388 2,024 0 284, 282 0 589 0 110,001 284,282 0 28, 798 0 237,382 0 115,400 0 0 28, 798 0 1,958 239,340 0 1,288 116,688 0 66,051 0 47,483 0 41,000 0 50, 171 0 427,224 0 0 0 5,227 0 1, 075 0 125 0 1,201 66,051 52, 710 42, 075 50,295 428, 425 MICHIGAN. Adrian . Alpena * . Ann Arbor . Battle Creek* . Bay City . Detroit . . Escanaba _ _ Flint . . . Grand Haven . . Grand Rapids . Holland . . Iron Mountain _ Ironwood _ Ishpeming . Jackson: District No. 1 * District No. 17. Kalamazoo . . Lansing . Ludington . Manistee * . Marquette . Menominee . Muskegon . . Owosso *. . Port Huron . Saginaw: East Side . West Side _ Sault Ste. Marie. .. Traverse City _ West Bay City *. .. $3,335 6, -229 4,001 4, 745 15,663 98,355 3,624 3,394 2,656 32, 470 2, 768 24,252 13, 164 36,943 44, 000 60,910 674,869 11, 836 37,956 16, 122 225, 840 28, 881 5,328 0 0 0 0 0 3,601 0 0 15, 600 344 1,255 0 13,346 478 816 17,600 68 1,154 96 10,447 14,011 34, 170 19, 393 54,290 49, 223 77,392 990, 824 19, 129 42, 504 18, ,874 284, 357 46,004 29,000 47, 891 3,845 3,884 16,489 6,4J3 3,493 7,834 2, 887 8, 270 9,407 14, 615 11,730 8,788 2,500 2,484 5,702 34, 746 18,246 55, 887 32, 855 20,014 34.991 21,000 34,100 53,305 23,608 28, 035 82, 798 37, 497 16,465 31, 133 36,949 106 22,236 985 73,361 429 966 40, 683 4,943 158 - 28, 608 328 43, 153 3,636 0 27, 523 42,370 66, 335 3, 623 697 24,305 0 630 43,280 219 2,540 97,287 272 14,302 60, 859 0 0 18, 965 659 109 34, 385 3,032 199 45,882 MINNESOTA. Brainerd-.-. Duluth _ Faribault . . . Mankato _ Minneapolis Red Wing... St. Cloud ... St. Paul _ Stillwater *. Winona . 27,970 4,392 1,600 102, 802 5,000 74, 951 4, 762 16,409 177,098 0 21,000 570, 548 17,500 222, 700 35,810 53, 132 16,285 20,083 0 0 179,599 5,791 8,678 122,266 263 6,045 400 292 343, 619 24, 738 37,000 679, 395 22,900 477,250 46, 363 78,511 MISSISSIPPI. Columbus. Jackson... * Statistics of 1894-95. CITY SCHOOL SYSTEMS, 1527 Table 8. — Statistics of receipts of public schools of cities , etc. — Continued. City. Receipts for the school year 1895-93. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. Amount availa¬ ble for use dur¬ ing the year. 295 296 297 298 299 300 301 302 303 301 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 323 326 327 328 329 330 331 382 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 318 349 350 351 352 353 Mississippi— continued. Meridian * 1ST atchez * . Vicksburg Carthage _ Chillicothe _ Clinton _ Hannibal _ Jefferson City. Joplin _ ... Kansas City . . . Moberly . . . Nevada _ St. Charles. St. Joseph _ St. Louis. .. _ Sedalia. . . Snringfieid _ Webb City _ MONTANA. Butte _ Great PaPs Helena * _ NEBRASKA. Beatrice _ Fremont _ Grand Island.. Hastings _ Kearney _ _ Lincoln _ Nebraska City. Omaha _ _ Plattsmouth * . South Omaha . . 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 . . §5, 600 5,922 6,870 5,003 1,687 a 6, 584 a 7, 586 67, 182 4,233 2, 123 21,318 146,001 5,299 6,667 8,357 NEW HAMPSHIRE. Concord (Union district) _ Hover _ Keene (Union district) . . Manchester * . . . . . Nashua _ _ _ _ Portsmouth _ _ 2, 768 2,357 2,104 13,066 12,660 3,369 34, 576 3,532 6, 000 22 422 L284 1,686 20,450 1,116 17, 32, 11, 70, 50, 10, a 76, 283, 17, a 11. 11, 370, a 22, 11, 23, 111, 8, H, 18, 9, 13, $11,500 6,763 23, 130 22, 544 14,371 $323 $4,000 3,541 2,225 36 $24, 100 13,008 30,000 29,772 19,635 32, 581 605 39, 770 35, 530 'il, '624 316, 758 0 0 16,904 15,663 43,116 400, 841 31,520 3,772 1,237,082 40,585 102, 402 143, 902 21, 739 38,455 32.830 152; 197 0 7,471 160,322 1, 679, 182 67, 623 52,593 130, 572 27,600 11,283 11, 779 20,948 63,612 11,510 5,780 181 1,423 3,200 132 7,048 4, 465 45,309 11,000 111, 521 7, 781 25 13,235 20,061 16,578 30,015 13, 316 0 12, 906 0 5,400 671 37,396 571 209, 840 68 43, 550 4,110 467 7,057 33,000 37,689 30,450 52. 500 8,036 135, 495 34,321 320 58, 955 101, 689 0 12,967 16, 275 215, 154 21.399 17. 500 76,224 91,000 10,000 16, 732 41,300 9,500 21, 150 474 901 3,561 0 0 10,364 0 0 1,925 35, 613 2,788 0 0 40 173 0 0 0 0 3,428 2, 963 2, 114 1, 070 768 766 0 618 0 143 2,303 187 422 139,110 52,057 63,644 22,925 27,375 23, 604 23, 120 17,556 95,365 14, 940 355, 946 16, 506 70,211 48,510 31,767 22, 730 202, 290 56, 712 37, 706 51,629 84, 930 22, 673 216, 250 85,000 10,320 137, 120 388, 269 55, 324 26, 614 29, 187 585, 930 43,652 59,500 99, 735 206, 570 18,. 340 30,964 62, 486 18,963 34, 622 $24,100 13, 076 30,000 36,940 19,635 1, 770 74,572 671,970 47.186 15,683 181,414 ,765,957 88, 628 62, 886 158,917 121, 619 82, 278 25, 649 27, 484 34, 525 32, 491 17, 556 95, 365 32,321 355, 946 19, 403 96, 062 50,366 33,170 30,008 202, 290 61, 162- 39, 706 53,075 115, 725 24. 561 216, 250 88, 876 10, 320 137, 120 615, 106 66, 698 26, 614 36, 109 751, 875 43, 652 101, 583 99, 735 254, 149 20, 740 56, 976 70,033 18,963 39,393 Statistics of 1894-95. a Includes receipts from county taxes. 1528 EDUCATION REPORT, 1895-96. Table 8. — Statistics of receipts of public schools of cities, etc . — Continued. Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. City. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. 1 2 3 4 5 6 r 354 NEW YORK. Albany . $44,510 $192,431 0 $8,175 $245,116 $349, 879 355 356 15, 596 6,458 22, 502 421,998 72,522 20,058 101,500 2,570, 213 980, 629 38,545 18. 603 0 8,293 2,351 1,795 48,544 96,411 28, 867 125, 797 3,040,755 1,123,370 50, 717 24, 451 15, 777 36,018 116, 097 32, 596 125, 797 4, 990, 595 1,475,026 93, 862 56, 194 16,366 87, 437 357 Batavia . . 0 358 Binghamton . 0 359 Brooklyn . . 0 360 Buffalo . 136, 243 12, 172 361 0 0 362 5,345 4, 279 6,900 0 503 363 11,000 28, 194 $498 0 0 364 924 Edge water: Rosebank . Tompkins ville a . Stapleton *6.. . _ _ 3,482 20,402 23, 902 68,850 22, 556 5,455 2,039 32, 839 142, 838 136, 041 30, 395 75,561 26, 911 65, 450 368 Elmira . 0 91, 291 369 Flushing. . . . 5,440 7,692 4, 747 8,596 0 2,063 342 30, 059 370 Geneva . . 24, 811 19, 463 35, 025 0 32, 845 25, 785 371 Glens Falls . . 0 1 575 4’ 079 2. 755 4, 873 3.756 3,216 3,467 2, 615 372 Gloversville . 0 47,700 40, 340 17, 056 39, 260 72, 386 373 7,369 5,183 9,807 16, 202 30,216 7,000 25, 697 52,968 23,418 25,000 0 41,043 22,838 41, 564 374 Hudson * . . . 0 375 0 376 0 159, 793 32, 187 41,684 377 5,302 7,016 0 32, 187 378 379 Kingston: Kingston school district. . . District No. 2... 0 34, 631 380 District No. 3 1,200 10,000 381 District No. 4 . 382 Lansingburg _ _ _ 8,408 3,630 11,934 31,465 19, 025 35,000 0 104 39, 977 25, 389 64, 587 42, 690 25,389 383 Little Falls . . 0 2,734 17, 653 40, 047 1,047 6,251 384 Lockport . . . 0 73, 704 385 Long Island City * _ 99,302 26, 425 56, 799 0 139, 349 35, 695 166, 756 386 Middletown . 8,223 415 0 116, 903 387 Mount Vernon (district No. 5) . New Brighton 63, 465 143, 288 388 389 N ewburg . . . . . . 13, 566 7,886 718, 647 7, 674 6,720 62, 660 c 52, 878 4,550,334 41, 516 0 3,628 378 79, 854 80, 018 390 N e w Rochelle . . 0 61,142 79,130 391 New York . . . 0 71,000 5,339,981 7,036, 181 392 Niagara Falls. . . . . 0 1,824 0 51, 014 51,014 393 N orth Tona wanda .... 28, 018 164 34, 902 37,037 394 Ogdensburg . . . . . 395 Olean . 396 Oswego . . . . 12, 988 2,309 34, 400 11,855 0 813 48,201 53,598 397 Peekskill: District No. 7 . 0 321 14,485 14, 494 398 District No. 8 399 Plattsburg . 17,000 26,000 33, 361 26,000 400 Port Jervis . 8,177 12,580 86, 636 6,838 7,142 9,658 4, 114 49, 884 5,306 28, 910 26,378 12, 329 6,078 24, 563 0 621 37, 975 401 Poughkeepsie * . . 39, 725 1,702 1,329 54, 007 75, 418 402 Rochester . 837,000 20, 120 45, 025 32,000 16, 528 282, 446 23, 004 120,111 105,500 40,000 0 924, 965 990, 557 403 Rome . . . . 0 6,015 1,235 2,005 1,810 32, 973 32,973 404 Saratoga Springs. . 0 53, 402 93,532 405 Schenectady . 0 43,663 43,663 406 Sing Sing . . . 0 22, 453 28,474 407 Syracuse _ _ _ _ o. 9,883 481 342, 213 560,088 408 Tona wanda . . . 0 28, 791 30, 856 409 Troy . 0 1,956 3,381 150, 977 151,495 410 Utica. . . 0 135, 259 312,025 411 Watertown . . 0 966 53, 295 68,295 412 W atervliet . . . . . 17,624 0 0 23, 702 24, 139 413 "W oodhaven 414 Y onkers 415 NORTH CAROLINA. Asheville . . . 0 10,500 7,500 4,500 0 15,000 15,000 416 417 Charlotte * d 6, 600 14, 100 Newbern _ _ 418 419 420 Raleigh _ _ _ _ _ Wilmington Winston . 4,666 16,666 0 0 20,666 20,666 * Statistics of 1894-95. c From district taxation. aJ. W. Barris, principal. d From State and county taxes. b A. Hall Burdick, principal. 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 CITY SCHOOL SYSTEMS, 1529 Table 8, — Statistics of receipts of public schools of cities, etc. — Continued. City. Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. 1 2 3 4 5 7 OHIO. Akron . . . $14,037 $100,341 $445 $6,293 $121, 116 $218, 981 3, 405 26, 075 561 30, 041 39, 410 4,329 33, 847 2, 546 40, 722 . 43,817 Bellaire . 4; 386 0 20,082 103 24,571 31,400 Canton * . . 12, 792 90, 603 483 1,461 105, 339 227, 530 5. 964 31,472 769 38, 205 51 732 Cincinnati . . . 131,951 789, 079 0 45,359 966, 389 1, 017, 584 Circleville . . . 26, 338 43,133 Cleveland . 137,180 963,800 6,494 33,481 1,140, 955 1,629,683 Columbus . . 44,025 (357, 140) 3, 710 404, 875 753, 247 28,544 281,211 5,123 . 314, 878 573, 590 43,537 Delaware . . . 1,705 10,382 0 1,011 13,098 32,568 East Liverpool . . . 6,163 24,459 0 16 30,638 43, 638 Elyria.. . . . 3, 116 26, 310 0 808 30,234 33.949 Findlay* . 78, 832 29,850 38, 115 Fremont . . . . 3, 360 23,325 1,261 405 28,351 41,314 Hamilton . 9,468 56,550 795 452 67, 265 95, 284 Ironton * . . 5,685 280 28,525 650 30, 140 58,340 23, 579 25,222 Lima. . . . . . . ... 7,196 0 47,972 2,244 57, 412 74,578 Lorain . 3, 447 23,207 163 39 26, 858 76, 060 5,898 59, 654 60 65, 612 82, 900 Marietta . 4,391 26,176 0 2,675 33,242 56, 269 Marion * 53, 916 Martins Ferry . . . 25, 893 55, 893 Massillon . . . 5,919 28, 790 150 10 34, 869 55,446 Middletown . 2,099 30,745 709 33, 553 55, 311 Mount Vernon * 29, 436 Nelson ville . . 2, 664 11,951 4, 685 19, 300 23, 758 Newark . . . 6,520 41, 552 696 1,993 50,761 84, 786 Norwalk * . . . . . 46, 879 Piqua . . . 6,418 32,086 0 10 38,514 45,338 Portsmouth . . 6,393 31,021 0 525 37,939 52,546 Salem _ - Sandusky . . . . 9,225 47,632 0 684 57, 541 96, 100 Springfield . . . 13,468 89,238 0 22,803 125, 509 158, 789 Steubenville . 6, 786 31, 894 0 84 38, 764 58, 541 Tiffin * . 5,112 28, 249 249 33, 610 53, 428 Toledo . . 63,684 343, 808 0 2,700 410, 192 751, 947 Warren . . 1,200 27,000 2,000 350 30, 550 33,050 Whilst on Xenia . . 3,418 (34,405) 759 38,582 58,479 Youngstown. . . 18,430 104,409 0 307 123,146- 192,352 Zanesville * _ _ _ _ . (65 i,340) 95, 772 OKLAHOMA. Oklahoma City . 1,332 16,000 2,881 15,000 35,213 35,213 OREGON. Astoria . . . Portland * . . , _ 17, 178 284,186 4,378 305, 742 405, 496 Salem * 2,085 31,543 506 34, 134 50,392 PENNSYLVANIA. Allegheny . . . 103,457 280, 797 0 9,703 393,957 709,515 Allentown . 31,563 83,176 0 1,572 116,310 140, 764 Altoona . . . . . . 32,085 72,305 0 0 104, 390 107, 538 Beaver Falls * . . 8,198 20, 028 269 2,018 30,513 30,513 Braddock . . . . 9,825 30, 357 190 85 40, 457 50,349 Bradford* . . . 9,857 38,967 706 49, 530 70,272 Butler . . . . 9,637 24,261 33 7,138 41,069 74, 169 Carbondale . . . . 13,235 21, 735 0 273 35,243 45,649 Carlisle . . 9,068 13,582 0 167 22,817 V 23,937 Chambersburg . . 8,752 13,311 0 237 22, 300 22,300 Chester . . . . 19, 433 46, 505 0 394 66, 332 169, 557 Columbia* . . 9,498 15,824 0 313 25,635 50, 676 DuBois Dunmore . 10,304 19,99i 6 iil 30, 406 32, 764 * Statistics of 1894-95. 1530 EDUCATION REPORT, 1895-96. Table 8. — Statistics of receipts of public schools of cities, etc . — Continued. City. Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. 1 2 3 4 5 6 7 PENNSYLVANIA— continued. 485 Easton . $19,685 $59,085 0 $139 $78,909 $99, 112 486 Erie- . . . . . 36,337 144, 736 0 1,441 182,514 241,239 487 Harrisburg . . 43, 881 109,082 0 656 153, 119 200, 660 488 Hazleton . . . . 11,317 39,083 0 647 51,047 103, 423 489 Homestead * . . 7,235 24, 107 31,342 71,342 490 Johnstown* . . . 21,564 59, 875 151,482 491 Lancaster . .. . 33, 118 63, 290 $2,469 180 99,057 155, 773 492 Lebanon . . . 16,574 28, 532 0 0 45,106 53,082 493 Lock Haven _ _ 8,000 13,000 0 300 21,300 21,300 494 McKeesport . . 21,354 68, 465 0 686 90,505 107, 786 495 Mahoney City . . 15, 000 13, 944 208 29, 159 31,766 496 Meadville.--.~- . 11,825 29, 402 66 1,861 43, 154 48,646 497 Mount Carmel . . 8,031 (15, 798) 385 24,214 32,302 498 Nanticoke* - - 9,701 19,370 802 1,190 31,063 31,063 499 Hew Brighton _ _ 500 New Castle* . . . 14,975 21,633 36, 608 44,807 501 Norristown _ _ _ 18, 172 . 32^316 . ""o' 1,326 51,814 56, 715 502 Oil City* . . . . . . 10, 752 30, 386 38 167 41,343 41,343 503 Philadelphia _ _ _ 1,051,669 3,281,861 4, 333, 530 4,333 530 504 Phoenix ville 8,862 il , 648 444 20, 954 23, 803 505 Pittsburg . . 242,507 924, 358 0 36,339 1,203,204 1,405,470 506 Pittston* . . . . . 9,640 15,165 57 171 25,033 35,566 507 Plymouth . . . . 10, 592 9,249 79 0 19,920 22,359 508 Pittstown . . . 13, 228 26, 794 0 636 40,658 47,408 509 Potts ville *- . . 18, 743 29, 875 68,813 510 Reading . . 58,047 152,302 0 2, 123 212, 472 343,837 511 Scranton . . . 82, 413 180, 782 23, 427 297, 761 445, 510 512 Shamokin 16, 105 25, 594 791 42,490 68, 098 513 Shenandoah 19,934 30, 568 517 61, 019 75 045 514 South Bethlehem * _ _ .. 16,’ 062 25, 855 45, 819 515 South Chester _ _ .1 6,630 16, 522 0 361 23, 513 29, 613 516 Steelton . . . . 10, 702 20,033 0 375 31, 110 44,300 517 Sunbury . 518 Titusville . 10, 493 27,438 526 38, 457 46, 623 519 Uniontown . . 6,440 11,576 0 644 18, 660 23, 126 520 W estchester _ _ 8,987 23,942 0 297 33,226 42, 123 521 Wilkesbarre . - . 39, 985 104, 282 770 1,206 146, 243 218, 454 522 Williamsport . . 30, 608 65,394 0 1,394 97,396 113,259 523 York . . . 24,271 39,435 0 942 64, 648 129,853 RHODE ISLAND. 524 Central Falls . 5,470 29,474 777 197 35,918 40,803 525 Cranston.-. . . __ . 526 Cumberland _ .. .. _ 527 East Providence * _ _ 4, 155 30, 514 1,000 35, 669 35, 669 528 Johnston . . 4,260 27, 479 1,017 898 33,654 35, 400 529 Newport . . . . 6,084 68, 215 0 7, 725 80,024 104, 754 530 Pawtucket.. . . 8,699 196,003 0 0 204,702 247, 748 531 Providence . . 26,076 545, 791 21,311 0 593, 178 903,070 532 Woonsocket . . . 8,006 49,999 0 19 58,024 67, 937 SOUTH CAROLINA. 533 Charleston . 25, 419 41,877 67, 296 87,283 534 Columbia . . . 4, 112 9, 900 2,848 550 17,410 17,473 535 Q-reen ville . . . 536 Spartanburg . . . 5,970 2,794 8,764 8,764 SOUTH DAKOTA. 537 Sioux Falls . 11,449 25,461 0 0 38,910 37, 556 TENNESSEE. 538 Chattanooga. _ _ 840 40,840 40,840 539 Clarksville _ _ a 9, 919 5,495 159 13, 573 15, 690 540 Jackson 541 Knoxville . . . . . 1,600 4, 772 31,008 1,643 39,021 39, 282 542 Memphis . . . _ . a 54, 289 105, 304 7,317 166, 910 168, 876 543 Nashville . . - . a 110, 281 43, 306 153,587 153,587 TEXAS. 544 Austin . . . . 19,807 32, 797 6,958 59,562 63, 781 545 Corsicana 546 Dallas * . . . . . 36,420 37,345 614 6 74,378 75, 145 a Includes receipts from county taxes. * Statistics of 1894-95. CITY SCHOOL SYSTEMS. 1531 Table 8. — Statistics of receipts of public schools of cities, etc. — Continued. Receipts for the school year 1895-96. Amount availa¬ ble for use dur¬ ing the year. City. State ap¬ portion¬ ment or taxes. City ap¬ propria¬ tions or taxes. County and other taxes. All other sources. Total. 1 3 3 4 5 O 7 Texas— continued. 447 Denison . . $9,544 5, 470 17, 667 5, 414 $14, 420 14,643 23,334 19, 724 57,634 76, 599 $321 0 $375 302- $24,660 20, 415 $24, 660 21,412 42, 001 548 El Paso . . . 549 Fort Worth 1,000 705 0 42, 001 26, 845 ' 93, 085 114, 872 550 1,002 517 31, 364 93, 085 118, 093 551 32, 991 37, 625 1,943 0 552 648 553 554 555 a 10, 000 41, 061 a 10, 000 53, 626 a 20, 000 a 20, 000 95, 805 558 557 San Antonio.. . . . 0 200 94,887 558 Tyler . . . . 6,632 11,500 750 18,882 19,982 559 Waco . . UTAH. 560 15,377 41,131 37,034 10,079 50,262 1,559 3,369 64, 049 302, 723 64,049 310,242 561 Salt Lake City . . . 207, 961 VERMONT. 562 1,658 4,362 30,000 32,000 4,080 35, 739 36,362 58, 239 38, 684 563 Rutland . . . . VIRGINIA. 564 Alexandria . . . 6,720 13, 500 11, 904 21, 335 4, 553 20,220 20, 220 18,232 33. 821 565 Danville . . . . 4,873 9,418 4,837 13,002 0 396 17, 173 31, 838 566 Lynchburg 0 1,085 567 Manchester * . i _ 9,319 9,396 568 Norfolk * . _ 34, 872 16, 809 11,648 117, 695 9,088 10, 944 0 0 47, 874 27, 995 16, 890 154, 445 17, 498 54, 786 569 Petersburg . . . . 10, 449 5,226 34, 550 0 737 27, 995 570 Portsmouth _ o 16 18,’ 419 571 Richmond . . . . 0 2,200 2,559 281 154, 445 17, 502 572 Roanoke . . . . 5, 851 2, 673 0 573 Staunton . . . 13, 998 14, 426 WASHINGTON. - 574 Seattle _ 9,579 4,458 4,992 137,061 1,532 148,172 56, 654 126,086 16, 123 638, 558 68, 249 575 Spokane . _ _ 51,526 (115,! 6,078 670 576 Tacoma 986) 10,045 5,128 232,598 21, 937 577 Walla Walla _ _ WEST VIRGINIA. 578 579 Huntington . . . . Parkersburg . . .. 3,507 0 21,653 2,047 27,207 31, 054 580 Wheeling . . . . 13, 912 99,700 4,036 6,392 114,040 126,614 WISCONSIN. 581 Appleton . . 7,939 4, 485 49,150 19,260 6,448 4,484 62,637 94, 736 32,758 582 Ashland . . . 4,316 32, 545 583 Beloit . . . . . 584 Chippewa Falls . . . . . 2,270 5,550 16,000 42, 966 4,000 7, 555 204 22, 474 66,929 30, 790 585 Eau Claire _ 10,858 93,066 586 Fond du Lac. . . . . 587 588 Green Bay.. . . Janesville.. _ _ 6,794 5,027 12,288 5,612 29,417 23,000 63,000 29,970 6,828 5,312 880 1,348 776 43,920 34, 687 87, 785 52, 919 - 58, 484 119,813 589 La Crosse . . . . 11, 721 5, 895 590 Madison . 2,340 43, 817 64,721 591 Manitowoc _ _ _ 592 Marinette _ 10,824 3, 057 40,000 10,000 360, 000 5, 129 389 56, 342 17,438 584, 054 56, 342 593 Merrill. .. . 4,000 110,000 63, 326 16, 000 9,081 4,084 6, 653 381 25, 903 594 Milwaukee . 104, 977 9,077 189 920, 138 595 Oshkosh . . . . . 9,893 9,830 17, 853 7, 177 6,466 73, 408 87, 776 74, 253 28, 573 73, 557y 79, 960 596 Racine _ _ _ _ _ 35, 825 45, 819 16, 750 60, 000 756 121, 613 597 Sheboygan . 1,500 562 106, 444 598 Stevens Point. _ _ _ 43, 933 599 Superior _ _ _ 438 206, 57 f 600 Watertown _ _ _ 601 Wausau . 6,223 16,000 4, 818 245 27, 286 27,286 WYOMING. 602 Cheyenne. . . 2,629 33,060 33,061 * Statistics of 1894-95. a Approximately. 1532 EDUCATION REPORT, 1895-96. Table 9. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 ALABAMA. 1 2 $32, 771 $6, 075 $38, 846 3 Huntsville . . . -. . - . $2, 152 3,926 1,437 0 7,515 4 5 0 24, 152 2, 785 26,937 12,000 1,500 13,500 ARKANSAS. 7 31,863 8 4,320 15,000 9 Little'Rock. . 13, 509 45, 506 12,288 $398 71, 701 10 504 13,549 2,568 16, 621 CALIFORNIA. 11 Alameda . 25, 874 42,571 38,601 950 107,996 12 52.200 13 Eureka . 4,324 20, 250 2,794 0 27, 368 14 28, 750 5,600 34, a50 15 337, 435 192, 364 119, 313 649, 112 16 26,790 198, 685 56, 515 7,715 17 Pasadena 39, 315 32, 103 7,850 79,268 18 Sacramento . . 4, 666 78, 643 21,865 3,394 108, 568 19 San Bernardino. 33,742 15, 331 0 49, 043 20 San Diego 732 58, 580 0 77,306 21 San Erancisco . . 77,213 879,311 139, 447 (a) 1,095,971 22 San Jose. . . . . . . 7, 386 81, 870 24,475 720 114, 452 23 Santa Cruz . . 0 28, 748 7,408 0 36, 156 24 Stockton . 1,849 56,378 18,424 400 77,051 COLORADO. 25 Colorado Springs * 46, 801 163,341 26 Cripple Creek . 20,000 29, 750 14, 150 0 63,900 Denver : 27 District No. 1.. . 41,648 218, 782 100, 581 0 361,011 28 District No. 2 . 29, 349 94, 538 43, 566 0 167,453 29 District No. 17 . 1,183 62, 365 37, 992 0 101,540 30 | Leadville * . . 4,284 20, 527 7,311 0 32, 122 j Pueblo: 31 District No. 1 . . . 562 31,203 32,649 0 64, 414 32 District No. 20 33, 508 38,100 71,608 33 Trinidad . . . — 1,152 18,537 11,585 0 31,274 CONNECTICUT. 34 Ansonia 2, 774 23,233 2,471 31,000 35 Bridgeport... . . 1,464 102, 201 49,842 250 153, 737 36 Bristol . . . . . 11, 158 28,260 8.150 0 47,568 37 Danbury . . . . . 25, 841 34, 685 15, 201 498 76,225 38 Greenwich* . . 4,000 15, 725 2,623 0 22,348 39 Hartford * 20,347 169, 088 (a) 259,587 Manchester: 40 E-srcl riding1 Ninth district 10, 064 3,228 13,292 41 Ninth district 0 15, 086 4,602 19, 687 42 Meriden * . . 20,000 58, 138 34,878 666 114, 182 43 Middletown * 35,890 18, 072 10, 741 64, 703 44 New Britain.. . 86, 052 35,946 13, 948 710 136, 656 45 New Haven. . . . 138,424 254, 674 112, 182 5,686 510,966 46 New London . . 62,546 26,092 7,883 289 96,810 47 Norwalk * _ 36, 966 5,950 (a) 42,916 48 Norwich (Central district) * . 0 23, 672 9, 318 0 32,990 49 Stamford * . . . 0 45,570 15, 374 (a) 60, 944 50 Vernon* . . . . . 0 16,529 6,332 (a) 22,861 51 Waterbury . 51,254 85,346 49,540 2,872 189,012 52 Willimfi.ntin 1,021 25,321 8, 594 34,936 DELAWARE. 53 Wilmington . . . 36,196 94,831 33,903 0 164,930 * Statistics of 1894-95. a The accounts of evening schools are not kept separate. CITY SCHOOL SYSTEMS. 1533 Table 9. — Statistics of expenditures of public schools of cities, etc. — Continued. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. • 1 2 3 4 5 a DISTRICT OF COLUMBIA. Washington: 54 $166,398 $714,367 $169,604 $1,050,369 55 Seventh and eighth divisions FLORIDA. 56 Jacksonville (Duval County) _ 2,370 40,926 6,105 0 49,401 57 Key West . . 561 12, 007 1, 797 0 14, 365 58 Pensacola . . . . - . 2,667 10,860 1,884 0 15,411 59 13,400 14.341 GEORGIA. 60 Americus _ _ _ _ 52 14,163 1,031 0 15,246 61 Athens . . . _ _ _ 15, 560 2, 910 0 18, 470 62 Atlanta . . . .. . . . 8,216 127, 195 9, 192 (a) 144, 603 68 Augusta _ _ _ _ _ 7,500 49,500 16,450 (a) 73, 450 64 Brunswick _ _ _ _ _ 7,450 1, 250 0 8,700 65 Columbus _ _ • . . i,6oo 27, 848 4, 601 $400 33, 849 66 Macon (Bibb County) . . 3,375 61,211 12,458 0 77, 044 67 Rome . . . . 600 10,600 800 0 12,000 68 Savannah . 25,000 95,000 3,000 0 123, 000 ILLINOIS. 69 Alton . . . 20,639 16,560 4,735 0 41, 934 Aurora: 70 East side . . . 1,035 35,054 12,197 0 48,286 71 W est side . . 13,214 15,200 10,101 0 38,515 72 Austin _ _ _ _ _ 39, 475 62, 500 73 Belleville . . . ..: _ 3, 134 35,057 9,693 0 47, 884 74 Bloomington . 64, 555 48,126 15, 386 0 128, 067 75 Cairo . . . . . 2,481 17, 654 6,250 0 26,386 76 Canton . . . . . 20, 000 18, 013 5, 575 0 43, 588 77 Champaign _ 9,480 3, 808 0 12, 288 78 Chicago . . 1,423,135 3, 843, 505 1,297.968 111,909 6,676,517 79 Danville * . . . 4, 288 27, 108 13, 111 44, 505 80 Decatur ... . . . . 34,131 43, 199 14, 936 0 92, 266 East St. Louis: 81 District No. 1* . _ . 28,022 82 District No. 2, T. 2 N., R. 10 W 4, 700 83 District No. 2.T.2N., R.9 W.. 13, 743 6,250 2,856 0 22,849 84 Elgin . . . . . . . 4,059 45, 928 21, 696 0 71,683 Evanston: 85 District No. 1 . . 12,623 32,587 13,298 0 58, 508 86 North Evanston . . 1,460 3,199 2,041 0 6,700 87 South Evanston . 22, 882 12, 439 8,742 0 44, 063 88 Freeport . . 25, 233 20, 541 0 45, 774 89 Galesburg . . . _ . 19, 698 36, 030 13, 895 0 69,623 90 Jacksonville . . . 2,928 22. 445 3,242 0 28, 615 91 Joliet . . . . . 15, 857 55, 707 28, 336 97,900 92 Kankakee . . . 4,264 16, 835 6,992 0 28,091 93 La Salle . . . . 94 Lincoln . . . 13, 980 22,644 95 j Mattoon . . 15, 988 7,426 0 23, 414 96 Moline . 3,422 37, 709 17, 275 0 58, 406 97 Ottawa _ _ 6, 334 22, 838 4, 460 0 33, 632 98 Pekin.. . . . . 2,000 16, 985 5, 495 0 24,480 99 Peoria* . 2,470 107, 325 29, 091 (a) 138, 886 100 Quincy . 11. 989 48, 182 14,217 0 74,388 101 Rockford . . 15,399 54,743 26,444 147 96,733 102 Rock Island * . . . 28,870 34,783 12, 635 76, 978 103 Springfield . . . 8,695 58,907 14, 675 0 82, 277 Sterling: 104 District No. 1 . 105 District No. 3 * 9,051 3,207 12, 258 106 District No. 8 . . 0 6,450 2,860 0 v 9,310 107 Streator . 30,772 18,282 6,453 0 55: 507 INDIANA. 108 Anderson *. . . 10,302 31,118 6,944 0 48,364 109 Bloomington . . . 10, 450 11,755 * Statistics of 1894-95. a The accounts of the evening schools are not kept separate. 1534 EDUCATION KEPORTj 1895-96. Table 9.— Statistics of expenditures of public schools of cities, etc. — Continued. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 Indiana — continued. 110 Brazil . . . . $6,567 $10,935 $9,087 0 $26,589 m Columbus . . ii? Crawfordsville * _ _ 15, 870 17 000 113 Elkhart .. . . . 1,500 25,251 8,083 0 34’ 834 114 Evansville . . . . . _ . . 28,067 106,347 20,827 $1, 191 156, 432 115 Fort Wayne. . . . . 15,046 66,690 13,252 0 94, 988 116 Frankfort . . . . - . 17,086 9,546 26,633 117 Goshen _ _ _ 118 Hammond. . . 3,438 18, 900 2,899 378 25, 615 119 Huntington _ _ 22, 668 23,425 14,228 0 60,321 120 Indianapolis . . . . . 74, 096 309, 652 153, 176 536,924 121 J eff ersonville * . . . 25,000 W‘> Kokomo _ . . _ 7,713 22, 757 8,121 38 591 193 Lafayette _ _ _ _ _ 20, 439 39,049 12,000 71 ’488 124 Laporte _ .. . . . 8,031 22,538 8,867 39’, 435 125 Logansport . . . 5,160 28,405 10,861 44’ 426 126 Madison* _ _ _ _ _ _ i6; 991 127 Marion _ _ . 0 54,’ 467 1?« Michigan City * . . 1,000 20, 087 4 566 25 653 129 Muncie . . . . 13,261 36,665 14’, 577 0 64’ 503 130 New Albany _ _ _ 1,478 37, 113 10 963 49 554 131 Richmond _ _ 46, 041 17, 700 0 63’ 751 132 Shelby ville . . . . 35, 000 *12.358 0 133 South Bend. .. . . 38,000 42. 440 17, 154 97 594 134 Terre Haute. _ _ _ _ _ 23 106 86 155 24’ 660 133 921 135 Vincennes . . . 6,325 15, 119 6, 367 0 ■27* 811 130 Wabash *.. _ _ _ 22,000 23 500 137 Washington - - - - 15,000 13,000 3,500 0 31,500 IOWA. 138 Boone . . . . 1,000 20,000 5,000 23,000 139 Burlington . . . . 12, 717 61,289 18’ 432 92’ 438 140 Cedar Rapids _ _ _ _ 8,944 51, 159 32’ 587 82’ 690 141 Clinton . . . . . . 3,115 38, 340 17, 830 0 59’ 285 142 Council Bluffs _ . . . . . 6, 673 56, 609 27, 216 90, 498 143 Creston. . . . . . 849 18,064 11,469 0 30,382 144 Davenport . . . . . 1, 760 76,053 16, 860 238 94,911 Des Moines: 145 East Side . . . 1,987 37,592 22,035 0 61,614 146 North Side . . . 30,000 18, 000 8,500 0 56,500 147 West Side . . . 30, 474 82, 542 37,310 0 150, 326 148 Dubuque . . . . 11, 877 59, 608 23,565 0 95,049 149 Fort Dodge . . . 15,000 21,000 150 Fort Madison . . . . 42, 170 15, 015 6,983 64, 768 151 Iowa City . . . . . 1,500 21,022 9,899 0 32,421 152 Keokuk *_ . . . 34, 545 30, 165 3, 536 0 68,246 153 Marshalltown . . 28,633 32, 726 22,647 0 84,006 154 Muscatine* . . 382 29, 130 9,493 0 39,005 155 Oskaloosa . . . 4,500 21,000 1,600 0 27, 100 156 Ottumwa* . 75, 766 157 Sioux City . . . . . 87,118 48, 117 0 135,235 Waterloo: 158 East Side* . . 889 19,443 159 West Side. . . . 1,100 9, 515 6,841 17,456 KANSAS. 160 Arkansas City . . . 421 12,840 9,050 0 22, 311 161 Atchison . . 811 19, 622 10, 680 0 31,113 162 Emporia * _ _ _ _ 1,544 20, 991 2, 066 24, 601 163 Fort Scott. . 20, 769 11,143 0 31,912 164 Hutchinson . . . . 917 19, 541 9,359 0 29,817 165 Kansas City . . . 6,000 70, 584 20,569 0 97, 153 166 Lawrence _ _ _ _ 23,000 167 Leavenworth * _ 2,301 35, 769 56, 387 163 Ottawa. . . . . 5, 598 13, 556 4,319 0 23, 483 169 Parsons _ _ _ _ 13, 504 * 8, 893 0 22,397 170 Pittsburg 171 Topeka * 61, 585 *48,049 103. 787 172 Wichita . . . . 0 42, 137 14, 363 6 56,500 * Statistics of 1894-95. CITY SCHOOL SYSTEMS. 1535 Table 9.— Statistics of expenditures of piiblic schools of cities, etc.— Continued. 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 Expenditure for the school year 1895-98. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. I 3 4 5 6 KENTUCKY. $68, 175 11,392 3,946 $14, 696 1,464 0 $82,871 14,336 4,334 20,000 Frankfort: $1,480 34; 0 354 17,000 9,350 1,854 1,996 13,200 60,090 396,413 49, 929 (a) 508,432 4,108 16,238 40,446 20,264 21,472 13,057 1,782 $500 •0 58,111 38,234 30,384 1, 169 7, 743 0 LOUISIANA. 335, 872 713, 832 35, 000 MAINE. Auburn . - _ _ - 0 43,280 20, 000 88, 533 Augusta _ _ _ _ Bangor _ - 30,000 41, 434 17,099 6,878 9,570 0 "Rfl.tTi . _ 17, 579 0 24, 457 Biddeford _ - - 26, 382 35, 952 Calais _ _ _ 9,942 3, 943 13, 885 Lewiston _ 1 Portland _ . _ 0 84, 350 38, 567 901 . 123, 818 Rockland _ _ 12, 838 . 15, 160 27. 998 Waterville _ 16,400 MARYLAND. Baltimore _ -- 325,165 950,000 136,395 7,240 1,418,800 Cumberland _ _ Frederick _ _ _ _ _ Hagerstown * _ 9,609 55, 277 3,386 0 68,272 MASSACHUSETTS. Adams _ _ _ _ _ 4,200 20,393 7,000 0 31,593 " 19,011 30, 013 53, 000 Amesbury * _ 13, 261 18,378 23, 105 1, 594, 425 79. 455 78,222 5, 750 b 328 Attleboro _ _ ‘. _ _ 5, 609 18,000 513, 736 6,026 11, 600 567,846 0 Beverly _ _ 295 Boston . _ _ 52,596 1,648 739 2, 728, 603 97, 696 Brockton _ - _ Br ooklin e . . . _ _ -- 32, 627 111, 588 362, 354 C!fl.m hri rl ge 55, 763 235, 812 63. 274 7, 505 Chelsea . -- . . - . 73,224 23, 698 1,170 1,685 98, 092 Chicopee _ 21,567 9, 148 10, 903 32, 400 Clinton . - . - . 992 23,410 43, 486 161, 973 686 35, 991 Everett* - . _ _ 20,000 17, 862 64, 901 569 81,917 Fall River _ 82,058 102,694 10, 200 319, 132 Fitchburg * 68,002 • 37, 625 3,325 211,646 Framingham * _ _ _ 22, 979 20, 847 54, 552 69,231 85, 273 38, 200 Gardner * 0 12,114 21, 640 21,365 627 33, 588 124, 259 Gloucester _ _ 48,067 Haverhill 2,286 92, 882 Holyoke* . _ _ 67,203 493 31, 857 8,356 34,640 94, 941 58, 844 3, 585 707 187, 918 Hyde Park* 29,280 95,340 174, 180 152, 804 38,836 Lawrence _ 46,930 47, 611 13, 463 71,151 3,790 103,281 210, 000 3, 770 180, 680 340, 176 228,229 Lowell _ _ . . ■ 23,444 3,118 Lynn _ _ . _ . . . Malden _ _ _ _ 90, 682 28, 684 2, 566 . 193, 083 ' 50,898 171, 749 Marlboro . 38,485 48, 040 10, 132 19, 366 15, 575 491 Medford . . 1,062 0 Melrose 37,245 18, 880 24,514 262,820 27, 014 36, 475 Milford Natick . . . 2,000 9, 613 348 * Statistics of 1894-95. a The accounts of evening schools are not kept separate. 6 Included in the other items reported. 15 T, 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 Ob EDUCATION REPORT, 1895-96. lble 9. — Statistics of expenditures of public schools of cities Expenditure for the scho( City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. 2 3 4 Massachusetts — continued. New Bedford Newbury port. Newton* . North Adams. Northampton. Peabody . . Pittsfield . Plymouth . Suincy . . evere _ Salem _ ... Somerville ... South bridge . , Spencer _ Springfield _ Taunton . . Wakefield . Waltham _ Westfield _ Weymouth. .. W oburn * _ Worcester .... $30,177 1,500 0 50,000 0 76, 779 3, 190 2,500 4,364 87, 680 1,209 32, 607 21, 764 40,000 1,214 500 1,802 111,543 $107,240 21, 962 109, 887 36,000 33, 776 26, 475 43,376 23, 760 60,074 18, 763 80, 464 144, 113 12, 982 17,433 148, 703 67,235 21, 358 49,811 32, 940 32, 123 37,960 302,963 $45, 465 5,522 30, 339 12, 615 13,060 8,344 23, 703 8,500 20, 735 23, 753 49, 616 8,198 52, 675 25, 875 15,200 12, 012 12,373 9,584 106, 273 MICHIGAN. Adrian . Alpena * . . Ann Arbor . . . Battle Creek* . . Bay City . . Detroit.. . . Escanaba . . Flint-.. . . Grand Haven _ Grand Rapids . Holland _ Iron Mountain . Ironwood . Ishpeming . Jackson: District No. 1 * District No. 17 Kalamazoo. . Lansing . Ludington . . Manistee * _ Marquette . . . . Menominee . Muskegon . Owosso . . Port Huron . Saginaw : East Side . . West Side . . Sault Ste. Marie.. Traverse City _ _ West Bay City * . . 6,635 10, 617 27,000 25, 403 279,564 12, 285 0 17, 642 8, 987 14, 000 32,934 6,829 16,389 1,964 51, 788 6, 143 23,467 6,576 4,063 14,000 13, 948 MINNESOTA. Brainerd _ Duluth _ Faribault ... Mankato _ Minneapolis. Red Wing... St. Cloud.... St. Paul _ Stillwater * . Winona . 132,094 3,215 2,700 46, 758 0 44,000 23,000 17,000 17, 256 33,924 29,225 51,785 505, 470 13, 949 22,579 12,325 190, 023 11, 693 18,167 13, 500 23,682 8,926 6,002 10, 292 15, 623 19, 701 163, 223 7,271 11, 478 6, 095 69, 097 10, 418 14,000 14,432 28,500 15, 047 39,000 32, 530 19, 335 28,913 19,800 25, 293 42, 716 17, 000 30, 466 11, 630 8,139 21, 366 13, 905 8,284 19,025 9,376 20,722 27,586 6,380 9,754 71,451 36, 791 14, 885 18, 119 32,337 22.962 21, 943 6, 780 7,532 16, 140 16, 157 149, 757 15,472 20, 000 507, 335 20, 900 14, 000 362, 467 24, 386 42,909 82,242 15, 914 16, 000 146, 978 8,900 92, 634 9,007 32,834 * Statistics of 1894-95. CITY SCHOOL SYSTEMS, 1537 Table 9. — Statistics of expenditures of public schools of cities, etc. — Continued. 294 295 297 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 City. MISSISSIPPI. Columbus *. Jackson*... Meridian * . . Natchez*... Vicksburg.. Carthage - Chillicothe - Clinton . Hannibal . . . Jefferson City*. Joplin . . Kansas City . Moberly . . Nevada . St. Charles . St. Joseph . St. Louis . Sedalia . Springfield . Webb City . Butte . Great Falls. Helena *.... NEBRASKA. Beatrice . Fremont . . . Grand Island. . Hastings . . Kearney . Lincoln. . . Nebraska City Omaha _ Plattsmouth*. South Omaha . 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 . Newark . New Brunswick *. Orange . Passaic . . . . Paterson . . . Perth Amboy . Expenditure for the school year 1895-96. Perma¬ nent in¬ vestments and lasting improve ments. $25,000 30 3,312 76,475 20,848 402,310 38,659 17,700 11,487 3,000 1,310 597 14,540 ”i,'796' 2,141 4,100 104,960 2, 160 5,000 10, 556 19,500 ' 3,205 2,004 2,952 71, 166 37,046 42,373 34, 641 Teaching and super¬ vision. $9,000 10,250 21,229 12, 122 22,500 19,227 10, 125 12,420 27, 130 10,000 24, 777 247, 001 14, 893 817, 905 34,356 27, 205 10,057 75,462 30,000 35,070 21, 188 22, 415 20,025 18,377 12, 601 72,274 17,028 237, 326 12,396 28,218 33,106 24,163 13,258 71, 895 45,435 24,433 29,547 54, 828 17,869 122,000 60,038 9,000 101, 577 310,622 28, 557 17,920 17, 165 419, 928 30, 302 42, 316 32, 297 152,053 14,040 Current and inci¬ dental ex¬ penses. $1,775 846 3,000 7,930 4,091 10,004 10,047 109, 896 6,085 53,371 436, 822 10, 944 18,273 21,521 19,655 26,608 7,565 8,522 10,502 8,464 3, 062 29, 140 4,995 124, 125 6, 190 4, 793 15,435 6,506 5,881 23,543 9,210 10,096 16,689 13,614 6,251 50, 250 20, 652 1,320 21,747 93,314 17,267 6,654 128,926 18,649 18, 065 50,946 3,000 Evening schools. $9, m o 226 133 ,892 0 0 0 2, OOu 0 3,350 0 0 1,500 5,571 0 0 28,334 5,239 0 TotaL $10,000 11,000 23,004 12, 968 50,500 27,157 14,216 16,283 37, 164 18,000 38, 136 433,372 41,826 10, 117 145,067 ,666,209 83,959 45,478 13,650 114,683 61,142 64,678 28, 753 30,937 30,527 26,841 16,974 102,011 22,023 375, 991 18,586 34, 807 48,541 33,036 23,372 202,290 56,805 39,529 46,236 80, 998 24,120 195,100 83,895 10,320 134,713 409,507 47,828 23,831 26,771 648,354 43, 652 98, OH 92,735 242,879 17,049 * Statistics of 1894-95. ED 96 49 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 >8 EDUCATION REPORT, 1895-96. ble 9. — Statistics of expenditures of public schools of cities, etc. — Continued. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 ft new Jersey— continued Phillipsburg . $9,206 $19,498 $13, 430 0 $42. 134 Plainfield . . . . 7,329 35,531 18, 677 0 61,537 16, 074 21, 282 Town of Union* . 20,339 11,362 $637 32,338 Trenton . 10,324 94, 671 31,664 3,315 139,974 NEW YORK. Albany . 8,394 187, 598 59,083 1,408 256,483 34, 218 54,211 14, 624 103, 053 Batavia. . . 1,734 14,633 9,344 0 25,710 Binghamton . . . . 15,958 76,580 21,346 0 113,884 Brooklyn... . . . 843, 894 2,244,648 519, 298 13,359 3,621,199 Buffalo - - - - 436,212 685, 204 169, 709 13,827 1, 304, 952 28, 210 38,567 10, 200 76, 977 Corning . . - . 28, 390 16,659 7,169 0 52,218 Cortland . . . . 2,308 10,352 2, 482 0 15, 142 Dunkirk. . . - . 30,942 22,657 9,591 0 63,190 Edge water: Tompkins ville a.. _ _ 6,452 11,013 Stapleton 6 _ . . 59, 845 17, 860 93, 347 Elmira . - . 42, 105 64,453 22,969 0 129. 527 Flushing. . — . 4,290 17, 092 8,743 0 30, 125 Geneva . . . 23, 764 19, 409 6,536 0 49. 709 Glens Falls . . . . 15, 616 4,845 0 20,461 Gloversville . . 15, 903 29,891 9,152 0 54,946 Hornellsville . . . 1,100 23,045 8,313 0 32, 458 Hudson * _ _ _ 13, 125 8,928 22, 053 Ithaca . 6,015 25,191 7,907 0 39, 113 Jamestown.. . 66, 811 45,670 19,310 0 131, 791 Johnstown . . . 3, 106 16,241 7,526 0 26,876 Kingston: Kingston school district . 4,558 24,143 12,983 0 41, 684 District No. 2 _ 12,425 19,539 District No. 3. . . . District No. 4 . . . 4,400 5, 110 Lansingburg. . . . . 271 24,287 9,660 0 34,219 Little Falls . . . . 88 16, 005 6,624 0 22, 717 Lockport . . . . 12, 295 38, 196 15, 778 0 66,269 Long Island City *. . . . 11,764 83, 596 28,446 1,273 125,079 Middletown _ _ _ 8,609 22,348 11,088 0 42,045 Mount Vernon (District No. 5).... 31,194 46,519 25,000 0 102, 713 N e w Brighton . . . . . Newburg. . . . . . 6,492 52,352 20,767 0 79,611 New Rochelle . 5,961 33,369 17, 184 0 56,514 New York.. . 2, 215, 506 3,601,008 1,043,867 175,800 7,036,181 Niagara Falls . . . 4, 470 28,460 12, 610 374 45, 914 North Tonawanda _ 0 20, 755 0 35,619 Ogdensburg . . Olean . . . Oswego. . . . . . 11, 198 33, 683 , 8,717 0 53, 598 Peekskill: District No. 7 . . 1,452 8,346 4,084 0 13, 882 District No. 8 . . Plattsburg . 0 17, 130 8,555 0 25,685 Port Jervis.. . . . 1,291 21,400 8,087 0 30, 778 Poughkeepsie * _ 37,109 16,308 53, 417 Rochester . . . 94,577 477, 685 137, 192 5,429 714,883 Rome . 6, 181 20,953 5,839 0 32, 973 Saratoga Springs . 2,608 29, 148 10,556 0 42,313 Schenectady . 4,900 29,694 9,069 43,663 Sing Sing . 1,088 13,908 6,962 0 21, 958 Syracuse . 28,439 213,692 101,136 (c) 343,267 Tonawanda . 1,823 17,918 8,107 (c) 27,848 Troy . . . . 5,932 120,623 24, 418 0 150,972 Utica . 44,868 93,443 30,415 1,393 179, 119 Watertown . . 32,000 34, 927 11,301 418 78,646 Statistics of 1894-95. b A. Hall Burdick, principal. J. W. Barris, principal. c The accounts of evening schools are not kept separate. CITY SCHOOL SYSTEMS. 1539 I- Table 9.— Statistics of expenditures of public schools of cities , etc. — Continued. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 new YORK— continued. 412 W ater vliet - . . . . $1,710 $14,736 $6,549 0 $22,895 418 17,690 58, 517 414 NORTH CAROLINA. 415 Asheville . . . . 700 13,200 1,100 0 15,000 14, 100 1,240 15,340 417 418 410 420 13,000 3,500 0 16, 500 OHIO. 421 Akron . . . . 19,030 70,213 30,288 0 119,531 422 3, 745 18, 057 6,031 27, 833 423 Ashtabula . 1,351 17,319 7,007 0 25, 677 424 15, 706 6, 945 0 22, 651 495 38,598 58, 165 29,300 126, 063 42fi 26,400 34, 964 427 Cincinnati... . . 41,724 734, 138 140, 700 $9, 432 925,994 428 Circle ville . .. _ _ _ ~ 18,350 17,840 6,943 43, 133 429 Cleveland . 148,204 745, 547 245, 844 4, 547 1,144, 142 430 Columbus . 62, 806 302, 652 113, 837 (a) 479, 295 431 Dayton* . . . . . 39,051 217,327 98, 109 1,214 355, 701 432 Defiance - _ _ _ 33, 860 433 Delaware . . . . . 0 18,669 5, 559 6 24,228 434 East Liverpool . . 16,638 17, 597 9,415 0 43,650 435 Elyria . - . . . 9,251 17, 408 2,197 0 28,856 436 Findlay * _ _ _ 36, 567 52, 831 437 Fostoria _ _ _ 14,998 7, 049 6 22, 047 438 Fremont _ ___ _ 16, 414 6,893 0 23, 307 439 Hamilton _ _ _ _ _ 48,190 24, 137 (a) 72, 327 440 Ironton* . . 9,867 22, 697 7,563- 0 40, 127 441 Lancaster . ... 0 19, 035 4,246 0 23,281 442 Lima . . . 0 35,730 12,942 0 48, 672 443 Lorain . - - - 31,026 15, 355 3, 746 0 50, 127 444 Mansfield * I _ _ 19, 574 28,657 12, 939 61,170 445 Marietta . . . . 16,860 21, 698 7,940 0 46, 499 446 Marion * _ 21, 639 39,822 447 Martins Ferry _ _ _ 35,000 13, 565 7,328 55,893 448 Massillon . . . . 11,379 20, 632 8,972 0 40,984 449 Middletown . . 5,851 22, 695 8,338 0 36, 884 450 Mount Vernon* 21,525 451 Nelson ville . . . . .. 770 8,692 4,218 0 13, 680 452 Newark . . . . . 1,969 31,-888 10, 029 0 43,886 453 Norwalk* . 22, 057 454 Piqua . . . . 0 21, 947 13, 651 0 35,598 455 Portsmouth _ 27, 641 6,987 0 34, 628 456 Salem* _ _ _ _ _ _ 17,539 32,806 457 Sandusky . . . 17, 793 35, 695 12, 788 97 66,373 458 Springfield . . . 20, 358 74,092 27, 790 0 122, 240 459 Steubenville . . . 701 28, 657 6,606 0 35,964 460 Tiffin* . . 3,923 19, 740 13,207 0 36, 870 481 Toledo . . . 83,660 201, 739 72, 848 0 358,247 462 Warren . 0 23,070 9,980 0 33,050 463 W ellston 9,780 11,000 464 Xenia . . . 5,000 23,640 10,962 0 39, 602 465 Youngstown . 4, 968 74, 185 46,207 (a) 125,360 466 Zanesville * . . . . 8, 675 40,090 30,364 79, 129 OKLAHOMA. 467 Oklahoma City . 15,288 11, 925 8,000 0 35,215- OREGON. l 468 Astoria . _ . . . 22,000 469 Portland *.. . 22, 861 197, 693 46, 312 266, 866 470 Salem * . . . 1,153 21,042 20,273 42,468 * Statistics of 1894-95. a The accounts of evening schools are not kept separate. 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 .513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 10 EDUCATION REPORT, 1895-96. .ble 9. — Statistics of expenditures of public schools of cities , etc. — Continued. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 PENNSYLVANIA. Allegheny . $179,996 $218,988 $100, 856 $3,531 $503, 371 Allentown . 15, 698 49, 811 38,206 563 104,278 Altoona . . . 12,839 60, 505 29,665 0 103, 009 Beaver Falls * . . 3,714 16,584 9,454 0 29,752 Braddock . 251 20,090 11,637 0 31,978 Bradford* . 18,813 26,468 14, 547 59,828 35 740 18 901 7 694 0 62 335 Carbondale . 3’ 091 16’, 583 9’ 833 0 29^ 507 Carlisle . . . 2,505 13,549 4,467 0 20,521 Chambersburg . . 1,500 14,000 6, 990 0 22,490 Chester . 25, 598 41,821 17, 761 0 85, 180 Columbia* . 6,160 15, 095 12,677 0 33,932 Du Bois . 9.614 18 543 Dunmore . - 4,789 13, 730 5,281 480 24,280 Easton . 13, 118 40,331 19,372 0 72. 821 Erie . . . 71, 250 77,310 38,037 985 187, 582 Harrisburg . . 15, 615 86,087 29,961 0 131, 663 Hazleton . 49,981 23, 404 11,896 0 85,281 Homestead* . 42,000 17,011 9,800 0 68,811 39, 958 120, 916 51, 165 * 52, 190 (a) 132 366 Lebanon . . . 8,624 20,369 8,640 0 37,633 Lock Haven . 2,500 11,700 8,500 0 22,700 McKeesport . 5,649 50, 647 25, 486 0 81,782 Mahanoy City . . . 18, 441 5,827 200 24,468 Meadville . 4,674 23, 781 7, 533 0 35,988 Mount Carmel . . . 2,828 13, 285 15,688 240 32, 041 N anticoke* . 1,276 15,300 10,441 600 27,617 New Brighton . . . 16, 000 20,000 Newcastle * _ . . . . . . 11,284 38,050 13, 067 62, 401 Norristown . 4, 698 36, 564 10, 692 0 51,956 Oil City * . 1,000 22, 476 15, 557 39 033 Philadelphia . 799, 509 2,161,689 1,004, 373 (a) 3,965,571 Phoenix ville . 84 12, 572 7,018 0 19, 674 Pittsburg . 392,878 530, 118 268, 613 0 1, 191, 609 Pittston* . . . 8,850 12, 143 5,805 300 27,098 Plymouth . 701 14, 224 5,231 434 20, 590 Pottstown . . 1,589 28,682 8,015 0 38,286 Potts ville *. . . 26,215 67,641 Reading . . . 123,883 98, 480 55,331 1,240 278, 934 Scranton . . 186, 705 129,408 56,625 6,401 379, 139 Shamokin . 4,435 28,843 13, 160 372 46,810 Shenandoah . . 17, 713 31, 673 12,057 1,642 63, 085 South Bethlehem* . 22, 198 46,023 South Chester . 3, 666 14,053 9,448 0 27, 167 Steelton . . 858 20,331 6,943 0 28, 132 Sun bury - _ _ 17,546 34,226 Titusville . 1,528 20,068 8,970 0 30,584 Uniontown, . 2,240 13,569 4,929 0 20,738 West Chester . 15,296 18,302 9,231 0 42,829 Wilkesbarre . 49, 780 81, 791 26,177 (a) 157, 748 Williamsport _ _ _ ... _ *51,232 *28,340 82, 567 York . 51,071 31,456 16, 109 0 98,636 RHODE ISLAND. Cientval Falls . . . 26, 817 10,052 647 37,516 Cranston _ _ 21, 209 32, 691 Cumberland . . . . . 17, 350 28,698 East Providence * . 2,949 22,423 9,830 25 35,227 Johnston . . . . 24, 567 8,814 1,024 34,405 Newport . . . . . 53,349 24, 771 1,054 79, 174 Pawtucket . 92,251 77,586 33,280 3,798 206, 915 Providence . 287, 529 381,397 159, 690 30,317 858, 933 Woonsocket . 3,963 37, 965 12,545 2,267 56,740 SOUTH CAROLINA. Charleston . . 3,750 58,534 4,898 0 67,182 Columbia . 1,011 12,204 2,439 0 15,654 * Statistics of 1894-95. a The accounts of evening schools are not kept separate. CITY SCHOOL SYSTEMS. 1541 Table 9. — Statistics of expenditures of public schools of cities, etc. — Continued. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 Oregon— continued. 535 536 Spartanburg . $991 $6,660 $989 0 ' $8,640 SOUTH DAKOTA. 637 Sioux Falls. . 973 34,855 10,444 0 36,371 TENNESSEE. 538 ' 37,981 3,380 40,361 539 11,458 3,471 13,839 640 541 Knoxville . 711 ■ 33,096 5,059 0 38,866 543 Memphis . 3,594 68,371 36, 846 $3,010 99, 731 543 Nashville . - 5,415 133,846 14,336 0 153,587 TEXAS. 544 Austin . 4,977 40,699 11,643 0 57,318 545 546 Dallas* . . 1,891 59, 984 11,464 0 73,339 547 Denison . 3,847 16,630 3,047 0 33,534 548 El Paso . 0 19,300 3,000 0 31,300 549 Fort Worth . 0 37, 183 5,808 0 43, 991 650 Gainesville *...: . . 363 19, 974 4, 176 0 34,413 551 Galveston . . . 70, 000 17, 131 0 87, 131 553 Houston. . 43,350 50, 048 34,589 0 117,887 553 Laredo _ _ _ _ .. 554 Marshall _ _ _ _ 4, 000 5,000 555 Paris . * 17, 000 30,000 556 San Antonio . .. 3,588 83, 389 8,360 0 94,337 557 Temple _ _ _ __ 11, 957 30,003 558 Tyler . 1,350 14,850 900 0 17,000 559 Waco . . UTAH. 560 Ogden . . . 4,533 38,654 18, 175 61,353 561 Salt Lake City . 1,585 156, 739 91,433 0 349, 747 VERMONT. 563 Burlington * _ _ _ _ 31,519 34,380 11,170 56, 969 563 Rutland . . 30,694 34,730 VIRGINIA. 564 Alexandria. . 753 16, 100 3,868 0 19,730 565 Danville . . . 0 13,831 3,363 0 17,093 566 Lynchburg. . . . 1,044 37, 918 4,593 0 33,555 567 Manchester* . 93 7, 138 3, 169 0 9,389 568 Norfolk* . . 8,750 31, 864 7,956 0 48,570 569 Petersburg . . . 4,649 19, 575 3,971 0 38, 195 570 Portsmouth . . . 493 13, 095 3, 636 0 16,334 571 Richmond . . . 1,353 130; 600 31,433 1,060 154,445 573 Roanoke . 333 14, 603 3,543 0 17, 477 573 Staunton . . 500 13,509 1,917 0 14,936 WASHINGTON. 574 Seattle . . . 19, 186 98, 165 58,838 0 176,189 575 Spokane . . . 16,336 40,341 30, 550 0 87,117 576 Tacoma . . . . 1,557 76,983 39, 797 0 118,336 577 Walla Walla . 13, 789 3,931 16, 710 WEST VIRGINIA. 578 Huntington . 6,840 15,630 8,593 0 31,063 579 Parkersburg . 580 Wheeling . 65,078 18,310 H 83,388 WISCONSIN. 581 Appleton . 33,379 31,313 31,388 0 85,079 583 Ashland . 979 30,305 6,388 0 37,573 * Statistics of 1894-95. T. 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 EDUCATION REPORT, 1895-96. BLE 9. — Statistics of expenditures of public schools of cities, etc. — Continued. Expenditure for the school year 1895-96. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 Wisconsin— continued. Beloit . $17,775 16,535 37,484 $27,563 22, 178 73, 264 Chippewa Falls . $5,643 13, 773 0 0 Eau Claire _ $22,007 Fond duLac . . . Green Bay _ 10,829 8,750 2,792 5,446 32,441 21,109 65, 769 31,539 9,773 15,213 17,948 11,206 0 0 0 0 53,043 45,072 86,509 48,191 Janesville _ _ La Crosse _ _ _ _ _ _ Madison . . . . Manitowoc . . Marinette _ _ _ 30,817 13,812 524,330 49,450 47,856 42,851 17,591 70,827 24, 659 4, 833 96, 360 24, 198 12, 120 13,918 6,900 34, 498 0 0 $3,400 500 0 0 0 320 55,476 18,645 a 624, 090 79,689 104, 856 81,046 36,339 118, 961 Merrill . Milwaukee _ (a) 5,541 44,880 24,277 11,848 12,316 Oshkosh _ Racine . Js. . Sheboygan . _ . . Stevens Point _ Superior . . . . . Watertown . . . . W ausau . . . . 20, 824 21,607 4,943 5,894 0 i 25. 767 WYOMING. Cheyenne 27,501 a The cost of new buildings does not appear in the accounts of the school board. Table 10. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants. CITY SCHOOL SYSTEMS. 1543 •0-mjipuedxe xuqoj, © « $5,104 4,050 4, no 4,555 3,670 7,540 15,000 27,147 29,327 21,470 29,288 33,476 20,000 30,000 35,694 11,738 14,500 30,582 •sjeoiqo sntsiAjadns pne s.ieqo'Beq'jo soi.rei'es © H $800 5,655 3,560 3,260 3,980 3,340 6,420 12,600 20,526 20, 687 15, 588 22, 282 28,200 16, 550 16, 000 17,698 8,672 10,920 •sesodund Xooqos joj pasu Aq.te -doad oxxqnd jo enxuA ao H $16,550 10,000 20,000 14,500 35,000 35,000 42,000 67,850 100,000 47,000 64, 000 150, 000 20,000 45,000 75,000 40,000 50,000 | 48,400 •sxooqos oqqnd xi6 tix Apnqs joj sSuiqqis ‘.io squeg 571 650 500 331 450 700 1,000 1,350 1,300 1,100 1,200 1,400 990 800 925 844 1,118 •sesod.md xooqos joj p9sn sSuipxing © r C3 !cOC303C3 CO HH OO *D ID 00 CO CD HH CO 1 CO rH CO Regular teachers. T^OiL W rt 03 CO ©a C7 07 07 CD QHiCOQCONW rH WOO r— 1 r-i t— 1 . r-1 rH CO 03 03 C3 HH 03 03 03 C3 03 CO •exuaie^ H ONOit-iOb- HH 05 00WC0C0C5OC5 07 HON HH r-i HWWHWCOWH r-* WCHW W 03HHC0 03HH03 03 1 CO CO 03 CD HH 03 CO 03 rH 1 CO •s-iaotgo ^utsiAjadng « H r-i Cv! rH rH <03 HH nWWHHHH ! rH rH CO I i i i •0OUU -pueqqu Axiup 0SUJ0AY H H loci 1 rH • C3 CO CD »D HH rH CD HH O ID 07) CD lO 'COO «H 1 rH HCiONiCOOCOiO *D CD CD 07 1 H^HH 'CO1 O CO O 07 CO 07 rH CO 03 CO lOlON i«i r-f r-T CO' iii rH 'sxidnd Xxu jo eouepuoqqe ,sAep jo loqumu 0qeSe.i£By © lH 77, 400 70,300 55,377 82,407 151,218 178,528 164, 691 158, 037 162, 749 224.123 163,111 132,500 159.123 105,265 97,070 143, 100 •UOISS0S ui Axx'B -nqou 0j0Ai." sxooqos oix -qnd eqq sAep jo aequib jq © OOCONCOCO CO .CDHCOWHC7HC CD lOQOO CO CO *D ID i>« *D 1— 00i>-$>-COi>-COO7CO CO oococo HHHHHH r-1 HHHHHHHH rH rH rH rH Different pupils enrolled in public day schools. •mox 00 901 530 750 456 447 392 782 995 1,362 1,221 1,062 1,356 1,667 1,153 1,220 1,136 800 817 1,449 •©Xuinej; • iOHlON rH OOC0 0710 00.NO rH iii « • N- ID C3 CO CO CICOCOHHWCN CO • • • I | CO 03 03 rH H< O CD CD iO CD CO id io ID III «i iii ■©m © i ' O *D 03 *D 00 i-D CD CO CO rH 07 -H ID ID Iii « 1 CO O 03 ID HH i>i>COHrHCOOiH *D ' • • | ' CO 03 03 03 CO HCDiDONCOtDCD ID ' ' ' ii iii •sxooqos x'Biqoojud pun ©quAiJcl ui sxjdnd >5> iii i . i i i xDO'O'i CD lD'iiD'COCDi O 'OtH W iD 1 tD ' ' ID 03 1 1 rH 1 CO O 1 O 'Ot— rH rH ' ' ■ rH rH ' ' 'HH ' 03 1 HH iii i i i i i School popu¬ lation. •QS'e SIISU0O Xooqos jo uejpxiqo 1,300 1,546 1,725 1,252 1,339 1,936 2,014 1,325 1,535 1,284 1,082 1,590 2, 106 1,580 1,600 1,267 908 1,529 1 1,313 •oSu snsueo xooqog M HHHHHH rH i>» £*• i fc- fc'- i— J>- rH O CD CD 03 03 03 030303 03 HH 'HHHhH 03 HHH cA l> fcA iA fct b~ cA iOlO >'lAxAlA»AuA cA •(poquui -iqse) S08X U1 uoij'e[ndocj « 6,000 4,500 6,700 4,000 4,000 5,000 6,000 4.500 6, 800 7,000 5,000 7,000 7.500 7,500 6,800 7,000 5,000 6,000. 5,000 i City. ALABAMA. Bessemer . .. Eufaula . Florence . . . New Decatur . Opelika . . Tuskaloosa . _ ARKANSAS. Helena. .. . CALIFORNIA. Napa.. . . Pomona . Riverside . . . Santa Ana... . Santa Barbara . Santa Cruz . Santa Rosa . . Vallejo . COLORADO. Aspen . . . . CONNECTICUT. Branford* . Derby . East Hartford . i— I C3 CO H< lO CD t- 00C5OH(M«tH»C CD NCOQ * Statistics of 1894-95. Table 10. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 1544 EDUCATION REPORT, 1895-96. •©.mjipuedxo x'ejoj, O « $7,686 25,000 9,262 26,804 12, 400 3 6,778 4,430 3,450 17,000 17.500 4,203 9,000 12. 500 22,000 14,000 saeogjo SuisiA-iedns pura saeqo'eojjo sei.nq'es a w* $6,190 15.500 7,772 16,183 9,700 5,350 11,964 7,000 5,694 10,925 2,583 3,840 13. 500 12,350 9,330 8,500 8,115 9, 750 15,480 11,000 ■sesodatid Xooqos .10 j pesn Aj.ie -do.id oixqnd jo anx^A. 3D wi g ; g ;og 8 is 1 S3 30,000 54,675 9,000 16,000 60,000 50,000 76,300 35, 000 30,000 45,000 75,000 60,000 •sxooqos oxxqnd xi13 ui Apnjs joj sSuijjis jo sjues 550 1,275 800 853 562 1,500 350 1,000 550 650 1,350 1,166 1,200 1,000 875 1,232 1,100 •sosodjnd xooqos aoj pesn sSaipxing iH lOr^QOiO^OO - 05 CO 05 t-H Csl CO CO ift Cft ^ oo ^ 05 co O ID CO OOCO ' iC hHhJHCO ; •9X^H IcDNOH 05 CO t-H t-OCOCO £— i>* CO oo oo ^ -a: t-H 1C (M (M CO VO ^ O C5 GO ! -rH iO L- CO • iO hH CO CO 1 •sxooqos x'Btqooj'ed pun ©j/BAiJd ’ ui sxidUfj 8 ;3338 ; O | (MO j O O O Q Q 888^8 School popu¬ lation. •©fin snsuoo Xooqos jo ue-ipxtqo h 1 05 O ao CO *C H Q CO t— UO 00 CO t- 5S t- co ao 1,400 1,364 980 1,312 1,704 1,597 1,550 1,978 1,300 1,750 1,500 •oSu snsuoo xooqog W HHHHHHH -4< A -4i -4* -4i 4< 4< 6-18 6-21 6-21 6-21 6-21 6-21 CO CO CO CO CO •(pejmn -IJS0) 9681 UT uoxj'Bxndo.q « 8S8S888 8 8 i 8888 OOOIOOOIO O O 1 lOONO ^ t-T CO t- ID co 1 cf CO CO CD 6.500 5.500 6,000 7,000 7.500 City. Connecticut— cont’d. Milford . Naugatuck . . _ New Milford - . . Wallingford . West Haven . _ Westnort. . . . . Winchester. . . DELAWARE. N ew Castle . GEORGIA. Griffin . ILLINOIS. Belvidere* . . . Braid wood: North side . South side . . Centralia . . Charleston . . . . Dixon*.. . . _ Du Quoin . . . Edwardsville . Galena _ _ _ Kewanee . . . Litchfield . . . 8S588S88 8 8 8 8388cS88k88 8«t- ! CO rH CO t-H ^ CO ^ r-i ! ^ 03 HtHCO(MCOHHW CO rHdrHCOeiCOClr-irH T li iOhH ED 96 - 49* * Statistics of li Table 10. — School statistics of cities a7id villages containing between 4,000 and 8,000 inhabitants — Continued. 1546 EDUCATION REPORT, 1895-96. -8.m4Tpu8d.xa I'STOiL © « (MHWNOh COO^T-Hi^COrH 21,000 7, 100 5, 575 14,023 16,559 22,600 35,426 19,895 17,281 14,500 34,511 21,324 14,360 15, 664 22,000 25, 680 39,623 •sjaargo SuisiAjcadns pUU SJaqO'Baj" JO SBTJ'BX'BS © 582338S88 3 SSSSS8SSSS88S& nOOlOQOOOO rH WOOCOOOCOJO'lOOOCX^ o'qu oT^'o'i>TrH'ioxo o' 03»hgo o3coo:f th'cohh'03 nVoon ^ HH •sasodand Xooqos joj pasn Ajaa -cload oxxqnd jo enx'BA Q B $65,000 16.250 28,000 34,000 80,000 39, 000 30, 000 50,000 30,000 22.500 80,000 48,000 125, 000 200, 000 140, 000 37,910 40.500 85.250 103, 540 20,000 47, 000 65,000 65,000 •sxooqos oxxqnd XT'8 nT Apnjs aoj sSuijjis 'jo speag *» H OO 1 ICOOO on i i r— o §5© i 'os© O • O OOOOiO 'OlOOO 'OO ' to • O COCCN 'i.G^XO 't-O ' CO ' C5 05 CO O 'rH O 1 ir* C5 05 O 1 i>» GO 1 •sasodand xooqos aoj pasn sSuipxing © r-H b- © CO © >£5 «= l-< © Oi © r-H CO © © ^ © .L rt t-iCOtHCOHHCO*OCO ' OO ^ H O 05 O CO 05 CO OS CO C003C0H«C>3030303 • tH 0303C0C0C003 03 03C3OirHO3C0HH •aX'Buiag m OOOOOCOOHrHCO 1 03 COOQNOCJ-HI^COCON'M'MtH | T—t 03 03 03C0Cs*tH030303C3tH03C0HH •eX'ew W H HlOMC^NHlO j © HHrtflHNHNCOHNHMO •saaoxpo SuisiAjadng A H rH ioHHHHH ! iH CO CO 03 CO tH ! i-H CO 05 CO CO rH 05 U3 •aoue -puejJ'B Axiup 8ST3J8AY H lOCOi- 'OH C'l H > H O GO GO GO 1 GO CO ! i© I 8^8©8©2§i88S©©9 'rH 1 GOGOC0O5C5GOi>*3>«i.-iO'^lG00irH •sxxdnd XX^ jo aouepuajj'e ^Aup jo aaqrnnu ajeSaaSSy © H coco . I O CO 888 Jfsgg ! GO ! H O GO CC tO 'lOMOOOMWOO 'CO • CO Q rH lO CO KMGOCOHOHOOi ' iO • CO O GO r- 1 Ol 'HXNIOOCOOO 1 go" » x'oooiV • 05"ot-"HH'»oofcooi' 1 HHONi> 1 CO CO 05 05 CO -rH rH J rH ; i — 1 H t — f i — l H J i — 1 1 — It — l rH 03 O* •UOISS8S ui Axx'B -njora 8J8Av* sxooqos oix -qnd aqj sAup jo aaqinh^x © OLOiCCOOCC CO 'GO CO iO OO O 05 GO 'rf *— 1 GO IlOHN(MOHHCD COGO CO Xi>XON 1 05 GO CO CO O 05 05 CO HH rH HHHHH jnHHHNHHH 05 | Different pupils enrolled in public day schools. •X^ojj © ©> r-i t-© © t- r-i ^ cs 1C GOHH 05 lO 1 iO H< COO 1 CO C5 05 • • 1 CO O LOGO LO • t- hh hh hh ; go go co | ; ;cowhi>go •OL^H © ! lO rH I ©CIO . i>- 05 ' GO GO 1 H H 1 H H 1 1 1 HH lO GO 03 1 o CO HH • 1 'OG5HON 1 lO O rH 03 * 03 O iH 1 1 1 GO CO.iO O 03 1 H* HH HH HH 1 GO O HH 1 » 1 CO CO HH GO •sxooqos x'Biqooaud pun ajuAiad 'ui sxpdng O ' ' ' tO CO O ' 1 |(MH C3 ' • ' i i i i i i i i i tO O 00 1 H 1 0 i i i i i i o ^ 1 i— i t-h • i 03 HH ‘ School popu¬ lation. ■a£n snsuaa Xooqos jo uaapxiqo COOCONNiCiOO Q lie ■ C5 HH rH GO GO O* ' lO 1C >C 03 ^ CO lO CS rH rH 'Xl © I tO ' X O iO CO C N i^COCO^ ©GOLOGOiOOiOiCOiO 05 ' HH < xO HH H CO H j HH CO 03 CO •aSu snsuao xooqog M 53 o5 o3 03 03 53 03 j 03 03 • 3 3 ^ i2 ■4 -4 -4 4< -4< -4< -4 '© © oocoaocoobabobiraao * oo ob © © •(papera -ijsa) C08X nr uoipexndog « 888888888 8 883888383 :88S3 COOOCOOiOOO GO iCNriOiOOCNCO 'OlOOW go" 10 o H h^ hh go l-^hh'go'hh'io • o j>T i>T City. H maine— continued. Brunswick . Eastport . . Ellsworth . Fort Fairfield . . Gardiner . Houlton. . Saco'. . Sanford * . MARYLAND. Cambridge * . MASSACHUSETTS. Abington . Amherst . . Andover . . Arlington . . Athol . . Barnstable . Blackstone . Bradford . . . . . Braintree . Bridgewater . Canton . Concord . . Danvers . Dedham . OOOCH^M^^ONCOCiOH 00 OOOOQO^CiQQQCSOSOJQSOO COQOH'NCO^iOO fc-t-cocococcoococo CITY SCHOOL SYSTEMS. 1547 ll!i3iili§!S!§!§lli!!!lli3llll iilillliiiSililll 3 a~S~ 3 S &®SS S 8 S aS' *3“ * S S 3 a" as ' *“ a “a a 03 ^ a £ 3 as®“ aVg s s s ®: ^a §i iiiiiiiiiiii! §s i|¥s¥s¥gsssssg llllliili ill Isillilliiililili assiasssss :§§ . s ssssssss'sgags'iss ii iiiisi IlliiSlI sills i ills ii 111 i HHH j ! jrH -H" rH" : i i ii ii i ii ii § i (CSS=0Sc0S2aSc0l'2!05Sc0l'c:NCSi'i'®®:0t'Oi'S2 ioHOHCCOOOO(MCOH 8$Sfc3a8eS|£s5g®S8883S S888888S8S8&5 8a88 i-ssassssass .is. 815 sSassssssgfcs&s a888888aas88 ';oS8a8a88£88 is (MO rH Ol rH 01 rH 03 CO ^ rH rH H H jo 11 | |a ill il° j ill fHilliillilllialiitillslsIllS ilSelsISllllSIlli rH rH HH rH rH rH rH rH HHHHMHHNHHHH rtH H ooiooo jf'jaaajsaajHiH^ais^iHsa^HjHasiHaaaajH in oo oo oo in go uoio »o»o co ^iouoioiAaoiocoinioobabx>ioio 88888888^88 0^8888 ilSglllliiiiillllslilillllllll liliSllSiliiiilll lO OcTiO-C^iO hT lH'H' CD - ID o' CO-' hT £-" H<" Hir co" iU .,1’ sMUii^h ||s|s|s|s3ss3asssssss|g§sfe§|§g ggsggsgggs^sgss * Statistics of Table 10. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 1548 EDUCATION REPORT, 1895-96. •©.mjipnedxo © :88888S 8 :SS ;888S3K8$8g8£g jOOOOOO OHOO»0 > xh -rfioiocd'ei' of ■ t-h oT ■ o cd of co"h^o~h of coV-T ; t — t | rH r-H rH CQ * Ci CO 'i>GOiO Ol HiOi>QOONiOOOO 00*0 GO Ci CO O* « •sxidnd Xxn jo ©ouepuojj'e tsAnp jo jaqmnu ojuSejSSy OI 1 133,740 178, 733 160, 286 143, 742 149,836 93,280 50,219 73,075 90,000 128,363 140, 827 107, 131 138, 146 89,240 178,080 102, 507 125, 699 131,840 181,210 144, 000 170,263 159,579 170, 460 139,912 •UOISS8S ui Ajx'b -njon 0j0Ai" sjooqos oix -qnd ©qj sAnp jo aequm^x e > OOOWOOO 00 OOOlOOOiCNNcOlOiOOONO® ooaofc-ascococo t- ®ooi>Nt-i>coi>ioxi.oi>xcoi')>io HrlHHHHH r-l rH rH *— 1 ,H t-H rH rH t— 1 rH i— 1 rH rH 1 r-( rH r- 1 r- 1 t— 1 Different pupils enrolled in public day schools. •Xnjox X 879 1,311 1,155 728 1,004 1,072 644 436 709 718 1,021 1,087 965 1,273 800 1,450 972 985 1,075 1,397 960 1,376 1,261 1,350 1,181 •©Xnumg * i>Hi>COC5 • rH CQ COCONOHiCOiCCOCiHHOOOlHOJ 00 O O Cl H ' HH CO lOfMiOCidCOCCHClHHHCJOCIOW HH it— CO CO iO | CO 65 COCOHHCDiOCOHi>iOOiOi>Oi>COi>0 •eX^W NOOOIOIC ic® 22 eOO^NrHOOOiOOS®HfflO©«ffl« cohho* 1 o p »® — ts c. -h- */. > - r -*■ -c c® »® « - ; - c® -r o C®®»®'HtH ;c® ®l C® C® l® f® rj< 1® C® t- rH ^ l® «o C® CO to CO U3 •sxooqos x'Biqoojnd pun sjnAiJd ‘ ui sxtdng III >1 1 O » 'OiO ! O O OO • O '0C«300iCC0000 « HH * 1 0 Ol ' HH rH OLO -CO 'CCCUCHi>ONi> iO ' ' 'lOH ' rH CO ' 1 rH CQ CQ CQ rH rH ' School popu¬ lation. •8§n snsuoo jooqos jo ueapxtqo h 1,284 1,400 1,500 1, 200 1,025 655 2,764 1,000 1,207 1,203 1,310 1,450 1,840 1,240 1,846 1,408 1,532 1,632' 1,654 1,300 1, 796 1,460 1,631 1,610 •qSts snsuoo jooqog M ciioioioio in® A co «o to to c® coco co «o <®> <® o «o =o so =o ■(pejutn -ijS0) S68X U1 noijnxndog « pooc®ooo o ooooopoooooopoooo o88SJ®8^ 8 858888S88S888ooo8 r#<®Ti®H'l®CDH' 00 rH~ H'«o" rH in 'S ®i> rH'inco'i®' rH ccf o OO City. H MINNESOTA. Anoka* . . Austin . . . . . . Fergus Falls . . NewUlm. . ... Owatonna . . Rochester . . . St. Peter . MISSISSIPPI. Greenville . . MISSOURI. Bonneterre . . . . Boonville . . Brookfield.. . . . Carrollton . . . Columbia . . . De Soto . . . Fulton . . . Independence* . ... Kirksville* . . Lexington _ Louisiana * . . . Marshall * . . . Maryville.. . . Mexico . . Rich Hill.. . . Trenton . . . Warrensburg* . ooHNco^w co t-coc50rH®csc®riT i>T to" io t-’ * Statistics of 1894-1895. Table 10. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 1550 EDUCATION REPORT, 1895-96. •ajcn^Tpuadxa x'ejoj, 1 limn nil i in iiiii g“SSS3S3 "S3” S3 SW ;333SS •s-iootgo SuisiAuddns pun s-ieqouej'jo seiJ'Bt'Bg 55 tills!! !§§§ s aiSl§§iil 3”3S““a sf »as3sa'“a3 •sesodund jooqos joj pesn Ajj9 -do.id oxxqnd jo enp2A 3D H mu ii §§§§ § iiiiiiiii §s3§W :s. | sgs§|iss§¥ •sxooqos oijqnd XP3 nT Apnjs .tbj sSuijjis JO SJU9CJ iiSisis 1 ill § giiispii rH rH r— 1 1 rH rH rH rH t-H rH r— 1 rH •sosodand xooqos ioj pesn sSurpxing; H U3 -cW ^ CO iO iC rH HNNN »® CO Si S3 Si S3 Si iiioAio*i;io>A ®ooo o lotoosioioosi •(paj/Bui -ijso) 56sx m uoijuxndoq; « §sisS8S §888 § 8o8888§88 i-hinohIoo o co o’ o" i- rjT io" o t-" t-T o nf G o City. H new York— continued. Port Richmond . Saugerties . . . . Seneca Falls .. . . Waterford . ... Waterloo* . . Whitehall . . White Plains . NORTH CAROLINA. Concord. . Durham . . . . Goldsboro . . Washington* . . NORTH DAKOTA. Fargo . . OHIO. Ashland . Avondale * . . Belief ontaine. . Bucyrus*. . . Cambridge . . Coshocton . . Delphos . . Gabon . . . Gallipolis . S333SSS gill 1 llliiSliE! CITY SCHOOL SYSTEMS. 1551' liiilii SI1SI isiiii iiiiiiiii oo cc m mV nV to lS1112ll|ll|lslll 53 S S °°?3 S °® ^5 jff :®; °° gpiisigAPiSigiiii i- t-h t- ^ of os #. CO 'it CO 0 fc- JO l> CO CO COO®" fc^JO t~.~CO •'tfJO ' CO%*H%7jOcO JOJOriT hHco JO CO JOt^ifr^ ISllSlllslllllSll :lsllillill*s!llllsl!lsllialSIII Table 10. — School statistics of cities and villages containing between If, 000 and 8,000 inhabitants— Continued. 1552 EDUCATION REPORT 1895-96. •gjnjipxi9dX9 JUJOJ, C « 16,424 12,660 36,000 5,750 16,348 5,920 13,557 8,624 10,560 10,226 16,767 •sjBOTjfO gaisiAjgdns put? s.ieqo'eejjo soi.rex'eg w* 12.510 10,218 16,000 4,825 9,097 5,302 11.510 7,077 7,968 9,440 5, 169 10,461 •S9sod.md Xooqos joj pgsn Aj.10 -do.id opqnd jo 9n^A 00 r 60,000 30,500 75,000' 20,000 70,000 27.550 24, 750 42, 680 25, 000 32. 550 71, 748 59, 784 •sjpoqos oqqnd XT'® ui Aprils joj sSuxjjis 'ao sjugg 1* 1 1,020 1,200 850 750 795 1,000 595 494 1,114 1,180 | 1,286 •sgsodand xooqos joj pgsn sSutpttna © os t- w co w co as co Regular teachers. •pqoj. * cococo w os »a ssoifjo rno WWW r-i —1 rH rHWrHW (MW •gjutugA fa( hH-^W O OO 05 -HOSCOCO COCO WWW rH rH HHrtH HH •9XUH « WWH< W rH CO lOHN-il CO 1- •sjgotjjo SnisiAjadng « rH rH rH riONN 0- W OS CSrHrHQ 00© lOOO rH OS CO COOlOH rH hH ©H i£3 CD l- CO ONHW HH t-O N» rH 40 t-O^OO COO CO CO O r-H 05 CO t- CO 40 40 rH oco $5 ^ co 4oc*oio ion © CO CO O rH CQ C5 CO 40 0 040 40 CO t- O (M rH CO OO t- 1- CO CO 40^hooao oo oo co 05 sasW CITY SCHOOL SYSTEMS. 1553 of 11 ' CHAPTER XXXVII. STATISTICS OF SECONDARY SCHOOLS. For the scholastic year ending June, 1896, there were 559,003 students receiving secondary instruction in institutions reporting to the Bureau of Education. This was an increase of 19,291 over the number reported for the year ending June, 1895. The number of students pursuing secondary studies in the elementary schools and not reported separately probably does not exceed 50,000. A fair estimate of the total number of secondary students in the United States would be 600,000. The 559,003 secondary students reported for 1896 were distributed among eight classes of institutions, as follows: Institutions. Males. Females. Total. Public nigh schools . . . . . _ _ _ _ 157,942 1,522 4, 338 53,491 4,903 29,647 222,551 4, 495 1,881 53,163 3,034 13, 702 4, 916 1,359 380,493 6,017 6,219 106, 654 7,937 43, 349 4,916 3,418 Public normal schools • _ _ _ Piiblic universities and colleges _ _ _ . . . Private high, schools .. _ Private normal schools _ _ ... Private universities and colleges _ _ ■, _ _ Private colleges for women. _ _ Manual training schools . . . . . . . . 2,059 Total . . . . . . . . 253,902 305,101 559,003 The above table does not take into account students of secondary grade in busi¬ ness colleges. The total number of students reported by 398 business colleges was 80,662, and of these 37,630 were in regular commercial courses and may be regarded as secondary students. These added to the total of the above table would swell the total number of secondary students reported to 596,633. The purpose of this chapter is to review the statistics of public and private high schools, these two classes of institutions having nearly seven-eighths of all the secondary students in the United States. The following table shows the growth of public and private high schools for the past seven years: Tear reported. Public. Private. Total. Schools. m 3 o © EH Students. Schools. Teachers. Students. Schools. Teachers. Students. 1889-90 . 2,526 9,120 202,963 1,632 7,209 94,931 4,158 16,329 297,894 1890-91 . . . 2, 771 8,270 211,596 1,714 6,231 98, 400 4,485 14, 501 309, 996 1891-92 . . 3,035 9,564 239, 556 1,550 7,093 100, 739 4,585 16, 657 340,295 1892-93. . 2,812 9,489 232,951 1,434 6,261 96, 147 4,246 15, 750 329,098 1893-94 . . . 3,964 12,120 289, 274 1,982 8,009 118,645 5,946 20,129 407, 919 1894 95 . 4, 712 14, 122 350, 099 2, 180 8,559 118,347 6, 892 22, 681 468, 446 1895-96 . 4,974 15, 700 380,493 2,106 8,752 106, 654 7,080 24,452 '487,147 The increase in the total number of secondary students in seven years has been nearly 64 per cent, the increase in the number of public secondary students being 87 per cent, while the private secondary students increased only 12 per cent. The relative progress of public and private high schools for the past seven years 1555 1556 EDUCATION REPORT, 1895-96. is graphically illustrated by the diagram on the next page. The private schools reached their highest enrollment in 1893-94, when they had 118,645 students. Since then the number has decreased nearly 12,000. The statistics for 1892-93 were incomplete, but the number of public secondary students for that year is estimated at 260,000 and the number of private secondary students* at 103,000. The following table of percentages shows the proportion of students in public high schools as compared with private high schools for each year since 1890: Proportion of secondary schools, teachers, and students for seven years. Year reported. Per cent of num¬ ber of schools. Per cent of num¬ ber of teachers. Per cent of num¬ ber of students. Public. Private. Public. Private. Public. Private. 1889 90 . . . 60.75 39.25 55 85 44. 15 42. 97 68.13 31.87 31.74 29 60 1890-91 . 61.78 38.22 57.03 68.26 1891-92 . 66. 19 33. 81 57.42 42. 58 70.40 1892-93 . . . 66.23 33. 77 60.25 39.75 70.78 29.22 1893-94 . . . 66.67 33.33 60.21 39.79 70.91 29.09 1894-95 - . . . . . 68.37 31.63 62.26 37.74 74. 74 25.26 1895-96 . 70.25 29.75 64.21 35.79 78. 11 21.89 In 1890 the public high schools comprised less than 61 per cent of the number of secondary schools, while in 1896 they had increased to over 70 per cent. In 1890 the public high schools had nearly 56 per cent of the teachers, while in 1896 they had over 64 per cent. In 1890 the public high schools had 68 per cent of the sec¬ ondary students, and in 1896 they had 78 per cent. Public High Schools. It is found convenient to examine separately the statistics of public high schools and private high schools and academies and finally to combine the results in a statistical review of secondary education. In this chapter Tables 1 to 10, inclusive, are summaries of the statistics of pub¬ lic high schools, Tables 11 to 22 relate exclusively to private high schools and academies, while Tables 23 to 29 combine the statistics of public and private high schools. Tables 29 and 30 show the distribution of secondary students in the various classes of institutions. The number of public high schools reporting to this office for the year ending June, 1896, was 4,974, as may be seen from Table 1. Of the total number 1,814 were reported as independent high schools, and 3,160 as high school departments of city or village systems. Here was an increase of 262 public high schools over the number reported for the previous year. The number of teachers employed in instructing secondary students in the public high schools was 15,700, the number of men being 7,226 and the number of women 8,474. This does not include the teachers whose time was wholly employed in instructing pupils in elementary grades attached to many high schools. The number of secondary students in the 4,974 schools was 380,493, the number of boys being 157,942, and the girls numbering 222,551, or 58.49 per cent of the whole number. More than half the secondary students, or 195,634, were in the North Central Division, composed of 12 States. The North Atlantic Division, composed of 9 States, had 114,731, while the remaining 29 States and Territories included in the two Southern divisions and the Western Division had only 70,128 secondary students in public high schools. In the public high schools of the North Atlantic, North Central, and Western divisions and in colored high schools of the two Southern divisions were 4,708 colored secondary students. The last column of Table 1 shows that there were 253,980 pupils receiving instruc¬ tion in elementary departments attached to public high schools. These elementary pupils belonged largely to the independent high schools. STUDENTS AND COURSES OF STUDY. Of the 380,493 secondary students in the public high schools, only 52,597,- or less than 14 per cent, were preparing for college. Table 2 shows that 29,222 were pre¬ paring for the college classical course and 23,375 for college scientific courses. The number of students preparing for college was 13.82 per cent of the whole STATISTICS OF SECONDARY SCHOOLS. 1557 Number of Students in Public and Private High Schools, 1890 to 1896. Progress of Secondary Scrools /n Sei/en Years. 1558 EDUCATION REPORT, 1895-96. number of secondary students. The number of male students preparing for col¬ lege was 16.60 per cent of the whole number of male students, while the number of female students preparing for college was 11.85 per cent of the whole number of female students. It appears that 8.96 per cent of the male students were pre¬ paring for the college classical course and 7.64 for college scientific courses, while 6.77 per cent of the female students were preparing for the college classical course and 5.08 per cent for the college scientific courses. These percentages and others showing the proportions of male and female students in certain studies are given in the following table: Students in certain courses and studies in public high schools. Courses, studies, etc Number students. Per cent to total number second¬ ary stu¬ dents. Male students. Per cent to num¬ ber male stu¬ dents. Female students. Per cent to num¬ ber fe¬ male stu¬ dents. Students preparing for college : Classical course _ _ _ 29 222 7.68 14,154 8.96 15,068 6. 77 Scientific courses . 23*375 6. 14 12,072 7.64 11,303 5.08 Total preparing for college . 52, 597 ig'cocd' ^cociH- •Sur^jodoj; siooips § j < CO ; ;COi*i-H ©4'3 CO CO CO O ©4 1* oooo Grounds, build¬ ings, scientific apparatus, etc. •0U[UA I 1 I SSllg IIS Mi £©4%*coH siisiiiii liiiiiiii igii rHCOr-^iO •Sai^jodoj sxooqog 1 CO l&3!s Libraries. ■S0uinxoA 1 1 §1111 §W|g r-T allllslll laslpisi 1818 oo in' oo ceT eg" igH ©4 cd'co'oTecwi co tA>T ■hjo'ccoo' •Sui^-iode.! sxooqog 1 CO gsias ©4 State or Territory. 1 United States . N orth 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 _ _ Table 10. — Public high schools — Equipment , income , benefactions , cmd endowments — Continued. 1576 EDUCATION REPORT, 1895-96. Total money value of en¬ dowment. •qunouiy $6,000 8,500 13,800 401,888 30, 850 108, 195 151,158 50 40, 00C 17, 100 72,500 2,516 10, 167 25,000 14,540 1 1 1 in' • • 1 10 •Sui^aodea; sxooqog HHN CO CO i>- i>* rH rH CO ;HHH ! rH I j | CO Benefac¬ tions. •qrmouiY $30 2,200 1,300 3,185 50 2,086 2,700 2,400 20 10 5,030 10,002 25 4,600 ; | jc5 •Suiq.jod0j: sxooqog H«CO lOHrUSNHHN ■ j IN rH rH ! I • co Total income from all sources. qunouiy $29,228 263,030 74,960 140 24,000 679, 129 301,036 411,260 632, 530 319,612 104,437 253,003 403,879 11, 658 30, 447 668, 416 177,448 29,893 1,200 100,296 6, 894 _ 7,056 12,480 29,062 10,223 431, 750 •Sui^jodeo; sxooqog T— 1 CO r— i 1-H rH Oi rH rH rH Income from other sources and un¬ classified. •^unomy 05 co~ o>%j7 144,813 42,620 166,418 263, 767 126,445 30, 700 67,907 93,550 1,708 11,036 341, 728 55,079 10,075 75 49,951 ©00 05 00 cd io 10 eg •Suiq-JOdea sxooqog 4 25 12 (MrHiC 05 CO 1C rH iO rH CO CO CO HHCOH Productive funds. •q.unomy 001 ‘f 6oZ‘f 006$ COCOOOCOiCOCOlCQ • 1 1 1 ! 1 ;o • ' 1 i 1 1 1 1 •Sux^aodoj: sxooqos OCOCOH^COOCOH 'OCO * (M HW HH | 0(MCOlOO lO 0rHCOJ»-HuOrH ) 1 j ei :s ! 1 N it C t: 31 5 0 * Idaho . Washington . Oregon . California . - . . STATISTICS OF SECONDARY SCHOOLS. 1577 Table 11. — Private high schools and academies— Number of schools, secondary instructors, secondary students, and elementary pupils in 1895-96 . State or Territory. o A S o Number of secondary instructors. Number of secondary students. Colored second¬ ary students (included in preceding column). Elementary pupils, including all below second¬ ary grades. 1 r s 6 Male. Female. Total. Male. Female. Total. Male. Female. Total. Female. Total. United States. 2,106 3,984 4,768 8,752 53,491 53,163 106,654 946 1,238 2,184 55, 073 85,691 120, 764 N orth Atlantic Div . . . 671 1,758 2,069 3,827 21,618 19,297 40, 915 105 237 342 12, 936 13, 701 28,637 South Atlantic Div. . . 443 643 740 1,383 9,385 9,199 18,584 533 715 1,248 11,618 13,753 25, 371 South Central Div - 481) 657 7J4 1,391 10,655 11,592 22,247 243 249 492 16,649 18,533 35,182 N orth Central Div ... . 378 735 942 1,677 9,426 10,213 19, 639 32 28 60 9,140 13,584 22, 724 Western Division .... 125 191 283 474 2,407 2, 862 5,269 33 9 42 4,730 6,120 10,850 North Atlantic Div. : Maine. . 35 68 89 157 1,551 1,590 3,141 1 1 2 257 206 463 N e w Hampshire . . 25 87 56 143 1,127 714 1,841 .' 7 3 10 155 272 427 Vermont . 26 57 83 140 1,159 1,058 2,217 0 0 0 570 528 1,098 Massachusetts - 98 235 352 587 3, 163 2,758 5,921 14 3 17 740 994 1,734 Rhode Island . 11 *24 48 72 354 344 698 0 0 0 179 197 376 Connecticut ...... 59 107 158 265 1,129 1,490 2,619 10 15 25 516 812 1,328 New York . 202 567 689 1,256 5, 181 5,468 10,649 9 93 102 5,727 6, 522 12,249 New Jersey . 70 204 203 407 2,441 1,516 3,957 1 0 1 1,117 1,130 2,247 Pennsylvania . 145 409 391 800 5,513 4,359 9,872 73 122 195 3,675 3,040 6,715 South Atlantic Div : Delaware . . 3 8 11 19 119 146 265 0 0 0 112 108 220 Maryland . 45 83 144 227 824 1,162 1,986 4 5 9 945 823 1,768 Dist. of Columbia. 16 24 79 103 157 560 717 0 0 0 241 1,127 1,368 Virginia . 87 138 127 265 1,689 1,438 3,127 45 59 104 1,403 1,617 3,020 W est V ir ginia .... 18 29 33 62 465 475 940 0 0 0 297 346 643 North Carolina. .. 137 188 134 322 3,039 2,109 5,148 96 164 260 3,593 3, 432 7,025 South Carolina... 38 44 57 101 701 806 1,507 80 79 159 980 1,077 2,037 Georgia . . 89 121 130 251 2,297 2,278 4,575 268 346 614 3,727 4,583 8,310 Florida . 10 8 25 33 94 225 319 40 62 102 340 640 980 South Central Div. : Kentucky . 84 123 168 291 1,706 2,013 3,719 0 0 0 2, 172 2,378 4,550 Tennessee . . 114 161 129 290 2,700 2,428 5,128 39 60 99 4,457 4,499 8,956 Alabama . 77 86 79 165 1,506 1,306 2,812 21 23 44 2,232 2,390 4,622 Mississippi . 65 82 92 174 1,417 1,708 772 3,125 54 85 139 2, 452 2,798 5,250 Louisiana . 27 19 72 91 302 1,074 18 14 32 599 1,051 1,650 Texas . . 79 132 149 281 2,254 2,560 4,814 86 44 130 2,930 3,642 6,572 Arkansas . 32 43 32 75 651 634 1,285 25 23 48 1,222 1,289 2, 511 Oklahoma . 2 2 3 5 17 37 54 0 0 0 112 52 164 Indian Territory . 9 9 10 19 102 134 236 0 0 0 473 434 907 North Central Div. : Ohio . 56 107 148 255 981 1,312 2,293 0 5 5 1, 110 1,878 2,988 Indiana . . 22 37 75 112 541 934 1, 475 4 0 4 . 331 1,303 1,634 Illinois . 59 115 171 286 1,525 .1,823 3,348 3 0 3 1,532 2, 714 4,246 Michigan . . 17 28 ' 65 93 481 684 1,165 0 0 0 753 1,565 2,318 Wisconsin . 24 70 68 138 894 . 586 1,480 0 0 0 415 544 959 Minnesota . 29 69 75 144 881 622 1,503 0 0 0 850 840 1,690 Iowa . 38 70 78 148 1,105 1,081 2,136 0 0 0 1,401 1,350 2, 751 Missouri . 87 144 165 309 2,075 2,288 4,363 23 22 45 1,485 2,106 3,591 North Dakota .... 4 4 5 9 43 30 73 0 0 0 250 135 385 South Dakota _ 7 13 16 29 124 106 230 0 0 0 207 287 494 Nebraska . 14 32 34 66 243 314 557 0 0 0 295 362 657 Kansas . 21 46 42 88 533 483 1,016 2 1 3 511 500 1,011 Western Division: Montana . 3 0 5 5 0 85 85 0 0 0 60 222 282 Wyoming. . Colorado . 2 2 4 6 18 28 46 0 0 0 33 50 83 8 13 16 29 114 247 361 0 0 0 346 400 746 New Mexico . 5 7 6 13 87 46 133 32 9 41 110 58 168 Arizona . . Utah.. . 14 25 22 47 671 532 1,203 6 6 6 882 762 1,644 Nevada . 1 0 1 1 0 13 13 0 0 0 9 43 52 Idaho . 3 5 2 7 77 63 140 0 0 0 27 24 51 Washington . 14 15 29 44 208 324 532 0 0 0 203 463 666 Oregon . . 15 31 36 67 329 340 669 0 0 0 481 573 1,054 California _ 60 93 162 255 903 1,184 2,087 1 0 1 2,579 3,525 6, 104 ED 96 - 50* « 1578 EDUCATION REPORT, 1895-96. Table 12. — Private high schools a fid academies— Number of secondary students in college preparatory courses, number of graduates and college preparatory students in graduating class in 1895-96. State cr Territory. Secondary students preparing for college. Graduates in the class of 1896. College prepara¬ tory students in graduating class of 1896. Students in mili¬ tary tactics. Classical course. Scientific class. Male. Female. Total. Male. Female. Total. Male. N Female. Total. Male. Female. Total." United States . . 12,810 1 6, 923 19, 733 8,040 3,458 1 11,498 5,818 5,471 11,289 3,518 1,737 5, 255 7,271 North Atlantic Division - 5,799 1,762 7,5613, 752 920 4,672 2,918 2,326 5,244 1,928 647 2,575 3,282 South Atlantic Division.- 2,233 1,303 3,536 836 296 1,132 708 704 1,412 429 291 720 1,039 South Central Division . . 2,407 2,057 4,464:1,398 1,125 2,523 742 927 1,669 386 275 661 1,140 N orth Central Division . . 1, 845, 1,483 3,328 1,624 887 2,511 1, 188 1 222 2,410 593 4191,012 1,443 "Western Division . 526 318 844 430 230 660 262 ’ 292 554 182 105 | 287 367 North Atlantic Division: Maine . . . 436 209 645 172 97 269 223 231 454 95 28 123 0 New Hampshire - 531 88 619 178 79 257 233 114 347 153 29 182 0 Vermont _ 239 62 301 117 53 3.70 163 127 290 73 22 95 320 Massachusetts - - 1,045 269 1,314 576 201 777 514 408 922 411 177 588 127 Rhode Island . . 95 17 112 37 11 .48 35 39 74 31 12 43 177 Connecticut . . . 379 137 516 232 28 260 174 133 307 117 28 145 16 New York . . 1,211 394 1,605 875 184 1,059 564 608 1,172 394 171 565 1,447 New Jersey . 901 247 1,148 650 67 717 314 181 495 278 72 350 569 Pennsylvania - - 982 339 1,301 915 200 1,115 698 485 1,183 376 108 484 626 South Atlantic Division: Delaware . . . 19 9 28 11 11 22 18 14 32 15 10 25 0 Maryland . . . 180 41 221 98 2 100 99 87 186 45 40 85 107 District of Columbia . 90 78 168 49 5 54 23 37 60 8 8 16 0 Virginia _ _ 407 184 591 188 72 260 98 102 200 75 22 97 348 W est V irginia _ _ 60 21 81 42 37 79 38 27 65 25 8 33 79 N orth Carolina. . . 859 435 1,294 259 88 347 199 116 315 125 56 181 415 South Carolina . . . 118 82 200 53 18 71 77 100 177 46 40 86 23 Georgia . . 472 431 903 136 63 199 133 191 324 87 95 182 67 Florida . . . 28 22 50 0 0 0 23 30 53 3 12 15 0 South Central Division: Kentucky . . . 397 295 692 249 215 464 125 130 255 41 32 73 341 Tennessee . . 747 457 1.204 376 216 592 188 232 420 145 107 252 24 Alabama . . 385 252 637 221 149 370 104 95 199 52 29 81 245 Mississippi.. . . 269 255 524 196 280 476 102 140 242 44 42 86 104 Louisiana - - 59 175 234 30 27 57 28 86 114 20 14 34 130 Texas . . . 321 431 752 275 207 482 136 196 332 56 33 89 260 Arkansas . . 191 138 329 48 27 75 51 37 88 20 11 31 36 Oklahoma _ _ 10 18 28 0 3 3 5 6 11 5 6 11 0 Indian Territory . 28 36 64 3 1 4 3 5 8 3 1 4 0 North Central Division: Ohio . . . 177 127 304 183 62 245 149 160 309 94 56 150 63 Indiana - - - - 19 16 35 18 22 40 48 88 136 26 20 46 166 Illinois _ _ _ _ 242 332 574 183 • 118 301 154 222 376 107 76 183 108 Michigan . . 92 136 228 132 61 193 52 70 122 35 24 59 91 Wisconsin . . 414 97 511 265 57 322 183 96 279 60 27 87 168 Minnesota . . . . 102 65 167 146 62 208 135 99 234 63 39 102 292 Iowa . . 263 136 399 187 135 322 161 141 302 76 61 137 93 Missouri _ _ _ 380 390 770 311 204 515 207 242 449 67 69 136 332 North Dakota . 9 3 12 0 0 0 0 0 0 0 0 0 0 South Dakota. . 15 9 24 0 0 0 17 12 29 13 5 IS 0 Nebraska _ _ 42 39 81 39 39 78 22 34 56 15 9 24 99 Kansas . 90 133 223 160 127 287 60 58 118 37 33 70 31 Western Division: Montana . . 0 15 15 0 18 18 0 0 0 0 0 0 0 Wyoming. . 1 2 3 3 3 6 0 0 0 0 0 0 0 Colorado _ _ 12 36 48 36 50 86 16 23 39 13 8 21 48 New Mexico . . 22 3 25 2 0 2 5 7 12 5 2 7 8 Arizona . . . . Utah _ _ _ 43 43 86 48 26 74 20 35 55 11 25 36 38 Nevada 0 2 2 0 0 0 Idaho . . . 7 6 13 61 30 9i 0 0 0 0 0 0 3 Washington . 39 22 61 25 5 30 33 13 46 20 7 27 0 Oregon . . . 76 36 112 58 45 103 53 47 100 19 19 38 60 California . . 326 155 481 197 53 250 135 165 300 114 44 158 212 STATISTICS OF SECONDARY SCHOOLS. 1579 Table 13. — Private high schools and academies — Number of secondary students pursuing ancient and modern languages in 1895-96. - State or1 Territory. Latin. Greek. French. German. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States - 27, 236 22,213 49,449 8,498 1,985 10,483 7,637 15,093 22,730 9,169 9,454 18,623 North Atlantic Division.. 11,886 8,962 20,848 5,048 1,073 6,121 5,353 8,027 13,380 5,050 4,957 10,007 South Atlantic Division.. 5,409 4,395 9.804 1,112 149 1,261 968 2,522 3,490 802 744 1,546 South Central Division... 4, 852 4, 384 9,236 835 395 1,230 456 1,592 2,048 671 959 1,630 North Central Division .. 4,037 3,633 7,670 1,196 307 1,503 593 2,060 2,653 2,358 2,270 4,628 W estern Division . . . 1,052 839 1,891 307 61 368 267 892 1,159 288 524 812 North Atlantic Division: Maine . . . . 535 549 1,084 249 110 359 134 237 371 22 44 68 New Hampshire . . 732 333 1,065 444 77 521 241 168 409 121 95 216 Vermont . . 404 345 749 130 42 172 141 . 179 320 50 95 145 Massachusetts . 2,067 1,523 3, 590 973 299 1,272 1,416 1,446 2,862 579 738 1,317 Rhode Island . . 235 191 426 78 11 89 • 167 251 418 6 75 81 Connecticut- . 838 750 1.588 329 69 398 303 626 929 265 413 678 New York. . . 2. 514 2,283 4- 797 1,082 242 1,324 1,643 2, 825 4,468 1,764 1,779 3,543 New Jersey _ _ _ 1.644 695 2,339 830 76 908 574 732 1,306 762 465 1,227 Pennsylvania.. . . 2, 9L7 2,293 5,210 933 147 1,080 734 1,563 2,297 1,481 1,253 2,734 South Atlantic Division: Delaware . . 94 57 151 25 7 32 45 48 93 18 13 31 Maryland . . 586 639 1,225 131 16 147 172 665 837 300 315 615 District of Columbia . 144 170 314 30 1 31 29 381 410 43 84 127 Virginia . . 1,086 684 1,770 172 172 301 450 751 254 105 359 West Virginia . . . 186 176 362 53 17 70 24 64 88 28 45 73 North Carolina _ _ 1,566 905 2,471 348 51 399 118 255 373 95 74 169 South Carolina . . 477 363 840 112 18 130 169 251 420 35 33 68 Georgia . . 1,205 1,304 2,509 235 27 262 no 357 467 29 63 92 Florida _ _ 65 97 162 6 12 18 51 51 12 L2 South Central Division : Kentucky _ _ _ 765 752 1,517 202 53 255 88 329 417 217 277 494 Tennessee . . 1,446 1,062 2,508 297 168 465 48 194 242 94 130 224 Alabama _ ..... 782 578 1,360 138 47 185 102 249 351 73 122 195 Mississippi . . . 398 527 925 49 21 70 25 58 83 10 27 37 Louisiana . 180 119 299 11 11 22 110 465 575 11 25 36 Texas .. . . . 925 1,005 1,930 109 74 183 71 261 332 199 296 495 Arkansas . . . 308 269 577 23 • 15 38 12 34 46 61 65 126 Oklahoma . ... . . . 19 22 41 5 5 10 0 2 2 4 16 20 Indian Territory . 29 50 79 1 1 g 2 1 3 North Central Division: Ohio. . 485 515 1,000 166 33 199 80 493 573 347 476 823 Indiana . . 266 351 617 58 17 75 40 173 213 121 177 298 Illinois . 684 704 1,388 191 60 251 125 496 621 389 377 766 Michigan . . 196 170 366 31 17 48 74 117 191 96 79 175 Wisconsin . . 376 198 574 171 12 183 36 62 98 360 213 573 Minnesota.. . 258 211 469 62 15 77 41 186 227 190 229 419 Iowa.. . . 532 323 855 215 57 272 109 12 121 302 161 463 Missouri... . 898 832 1,730 199 57 256 84 360 444 397 357 754 North Dakota. . . . 4 6 10 2 2 12 12 3 7 10 South Dakota . . 46 36 82 19 4 23 20 20 20 22 42 Nebraska . . . 97 115 212 36 19 55 50 50 30 67 97 Kansas _ _ _ 195 172 367 46 16 62 4 79 83 103 105 208 Western Division: Montana . . . . 4 4 24 24 5 5 Wvoming _ _ _ _ 5 14 19 0 0 0 0 0 0 3 3 6 Colorado . . 30 65 95 13 6 19 6 40 46 14 51 65 New Mexico . . . 26 7 33 5 2 7 2 2 Arizona _ Utah . . 100 110 210 29 3 32 14 34 48 73 79 153 Nevada _ _ Idaho . . . 10 27 37 3 3 4 5 9 Washington . 151 102 253 46 5 51 67 120 187 47 76 123 Oregon . . . . . 175 163 338 72 29 101 44 101 145 57 148 205 California . . . 555 347 902 142 13 155 136 573 709 90 155 245 1580 EDUCATION REPORT, 1895-96. Table 14. — Private high schools (fnd academies — Number of secondary students pursuing certain mathematical studies in 1895-96. State or Territory. Algebra. Geometry. Trigonometry. Astronomy. 6 a Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . 38,189 24,308 52,497 14,621 10,800 25,421 3,650 2,230 5,880 2,608 5,911 8,519 N orth Atlantic Division. . . 11, 132 8,166 19,288 6,909 4,263 11, 172 1,404 348 1,752 1,086 2, 144 3,230 South. Atlantic Division. .. 5,537 4, 67610,213 2,214 1,657 3,871 647 411 1,058 251 822 1,073 South Central Division - 6,211 6,228 12,439 2,675 2,560 5,235 784 882 1,666 538 1,410 1,948 North Central Division. . . . 3,996 4,019 8,015 1,968 1,737 3, 705 590 478 1,068 617 1,121 1,738 Western Division. . 1,323 1,219 2, 542 855 583 1,438 225 111 336 116 414 530 North Atlantic Division: Maine . . 581 575 1, 156 283 294 577 22 9 31 90 160 250 New Hampshire . . . 431 285 716 240 133 373 65 20 85 54 49 103 Vermont . . 299 272 571 201 181 382 29 6 35 73 101 174 Massachusetts _ 1,649 1,102 2, 751 1,145 670 1,815 168 66 234 166 188 354 Rhode Island. . 169 129 298 143 58 201 25 4 29 8 35 43 Connecticut . 690 574 1,264 470 349 819 68 10 78 65 204 269 New York _ 2, 780 2,240 5,020 1,807 1,240 3,047 460 60 520 232 741 973 New Jersey . 1,700 658 2,358 992 292 1,284 194 16 210 111 146 257 Pennsylvania . . 2,823 2,331 5,154 1,628 1,046 2, 674 373 157 530 287 520 807 South Atlantic Division: Delaware . . . 47 30 77 25 16 41 11 11 Maryland _ _ 603 691 1,294 350 308 658 111 45 156 3 118 121 District of Columbia. . . 86 226 312 51 98 149 0 11 11 0 169 169 Virginia . 1,076 653 1,729 485 215 700 162 81 243 38 100 138 West V ir ginia . . . 200 202 402 C2 65 127 30 10 40 19 49 68 North Carolina - 1,441 898 2,339 456 183 639 74 39 113 79 76 155 South Carolina _ _ 547 461 1,008 162 222 384 5 30 35 9 105 114 Georgia . . . 1,470 1,406 2, 876 604 516 1,120 247 183 430 91 157 248 Florida . . 67 109 176 19 34 53 7 12 19 12 48 60 South Central Division: Kentucky . 986 843 1,829 391 257 648 140 111 251 84 238 322 Tennessee . 1,429 1,340 2, 769 527 504 1,031 140 165 305 116 212 328 Alabama . 1,044 839 1,883 491 376 867 161 168 329 104 155 259 Mississippi . . 724 876 1,600 270 300 570 92 130 222 66 160 226 Louisiana . 175 444 619 39 124 163 19 26 45 16 277 293 Texas . 1,446 1,500 2, 946 833 877 1,710 183 227 410 130 324 454 Arkansas . . 352 320 672 113 93 206 47 38 85 22 23 45 Oklahoma . . 2 12 14 4 12 16 2 11 13 0 15 15 Indian Territory . 53 54 107 7 17 24 6 6 6 6 North Central Division: Ohio . . 408 504 912 250 232 482 78 61 139 43 214 257 Indiana . . 165 259 424 96 133 229 38 54 92 29 101 130 Illinois . . . .. 585 750 1,335 256 346 602 54 79 133 40 168 208 Michigan . . 176 255 431 94 94 188 8 15 23 47 96 143 Wisconsin . . 326 207 533 213 74 287 58 16 74 62 47 109 Minnesota. . . 273 249 522 152 118 270 8 8 16 42 57 99 Iowa . 493 389 882 282 213 495 173 54 227 159 73 232 Missouri . 1,212 1,017 2,229 485 372 857 150 146 296 151 258 409 North Dakota _ _ 24 27 51 1 10 11 1 1 South Dakota . . 54 48 102 33 15 48 Nebraska. . 91 135 226 38 51 89 4 17 21 12 49 61 Kansas . 189 179 368 68 79 147 19 27 46 32 58 90 Western Division: Montana _ _ _ 11 11 2 2 Wyoming . 9 4 13 3 1 4 0 0 0 0 0 0 Colorado . 30 67 97 15 29 44 1 1 2 2 14 16 New Mexico . 23 25 48 23 10 33 18 9 27 18 14 32 Arizona . . . Utah . 211 190 401 143 87 230 24 9 33 19 19 38 Nevada _ _ 13 13 13 13 Idaho . . . 18 29 47 15 8 23 Washington. . 112 162 274 43 51 94 29 32 61 10 77 87 Oregon . . 173 155 328 94 58 152 41 26 67 19 32 51 California . 747 563 1,310 519 324 843 112 34 146 48 258 306 STATISTICS OF SECONDARY SCHOOLS. 1581 Table 15. — Private high schools and acadenties — Number of secondary students pursuing certain science studies in 1895-96. State or Territory. Physics. Chemistry. Physical geog¬ raphy. Geology. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . 11,055 11,367 22,422 5,054 5,497 10,551 11,107 13,183 24,290 2,744 4,304 7,048 North Atlantic Division... 4,429 3, 881 8,310 2,445 2,144 4,589 3,653 3,865 7,618 1,046 1,469 2,515 Sonth Atlantic Division. . . 1,559 1,779 3,338 632 899 1,531 2,274 2, 507 4, 781 291 547 838 South Central Division.... 2, 451 2, 950 5,401 658 1,103 1,761 2, 665 3,234 5,899 745 1,114 1,859 North Central Division - 2,032 2, 116 4,148 988 1,102 2,090 2,039 2, 507 4, 546 536 920 1, 456 Western Division . 584 641 1,225 331 249 580 476 970 1,446 126 254 380 North Atlantic Division: Maine . 212 224 436 162 180 342 183 242 425 83 113 196 New Hampshire . 176 72 248 121 88 209 123 95 218 29 39 68 Vermont _ _ 222 130 352 94 62 156 151 181 332 102 90 192 Massachusetts . 663 524 1,187 344 408 752 ' 293 385 '678 117 185 302 Rhode Island . 41 92 133 33 21 54 49 59 108 14 46 60 Connecticut . 164 225 389 98 166 264 132 206 338 117 170 287 New York . 1,184 1,296 2,480 644 654 1,298 1,105 1,240 2,345 273 453 736 New Jersey. . 566 290 856 286 142 428 542 287 829 109 88 197 Pennsylvania . . 1,201 1,028 2,229 663 423 1,086 1,085 1,260 2,345 202 275 477 South Atlantic Division: 27 16 43 16 7 23 15 12 27 Maryland - - 198 302 500 77 183 260 211 343 554 37 88 125 District of Columbia. . . 29 237 266 17 132 149 52 213 265 0 65 65 Virginia . 282 249 531 175 137 312 340 353 693 76 87 163 West Virginia . 63 51 114 32 30 62 100 126 226 16 25 41 North Carolina . 435 258 693 123 103 226 721 497 1,218 77 70 147 South Carolina . 145 196 341 29 83 112 255 299 554 2 38 40 Georgia . 359 391 750 155 193 348 509 520 1,029 77 146 223 Florida . . . 21 79 100 8 31 39 71 144 215 • 6 28 34 South Central Division: Kentucky . . 234 283 517 112 153 265 454 435 889 114 159 273 Tennessee . . 393 405 798 86 184 270 419 521 940 271 318 589 Alabama . 367 326 693 141 82 223 386 342 728 86 103 189 Mississippi . 504 620 1,124 73 130 203 276 393 669 78 111 189 Louisiana . 93 354 447 29 133 162 72 347 419 7 95 102 Texas . 649 795 1,444 196 399 595 736 934 1,670 167 298 465 Arkansas. . . . 176 129 305 21 17 38 296 213 509 22 15 37 Oklahoma _ 17 13 30 17 21 38 0 15 15 Indian Territory . 18 25 43 5 5 9 28 37 North Central Division: Ohio . 202 372 574 150 193 343 277 394 671 41 125 166 Indiana . 85 151 236 59 104 163 69 210 279 20 92 112 Illinois . . . . 307 307 614 105 175 280 325 324 649 41 155 196 Michigan . . 52 136 188 53 88 141 •39 157 196 44 68 112 Wisconsin . 219 117 336 94 45 139 191 199 390 48 42 90 Minnesota . . 157 103 260 16 40 56 187 137 324 12 55 67 Iowa . 322 190 512 207 106 313 225 229 454 168 79 247 Missouri.. . 511 500 1,011 247 279 526 512 539 1,051 122 237 359 N or th Dakota _ _ 7 7 12 22 34 South Dakota . 28 24 52 1 1 17 42 59 Nebraska . . . 37 99 136 12 19 31 21 86 107 5 15 20 Kansas . . . 112 110 222 44 53 97 164 168 332 35 52 87 Western Division: Montana . . 17 17 22 22 3 3 Wyoming . * 4 0 4 0 0 0 6 0 6 0 0 0 Colorado . . 12 37 49 6 19 25 21 62 83 0 10 10 New Mexico . 24 21 45 24 11 35 29 23 52 6 6 Arizona . . . . Utah . . 77 36 113 48 16 64 163 152 315 32 44 76 Nevada. . . . . 6 6 13 13 Idaho . . . . . 2 9 11 11 8 19 Washington . 60 102 162 12 51 63 51 135 186 48 43 91 Oregon . 84 40 124 40 30 70 77 93 170 8 13 21 California . 321 373 694 201 122 323 118 462 580 38 135 173 i 1582 EDUCATION REPORT, 1895-96. Table 16. — Private high schools and academies — Number of secondary students 'pursuing certain studies in 1895-96. State or Territory. Physiolo gy- Psychology. Phetoric. History. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . 13, 142 16,732 29,8741 2,563 4,626 7, 189 15,163 18,982 34, 145 17,652 22, 182 39, 834 1ST orth Atlantic Division. . . 3,800 4.577 8,377 607 1.525 2, 132 5, 779 6,760 12,539 6,886 8,497 15,383 South Atlantic Division... 2,297 2,746 5,043 251 541 792 2,754 3,138 5,892 3, 518 3,804 7,322 South Central Division - 4, 008 4,593 8,601 846 1.223 2,069 3,204 4, 263 7, 467 3,081 4,407 7,488 1ST orth Central Division .... 2,409 3,430 5, 839 733 957 1,690 2,642 3,580 6,222 3,215 4, 124 7,339 Western Division . . G28 1,386 2, 014 126 380 506 784 1,241 2,025 952 1,350 2,302 North Atlantic Division: Maine - - - - 148 238 386 84 114 198 288 353 641 291 • 393 684 New Hampshire . 155 131 286 12 33 45 210 179 389 336 266 602 Vermont . . 116 142 258 35 39 74 202 214 416 188 243 431 Massachusetts - 353 551 904 53 188 241 817 1,207 2,024 1,045 1,265 2,310 54 129 33 33 141 185 326 105 202 3)7 Connecticut - 242 355 597 15 87 102 378 515 893 548 766 1,314 New York... . 1,080 1,385 2,465 93 496 598 1,255 1,864 3,119 1,893 2,707 4,600 New Jersey . 473 289 762 56 102 158 868 581 1,449 754 722 1,476 Pennsylvania . 1,158 1,432 2,590 259 433 692 1,620 1,662 3,282 1,726 1,933 3,659 South Atlantic Division: 22 17 39 7 35 23 58 50 27 77 Maryland - . 131 283 414 1 43 44 289 446 735 407 749 1, 156 District of Columbia. . . 2 131 133 0 34 34 71 274 345 99 393 492 Virginia . . . 308 427 735 28 110 138 532 518 1,050 697 572 1,269 West Virginia . 108 147 255 17 28 45 85 114 199 164 164 328 North Carolina . . 771 572 1,343 70 82 152 756 489 1,245 1,003 603 1,606 South Carolina.. . . 271 385 656 13 48 61 220 211 431 351 405 756 Georgia . 614 645 1,259 85 147 232 735 949 1,684 698 778 1, 476 Florida _ _ _ 70 139 209 37 42 79 31 114 145 49 113 162 South Central Division: Kentucky . . . 641 698 1,339 193 286 479 617 748 1,365 603 856 1,459 Tennessee . . 719 736 1,455 71 175 246 670 816 1,486 617 761 1,378 Alabama _ _ 551 510 1,061 61 84 145 543 543 1,086 376 509 885 Mississippi . . . 602 800 1,402 40 116 156 377 518 895 357 515 872 Louisiana . . 107 322 429 31 80 111 47 410 457 144 556 700 Texas. . . . 960 ; 1,112 2,072 292 365 657 730 948 1,678 710 921 1,631 Arkansas . . . 396 345 741 156 91 247 195 215 410 236 227 463 Oklahoma _ _ . 0 18 18 0 18 18 7 23 30 3 • 19 22 Indian Territory. . 32 52 84 2 8 10 18 42 60 35 43 78 North Central Division: Ohio . . - . 284 386 670 136 152 288 315 552 867 370 758 1,128 Indiana. _ _ 100 238 338 34 36 70 108 286 394 251 293 544 Illinois . . 297 480 777 61 167 228 505 586 1,091 627 1 717 1,344 Michigan . 74 224 298 14 17 85 164 302 466 163 355 518 Wisconsin - - 172 192 364 41 34 75 224 217 441 290 224 514 Minnesota . . . 126 308 434 28 28 56 209 256 465 258 251 509 Iowa... . 369 322 691 154 59 213 401 314 715 369 229 598 Missouri. .. . . 676 836 1,512 211 316 527 530 734 1,264 685 919 1,604 N orth Dakota _ 36 35 71 3 3 10 12 22 8 20 28 South Dakota 61 76 137 9 9 18 18 34 52 22 41 63 Nebraska . . 40 98 138 15 29 44 57 133 190 52 137 189 Kansas . . . 174 235 409 30 53 83 101 154 255 120 180 300 Western Division: Montana 54 54 19 19 10 10 Wyoming . . 6 14 20 0 0 0 4 10 14 5 18 23 Colorado . . 21 76 97 0 4 4 24 100 124 28 69 97 New Mexico 24 21 45 30 22 52 30 18 48 A ri 7.nr\ n. Utah . . . 90 99 189 95 194 289 154 182 336 116 121 237 Nevada 13 13 6 6 6 6 Idaho . . . 74 38 112 8 4 12 11 31 42 15 28 43 Washington . 90 185 275 10 20 30 55 156 211 100 135 235 Oregon . . 55 110 165 13 13 26 85 108 193 105 119 224 California . 268 776 1,044 0 145 145 421 607 1,028 553 826 1,379 STATISTICS OF SECONDARY SCHOOLS. 1583 Table 17. — Private high schools and academies — Proportion of male and female students , per cent of students pursuing certain courses , per cent of graduates , etc., in 1895-96. Total number of sec¬ ondary students. Per cent to total number. Per cent State or Territory. Male. Female. College classical prepar¬ atory students. College scientific prepar¬ atory students. Gradu¬ ates in 1896. of grad¬ uates prepared for col¬ lege. United States . . . 106, 654 50.15 49.85 18.50 10. 78 10.58 46. 55 North Atlantic Division . 40,915 52. 83 47. 17 18. 48 11.42 12.82 49.10 South Atlantic Division - 18,584 50. 50 49. 50 19.03 6.09 7.60 50. 99 South Central Division .. . .. 22,247 47.89 52.11 20.07 11.34 7.50 39.60 North Central Division - 19, 639 48.00 52.00 16. 95 12. 79 12.27 41.99 Western Division . - . 5,269 45. 69 54.31 16.02 12.53 10. 51 51.81 N orth Atlantic Division : Maine - . - . 3, 141 49.37 50.63 20. 53 8.56 14.45 27.09 New Hamoshire - 1,841 61.22 ' 38. 78 33.62 , 13. 96 18.85 52.45 Vermont . . 2,217 52.28 47.72 13.58 7.67 13.08 32.76 Massachusetts ._ . . 5,921 53.42 46. 58 22.19 13. 12 15.57 63.77 Rhode Island _ _ 698 50.72 49.28 16.05 6.88 10.60 58.11 2, 619 10, 649 43.10 56.90 19.70 9.93 11.72 47.23 New York . . 48.65 51.35 15. 07 9.94 11.01 48.21 New Jersey.'. - - 3,957 61. 69 38.31 29.01 18.12 12. 51 70.71 Pennsylvania - ... . 9, 872 55. 85 44. 15 13. 18 11.98 11.98 40.91 South Atlantic Division: Delaware . . . . . 265 44. 91 55. 09 10.56 8.30 12. 08 78.13 Maryland _ _ 1,986 41.49 58. 51 11.13 1.40 9.37 45.70 District of Columbia. . 717 21.90 78.10 23.43 7. 53 8.37 26.67 Virginia . . . . 3,127 53.84 46. 16 18.84 8.29 6.38 48.50 West Virginia. . . 940 49.47 50. 53 8.62 8.40 6.91 50.77 North Carolina . . . 5,148 59.03 40.97 25. 14 6. 74 6.12 57.46 South Carolina . . 1,507 46.52 53.48 13.27 4.71 11.75 48.59 Georgia . . 4,575 50. 21 49.79 19.74 4.35 7.08 56.17 Florida. . . 319 29.47 70.53 15.67 0 16. 61 28.30 South Central Division: Kentucky.. . 3,719 45.87 54.13 18.61 12.48 6. 86 28.63 Tennessee . . . 5, 128 52.66 47.34 23.48 11. 54 8.19 60.00 ■ Alabama _ _ 2,812 53. 54 48.46 22.65 13. 16 7.08 40.70 Mississippi..’.. - - 3,125 45. 34 54.66 16. 77 15.23 7.74 35.54 Louisiana. _ ... 1,074 28.12 71.88 21.79 5.31 10.61 29.82 Texas - - - - 4,814 46.82 53. 18 15.62 10.01 6.90 26. 81 Arkansas - - 1,285 50. 66 49.34 25.60 5.84 6. 85 35.23 Oklahoma. _ _ _ 54 31.48 68.52 51.85 5.56 ! 20. 37 100. 00 Indian Territory . a. 236 43.22 56.78 27.12 1.69 3.39 50.00 North Central Division: Ohio . . 2,293 42.78 57.22 13.26 10. 68 13.48 48.54 Indiana . . . . 1,475 36. 68 63.32 2.37 2.71 9.22 33.82 Illinois . . . 3,348 45.55 54. 45 17. 14 8.99 11.23 48. 67 Michigan . . 1,165 41.28 58.72 19.57 16. 57 10.47 48.36 Wisconsin . . . 1,480 60.41 39.59 34.52 21.76 18.85 31.18 Minnesota . . 1,503 58.62 41.38 11.11 13.84 15.57 43.59 Iowa .. . . . 2, 136 51.78 48.22 18.68 15.07 14.] 4 45. 38 Missouri . . 4,363 47.55 52.45 17.65 11.80 10.29 30. 29 North Dakota . . 73 58.91 41.09 16.44 0 0 0 South Dakota . . . . . 230 53. 91 46.09 10.43 0 12. 61 62.07 Nebraska . 557 43.63 56. 37 14.54 14.00 10. 05 42.86 Kansas _ _ _ _ 1,016 52.46 47.54 21. 95 28.25 11.61 59. 32 Western Division: Montana . . 85 0 100.00 17. 64 21.18 0 0 Wyoming . . 46 39. 14 60. 86 6.52 13.04 0 0 Colorado.. . . . . 361 31.58 68.42 13.29 23.82 10.80 53. 85 New Mexico _ _ _ 133 65.49 34. 51 18.80 1.50 9.02 58.33 Arizona . . . Utah.... . 1,203 55.78 44.22 7. 15 6. 15 4. 57 65. 45 Nevada . 13 0 100.00 0 0 15.38 0 Idaho . . . . . 140 55.00 45.00 9.28 65.00 0 0 Washington . 532 39. 10 60.90 11.47 5.64 8.65 58.70 Oregon . . . 669 49. 18 50.82 16.74 15.40 14. 95 ' 38. 00 California . . 2,087 43.27 56.73 23.04 11.98 14. 37 52. 67 1584 EDUCATION REPORT, 1895-96. Table 18. — Private high schools and academies — Percentages of secondary stu¬ dents pursuing certain studies in 1895-96. Per cent to total number of secondary students. State or Territory. Latin. Greek. French. Ger¬ man. Alge¬ bra. Geome¬ try. Trigo¬ nom¬ etry. Astron¬ omy. United States . 46.36 9.83 21.31 17.46 49.22 23. 84 5. 51 7.99 North Atlantic Division. .. 50.95 14. 96 32.70 24.46 47. 14 27. 31 4.28 7.89 South Atlantic Division . . . 52. 76 6. 79 18.78 8.32 54. 96 20. 83 5.69 5.77 South Central Division 41.52 5.53 9. 21 7.33 55.91 23.53 7.49 8.76 North Central Division _ 39. 05 7.65 13. 51 23. 57 40. 81 18.87 5.44 8.85 Western Division . 35. 89 6.98 22. 00 15.41 48.25 27.29 6.38 10.06 North Atlantic Division: Maine. . . . 34.51 11.43 11.81 2. 10 36. 80 18.37 0. 99 7.96 New Hampshire. . . 57.85 28.30 22.22 11.73 38.89 20.26 4.62 5.59 Vermont . . . 33. 78 7.76 14.43 6.54 25.76 17.23 1.58 7.85 Massachusetts _ 60. 63 21.48 48.34 22.24 46. 46 30. 65 3.95 5.98 Rhode Island. . 61.03 12.75 59.87 11.60 42.69 28.80 4.15 6.16 Connecticut . . . 60.63 15. 12 35.47 25. 89 48.26 31.27 2. 98 10.27 New York . . 45. 05 12.43 41.96 33.27 47. 14 28. 61 48.83 9.14 New Jersey . . 59.11 22.90 33.00 31.01 59. 59 32.45 53. 07 6.49 Pennsylvania . 52.78 10. 94 23.27 27.69 52.21 27.08 5.37 8.17 South Atlantic Division: 4. 15 Delaware. . . 56. 98 12.08 35.09 11.70 29.06 15.47 0 Maryland . . ... 61.68 7.40 42.15 30. 97 65. 16 33. 13 7.85 6.09 District of Columbia. . . 43.79 4.32 57.18 17. 71 43.51 20.78 1.53 23. 57 Virginia . . 56.42 5.48 23. 94 11.44 55.12 22. 31 7.75 4.40 West Virginia . 38.51 7.44 9. 36 7. 77 42. 77 13. 51 4.26 7.23 North Carolina . 48.00 7.75 7.25 3.28 45.44 12.41 2.20 3.01 South Carolina. . . 55.74 8.63 27. 87 4.51 66.89 25.48 2.32 7.56 Georgia . 54.84 5.73 10.21 2.01 62. 86 24.48 9.40 5.42 Florida . . . . 50.78 5.64 15.99 3.76 55.17 16. 61 5.96 18.81 South Central Division: Kentucky . 40.79 6. 86 11.21 13.28 49.18 17.42 6.75 8.66 Tennessee . 48.91 9. 07 4.72 4.37 54.00 20. 11 5. 95 6.40 Alabama . . 48.36 6.58 12.48 6.93 66.96 30. 83 11.70 9.21 Mississippi . 29.60 2.24 2.66 1.18 51.20 18.24 7. 10 7.23 Louisiana . 27.84 2.05 53.54 3.35 57. 64 15. 18 4. 19 27.28 Texas.. . . . 40.09 3.80 6.90 10.28 61.20 35.52 8.52 9.43 Arkansas . 44.90 2. 96 3.58 9.81 52.30 16.03 • 6.61 3.50 Oklahoma . . 75.93 18. 52 3.70 37.04 25.93 29.63 24. 07 27.78 Indian Territory . 33.47 0.85 0 1.27 45.34 10. 17 2.54 2.54 North Central Division: 21.02 6.06 11.21 Ohio . 43. 61 8. 68 24.99 35.89 39. 77 Indiana . 41.83 5.08 14.44 20.20 28.75 15.53 6.24 8.81 Illinois . . . 41.46 7.50 18.55 22.88 39. 87 17.98 3. 97 6.21 Michigan . Wisconsin . 31.42 4. 12 16.39 15.02 37.00 16. 14 1.97 12.27 38.78 12.36 6.62 38.72 36.01 19.39 5.00 7.36 Minnesota . 31.20 5. 12 15. 10 27.88 34.73 17.96 1.06 6.59 Iowa . . . . 40.03 12.73 5.66 21.68 41.29 23.17 10.63 10.86 Missouri . 39. 65 5. 87 10.18 17.28 51.09 19.64 6.78 9.37 North Dakota . 13.70 2.74 16.44 13.70 69. 86 15.07 1.37 0 South Dakota . 35. 65 10.00 8.65 18.26 44.35 20. 87 0 0 Nebraska . 38.06 9.87 8.98 17. 41 40.57 15.98 3. 77 10.95 Kansas . . 36. 12 6. 10 8.17 20. 47 36.22 14. 47 4.53 8.86 Western Division: 12.94 2.35 0 Montana . . 4.71 0 28.24 5.88 0 Wyoming . 41.30 0 0 13.04 28.26 8.70 0 0 Colorado . . 26.32 5.26 12.74 18.01 26. 87 12. 19 5. 54 4.43 New Mexico . 24. 81 5.26 0 1.50 36.09 24.81 20.30 24.06 Utah . . 17.46 2.66 3. 99 12.64 33.33 19. 12 2.74 3. 16 Nevada _ _ 0 0 0 0 100.00 100.00 0 0 Idaho . 26.43 2.14 0 6.43 33.57 16.43 0 0 Washington . . . 47.56 9.59 35.15 23.12 51.50 17.67 11.47 16. 35 Oregon . . . 50.52 15.10 21. 67 30.64 49.03 22.72 10.01 7.62 California . 43.22 7.43 33.97 11.74 62. 77 40.39 7.00 14.66 STATISTICS OF SECONDARY SCHOOLS. 1585 Table 19. — Private high schools and academies — Percentages of secondary students pursuing certain studies in 1895-96 — Continued. State or Territory. Per cent to total number of secondary students. Physics. Chemis¬ try. Physical geogra¬ phy. Geology. Physiol¬ ogy- Psychol¬ ogy. Kheto- 1 ric. History. United States . 21. 02 9. 89 22. 77 6. 61 28. 01 6. 74 32.01 37. 35 North Atlantic Division. . . 20.31 11.22 18. 62 6. 15 20. 47 5.21 ' 30.65 37. 60 South Atlantic Division . . . 17.96 8. 24 25. 73 4. 51 27. 14 4.26 31.70 39.40 South Central Division .... 24. 28 7. 92 26. 52 8. 36 38. 66 9. 30 33.56 33. 66 North Central Division .... 21. 12 10. 64 23.15 7. 41 29. 73 8. 61 31.68 37.37 W estern Division . 23. 25 11.01 27.44 7.21 38.22 9. 60 38. 43 43. 69 North Atlantic Division: Maine . 13. 88 10. 89 13.53 6. 24 12. 29 6. 30 20.41 21. 78 New Hampshire . 13. 47 11. 35 11. 84 3. 69 15. 53 2. 44 21.13 32.70 Vermont . 15. 87 7.04 14. 98 8. 66 11. 64 3. 34 18. 76 19.44 Massachusetts . 20. 05 12. 70 11.45 5.10 15. 27 ■ 4. 07 34. 18 39.01 Khode Island . 19.04 7. 74 15.47 8. 60 18. 48 4. 73 46. 70 43. 98 Connecticut . 14.85 10. 08 12. 91 10. 96 22.79 38. 95 34.10 50. 17 New York . 23.29 12. 19 22. 02 6. 91 23. 15 55.31 29. 29 43. 20 New Jersey . 21. 63 10. 82 20. 95 4. 98 19. 26 3.99 36. 62 37. 30 Pennsvlvania . 22. 58 11. 00 23. 75 4. 83 26. 24 7. 01 33. 25 37. 06 South Atlantic Division: Delaware . 16. 23 8. 68 10. 18 0 14.72 2. 64 21. 89 29. 06 Maryland . . . 25. 18 13. 09 27.90 6. 29 20. 85 2. 22 37.01 58. 21 District of Columbia . . 37. 10 20. 78 36. 96 9. 07 18. 55 4. 74 48.12 68. 62 Virginia . 16. 93 9. 95 22. 09 5.20 23. 43 4. 40 33. 47 40. 45 West Virginia . 12. 13 6. 60 24. 04 4. 36 27.13 4. 79 21.17 34. 89 North Carolina . 13. 46 4. 39 23. 66 2.86 26. 09 2. 95 24. 18 31. 20 South Carolina . 22. 63 7.43 36. 76 2. 65 43.53 4. 05 28. 60 50. 17 Georgia . 16. 39 7.61 22.49 4. 87 27. 52 5. 07 36. 81 32. 26 Florida . 31.35 12. 23 67.40 10. 66 65. 52 24.76 45.45 50.78 South Central Division : Kentucky . 13. 90 7.13 23. 90 7. 34 36.00 12. 88 36. 70 39. 23 Tennessee . 15. 56 5. 27 18.33 11. 49 28.37 4. 80 28. 98 26. 87 Alabama.. . 24. 64 7. 93 25. 89 6. 72 37.73 5.16 38. 62 31.47 Mississippi . . 35. 97 6. 50 21.41 6. 05 44.86 4. 99 28. 64 27. 90 Louisiana . 41. 62 15. 08 39. 01 9. 50 39.94 10. 34 42. 55 65. 18 Texas . - - 30. 00 12. 36 34. 69 9. 66 43. 04 13. 65 34. 86 33. 88 Arkansas . 23. 74 2. 96 39. 61 2. 88 57. 67 19. 22 31. 91 36. 03 Oklahoma . 55. 56 0 70. 73 27.78 33. 33 33. 33 55. 56 40. 74 Indian Territory . 18. 22 2. 12 15. 68 0 35.59 4.24 25. 42 33. 05 North Central Division: Ohio . 25.03 14. 96 29. 26 7. 24 29. 22 12. 56 37. 81 49.19 Indiana . 16. 00 11.05 18. 92 7.59 22. 92 4.75 26. 71 36. 88 Illinois . 18. 34 8.36 19.38 5. 85 23. 21 6.81 32. 59 40. 14 Michigan . 16. 14 12.10 16. 82 9. 61 25. 58 7. 30 40. 00 44. 46 Wisconsin . 1 22. 70 9. 39 26.35 6. 08 24.59 5. 07 29. 80 34.73 Minnesota . 17. 30 37. 26 21. 56 4.46 28. 88 3. 73 30. 94 33.87 Iowa . . 23.97 14. 65 21. 25 11. 56 32. 35 9. 97 33. 47 28. 00 Missouri . 23. 17 12. 06 24. 09 8. 23 34. 66 12. 08 28.97 36. *76 North Dakota . 9. 59 0 46. 57 0 97.26 4.11 30. 14 38. 36 South Dakota . 22. 60 0.43 25. 65 0 59. 57 7. 83 22. 61 27. 39 Nebraska . 24.42 5. 57 19.21 3. 59 24. 78 7.90 34. 11 33. 93 Kansas . . 21.85 9. 55 32.68 8. 56 40. 26 8. 17 25. 10 29. 53 Western Division : Montana . . 20. 00 0 25. 88 3. 53 63.53 0 22. 35 11.76 Wyoming . 8. 70 0 13. 04 0 43.48 0 30. 43 50. 00 Colorado . 13.57 6. 93 22. 99 2. 77 26. 87 1.11 34. 35 26. 87 New Mexico . 33. 83 26. 32 39. 10 4. 51 33.83 0 39. 10 36. 09 Arizona . Utah . 9. 39 5. 32 26. 18 6. 32 15. 71 24. 02 i 27. 93 19. 70 Nevada . 46. 15 0 100. 00 0 100. 00 0 46. 15 46. 15 Idaho . 7.86 0 13. 57 0 80. 00 0 30. 00 30. 71 Washington . 30. 45 11. 84 34. 96 17. 11 51. 69 5. 64 39. 66 44. 17 Oregon . 18. 54 10. 46 25. 41 3. 14 24.66 3.89 28. 85 33.48 California . . 33.25 15. 48 27. 79 8. 29 50. 02 6. 95 49.26 66. 08 / Trivate high schools and academies — Equipment, income, benefactions, and endowments. 1586 EDUCATION REPORT, 1895-96. Total money value of endowment. Amount. 3 1 t 32, 328, 548 3, 954, 436 896, 658 793, 908 875, 884 555, 428 1, 754, 570 515, 000 5, 875, 727 31, 964 1,361,750 2, 845, 531 2, 971, 450 16, 417, 128 80, 000 3, 085, 582 175, 000 35, 000 103, 500 49, 920 46, 300 377, 334 1,800 100, 500 106, 550 289, 848 51, 355 40, 005 202, 750 77, 650 •Surpiodai spoqog 1 $3322 Benefactions. Amount. $1, 121, 579 573, 751 360, 856 71, 729 70, 729 44, 514 31,020 122, 000 121, 102 74, 022 50 137, 582 14, 800 73, 175 SSllilS” 11-1 ill f”“i”SSS§ S'” s •Surpiodau spoqog 2 b- OO tO • tH oo o JO : CQ C4 H GO Cl O H lOlOHO • CO r-i Total income from other sources. Amount. I I * 4, 849, 907 867, 827 1, 003, 672 1, 507, 027 375, 875 ISlislIIi llllllsls §318381 r-r' r-T •Sui^rodaj siooqog 1,422 Income from other sources and unclassified. Amount. I 384, 025 145,591 120, 170 185,847 58, 481 lIsllsIgE ii J r 1 200 27,735 5, 003 18, 223 24, 435 54, 948 40, 555 11, 046 25, 150 4, 552 5, 315 18, 858 6, 235 •Sur^jodor siooqog 1 ,^ococ,°o^ ; Productive funds. Amount. 8 1 r-T «- 1, 507, 090 185, 085 58, 920 I 95, 502 17, 270 lllailssl llllslgl3 esessss SSSS"SS<”'§ -rg-f«efg-'S V-.gtfrf.feC. r-T •Surpiodai siooqog o CO O l>fOO 1 sail i 111 i is a ;"sss ; :: 1 if ism 8811838 D ; d jdiod 'sfrH so •Saxijodoj; spoqog 1 £§gON CHNCC j • L0t>0 • rH 1 1 o • CO 00 C5 950 9, 570 33, 766 12,311 1,300 7, 489 8, 340 4, 914 9, 250 !iai> I ; o io ■ : oq“ «r j 400 2,150 il :ci 1,870 10, 250 j rH OOOQiMCO^O^ j • io 00 - : : rtk Central Division : Ohio . Indiana . Illinois . Michigan . "Wisconsin . Minnesota . Iowa . . Missouri . * . North Dakota . South Dakota . Nebraska . Kansas . estern Division : Montana . Wyoming . Colorado . . . • New Mexico . A ri 7,rm n, _ 1 ^ \0£ ; p il ii! ;5[s Oregon . California . ° K. 1588' EDUCATION REPORT, 1895-96. Table 21.- -Denominalional schools included in the tables of private high schools and academies . Nonsectarian. Baptist. Congrega¬ tional. Episcopal. Presby¬ terian. State or Territory. Schools. Instructors. Students. Schools. j Instructors. Students. GO o o rP o m Instructors. Students. Schools. Instructors. Students. Schools. Instructors. Students. United States . 1, 182 4, 605 57, 385 115 ^ 1 7, 294 58 231 2, 813 119 675 4, 895 106 394 4, 816 North Atlantic Division.. 438 2, 371 23, 854 27 197 3, 229 17 59 837 289 48 322 2, 313 17 106 1,136 South Atlantic Division. . 273 789 11, 252 38 116 1, 789 8 23 22 82 614 27 79 939 South Central Division. . . 305 728 13, 975 34 92 1, 404 8 35 428, 12 48 383 29 95 1,195 North Central Division . . . 137 608 7,332 15 67 844 15 74 791 24 149 1, 002 583 22 79 1,046 Western Division . 29 109 972 1 2 28 10 40 468 13 74 11 35 | 500 North Atlantic Division: Maine . 22 85 1, 390 6 41 939 2 4 195 1 1 9 0 0 ' ; o New Hampshire . 13 56 800 3 22 381 5 18 236 3 42 401 0 0 0 Vermont . 12 56 1, 125 4 29 336 2 7 83 2 6 48 0 0 0 Massachusetts . 80 475 4, 725 346 2 5 225 5 24 284 5 48 351 0 0 0 Khode Island . 7 39 0 0 0 0 0 0 0 0 0 0 0 0 Connecticut . 42 183 2, 031 1 8 69 2 4 26 11 54 385 0 0 0 New York . 134 821 6, 479 4 28 475 1 2 13 16 119 829 1 5 35 New Jersey . 44 258 2,253 2 23 267 0 0 0 5 25 131 6 47 583 Pennsylvania _ .... 84 398 4, 705 5 41 537 0 0 0 5 27 159 10 54 518 South Atlantic Division : Delaware . 1 5 40 0 0 0 0 0 0 0 0 0 0 0 0 Maryland . 29 139 1, 239 0 0 0 0 0 0 6 24 155 0 0 0 District of Columbia . 7 36 254 1 7 50 0 0 0 1 9 12 0 0 0 Virginia . 59 176 2, 134 6 10 183 0 0 0 6 24 184 10 27 371 West Virginia . 9 26 332 2 9 144 0 0 0 0 0 0 3 9 99 North Carolina . 91 210 3,608 10 23 420 4 12 157 5 14 146 6 16 172 South Carolina . 23 60 943 3 12 163 0 0 0 1 2 20 6 15 195 Georgia . 53 132 2, 610 15 51 809 4 11 132 0 0 0 2 12 102 Florida . 1 5 62 1 4 20 0 0 0 3 9 97 0 0 0 South Central Division : Kentucky . 47 137 1, 986 5 18 238 1 5 no 4 10 88 6 28 1 439 Tennessee . 63 139 2, 817 8 17 314 1 5 36 3 12 77 7 17 224 Alabama . 64 135 2, 426 5 10 167 2 5 62 1 1 16 3 9 75 Mississippi . Louisiana . 47 117 2, 368 6 12 225 0 0 0 1 6 51 4 19 184 15 22 505 1 3 42 0 0 0 1 6 53 0 0 0 Texas . 47 132 2, 999 7 26 382 1 11 30 1 12 80 4 14 178 Arkansas . 22 46 874 1 3 26 1 4 109 1 1 18 o 0 0 Oklahoma . 0 0 0 0 0 0 1 2 36 0 0 0 0 0 0 Indian Territory . 0 0 0 1 3 10 1 3 45 0 0 0 1 5 8 95 North Central Division: Ohio . 28 126 1,078 269 0 0 0 0 0 0 4 31 228 5 13 167 Indiana . 2 18 1 3 60 0 0 0 2 12 79 1 6 38 Illinois . 25 126 1, 119 3 16 195 3 11 106 3 15 119 4 15 202 Michigan . 7 43 809 0 0 0 0 0 0 1 5 26 0 0 0 Wisconsin . 6 26 203 1 10 129 1 4 39 4 33 240 2 8 108 Minnesota . 8 51 498 1 2 , 30 1 3 58 3 21 103 1 5 77 Iowa . 9 47 922 1 2 45 3 16 128 0 0 0 1 2 17 Missouri . 48 157 2, 163 5 15 204 1 10 138 2 5 48 4 12 202 North Dakota. . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 South Dakota . 0 0 0 1 8 | 50 1 5 52 1 4 24 1 2 25 Nebraska . 0 0 0 1 5 68 2 11 no 3 16 104 2 9 89 Kansas . 4 14 271 1 6 63 3 14 160 1 7 31 1 7 121 Western Division: Montana . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Wyoming . 0 0 0 0 0 0 . 1 3 30 0 0 0 0 0 0 Colorado . 0 0 0 0 0 0 1 6 91 2 12 116 1 3 58 New Mexico . 1 2 16 0 0 0 2 6 63 0 0 0 0 0 0 A rizona, _ _ Utah . 0 0 0 0 0 0 2 4 50 1 8 85 5 9 143 Nevada . 0 0 0 0 0 0 0 .0 0 0 0 0 0 0 0 Idaho . 0 6 0 0 0 0 0 0 0 1 1 9 1 3 33 Washington . 1 2 14 1 2 28 2 3 61 2 6 45 2 7 129 Oregon . 2 12 152 o 0 0 1 9 106 2 T7 124 1 4 67 California . 25 93 790 1 0 0 0 1 9 67 5 30 204 1 9 70 STATISTICS OF SECONDARY SCHOOLS. 1589 Table 22. — Denominational schools included in the tables of private high schools and academies. State or Territory. Friends. Lutheran. Methodist. Methodist Episcopal South. Roman Cath¬ olic. Other de¬ nominations. co 'o o X Instructors. Students. tc o o A o m | Instructors. Students. | Schools. Instructors. Students. Schools. Instructors. Students. Schools. Instructors. Students. Schools. Instructors. Students. United States 61 29214, 006 33 134 1, 989 76 369 5, 970 49 164 2,816 271 1, 237 11, 728 36 iJ 2, 942 North Atlantic Div 27 180 2, 600 5 28 235 16 142 2, 276 0 0 0 64 334 3, 377 12 88 1,058 South Atlantic Div 6 41 272 7 16 261 19 65 1, 213 13 40 622 27 124 1,180 3 8 153 South Central Div . 5 12 157 1 3 59 22 74 1, 200 29 97 1, 740 41 196 1,522 3 11 184 North Central Div. 23 59 977 20 87 1, 434 16 81 1,209 7 27 454 89 413 4, 066 10 33 484 Western Division. . 0 0 0 0 ? 0 3 7 72 0 0 0 50 170 1,583 8 37 1,063 North Atlantic Div : Maine . 1 5 90 0 0 0 2 18 456 0 0 0 1 3 62 0 0 0 NewHampshire 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 5 23 Vermont . 0 0 0 0 0 0 2 21 346 0 0 0 3 9 100 1 12 179 Massachusetts . 0 0 0 0 0 0 0 0 0 0 0 0 3 14 142 3 21 194 Rhode Island.. 0 0 0 0 0 0 1 10 135 0 0 0 3 23 217 0 0 0 Connecticut . . . 0 0 0 0 0 0 0 0 0 0 0 0 3 16 108 0 0 0 New York . 3 20 219 3 17 130 5 41 416 0 0 0 34 189 1,915 1 14 138 New Jersey.... 6 13 103 0 0 0 2 16 284 0 0 0 5 25 336 • 0 0 0 Pennsylvania.. 17 142 2, 188 2 11 105 4 36 639 0 0 0 12 55 497 6 36 524 South Atlantic Div : Delaware . 1 8 90 0 0 0 1 6 135 0 0 0 0 0 0 0 0 0 Maryland . 2 17 103 1 2 34 1 13 180 0 0 0 6 32 275 0 0 0 Dist. Columbia 1 10 59 0 0 0 0 0 0 0 0 0 6 41 342 0 0 0 Virginia . 0 0 0 2 4 73 2 9 104 1 11 76 1 4 12 0 0 0 West Virginia . 0 0 0 0 0 0 2 11 254 0 0 0 1 3 40 1 4 71 North Carolina 2 6 20 4 10 154 6 10 209 6 10 124 1 7 46 2 4 82 South Carolina 0 0 0 0 0 0 3 6 96 0 0 0 2 6 90 0 0 0 Georgia . 0 0 0 0 0 0 4 10 235 6 19 422 5 16 235 0 0 0 Florida . 0 0 0 0 0 0 0 0 0 0 0 0 5 15 140 0 0 0 South Central Div: Kentucky - - 0 0 0 0 0 0 2 5 46 3 14 219 13 63 409 3 11 184 Tennessee . 4 8 134 0 0 0 10 32 673 15 49 773 3 12 80 0 0 0 Alabama . 0 0 0 0 0 0 0 0 0 1 2 36 1 3 30 0 0 0 Mississippi.... 0 0 0 0 0 0 4 13 160 1 2 65 2 4 72 0 0 0 Louisiana . 0 0 0 0 0 0 1 6 32 0 0 0 9 54 442 0 0 0 Texas . 0 0 0 1 3 59 4 16 231 4 17 424 10 50 431 0 0 0 Arkansas . 1 4 23 0 0 0 1 2 58 3 8 137 2 7 40 0 0 0 Oklahoma . 0 0 0 0 0 0 0 0 0 0 0 0 1 3 18 0 0 0 Indian Ter . 0 0 0 0 0 0 0 0 0 2 5 86 0 0 0 0 0 0 North Central Div : Ohio . . . . . 2 7 70 1 3 28 2 8 51 0 0 0 12 59 551 2 8 120 Indiana . 6 19 444 0 o 0 0 0 0 0 0 0 10 54 585 0 0 0 Illinois . 1 2 35 1 5 224 5 30 677 0 0 0 12 60 570 2 6 101 Michigan . 1 3 36 0 0 0 1 4 54 0 0 0 7 38 240 0 0 0 Wisconsin . 0 0 0 3 18 394 1 3 30 0 0 0 6 36 337 0 01 0 Minnesota . 0 0 0 5 20 292 1 2 18 0 0 0 9 40 427 0 0 0 Iowa . 8 18 286 4 17 200 1 5 50 0 0 0 9 35 391 2 6 97 Missouri . 0 0 0 2 8 167 4 25 296 7 27 454 12 45 579 2 4 112 North Dakota . 0 0 0 2 4 31 0 0 0 0 0 0 2 5 42 0 0 0 South Dakota.. 0 0 0 1 5 30 1 4 33 0 0 0 1 1 16 0 0 0 Nebraska . 0 0 0 1 7 68 0 0 0 0 0 0 5 18 118 0 0 0 Kansas . 5 10 106 0 0 0 0 0 0 0 0 0 4 21 210 2 9 54 Western Division: Montana . 0 0 0 0 0 0 0 0 0 3 5 85 0 0 0 Wyoming . 0 0 1 0 0 0 0 0 0 0 1 3 16 0 0 0 Colorado . 0 0 0 0 0 0 0 0 0 4 8 96 0 0 0 New Mexico _ 0 0 0 0 0 0 0 0 0 2 5 54 0 0 0 Arizona . Utah . 0 0 0 0 0 0 0 0 0 1 6 40 5 20 885 Nevada . 0 0 0 0 0 0 0 0 0 1 1 13 0 0 0 Idaho . 0 0 0 0 1 0 0 0 0 0 0 0 0 1 3 98 Washington ... 0 0 0 0 0 0 1 2 11 0 0 0 5 22 244 0 0 0 Oregon . 0 0 0 0 0 0 1 3 28 0 0 0 7 18 162 1 4 30 Calilomia . 0 0 0 0 0 0 1 2 33 0 0 0 26 102 873 1 10 50 1590 EDUCATION REPORT, 1895-96, Table 23. — Averages of number of teachers, students, and graduates to the public high school, and like averages for the private high school and academy. Public high schools. rate high schools and academies. State or Territory. Teachers to a school. Secondary students to a school. Secondary students to a teacher. Elementary pupils to a school. Graduates to a school. Teachers to a school. Secondary students to a school. Secondary students to a teacher. Elementary pupils to a school. Graduates to a school. United States . 3. 1 76.4 24.2 51.0 1 9.2 4.1 50.6 12.1 57.3 1 5.3 North Atlantic Division. . . . 4.0 96.8 24.1 69.0 12.8 5.7 60.9 10.6 39.6 7.8 South Atlantic Division. . . . 2.5 56.8 22.0 49.3 4.9 3.1 41.9 13.4 57.2 3.1 South Central Division . 2.4 52.0 21.4 52.1 3.9 2.8 45.4 15.9 71.9 3.4 North Central Division . 2.9 73.1 24.8 45.7 9.0 4.4 51.9 11.7 60.1 6.3 W estern Division . 3.8 100.5 25.9 17.8 12.1 3.7 42.1 11.1 86.8 4.4 North Atlantic Division : Maine . 2.2 59.7 26.6 14.2 8.1 4.4 89.7 20.0 13.2 12.9 New Hampshire . 2.6 64.4 24.1 18.2 9.2 5.7 73.6 12.8 17.0 13.8 V ermont . 2.5 58.5 22.6 78.7 7.0 5.3 85.2 15.8 42.2 11.1 Massachusetts . 5.1 130.7 25.4 6.1 18.2 5.9 60.4 10.0 17.6 9.4 Ebode Island . 8.5 194.2 22.8 14.5 27.5 6.5 63.4 9.6 34.1 6.7 Connecticut . 4.1 93.3 22.6 32.3 13.0 4.4 44.3 9.8 22.5 5.2 N ew Y ork . 4.3 99.7 23. 1 149.6 10.5 6.2 52.7 8.4 60.6 5.8 4. 6 106. 8 23. 1 70.7 15. 7 5. 8 56. 5 9.7 32. 1 7. 0 Pennsylvania . 3. 5 87.6 24.4 60. 1 13.5 5.5 68.0 12.3 46.3 8.1 South Atlantic Division : Delaware . 3.0 84.3 28.1 86.6 13.2 6.3 88.3 13.9 73.3 10.6 Maryland.. . . . . . 2.9 74.0 24.8 77.8 7.8 5.0 44.1 8.7 39.2 4.1 District of Columbia - 24.2 595.7 24.5 40.. 2 6.4 44.8 6.9 85.5 3.7 Virginia . - . 2.4 51.0 20.7 51.1 3.5 3.0 36.0 11.8 34.7 2.2 West Virginia . 2.0 47.0 22.5 11.5 6.6 3.4 52.2 15.1 35.7 3.6 North Carolina . 2.0 54.9 26.5 45.9 8.3 2.3 37.5 15.9 51.2 2.2 South Carolina . 1.9 34.0 17.4 41.8 3.1 2.6 39.6 14.9 53.6 4.6 Georgia . 2.2 48.8 21.7 47.2 3.5 2.8 51.4 18.2 93.3 3.6 Florida . 2. 2 42.4 19.2 44.2 1.8 3.3 31.9 9.6 98.0 5.3 South Central Division : Kentucky . 2.8 67.6 23.6 45.5 6.0 3.4 44.2 12.7 54.1 3.0 Tennessee . 2. 0 46.9 22.9 48.9 4.0 2.5 44.9 17.6 78.5 3.6 Alabama . 2.0 42.1 20.3 45.5 3.2 2.1 36.5 17.0 60.0 2.5 Mississippi . 2. 1 37.5 17.6 61.2 2.6 2.6 48.0 17.9 80.7 3.7 Louisiana . . 3.7 71.8 19.1 53.3 9.1 3.3 39.7 11.8 61. 1 4.2 Texas . 2.7 58.6 21.6 51. 5 3.4 3.5 60.9 17.1 83.1 4.2 Arkansas . 2.0 48.2 23.4 61.9 3.4 2.3 40.1 17.1 78.4 2.7 Oklahoma 2. 6 67.6 25. 3 3. 6 2.5 27. 0 10. 8 82. 0 5.5 Indian Territory . 3.3 53.3 16.0 60. 0 3.0 2.1 26.2 12.4 100.7 0.8 North Central Division : Ohio . 2.6 65.0 24.8 62. 3 8.3 4.5 40.9 8.9 53.3 5. 5 Indiana . 2.6 60.2 23.0 45.7 7.6 5.0 67.0 13.1 74.2 6.1 Illinois . 3.4 92.5 26.6 41.4 11.9 4.8 56. 7 11.7 71.9 6.3 Michigan . 3.3 83.9 24.8 73.7 9.3 5.4 68.5 12.5 136.3 7.1 Wisconsin . 3.0 77.2 25.3 37.5 9.6 5.7 61.6 10.7 39.9 11.6 Minnesota . 4.4 107.0 23.9 20.8 10.1 4.9 51.8 10.4 58.2 8.0 Iowa . 2.9 72.2 24.6 36.2 10.0 3.8 56.2 14.4 72.3 7.9 Missouri . 3.4 90.0 26.1 30.5 9.2 3.5 50.1 14.1 41.2 5.1 North Dakota, 2. 3 44. 4 19. 0 21. 8 4.9 2.2 18. 2 8. 1 96.2 South Dakota . 2.0 46.1 22.0 5.8 5.6 4. 1 32.8 7.9 70.5 4.1 Nebraska . 2.2 53.7 24.3 40.2 6.2 4.7 39.7 8.4 46.9 4.0 Kansas . . . 2.4 60.5 24.3 26.3 8.1 4.1 48.3 11.5 48.1 5.6 Western Division : Montana, 2. 6 65. 3 24. 3 5. 1 1. 6 28. 3 17. 0 94. 0 Wyoming . 2. 8 54. 6 19. 5 2.2 3. 0 23.0 7. 6 41.5 Colorado . 4.4 93.6 21.2 21.1 11.1 3.6 45. 1 12.4 93.2 4.8 New Mexico _ 2. 2 33. 0 14. 4 2.4 2.6 26.6 10.2 33.6 2.4 Arizona 3. 0 60. 0 20. 0 2. 5 Utah . 10. 5 294. 0 28. 0 . 28.5 3.3 85.9 25.5 117.4 3.9 Nevada . 2. 5 73. 2 29. 3 10. 2 1.0 13. 0 13.0 52.0 2.0 Idaho _ 2. 1 35. 7 16. 6 53.4 8. C 2.3 46. 6 20.0 17.0 Washington . 3.0 75.4 25.1 43.4 9.2 3.1 38. 0 12.0 47.5 3.2 Oregon . 3.5 312.6 31.8 16.1 12.0 4.4 44. 5 9.9 70.2 6.6 California . 4.4 129.1 28.9 11.8 16.6 4.2 34.7 8.1 101.7 5.0 STATISTICS OF SECONDARY SCHOOLS. 1591 Table 24. — Combined statistics of public high schools and private high schools and academies — Number of schools, instructors, and students in 1895-96. State or Territory. Total number of schools. Total number second¬ ary teach¬ ers. Total number second¬ ary students. 1 Male. Female. Classical preparatory students. Number. Per cent. Number. Per cent. Num¬ ber. Ter cent. United States . 7, 080 24, 452 487,147 211,433 43.40 275, 714 56. 60 | 48, 955 10. 05 North Atlantic Division . . . 1,856 8,587 155, 646 69, 881 44. 90 85, 765 55. 10 18, 747 12. 04 South Atlantic Division . . . 809 2,327 39, 400 17, 935 45. 52 21, 465 54. 48 5, 786 14. 69 South Central Division .... 1,025 2, 693 50, 139 22, 578 45. 03 27, 561 54. 97 8, 005 15. 96 North Central Division .... 3,052 9, 547 215, 273 89, 816 41. 72 125, 457 58. 28 14, 020 6. 52 "Western Division . 338 1,298 26, 689 11, 223 42. 05 15, 466 57. 95 2,397 8. 98 North Atlantic Division: Maine . 155 426 10, 310 4, 643 45. 03 5,667 54. 97 1, 681 16. 30 New Hampshire . 74 274 5, 000 2,491 49. 82 2,509 50. 18 920 18. 40 V ermont . 77 272 5, 204 2, 452 47. 12 ■ 2,752 52. 88 613 11.78 Massachusetts . 317 1,710 34, 548 15, 857 45. 32 18,691 54. 68 5, 516 15. 97 Khode Island . 25 191 3.417 1, 465 42.87 1,952 57. 13 713 20.87 Connecticut . 125 • 537 8, 779 3, 856 43. 92 4,923 56. 08 1, 117 12.73 New York . - 545 2, 736 44, 855 19, 913 44.39 24,942 55. 61 4, 374 9. 75 New Jersey . 143 744 11, 758' 5,464 46.47 6, 294 53.53 1, 500 12.76 Pennsylvania . 395 1, 697 31,775 13, 740 43.24 18,035 56.76 2,313 7. 28 South Atlantic Division : Delaware . 16 58 1, 362 581 42. 66 781 57.34- 67 4. 92 Maryland . 90 361 5,316 2, 280 42. 89 3,036 57.11 320 6. 02 District of Columbia . . . 20 200 3, 100 1,042 33.61 2,058 66.39 210 6.77 Virginia . 162 450 6, 958 3, 350 48. 15 3,608 51.85 968 13.91 West Virginia . . 40 108 1, 976 855 43. 27 1,121 56.73 115 5.82 North Carolina . 151 351 5, 917 3, 376 57. 06 2,541 42. 94 1,381 23.34 South Carolina . 99 220 3, 586 1,676 46. 74 1,910 53. 26 674 18. 79 Georgia . 197 493 9. 848 4,260 43. 26 5,588 56.74 1,989 20. 20 Plorida . 34 86 1, 337 515 38. 52 822 61.48 62 4. 64 South Central Division : Kentucky . 142 457 7, 643 3, 335 43. 63 4, 308 56.37 934 12. 22 Tennessee . 207 480 9,491 4, 559 48. 03 4,932 51.97 2, 038 2L47 Alabama . 134 283 5, 216 2,481 47. 57 2, 735 52.43 923 17. 69 Mississippi . - 149 352 6, 275 2, 886 45. 99 3, 389 54.01 1,017 16. 21 Louisiana . 47 166 2,511 804 32. 02 1,707 67.98 285 11. 35 Texas . - . 245 731 14, 555 6, 417 44. 09 8, 138 55.91 1,862 12. 80 Arkansas . 84 182 3, 795 1, 793 47. 25 2, 002 52.75 850 22. 40 -Oklahoma _ ... _ _ 5 13 257 91 35. 41 166 1 64. 59 28 10. 89 Indian Territory . 12 29 396 212 53.54 184 | 46.46 68 17.17 North Central Division : Ohio . 614 1, 718 38, 592 16, 483 42.71 22, 109 57. 29 2,334 6.05 Indiana . 337 937 20, 459 8, 658 42.32 11, 801 57. 68 853 4. 17 Illinois . 378 1, 392 32, 874 12, 846 39. 08 20, 028 60. 92 2, 056 6. 26 Michigan . 298 1, 041 24, 746 10, 315 41. 68 14, 431 58. 32 1, 086 4. 39 Wisconsin . 209 702 15, 779 6. 990 44. 30 8, 789 55. 70 1, 206 7.64 Minnesota . 130 595 12, 316 5, 218 42. 37 7, 098 57. 63 623 5.06 Iowa . 367 1, 112 25, 915 10, 923 42.15 14, 992 57. 85 1, 918 7.40 Missouri . . 256 892 19, 587 8, 024 40. 97 11, 563 59.03 1,562 7. 97 North Dakota . 25 58 1,006 446 44. 33 560 55. 67 102 10. 14 South Dakota . . 38 94 1,660 704 42. 41 956 57. 59 84 5. 06 Nebraska . 211 500 11, 146 4, 564 40. 95 6, 582 59. 05 1,118 10. 03 Kansas - .*. . 189 506 11, 193 4, 645 41.50 6, 548 58. 50 1, 078 9. 63 Western Division : Montana . . . 19 48 1, 131 390 34. 48 741 65. 52 87 7. 69 Wyoming . 7 20 319 127 39. 81 192 60. 19 56 17. 56 Colorado . 49 210 4,201 1,638 38. 99 2, 563 61. 01 314 7. 48 New Mexico . 12 29 364 174 47.80 190 52. 20 26 7. 14 Arizona . 2 6 120 49 40. 83 71 59.17 12 10. 00 Utah . 16 68 1 1, 791 900 50. 25 891 49.75 204 11.39 Nevada . 5 11 306 103 33. 66 203 66. 34 43 14. 05 Idaho . 10 2? 390 186 47. 69 204 52.31 57 14. 61 Washington . 45 13" 2, 872 1,188 41. 36 1, 684 58.64 225 7.84 Oregon . 28 113 2, 133 926 43.41 1, 207 56. 59 115 5. 39 California . . . 145 634 13, 062 5, 542 42.43 7, 520 57. 57 1,258 9. 63 1592 EDUCATION REPORT, 1895-96. Table 25. — Combined statistics of public high schools and private high schools and acade¬ mies— College preparatory students and graduates in 1895-96. State or Territory. Scientific prepar¬ atory students. Total college pre¬ paratory students. Graduates in 1896. Graduates pre¬ pared for college. Number. Per cent. Number. Per cent. Number. Per cent. Number. Per cent. United States . 34, 873 7. 16 83, 828 17.21 57, 153 11. 73 18, 683 32. 69 North Atlantic Division. . . 10, 856 6. 98 29, 603 19. 02 20, 457 13.14 6, 006 29. 36 South Atlantic Division. . . 1, 596 4. 05 7, 382 18. 74 3,240 8. 22 1, 394 43. 02 South Central Division. . . . 4, 111 8. 20 12, 116 24. 16 3, 771 7. 52 1,426 37.81 North Central Division. . . . 14, 859 6.90 28, 879 13. 42 26, 546 12. 33 8, 453 31.84 Western Division . 3,451 12. 93 5, 848 21.91 3, 139 11.76 1,404 44. 73 North Atlantic Division: Maine . 512 4. 97 2,193 21. 27 1,433 13. 90 389 27. 15 New Hampshire . 595 11.90 1,515 1 30. 30 800 16. 00 282 35. 25 Vermont . 577 11. 09 1, 190 | 22.87 650 12. 49 228 35. 08 Massachusetts . 2, 140 6. 19 7,656 22. 16 4, 927 14. 26 1, 514 30. 73 Rhode Island . 87 2. 54 800 23.41 459 13. 43 145 31. 59 678 7. 72 1,795 7, 529 20. 45 1, 169 13. 32 366 31. 31 New York . 3, 155 7. 04 16. 79 4, 795 10. 69 1, 546 32.24 New Jersey . 1,238 10. 53 2, 738 23. 29 1, 648 14. 02 571 34. 65 Pennsylvania . 1, 874 5.90 4, 187 13. 18 4, 576 14. 40 965 21.09 South Atlantic Division : Delaware . 34 2. 50 101 7.42 204 14. 98 51 25. 00 Maryland . 112 2. 11 432 8. 13 539 10. 14 125 23. 19 District of Columbia. . . 83 2. 68 293 9.45 221 7. 13 43 19. 46 Virginia . 310 4. 46 1, 278 18. 37 463 6. 65 171 36. 93 West Virginia . 96 4. 86 211 10. 68 212 10. 73 68 32. 08 North Carolina . 371 6. 27 1,752 29. 61 432 7. 30 256 59. 26 South Carolina . 172 4. 80 846 23.59 369 10.29 276 74. 80 Georgia . 393 3. 99 2, 382 24. 19 703 7. 14 388 55. 19 Florida . 25 4 1. 87 87 6.51 97 7.26 16 16.49 South Central Division : Kentucky . 600 7.85 1, 534 20. 07 607 7. 94 145 23. 89 Tennessee . 911 9. 60 2, 949 31.07 799 8. 42 403 50. 44 Alabama . 536 10. 28 1, 459 27. 97 387 7.42 128 33.07 Mississippi . 790 12. 59 1,807 28. 80 468 7. 46 220 47.01 Louisiana . 92 3. 66 377 15. 01 296 11.79 59 19. 93 Texas . 897 6. 16 2, 759 18. 96 905 6. 22 322 35. 58 Arkansas . 238 6. 27 1, 088 28. 67 270 7. 11 123 45. 56 Oklahoma . 3 1.17 31 12. 06 22 8. 56 22 100. 00 Indian Territory . 44 11.11 112 28. 28 17 4.29 4 23.53 North Central Division : Ohio . 1, 851 4. 79 4, 185 10. 84 4, 988 12. 92 1,174 23.54 Indiana . 867 4. 24 1, 720 8. 41 2, 558 12. 50 668 26. 11 Illinois . 1, 894 5. 76 3, 950 12. 02 4, 191 12. 75 1, 074 25. 63 Michigan . Wisconsin . 1,676 7. 98 3,062 12. 37 2, 761 11.16 1, 059 38. 36 1, 207 7. 65 2, 413 15. 29 2, 070 13. 12 681 32. 90 Minnesota . 1,903 15.45 2,526 20. 51 1, 259 1 10.22 710 56. 39 Iowa . 1, 500 - 5. 79 3,418 13. 19 3, 607 13. 92 1,081 29. 97 Missouri . 1, 386 7.08 2, 948 15.05 2,016 10. 29 638 31.65 North Dakota . 181 17. 99 283 28.13 104 10. 34 38 36.54 South Dakota . 197 11.87 281 16. 93 205 12. 35 82 40. 00 Nebraska . 875 7. 85 1, 993 17.88 1,300 11.66 601 46. 23 Kansas . 1,022 9. 13 2, 100 18. 76 1,487 13. 29 647 43. 51 Western Division: Montana . 84 7. 43 171 15. 12 83 7. 34 52 62. 65 Wyoming . Colorado . .............. 7 2. 19 63 19. 75 11 3. 45 4 36. 36 860 20.47 1, 174 27.95 497 11.83 206 41.45 "N” p,w TVfexi c.n _ _ _ 4 1. 10 30 8. 24 29 7.97 12 41. 38 Arizona . 0 0 12 10. 00 5 4. 17 3 60.00 Utah . 114 6. 37 318 17.76 112 6. 25 54 48. 21 Nevada . 15 4. 90 58 18. 95 43 14. 05 12 27. 91 Idaho . 115 29.49 172 44. 10 56 14. 36 27 48. 21 Washington . 204 7.10 429 14. 94 334 11.63 86 25. 75 Oregon . 103 4. 83 218 10. 22 257 12. 05 68 26. 46 California . 1,945 14. 89 3, 203 24. 52 1, 712 13.11 880 51.40 STATISTICS OF SECONDARY SCHOOLS. 1593 Table 26. — Combined statistics of public high schools and private high schools and academies — Secondary students in ancient and modern languages in 1895-96. State or Territory. Latin. Greek. French. German. Number. Per cent. Number. Per cent. Number. Per cent. Number. Per cent. United States . 225, 164 46. 22 22, 304 4.58 49, 327 10.13 64, 293 13. 20 North Atlantic Division... 73, 819 47. 43 13, 380 8. 60 3L 364 20. 15 26, 998 17. 35 South Atlantic Division . . . 23, 085 58. 59 1,900 4. 82 5, 526 14. 03 4, 114 10. 44 South Central Division.... 23, 434 46. 74 1,733 3.46 3, 384 6. 75 2, 994 5.97 North Central Division.... 92, 543 42. 99 4, 229 1. 96 6, 958 3. 23 26, 753 12. 43 Western Division . 12, 283 46. 02 1,062 3. 98 2, 095 7. 85 3,434 12. 87 North Atlantic Division : Maine . 4, 374 42.42 1, 169 11. 34 1,676 16. 26 130 12. 61 New Hampshire . 2, 737 54. 74 768 15. 36 1,040 20. 80 308 ✓ 6.16 Vermont . 2, 020 38. 82 400 7. 69 642 12. 34 278 5. 34 Massachusetts . 18, 362 53.15 4, 171 12. 07 13, 712 39. 69 3, 960 11.46 Rhode Island . 1,777 52. 00 378 11.06 1, 083' 31.69 373 10. 92 Connecticut . 5,313 60. 52 907 10. 33 1,773 20.20 1, 970 221 44 New York . 16, 624 37. 06 2, 817 6. 28 6,347 14. 15 9,869 22. 00 New Jersey . . ... 5, 404 45. 96 1, 161 9. 87 1,716 14. 59 3, 349 28. 48 Pennsylvania . 17, 208 54.16 1,609 5. 06 3, 375 10. 62 6, 761 21.28 South Atlantic Division : Delaware . 1,027 75. 40 32 2. 35 94 6. 90 67 4. 92 Maryland . 3,446 64.82 275 5. 17 1, 135 21.35 1, 637 30. 79 District of Columbia. . . 1,419 45. 77 108 . 3.48 670 21. 61 889 28. 68 Virginia . 4, 346 62. 46 212 3.05 1, 085 15. 59 984 14. 14 West Virginia . 649 32. 84 70 3. 54 96 ; 4.86 73 3.69 North Carolina . 3, 131 52. 92 415 7. 01 390 6. 59 192 3.24 South Carolina . 2, 045 57. 03 220 6. 13 626 17. 45 107 2. 98 Georgia . 6, 264 63. 61 532 5. 40 1,331 13. 52 136 1. 38 Florida . 758 56. 69 36 2. 69 99 7. 40 29 2. 17 South Central Division : Kentucky . 4, 137 54. 13 398 5. 21 473 6. 19 1, 191 15. 58 Tennessee . 4, 430 46. 68 546 5.75 344 3. 62 295 3. 11 Alabama . 2, 784 53. 37 276 5. 29 554 10. 62 291 5. 58 Mississippi . . 2, 257 35.97 139 2.22 103 1. 64 98 1.57 Louisiana . 1,465 58. 34 34 13. 54 1, 417 56. 43 86 3. 42 Texas . 6, 375 43.80 272 1. 87 393 2. 70 792 5. 44 Arkansas . 1,702 44.85 56 1.48 92 2.42 196 5. 16 Oklahoma . 120 46. 69 10 3. 89 8 3.11 42 16. 34 Indian Territory . 164 41. 41 2 0. 51 0 3 0. 76 North Central Division : Ohio _ ’ . 19, 177 49. 69 964 2. 50 1, 131 2. 93 4, 708 12. 20 Indiana . 11, 646 56. 92 199 0. 97 342 1.67 1, 906 9. 32 Illinois . 14, 933 45.42 748 2. 28 2, 186 6. 65 4, 638 14.11 Michigan . 7,938 32. 08 483 1. 95 976 3.94 3,555 14. 37 Wisconsin . 3, 871 23. 27 279 1. 77 152 0.96 3, 730 23. 64 Minnesota . 6, 321 51.32 335 2. 72 709 5. 76 1,895 15. 39 Iowa . 9, 576 36. 95 338 1.30 288 1.11 2, 110 8. 14 Missouri . 8,200 41. 86 520 2. 65 818 4. 18 2, 297 11. 73 North Dakota . 483 48.01 6 0. 60 20 1.99 14 1.39 South Dakota . 549 33.07 31 1.87 34 2. 05 95 5.72 Nebraska . 4, 545 40. 78 206 1. 85 203 1.82 611 5. 48 Kansas . 5, 504 49. 17 120 1. 07 99 0. 88 1,194 10. 67 W estern Division : Montana . 422 37. 31 24 2. 12 45 3. 98 "Wyoming. _ .... _ _ 145 45.45 0 0 33 10. 34 Colorado . 2, 294 54.61 204 4. 86 259 6. 17 951 22. 64 New Mexico . 95 26. 10 7 1. 92 2 0. 55 Arizona . 42 35.00 Utah . 462 25. 80 42 2.35 85 4.75 232 12. 95 Nevada . 116 37. 91 Idaho . . . 188 48. 21 3 0. 77 j 9 2. 31 Washington . 1,108 38. 58 62 2.16 187 6.51 519 18. 07 Oregon . 667 31.27 108 5. 06 145 6.80 410 19. 22 California . 6, 744 51.63 636 4. 87 1, 395 ! 10. 68 1, 233 9. 44 1594 EDUCATION REPORT, 1895-96. Table 27. — Combined statistics of 'public high schools and private high schools and academies — Secondary students in certain mathematical studies in 1895-96. Algebra. Geometry. Trigonometry. Astronomy. State or Territory. Number. Per cent. Number. Per cent. Number. Per cent. Number. Per cent. United States . 260, 409 53. 46 125, 237 25.71 15,328 3.15 25, 272 5. 19 North Atlantic Division... 77, 592 49.85 42. 373 27. 22 4, 406 2. 83 9, 406 6. 04 South Atlantic Division... 24, 283 61.63 10; 826 27.48 2, 638 6. 70 1,936 4.91 South Centra] Division. . . . 31,326 62.48 13, 389 26. 70 3,137 6. 26 3, 035 6. 05 North Central Division.... 111,788 51.93 49, 703 23.09 4,298 2. 00 9, 657 4. 49 W estern Division . 15, 420 57. 78 8, 946 33.52 849 3. 18 1,238 4. 64 North Atlantic Division : Maine . 4, 728 45. 86 2, 357 22. 86 86 0. 84 915 8. 87 New Hampshire . 2, 170 43. 40 1,419 28.38 108 2.16 371 7. 42 Vermont . 2, 031 39. 03 991 19. 04 47 9. 03 550 10. 57 Massachusetts . 15, 704 45.46 10, 261 29.70 569 1.65 2, 116 6. 12 Rhode Island . 2, 085 61. 02 925 27.07 84 2. 46 207 6.06 Connecticut . 4,485 51.09 2, 592 29. 53 424 4. 83 665 7.57 N ew Y ork . 18,817 41.95 10, 417 23. 22 1,408 3.14 2,423 5.40 New Jorsev . 8,043 68.40 3, 402 28. 93 422 3.59 710 6. 04 Pennsylvania . 19, 529 61.41 10, 009 31.50 1, 258 3. 96 1,449 4.56 South Atlantic Division : 859 63. 07 334 24. 52 86 6.31 Maryland . 3, 828 72. 01 2, 870 53. 99 487 9. 16 354 6. 66 District of Columbia. . . 1, 140 36. 77 814 26. 26 81 2. 61 169 5. 45 Virginia . 4, 104 58. 98 1,802 25.90 641 9. 21 208 1.99 W est V irginia . 1, 169 59. 16 431 21. 81 73 3. 69 84 4.25 North Carolina . 2, 886 48. 77 766 12. 95 113 ' 1. 91 . 229 3. 87 South Carolina . ........ 2 485 69. 30 764 21. 31 59 1. 65 145 4. 05 Georgia . 6’, 967 70. 75 ‘ 2, 737 27.79 1,006 9. 40 642 6.52 Florida . 845 63.20 308 23.04 92 6. 88 105 7.85 South Central Division : Kentucky . . 4, 335 56. 72 1, 855 24. 27 535 7. 00 555 7. 26 Tennessee . 5, 580 58. 79 2, 070 21.81 428 4. 51 465 4.90 Alabama . 3, 495 67.01 1, 726 33. 09 514 9. 85 379 7.27 Mississippi . 3, 634 57.91 1, 150 18.33 370 5. 90 421 6.71 Louisiana . 1,587 63.20 687 27. 36 123 4. 90 305 12.15 Texas . 9, 963 68. 45 5, 046 34. 67 926 6. 36 786 5. 40 Arkansas . 2,463 64. 90 777 20. 47 216 5. 69 103 2. 71 Oklahoma . 83 32. 30 34 13.23 13 5. 06 15 5. 84 Indian Territory . 186 46. 97 44 11. 11 12 3. 03 6 1.52 North Central Division: Ohio . 21, 725 56.29 10, 212 26.40 1,367 3. 54 2, *015 5. 22 Indiana . 12, 079 59. 04 4, 997 24. 42 368 1.80 558 2. 73 Illinois . 15, 799 48. 06 7,427 22. 59 587 1. 79 1,923 5. 85 Michigan . 11, 920 48.17 4,594 18. 56 216 0.87 1,080 4.36 'Wisconsin . 6, 933 43.94 3, 553 22. 52 126 0.80 234 1.48 Minnesota . 5, 674 46. 07 3, 322 26. 97 33 0. 27 478 3. 88 Iowa . 12, 543 48.40 5,481 21. 15 452 1. 74 1, 653 6. 38 Missouri . 11,371 58. 05 4, 156 21. 22 730 3. 73 873 4. 46 North Dakota . 658 65.41 308 30! 62 63 6. 26 89 8. 85 South Dakota . 793 47. 77 307 18. 49 28 1. 69 55 3.31 Nebraska . 6, 469 58. 04 2, 836 25.44 157 1.41 231 2.07 Kansas . 5, 824 52. 03 2, 510 22. 42 171 1.53 468 4. 18 Western Division: Montana . 362 32. 01 130 11.49 8 0. 71 27 2. 39 Wyoming . 114 35. 74 73 22. 88 4 1.25 13 4.08 Colorado . 2, 161 51.44 1,318 31.37 159 3. 78 220 5.24 New Mexico . 187 51.37 67 18.41 27 7. 42 47 12. 91 A riz9R8' 64 53. 33 19 15. 83 3 2. 50 Utah . 774 43.22 407 22. 72 63 3. 52 59 3.29 N fivfl da, . . . 250 81.70 88 28. 76 17 5. 56 T d all o . . 203 52. 05 89 22. 82 26 6. 67 Washington . 1, 814 63. 16 1, 034 36. 00 92 3. 20 165 5.75 Oregon . 1,346 63. 10 490 22.97 95 4.45 101 4. 74 California . 8, 145 62. 36 5, 231 40. 05 398 3. 05 563 4.31 STATISTICS OF SECONDARY SCHOOLS. 1595 Table 28. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain science studies in 1895-96. State or Territory. Physics. Chemistry. Physical geog¬ raphy. Geology. Number. Per cent. N umber. Per cent. Number. Per cent. Number. Per cent. United States . - .. 106, 427 21. 85 44,597 9. 15 121, 464 24.93 25, 330 5. 20 North Atlantic Division.. . 31, 974 20. 54 16, 797 10. 79 32, 090 20. 62 10, 058 6. 46 South Atlantic Division . . . 9, 436 23. 95 3,135 7.96 11, 047 28. 04 1,530 3. 88 South Central Division. . . . 13, 864 27. 65 4, 241 8. 46 16, 444 32. 80 3,696 7. 37 North Central Division. . . . 44. 950 20. 88 17, 059 7.92 56, 655 26. 32 8, 666 4. 03 Western Division . 6, 203 23. 24 3,365 12. 61 5, 228 19. 59 1,380 5. 17 North Atlantic Division : Maine . 1, 803 17. 49 1, 048 10. 16 1,744 16. 92 770 , 7. 47 New Hampshire - ... 985 19. 70 552 11. 04 709 14.18 284 5. 68 Vermont . 850 16. 33 481 9. 24 1, 095 21.04 470 9. 03 Massachusetts . 7, 333 21.23 4, 573 13.24 3,218 9. 31 1,798 5.20 Hhode Island . 827 24. 20 376 11. 00 387 11. 33 185 5.41 Connecticut . . 1, 570 17. 88 1, 109 12. 63 1,328 15. 13 769 8. 76 New York . 7, 053 15. 72 3, 657 8.15 10, 879 24. 25 3, 484 7. 77 New Jersey . 2, 865 24. 37 1,405 11. 95 3, 048 25. 92 778 6. 62 Pennsylvania . 8,688 27. 34 3,596 11.32 9, 682 30.47 1,520 4. 78 South Atlantic Division : 360 26. 43 147 10. 79 525 38. 55 Maryland . 2, 316 43.57 483 9. 09 1, 233 23. 19 164 3. 09 District of Columbia.. . 767 24. 74 332 10.71 265 8. 55 88 2. 84 V irginia . 1,609 23.12 725 10. 42 2, 429 34.91 248 3. 56 West Virginia . 376 19. 03 134 6. 78 725 36. 69 66 3. 34 North Carolina - 811 13. 71 239 4. 04 1,358 22. 95 194 3.27 South Carolina . 709 19. 77 153 4. 27 1,368 38. 15 107 2. 98 Georgia . 2, 189 22. 23 841 8. 54 2, 572 26. 12 609 6. 18 Florida . 299 22.36 81 6. 06 572 42. 78 54 4.04 South Central Division : Kentucky . 1, 539 20.14 768 10. 05 1, 636 21. 41 437 5. 72 Tennessee . 1,694 17.85 437 4. 60 2, 189 23. 06 1, 151 12. 13 Alabama . 1, 341 25. 71 557 10. 68 1,408 26. 99 307 5. 89 Mississippi . 2,480 39. 52 369 5.88 1,932 30. 79 330 5. 26 Douisiana . . 1,130 45. 00 626 24. 93 1,265 50. 38 112 4.46 Texas . 4, 599 31. 60 1,249 8. 58 6, 050 41. 57 1, 112 7. 64 Arkansas . 918 24. 19 230 . 6-06 1, 752 46. 17 199 5. 24 Oklahoma^— 91 35. 41 127 49. 42 40 15. 56 Indian Territory . 72 18. 18 5 1. 26 85 21. 46 8 2. 02 North Central Division: Ohio . 7, 886 20.43 3, 221 8. 35 11, 279 29. 23 1, 295 3. 36 Indiana . 4, 926 24. 08 1, 692 8.27 6, 059 29. 62 807 3. 94 Illinois . 6, 922 21. 06 3, 477 10. 58 6,711 20.41 1,436 4. 37 Michigan . 4,508 18. 22 2, 136 8. 63 4, 265 17. 24 933 3. 77 Wisconsin . 2, 706 17. 15 645 4.09 5, 764 36. 53 359 2. 28 Minnesota . 1, 761 14.30 1,081 8. 78 2, 068 16. 79 314 2. 55 Iowa . . 5, 594 21.59 1,306 5. 04 7,798 30.09 1, 531 5. 91 Missouri . . 4, 488 22. 91 1, 753 8.95 4, 118 21.02 939 4. 79 N orth Dakota . . 328 32. 60 137 13.62 425 42. 25 70 6. 96 South Dakota . 308 18.55 51 3. 07 555 33. 43 79 4. 76 Nebraska . 2, 721 24. 41 1, 010 ' 9.06 3, 633 32. 59 387 3.47 Kansas . 2, 802 25. 03 550 4. 91 3, 980 35. 56 516 4. 61 Western Division: Montana . 211 18. 66 70 6. 19 237 20. 95 67 5. 92 Wyoming . 57 17.87 14 4. 39 111 34. 80 1 0. 31 Colorado . 1,112 26. 47 666 15.85 786 18.71 480 11. 43 New Mexico . . 75 20. 60 35 9. 62 144 39. 56 18 4.95 Arizona . 18 15. 00 18 15. 00 56 46. 67 Utah . 187 10. 44 79 4.41 401 22. 39 106 5. 92 Nevada . 155 50. 65 49 16. 01 128 41.83 Idaho . . . • . 90 23.08 18 4.62 125 32. 05 20 5. 13 Washington . . . 827 28. 80 283 9. 85 1,220 42. 48 265 9. 23 Oregon . 420 19. 69 206 9. 66 563 26. 39 46 2. 16 California . 3,051 23. 36 1,927 14. 76 1,457 11.15 377 2. 89 1596 EDUCATION REPORT, 1895-96. Table 29. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1895-96. State or Territory Physiology. Psychology. Rhetoric. History. Number. Per cent. Number. Per cent. Number. Per cent. N umber. Per cent. United States . 151, 391 31. 08 18, 621 3.82 157, 208 32. 27 174, 070 35. 73 North Atlantic Division. . . 43, 667 28. 06 3, 894 2. 50 45, 790 29. 42 58. 660 37.69 South Atlantic Division . . . 12, 039 30. 56 1, 650 4. 19 13, 347 33.88 18, 187 46.16 South Central Division _ 21, 970 43. 82 3, 889 7. 76 18, 499 36. 90 18, 895 37. 69 North Central Division.... 68, 124 31. 65 8, 299 3. 86 67, 586 41. 30 64, 879 30. 14 Western Division . 5, 591 20. 95 889 3. 33 11, 986 44. 91 13, 449 50. 39 North Atlantic Division: Maine . 1, 754 17.01 366 3. 55 2,561 24. 84 3, 282 31.83 New Hampshire . 798 15. 96 74 1.48 1, 144 22. 88 1, 716 34.32 Vermont . 916 17. 60 175 3. 36 1, 321 25. 38 1, 365 26. 23 Massachusetts . 6, 187 17.91 472 1.37 11, 275 32. 64 16, 227 46.97 Rhode Island . 251 7. 35 155 4. 54 1, 395 40. 83 1,923 56. 28 Connecticut . . 1, 886 21.48 267 3.04 2, 815 32. 07 3, 781 43.07 New York . 16, 402 36. 57 1,017 2. 27 9, 348 20. 84 14, 066 31.36 New Jersey . 3, 890 33.08 217 1. 85 4, 029 34. 27 4, 621 39.30 Pennsylvania . 11,583 36. 45 1,151 3. 62 11, 902 37. 46 11, 679 36. 76 South Atlantic Division : Delaware . 707 51. 91 16 1. 17 387 28.41 570 41.85 Maryland . . . 1,573 29. 59 363 6. 83 1,441 27. 11 3, 504 65.91 District of Columbia... 133 4. 29 34 1. 10 1,540 49. 68 1.868 60. 26 Virginia . 2, 229 32. 04 227 3.26 2, 698 38.17 3,519 50. 57 West Virginia . 731 36. 99 69 3.49 605 30. 62 863 43.67 North Carolina . 1, 804 30. 49 152 2. 57 1,318 22. 27 1, 980 33. 46 South Carolina . 1,370 38.20 94 2.62 1,080 30. 12 1,690 47. 13 Georgia . 2, 881 29. 25 539 5.47 3, 690 37.47 3,519 35. 73 Florida . 611 45. 70 156 11.67 588 43.98 674 50.41 South Central Division : Kentucky . 2,909 38. 96 876 11.46 3, 167 41.44 2, 818 36.87 Tenuessee . 2, 938 30.96 370 3. 90 2, 972 31.31 3, 214 34. 15 Alabama . 2, 269 43.50 182 3. 49 2, 192 42. 02 1, 657 31.77 Mississippi . 2, 969 47. 31 281 4.48 2, 048 32. 64 1, 980 31.55 Louisiana . 1,230 48. 98 117 4.66 1, 362 54.24 1,611 64.16 Texas . 7, 151 49.13 1,495 10. 27 5, 111 35. 12 5, 943 40. 83 Arkansas . 2, 276 59. 97 488 12. 86 1,418 37. 36 1,420 37.42 Oklahoma . 72 28. 02 30 11.67 89 34.63 73 28. 40 Indian Territory . 156 39.39 50 12. 63 140 35. 35 152 38. 38 North Central Division : Ohio . 15, 052 39. 00 1,266 3. 28 11, 789 30. 55 11, 552 29. 33 Indiana . 5, 297 25. 89 841 4.11 8, 127 39. 72 6, 622 32. 37 Illinois . 8, 452 25. 71 704 2. 14 11, 269 34. 28 9,692 29. 48 Michigan . 6, 632 26 80 744 3-01 6, 320 25. 54 7, 225 29.20 Wisconsin . . . i, 163 26.38 1, 197 7. 59 3, 083 19. 54 4, 118 26. 10 Minnesota . 3, 329 27. 03 109 0. 89 3,313 26. 90 3, 689 29. 95 Iowa . 7,918 30. 55 715 2. 76 8, 426 32.51 7, 468 28. 82 Missouri . 7, 748 39. 56 1,758 8.98 7, 808 39.86 6, 724 34. 33 North Dakota . 503 50. 00 85 8. 45 349 34. 69 471 46. 82 South Dakota . 668 40. 24 52 3.13 463 27. 89 444 26.75 Nebraska . 4, 454 39. 96 120 1.08 3,074 27.58 3, 323 29.81 Kansas . 3, 908 34. 91 708 6. 33 3, 565 31.85 3, 551 31. 73 Western Division: Montana . 316 27. 94 13 1.15 294 25.99 316 27. 94 W yoming ...... _ .... 114 35. 74 0 143 44.83 63 19.75 Colorado . 791 18. 83 186 4. 43 1,382 32. 90 2, 567 61.10 New Mexico . . . 134 36.81 160 43. 96 113 31.04 Arizona 50 41. 67 60 50.00 33 27. 50 Utah . 217 12. 12 337 18. 82 826 46. 12 423 23. 62 Nevada . 55 17. 97 3 0. 98 80 26. 14 216 70. 59 Idaho . 224 57. 44 12 3. 08 194 49. 74 153 39. 23 W ashington . 1, 174 40. 88 142 4. 94 927 ’ 32.28 1,283 44.67 Oregon . 441 20. 68 39 1. 83 564 26. 44 777 36. 43 California . 2, 075 15. 89 157 1. 20 7, 356 56. 32 7, 505 57. 46 Table 30. — Distribution of secondary students in public and private institutions of all classes reporting to the United States Bureau of Education for the scholastic year 1895-96. — (See also Table 31.) STATISTICS OF SECONDARY SCHOOLS. 1597 In public institutions. Total public secondary students. Total. 392, 729 118, 270 21, 771 29, 916 199, 331 23, 441 Ills?!!!!' siilsiSIS 8S23S333S oo 'i£5Co‘o‘ T-Tinuo c7 r-T r-( — i © State or 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 . Table 31.— Distribution of secondary students in public and private institutions of all classes reporting to the ■United States Bureau of Education fc ihe scholastic year 1895-96. STATISTICS OF SECONDARY SCHOOLS. 1599 In privato institutions. Total privato secondary students. Total. 166, 274 50, 259 24, 501 32, 615 49, 651 9, 248 815383818 885333383 8358188 drlddrldddd drld o"dd ddddddd £ 76, 174 SSslS ass's''*' ills Ills s Sllalssll 8133858 r-T rid rtCTHlQ r-T r-T drld ddrldrldrl 2 90, 100 ssssr*" 858135583 slslSsiSl 11ISIE3 rlrldd rlddd rl d d d ddrlrl drl Secondary students in manual training schools. Total. 00 05 2, 062 258 948 150 ill I r-T 1 861 09 « £ 1, 359 Si :1s i"i CO o o 16 09 Male. 2, 059 gg :g§ r-T j 1 1 :° ig i i : i i i : j j Secondary students in private normal schools. Total. 7, 937 380 345 785 6, 425 2 LO < 1 & 0 0 21 25 197 0 32 70 85 251 129 201 to CO 1 ’Female. 3, 034 198 174 361 2, 299 2 £ : £ s jooojogojoo 24 1 62 99 0 0 0 0 0 0 20 30 18 29 8 10 4 500 $50, 000 27 32 0 0 0 0 3 6 3 366 13, 850 26 25 o 1 o o 16 12 2 1 1 1 4 115 1, 400 32 26 o o o o 2 2 2 2 4 475 10, 000 114 172 o 0 o o 18 12 4 32, 000 22 40 o 0 6 22 3 11 3 5 3 200 400 15 20 0 0 0 0 4 6 1 1 3 1, 200 3, 000 22 23 0 0 0 0 0 0 10 13 1 0 0 0 4 100 20,000 108 216 0 4 0 0 0 0 28 45 18 38 1 2 4 775 30, 000 22 15 0 0 0 0 7 13 3 4 2 2 3 198 11, 500 1 22 28 o o o 0 1 2 3 1 1 o 50 12, 000 19 19 o o o 0 3 1 1 1 1 4 500 30, 000 40 92 0 o o 0 i 1 2 9 1 l 3 150 12, 000 15 22 0 0 0 0 4 3 8 14 2 2 2 2 3 400 500 28 57 0 0 0 0 1 1 1 3 2 11 2 4 3 150 500 30 48 o o o o 4 9 4 400 40 44 0 0 0 0 2 8 7 0 5 5 4 2 4 500 30, 000 59 47 0 0 0 0 12 13 24 21 17 9 9 5 3 400 30, 000 9 25 0 0 0 0 0 0 5 7 0 0 0 0 4 40 400 19 32 0 0 0 0 0 0 10 10 0 0 0 0 3 300 20, 000 4 15 0 1 30 60 0 0 0 0 0 0 0 0 2 50 10.000 | 20 20 2 2 0 0 0 0 0 0 4 4 4 4 3 700 8,000 17 32 0 0 0 0 6 0 1 4 4 1, 189 75,000 32 28 0 0 0 0 4 4 4 4 4 250 10,000 20 43 0 0 0 0 0 0 2 10 0 6 0 2 4 728 30, 000 20 25 0 0 0 0 2 2 1 3 3 10,000 | 10 39 1 1 o o 1 6 1 3 4 1,000 99 143 1 1 0 0 10 9 6 11 5 10 4 90 500 125, 000 24 18 0 o 107 91 6 6 3 2 4 150 10, 000 14 20 0 o o 0 3 250 275 507 5 9 0 0 61 55 20 8 24 73 4 12 4 275* 1,520 360, 000 126 232 0 2 0 0 12 6 46 48 10 31 6 10 4 85 3,300 100, 000 23 28 0 0 0 0 2 5 8 11 2 7 2 5 3 500 ! 138 95 1 4 0 0 70 47 18 15 11 5 4 35 526 135, 000 | 1 40 50 0 0 o o 3 5 3 5 3 5 1, 500 8 21 0 0 0 0 4 13 3 2 0 0 3 320 38 57 0 0 0 0 5 10 15 10 6 10 1 5 4 95' 1,000 19 30 0 0 0 0 2 5 2 5 3 423 8, 000 21 32 0 0 0 0 6 12 2 0 4 10 1 4 4 500 10, 000 3 3 0 0 25 15 0 0 0 0 0 0 0 0 4 125 40 67 0 0 0 0 0 0 40 67 4 3 4 3 4 700 25 45 0 o 0 o 15 15 1 3 1 1 4 400 20, 000 64 77 0 0 0 0 9 17 9 17 4 250 23 27 1 2 0 0 4 7 1 0 2 3 2 2 4 400 10, 000 5 5 0 0 57 58 1 1 72 7, 000 25 50 5 4 0 0 25 50 2 3 2 3 4 540 20 18 1 0 0 0 10 11 3 1 1 5 1 3 5 300 22, 000 9 30 0 0 0 0 2 3 3 1, 200 30 38 0 0 0 0 0 4 0 4 4 450 25, 000 18 24 0 0 0 0 5 3 1 2 5 7 3 700 7 8 0 0 15 18 2 2 6 6 8 8 4 75 21 24 0 0 0 0 1 5 4 250 7 17 0 0 7 7 1 4 2 280 15, 000 12 18 0 0 7 12 6 12 0 0 0 0 4 320 66 112 1 0 0 0 5 8 4 5 4 100 51 110 1 0 0 0 4 8 14 29 2 5 1 4 4 1, 000 125, 000 10 14 0 i 0 120 130 3 6 3 1 3 1 3 1 80 ED 96 - 51* 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 1610 EDUCATION REPORT, 1895-96. Table 33. — Statistics of 'public high schools in the State and post-office. Hame. Principal. Department or independent. m P-J O -era ruct- for idary ents. 6 "3 a <0 PR 1 2 3 4 5 6 COLORADO— cont’d. 234 High School . J. R. Morgan . . Dept . . 2 1 235 M. D. L. Buell . . . Dept. . 1 2 236 E. H. Blair . Dept. . 1 1 237 R. M. Rolfe . . Dept.. 3 2 CONNECTICUT. 238 VV m . H . Anal e.fon . Dept 2 2 239 E. M. Crofoot . Dept. . 1 1 240 C. H. Harriman ... _ _ Dept. . 1 1 241 H. D. Simonds . . Dept. . 3 8 242 Elmer S. Hosmer. _ Dept. . 1 5 243 Miss S. J. Rorahaclc .... Dept. . 0 3 244 G. W. Elint . Ind . . . 1 1 Erank H. Bennett.. - Ind . . . 1 240 Danielson ..... _ _ Xillingly High School* .... A. P. Somes . Ind... 1 2 247 T)e,ep River . . Union High School . Fred’k H. Hanchett _ Dept.. 1 2 248 Derby High School . . J\ w. Peck . Dept. . 1 3 249 Durham . Coginchang High School. . . . F. M. Doane . Dept. . 1 0 250 East Hartford _ High School . Hudson H. Eyon . Ind . . . 1 2 251 East Horwalk . _ do . . Edward H. Gumhart... Ind . . . 1 1 252 Gildersleeve . . . _ do . D. C. Abbott . Ind . . . 1 3 253 Greenwich . . . . do . . Hewton B. Hobart . Dept. . 1 1 254 j Guilford . ! . do . Wilbur E. Soule . Dept. . 1 1 255 Hartford do Edward H. Smiley . Dept. . 15 15 256 Hazardville . i . do . Elmer E. Randall . Dept. . 1 0 257 Lakeville . . do . Joseph E. Marvin . Dept. . 1 0 258 Litchfield . Centre High School . Edgar Wood . Ind . . . 1 1 259 Madison . Hand High School . Mrs. C. K. Clifford, A. M. Dept. . 0 1 260 Meriden . Hi°h School . S. T. Frost . Dept. . 3 7 261 Middletown . ...."do . Walter B. Ferguson. . . . Dept . . 3 1 5 262 Milford . do . . . . H. J. Mathewson . Dept. . 1 1 263 Mystic. _ _ _ Broadway High School . Harriet E. Park . Dept. . 0 3 264 . do . Mystic Academy _ _ .... Henry C. Moore . Dept.. 1 0 265 Han an.tnok . High School . . G. S. Fairbanks Dept. . 1 1 266 Hew Britain. ....... . do . John H. Peck . Dept. . 4 6 267 j Hew Canaan . . do . . . Lillie L. Gettler . Dept . 1 2 268 I Hew Hartford . . do . Edgar H. Lane . Ind . . . 1 0 269 Hew Haven . Boardm an Man ual Training . Thos. W. Mather . Dept.. 8 7 270 ! _ do . Hillhouse Hi°\h School . Isaac Thomas _ _ _ Dept. . 8 16 271 Hew Milford . Center High School . Samuel C. Shaw . Ind . . . 1 0 272 Horwalk . . do . . Chas. A. Tucker . Dept. . 1 1 273 . do Over River High School .... H. B. Wicham . Dept. . 1 2 274 1 Orange . High School . Miss Talbot . Ind . . ! 0 1 275 Plain ville . . do . Myron E. Powers . Dept. . 1 I 276 Plymouth . . do . Bessie M. Turner . Ind . . . 0 1 277 Poquonock . .... do.* . Edgar M. J ohn son . Jnd . . . 1 0 278 Portland . Central High School . Martin W. Griffin . Ind . . . 1 1 279 Putnam . Hi ah School ...... _ _ F. E. Burnette . Dept. . 1 3 230 Rockville . .... do . Isaac M. Agard . Dept. . 1 4 281 Salisbury... . Salisbury Academy. . . George Abrams _ _ _ Ind... 1 0 282 Saybrook . Old Saybrook High School. . Frederick A. Curtiss. .. Dept. . 1 1 283 Seymour _ Hiah School * _ Edgar C. Stiles . . Ind . . . 1 0 284 Slieltnn . do . W A. Smith . Dept. . 1 2 285 Southington . Lewis High School . Horace W. Rice, A. M. . Dept. . 1 4 286 South Manchester.. High School . Fred. A. Verplanck _ Ind... 2 4 287 South Horwalk . . do . . . Wm. C. Foote . . . Dept.. 1 2 288 Stafford Springs _ . do . Samuel A. Jacobs . Dept.. 1 2 289 Stamford . . . . do . W. R. Jones . ' Dept. . 3 6 290 Stoniuftou _ _ _ do . Warren E. Fisher . ! Dept. . 1 1 291 Terryville _ . do . F. H. Davis . ! Ind . . . 1 1 292 Thom a at on . _ _ do . H. L. Benton . Dept.. 1 1 293 Thompsonville . Enfield High School . E. H. Parkman . | Ind. .. 1 2 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1611 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umn s 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. Male. pH Male. Female. 7 | 8 © 1© 11 12 13 14 15 ! 16 17 is 1© 2© 21 22 23 7 15 0 o 53 45 ■ 1 28 32 0 o 25 19 3 3 30 35 0 0 109 109 2 4 4 50 22 14 0 0 44 32 2 4 4 0 0 0 0 0 4 25 42 80 o 0 0 0 0 10 0 3 4 35 2 15 2 5 12 18 0 7 1 72 7 11 0 0 13 4 1 3 0 0 o 0 o 0 15 14 15 14 0 15 14 1 2 1 2 3 350 0 410 0 0 0 0 4 2, 000 3 5 0 0 7 15 0 0 0 0 o 0 o 0 0 0 220 0 0 0 0 0 41 0 0 0 39 0 39 4 500 15 46 15 46 o 0 2 1 2 1 2 1 4 300 25 25 0 0 0 0 10 8 0 0 0 0 0 0 2 300 6 0 0 0 34 30 2 0 4 0 5 0 2 0 4 13 27 0 0 37 43 10 26 1 0 6 4 0 0 29 19 2 0 3 0 0 0 15 21 0 0 0 0 4 8 1 2 2 3 1 2 4 250 11 13 0 0 71 81 2 4 100 35 47 0 0 0 0 1 5 4 100 10 8 0 0 0 0 1 0 3 26 40 0 0 34 50 8 17 G 28 35 0 0 12 15 18 22 2 3 3 16 26 o o 0 0 1 0 1 1 4 300 25 35 o 0 0 0 1 0 3 5 1 0 3 100 30 45 0 0 0 0 8 7 2 1 7 8 5 4 200 6 10 0 0 42 40 4 15 10 0 0 40 42 3 4 2 3 11 12 0 0 29 39 2 1 1 0 2 18 38 0 0 0 0 7 13 2 11 10 0 0 0 0 5 1 0 0 5 2 5 2 3 0 15 15 0 0 11 11 0 3 3 15 25 0 0 0 0 8 10 8 6 0 0 19 21 0 0 0 0 0 0 4 15 17 0 0 20 11 6 5 0 0 0 0 4 0 0 6 0 0 10 16 0 2 0 0 40 30 0 0 0 0 10 15 4 5 4 30 34 0 o 38 51 5 3 5 3 5 3 1 165 24 32 0 0 32 41 3 5 2 6 0 3 0 87 98 0 0 0 0 4 20 17 0 0 24 29 6 5 4 24 26 0 0 0 0 20 10 4 10 6 5 4 5 3 400 10 8 0 0 24 27 2 2 0 0 0 0 0 0 2 20 25 0 0 45 15 8 11 0 o 3 3 0 0 17 22 ! 3 2 0 0 33 26 3 2 1 5 6 0 0 35 29 1 0 0 0 1 2 1 2 2 0 4 3 0 0 44 36 3 3 46 48 0 0 100 71 8 11 12 7 0 0 1 35 40 40 0 0 0 0 18 18 0 0 3 5 3 1 5 13 9 0 0 50 55 0 4 0 2 5 50 16 12 0 0 28 30 0 o 0 1 0 4 3 0 0 44 47 4 3 1 0 2 15 11 0 0 17 24 9 12 0 0 32 46 9 12 4 45 46 0 0 O' 0 38 39 4 6 45 5 9 0 0 37 39 3 6 0 0 0 0 7 20 0 0 15 23 0 0 0 0 0 2 0 0 0 0 3 0 9 6 0 0 15 14 2 1 1 0 0 o 0 o 8 15 0 0 42 50 5 7 0 0 4 6 4 6 3 0 2 14 0 0 28 18 0 0 0 0 9 12 0 1 0 62 76 3 7 ® PI S 24 I $800 2, 500 1, 200 3, 750 600 4, 000 345 346 347 348 349 350 351 352 37, 500 15, 000 2, 500 500 4, 000 6, 000 1, 000 10, 000 1,000 26, 000 2, 500 10, 000 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 500 1,400 10, 000 15, 000 500 3, 000 400 1, 000 4,000 1, 500 10, 000 3, 000 3,000 2,000 2,000 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 12, 000 15, 000 3, 000 3, 000 1, 000 500 3,000 500 4, 000 1, 000 1,000 6, 000 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 1616 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office 1 2 3 4 5 6 geobgi A— continued . 407 O E Ham . Ind . . . 0 1 408 C R Chapman _ _ Dept. . 1 7 409 W T. Abbott, _ _ Dept. . 2 o 410 A. J. Burruss . Ind . . . 2 0 411 W. E. Rambo . Ind... 1 1 412 J. W. Frederick . Dept. . 1 1 413 . do . W. S Short . Ind . . . 0 1 414 Daniel \V alker " Dept. . 2 3 415 A M Smith Ind . . . 1 1 416 Geo. B. Wood, A. B . Ind . . . 1 0 417 . do. * . E. E. Miller . Dept. . 1 2 418 F. B. Mixon _ . . . Ind . . . 1 0 419 H. A. Lawrence . _ . . Ind . . . 1 1 420 C. L. Smith _ Ind . . . 0 1 421 R. I. Gwaltney . Dept. . 2 2 422 Roopville . Henry Grady Institute * . . . . V. D. Whatley . Ind . . . 1 0 423 Roscoe . Alex. Stephens Academy . . . Miss Witt Moseley . Ind ... 0 1 424 Roswell . . High School . . E. Newton Ellis ........ Dept. . 1 1 425 Sanders ville . . . do . A. Willis Evans . . Dept. . 1 1 426 Sargents _ _ ... Farmers’ High School* . A . S Strickland _ _ . Ind... 1 0 427 Savannah. . High School . H. F. Train . Dept. . 6 10 428 Senoia . . . Senoia Institute* . J. S. Bagwell . Ind... 1 1 429 Siloam . 1 High School . Talfourd Smith ........ Ind... 1 o 430 1 Smith ville . ' . do . G. M. Patterson . . . Ind . . . 1 2 431 Soqne . . . Providence College . Robt. E. L. Frankum, Ind . . . 1 1 B. S. 432 Sparta _ ...... _ _ High School . Wm T. Dumas . . Dept. . 1 1 433 Spivey . . Rockville Academy . F. G. Branch . . Ind... 1 1 434 Spring T-Till ..... High School . C. M. Ledbetter . Ind . . . 1 ! I 435 Temple . Temple Seminary . R. A. Yates . . Ind . . . 2 0 436 Tift.on _ _ Tifton Institute . . J H. O' Quinn . . Ind . . . 1 o 437 Toeeoa, _ _ High School . N. A. Fessenden . Dept. . 1 o 438 Turin . “R, T\ Hodirett _ Ind . . . 1 o 439 1 TJnion Point . . do . Prof. J L. Steele . Dept. . 0 3 440 Valdosta . . do . W. B. Merritt . Dept. . 2 0 441 Villa Rica . . do . Eugene T. Steed . Ind . . . 2 o 442 W aco . . do . G. T. McLarty . Ind ... 1 o 443 Walden . . do. * . Jno. W. Greer . Dept. . 1 o 444 “W al nut Grove . .... W alnut Grove Academy. . . . S O. Breedlove Dept. . 1 1 0 445 W ashington . Female Seminary . Mary R. Bright . Dept. . 0 ! 2 446 ! . do . High School . B. P. Glenn . Dept. . 1 3 447 Way cross . . do.* . . . E. A. Pound . Dept.. 1 2 448 1 West Porint . Norman C Miller . Dept. . 2 0 1 449 Connell Academy . . R. A. Connell . . . Dept. . 1 1 1 450 I Willard ............ Salem High School. *. . F, r,. iTarman _ _ Ind . . . 1 0 451 1 W oodbury . . High School . C. C. Nall . Ind . . . 1 1 452 1 Wood ville . . . do . . ,T. and H. Cloud . Ind . . . 1 1 IDAHO. 453 "Roifle C!it,y . TTigh SJr*Vinnl . . . C! TVT T^iggina.. . . _ Dept. . 3 1 454 Caldwell . . . Chas. O Broxon _ _ _ Dept. . 1 0 455 Genesee . . . . . do . . . . Hartzell Cobbs . Dept. . 1 1 456 U alley _ _ _ rln. * N I Garrison _ ....... Ind ... 1 0 457 Kendrick. . . . do . E. H. Thompson . . Dept.. 1 0 458 Lewiston . . do . W. O. Cummings . Dept. . 1 0 459 Moscow . . do . J. C. Muerman . Dept.. 2 3 ILLINOIS. 460 i Albion . High School . J. D. Samuell . Dept . . 2 0 461 Aledo . . do . Miss Mabel Pepper . Dept. . 2 2 462 1 Alexis . . . . N. E. Johnson . Dept. . 2 0 * Statistics of 1894-95. Name. Principal. Instruct¬ ors for secondary students. STATISTICS OF SECONDARY SCHOOLS, 1617 United States for the scholastic year 1895-96 — Continued. Students. | Length of course in years. Number in military drill. Yolumes in library. Total secondary- students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. I Female. Male. Female, j 6 S Female. 1 Male. J Female. Male. Female. 1 7 § 9 19 11 12 13 14 15 17 IS 19 2© SI as 23 16 14 0 0 26 40 4 5 2 0 0 0 3 85 174 0 0 0 0 24 65 0 0 13 34 5 19 3 150 24 9 0 0 0 0 0 0 3 15 30 o o 50 45 0 8 0 o 4 4 5 o o 34 21 1 1 0 o 0 0 o 0 24 20 0 0 0 0 5 0 12 8 0 0 4 125 18 19 o o 28 20 2 50 75 o o 0 0 6 20 2 8 2 5 200 g 11 o o 26 27 2 4 0 0 0 0 5 g g 0 o 27 24 1 2 4 34 64 0 o 12 20 4 8 1 0 3 10 2 7 3 5 4 0 o 9 25 0 0 0 0 0 0 0 0 g g 0 o 39 25 0 0 0 0 125 14 18 0 o 37 46 6 5 40 56 0 0 0 0 8 16 0 0 13 14 5 10 3 0 7 11 0 0 63' 54 2 0 175 4 3 0 0 26 33 3 1 10 21 0 0 0 0 10 6 0 0 0 o 4 50 26 17 0 0 0 - 0 6 5 1 0 4 1 2 0 4 200 6 5 0 0 45 36 1 1 1 1 0 0 0 0 110 256 0 o 0 0 3 40 50 0 0 35 50 4 10 1 0 7 10 5 g 3 10 10 0 0 30 50 10 10 3 30 17 16 0 0 31 29 3 2 o 0 19 8 0 0 30 33 3 0 2 3 0 0 10 20 52 o o 0 0 15 40 6 7 . 6 7 3 5 5 0 o 52 36 2 3 3 g 7 0 o 12 11 11 5 o o 33 33 0 0 0 0 0 0 0 o 10 6 0 o 90 84 20 10 8 0 300 9 14 0 o 0 0 2 1 0 0 0 1 50* 15 19 o o 39 11 5 4 0 1 0 „o 0 o 4 9 o o 57 70 1 3 1 o 2 3 1 2 3 25 45 0 0 0 0 4 8 0 3 3 600 32 41 0 0 71 79 10 0 7 10 2 2 2 1 1 300 6 6 0 0 60 48 1 1 1 0 0 0 0 0 4 0 g 12 0 o 20 30 o 0 1 2 3 9 7 0 o 39 26 2 o 0 46 0 o 0 74 0 8 3 50 60 0 o 0 0 1 0 3 23 27 0 0 0 0 4 6 3 0 21 29 0 0 0 0 6 21 15 8 3 10 3 6 1 3 56 10 15 o o 10 15 10 15 6 10 18 14 0 o 23 16 8 5 g 20 0 o 27 30 7 10 0 0 0 0 0 0 25 23 o o 40 37 2 5 0 0 66 30 30 0 0 0 0 8 12 5 0 3 6 2 3 4 800 15 1 25 0 0 0 0 0 0 0 0 3 0 10 12 o o 0 0 2 2 2 2 1 15 10 0 0 110 90 5 5 5 5 5 5 2 1, 294 2 6 0 o 86 88 2 6 2 6 1 3 750 7 16 0 '0 0 0 3 8 i 2 500 30 42 1 2 0 0 4 10 3 8 4 10 2 6 4 ! 300 17 i 28 0 o 0 0 2 8 2 4 ,t< 3 242 52 - 97 0 0 0 0 6 10 4 950 17 20 0 1 0 ' o 0 2 3 1 3 1 3 1 3 200 aT fl 2 ? +3 So® 's'i > 24 $31, 750 1, 666’ 150 200 15, 000 350 1, 000 3, 000 800 5, 000 500 300 1,500 6, 000 300 1, 000 4, 000 500 1, 200 1, 000 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 1, 000 800 8, 000 1, 150 3, 000 2, 500 10, 000 1, 200 1, 500 2, 500 4, 000 5, 000 600 800 800 432 433 434 4!!5 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 25, 000 5, 000 50, 000 453 454 455 456 457 458 459 10, 000 460 461 462 4 1618 EDUCATION REPORT, 1895-9.6. Table 33. — Statistics of public high schools in the Principal. Department or independent. Instruct¬ ors for secondary students. Male. © a o Ph 3 4 5 i G 1 j G. E. Wilkinson . Dept.. 4 _ 1 G. R. Lyman . Dept.. 3 0 E. J. Riley . Dept.. 0 2 G. W. Courts . Ind... 1 0 G. W. Smith . Dept.. 1 2 J. C. Welsch . Ind . . . 1 0 Joseph O’Neal . Dept.. 1 0 Elijah Needham . Dept.. 1 0 J. S. Landers . Dept . . 1 1 Theo. H. Harvy . Dept.. 2 1 Thos. J. Haney . Ind . . . 1 0 H. M. Anderson . Dept.. 2 0 Katharine Reynolds .... Dept.. 1 3 B. E. Buck . Dept.. 2 5 Prank C. Dever . Dept.. 1 1 Willard E. King. . : . Dept.. 1 1 E. M. Harris . Dept.. 1 2 Elva J. Saunders . Dept.. 0 3 P. E. Pletcher . Ind . . . 1 1 H. W. Brua . Dept.. 5 0 R. Y. DeGroff . Dept.. 1 2 Charles McIntosh . Dept.. 2 0 B. E. Decker . Dept.. 1 1 P. B. Spaulding . Dept.. 4 3 J. P. Garber . Dept.. 1 1 G. Y. Pettit . Ind . . . 1 0 W. C. Hobson . Dept.. 1 1 R. B. Anderson, Ph. D . . Dept.. 1 0 G. N. Maxwell . | Ind . . . 1 1 John Snyder . Dept. . 1 4 J. C. Lewis . Dept.. ! i 1 E. E. Jones . Dept.. i 1 H. W. Bowersmith . 1 Dept.. i 1 Chas.S. Aldrich . Dept.. 3 8 E. H. Owen . Dept.. 1 2 E. E. YanCleve . Dept-. 1 1 D. L. Boyd . | Dept.. 3 0 Clyde Slone . j Ind ... 1 3 W.K. Hill . Dept.. 2 1 M. D. Cox . Dept.. 1 2 A. L. Starr . Dept.. 1 0 Miss Lottie Switzer.... Dept.. 3 1 Heywood Coffield . Ind... 2 0 William Wallis . Dept.. 1 3 A. Leachman . Dept.. 1 1 Anthony Middleton. . . . Dept.. 1 1 C. B. Baldwin . Ind... 1 0 J ames M. Dickson . Dept.. 1 1 D. B. Worthy . Ind... 1 0 Avon S. Hall . Dept.. 3 5 J. E. Armstrong . Dept. . 10 15 Albert R. Robinson - Dept. . 16 0 Chas. W. French . Dept.. 16 22 Edward F. Stearns . Dept.. 7 5 Jas. H. Norton . Dept.. 10 14 Olivers. Westcott . Dept. . 10 10 Chas. I. Parker . Dept.. 6 7 Jeremiah Slocum . Dept.. 11 16 Geo. M. Clay berg . Dept. . 17 17 Jas. W. Tavenner . Dept. . 2 0 C. M. Barton . Dept.. 2 0 S. H. Trego . Ind... 2 0 State and post-office. ill inois— cont’d. 4G3 564 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 . 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 Name. Alton . Amboy . do Annawan . . do. Apple River . j . do. Areola . do Arenzville . do Arthur . I . do Ashland . ! . do Astoria . -| . do Atlanta . Atwood . Augusta . Aurora . Austin . Barry . Batavia . . do . Beardstown . . . Beecher City .. Belleville . Belvidere - - Bement . Blandinsville . . Bloomington . do Brighton . do Brimfield . do Bunker Hill . do Bushnell . ! . do Byron . do Cairo . . do . Cambridge . Camp Point. . . . Canton . Carlinville . Carlyle . Carmi . Carrollton . Carthage . Centralia . Cerro Gordo ... _ do . ....do . - do . . West High School... High School . . - do . . East High School. . . . West High School... Central High School . High School . ....do . South High School . . . High School . . ....do . . Champaign . . . Chandler ville. Maplewood High School. Charleston . Chebanse . Chenoa . Cherry Talley . j . do Chester . — i . do Chesterfield . do Chicago (Station T) . Chicago (Station O) . Chicago . _ do . . - do . . - do . . . . . .do . . - do . . Union High School , High School . --..do . . Chicago (Station X) . Chicago . Chicago (Station S). Chicago . . do . Chillicothe . Chrisman . Clayton . Calumet High School . Englewood High School English High and Manual Training. Hvde Park High School Lake High School . Lakeview High School . North Division High School. South Chicago High School. South Division High School. West Division High School. High School . _ do . ....do . Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1619 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. | Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. 6 Female. Male. Female. Male. Female. Male. 6 *03 a 05 6 Female. Male. 6 Pc3 a . . . . N. A. Chase _ _ _ Dept. . 2 1 1008 Portland . . do . Isaac E. Neff . Dept. . 2 1 1009 Poseyville . . do . M. S. Woods . Ind . . . 1 0 1010 Princeton . _ do . Hiram H. Ruston . Dept. . 2 2 1011 Providence . _ _ _ do.* _ _ Chas. E. White . Ind . . . 1 0 1012 Raleivh . . Grarled School _ L. A. Hufferd . Ind... 1 0 1013 Pern in a ton _ Hi°h School .. M.P. Helm . Dept. . 2 1 1014 Pensselaer . . do . Thomas Large . Dept . . 3 6 1015 P.i eh land . Township Hied) Se.hnnl W. C. Burt . Ind _ 1 0 1016 Richmond . High School . Daniel R. Ellabarger . . . Dept.. 7 4 1017 Ridaeville . . J. B. Humphreys . Dept. . 2 0 1018 Rising Sun . ...do . R. L. Thiebaud' . Dept. . 3 0 1019 Roachdale . Samuel A. Harris . Dept. . 1 0 1020 Roann . F. F. Berry . Ind... 0 3 Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1635 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Value of grounds, buildings, | and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing college. for Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. | Number in military drill. Volumes in library. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. ? 8 9 1© 11 12 13 14 15 1© IS |l9 3© 2& 23 23 24 23 36 o 0 o 3 12 3 12 4 200 $8, 500 7 12 o o i_J53 197 0 0 0 0 3 135 1, 500 10 8 3 1 100 128 1 1 80 2, 000 15 10 o o o o 6 4 3 0 3 300 2, 500 62 71 o o 0 o 10 5 3 1 4 200 10 8 0 0 0 0 0 0 4 0 5 5 o o 0 o o 0 0 0 4 75 20 21 o o o o 5 1 5 1 4 500 12, 000 14 8 o 0 11 20 14 8 o 0 0 0 3 12 4 6 0 o 76 94 0 1 3 140 6, 000 9 12 0 0 4 4 4 2, 500 37 67 0 0 0 0 4 0 7 12 4 0 3 100 15, 500 23 20 0 0 80 80 2 75 175 0 0 2 1 10 23 4 23 28 0 0 21l 199 4 100 10, 000 89 142 0 0 0 0 13 20 3 3 4 15, 000 18 22 18 22 0 0 0 0 0 0 3 5 0 0 4 800 300 4 1 0 0 31 39 16 1, 500 13 14 0 0 0 0 5 3 2 3 3 240 5, 000 17 17 0 0 0 . 0 0 5 0 1 3 100 10, 000 55 75 0 1 0 0 8 6 4 8 4 80, 000 22 21 0 1 0 0 22 21 7 2 7 2 4 400 31 21 1 1 96 75 2 3 1 0 6 5 3 3 4 219 2, 200 6 14 0 0 65 70 20 17 0 0 65 60 3 3 3 0 3 500 2, 000 6 9 0 0 49 56 0 0 4 300 3, 000 10 4 0 0 30 26 2 0 2 58 67 1 1 0 0 1 2 8 8 0 3 4 1, 20C 45, 350 6 12 0 0 0 0 0 3 3 250 12, 000 33 40 0 0 0 0 0 4 0 5 1 8 1 1 4 400 30, 000 29 37 0 0 0 0 3 0 4 12 23 0 0 0 0 3 5 3 200 20, 000 8 10 0 0 26 45 3 9 3 275 20 30 0 0 50 45 0 2 4 1 40 21 20 0 0 19 24 7 9 1 2 3 80 24, 000 3 12 0 0 0 0 0 1 0 0 0 0 3 70 10, 000 5 16 0 0 116 117 0 0 0 0 0 1 4 200 10, 000 18 19 0 0 0 0 2 0 3 0 2 0 3 300 20 23 0 0 0 0 20 23 2 5 1 5 3 125 5, 000 17 25 0 0 0 0 4 0 2 0 3 5 2 0 3 200 1,800 10 13 0 0 151 111 2 1 0 0 2 1 0 0 3 150 5, 000 12 13 0 0 0 0 4 6 0 0 3 130 5, 000 30 35 0 0 0 0 1 9 4 500 12 16 0 0 100 119 0 0 10 14 2 0 1 0 3 100 6, 000 28 32 0 1 0 0 0 0 3 4 4 50 25, 000 14 30 0 0 0 0 1 7 3 487 9 15 0 0 0 0 5 3 1 4 0 0 3 18 12 0 0 0 0 3 10 20 0 0 0 0 1 , 1 1 3 583 7, 000 30 31 0 0 0 0 2 4 0 0 3 5, 000 39 75 0 2 0 0 6 14 4 353 30, 000 13 9 0 0 101 100 0 0 4 2 3 2 3 1 3 200 7, 500 35 45 1 1 0 0 5 6 1 0 5 11 5 6 3 100 500 7 9 0 0 20 15 0 0 0 0 0 2 0 0 4 50 1,000 9 6 0 0 52 41 2 4 5 0 4 5 0 0 3 427 9, 000 21 36 0 0 0 0 1 3 1 2 4 800 31 67 0 0 0 0 4 3 4 1, 300 35, 000 3 9 1 0 30 39 0 0 0 0 2 115 216 2 1 0 0 15 22 15 22 4 630 50, 000 23 26 0 0 0 0 2 2 1 1 3 50 12, 020 18 23 1 2 0 0 3 10 3 50 5 8 0 o 8 18 0 0 0 0 3 125 2, 500 12 . 29 0 1 0 70 89 12 29 0 0 3 3 4 5, 000 958 959 960 961 962 963 964 965 966 I 9G7 968 939 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 1636 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. Department or independent. Instruct¬ ors for secondary students. Male. Female. 1 2 3 4 5 6 ind i an A — continued . 1021 C. D. Brock . . Ind . . . 1 0 School. 1022 Brainard Hooker ...... . Dept. . 2 2 3023 O. P. Foreman . Dept. . 4 0 1024 Miss D. Ella Brown _ Dept. . 1 2 1025 TT- A . Salisbury _ •. ... Ind ... 1 0 1026 . do . Elton Broughton . Ind . . . 1 0 1027 •Tnseph Cla.nser _ Ind . . . 1 0 1028 W. C. Barnhart . . Dept.. Ind . . . 2 0 3029 Romulus Boyd.. _ .... 1 0 1030 J. p. Bonnell . . Ind . . . 1 0 1031 TT. B. Wilson _ Dept. . 1 1 1032 H. H. Jeffers . Dept . . 1 0 1033 . do . U F . Lewis Ind . . . 1 1 1034 . do . F. E. Andrews . Dept. . 1 0 1035 Servia. . . Chester Township High John C. Hoover . Ind . . . 1 0 School. 1036 f\p,yrnnnr . _ _ High School . Frances Bran a man . Dept.. Ind... 1 1 1037 Sliarpsville _ . do . 0. W. Dabney . 1 0 1038 Sheridan . . do . . M. H. Stuart . Dept. . 2 0 1039 Shipshewana, do _ _ _ J . M ("reiser . _ . Ind ... 1 2 1040 Shoals _ _ . do . E. F. Sutherland . Dept. . 2 0 1041 Si Ivor Lake . _ do . . . W. H. Davis . . Dept. . 1 2 1042 Simpson . Union Township High John Reber . Dept.. 1 0 School. 1043 Smith land _ High School........... . J. H. Phillipv . Ind _ 1 0 1044 Somerset, _ _ Waltz Township High Geo. H. Burke . Ind . . . 1 0 School. * 1045 South Bend TTigh School.. . Mary T, Hinsdale.. Dept 3 6 1046 South IVTilford _ . do . . . . . A . H. Barber . Ind . ! ! 1 2 1047 South Wiiit.ley _ . do . Lotte Clark Tapy Dept. . 1 4 1048 Spencer . . do . . O. P. Robinson . Dept. . 3 0 1049 Springport . Joshua Hayes . Ind . . . 1 0 1050 Stillwell _ ........ . do.* . AT. S. Briscoe . Ind . . . 1 0 1051 Stranghn . _ _ Dudley Township TTigh J. W. Shockley . Ind... 1 2 School. 1052 Sullivan . . . Hiffh School . A. G. McNabb . Dept. . 2 1 1053 Terre TTa.nte . .... .do . . Ch a s . S . M eek _ _ Dept. . 6 14 1054 Thorntown . . do . A. E. Malsbary . Dept.. l 2 1055 Tipton . . do.* . C. M. Ashby . Dept. . 2 2 1056 Topeka . . do . R. F. Miller . Ind ... 1 1 1057 Trafalgar . . do.* . Elba Branigin . Ind... 1 0 1058 T rea.t.y . _ . . do.* . Wm. Hubbard _ _ Ind... 1 0 1059 TToion City . Special District High School A. A. Hoover . Dept. . 1 2 1060 . do . Union City High School*.. . W. H. Foreman . Dept. . 1 2 1061 Union Mills . High School . Kenneth Brewer . Ind . . . 0 2 1062 Urbana . . do . . . Wm. H. Freeman . Ind . . . 1 0 1063 Utica . . do . Orlando Ross . Ind... 1 1 1064 Veedershurg _ . _ . _ do.* . Geo. W. Gayler . Dept. . 2 0 1065 Versailles _ . do _ _ _ C. B. Wilson . Ind . . . 1 1066 Vevay . do . _ _ . E. M. Danglade . Dept. . 2 2 1067 Vincennes . do . . . A. C. Voder . Dept . . 1 4 1068 W abash . . . . do . Adelaide G. Baylor . Dept. . 2 4 1069 Walkerton . . do . William Clem . Ind ... 1 1 1070 Walton . _ do . F. B. Miller . Ind.. 1 0 1071 Wanatah . . do _ _ C. Bunnell . Dept. . 1 0 1072 W arren . . _ _ do . . . . F. K. Mowrer . Dept. . 1 0 1073 Warsaw . . do.* . . . . . Miss Mary McMahon . . Dept . . 3 1 1074 Washington . . do . W. F. Axtell . Dept . . 4 0 1075 Waterloo . . do . Miss Mattie L. Gouser. Ind . . . 1 1 1076 Wav eland . W alter Dunn . Dept. . 1 1 1077 Wawaka . . do . J. W. Earle . Dept. . 1 1 1078 Waynetown . . Geo.Wetby....... . Dept.. 1 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1637 United States for the scholastic year 1895-96 — Continued. Students. | Length of course in years. j Number in military drill. Volumes in library. CfT tp Total secondary students". Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Value of grounds, buildir and scientific apparatus. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. Male. ! Female. Male. Female. Male. 1 Female. Male. 1 Female. 7 8 9 io 11 12 13 14 15 16 17 19 20 21 22 23 24 14 9 0 o 6 9 _ 0 i- 0 4 200 1021 52 51 0 0 0 0 3 0 1 0 6 2 4 0 4 500 1022 21 40 o o 0 0 1 6 1 4 4 500 1023 15 25 o 4 0 0 2 1 2 3 3 300 $12, 000 1024 25 21 o 0 36 38 4 4 2 430 7, 5u0 1025 14 14 o 0 68 62 0 1 1 4 3 150 4, 000 1026 18 12 0 0 78 72 2 3 1 1 1 0 0 0 2 750 12, 000 1027 24 41 1 2 0 0 2 12 2 12 3 1,000 1028 16 18 o 0 42 40 1 0 1 0 1 2 3 70 3, 900 1029 12 8 o 0 0 0 3 1030 10 35 o 0 0 0 4 0 4 200 5, 000 1031 6 5 o 0 39 38 3 25 10, 000 1032 2 4 0 0 158 169 2 3 0 0 0 0 3 125 10, 000 1033 12 15 o 0 0 0 0 0 3 200 1034 g 3 o 0 47 59 o 0 0 o 120 5, 500 1035 23 55 o 0 0 0 4 15 3 600 1036 8 2 o 0 32 28 0 0 0 0 0 0 0 6 2 8, 000 1037 31 36 o 0 0 0 2 1 0 0 4 1, 000 1038 14 16 0 0 54 46 0 0 0 0 2 5 1 0 3 100 8, 000 1039 15 18 0 0 0 0 0 0 0 0 1 1 1 0 3 200 1040 10 15 o o 0 0 0 6 o o 2 300 5, 000 1041 6 6 o o 14 5 0 0 4 24 4, 000 1042 4 5 o o 20 35 o 3 2 2, 500 1043 10 6 o o 40 60 o 0 o o 3 200 1044 101 137 1 2 0 0 7 19 4 1, 655 75, 000 1045 10 7 0 0 50 33 0 0 0 0 3 2 0 0 3 200 10, 500 1046 30 45 0 0 0 0 4 6 4 6 5 1 2 1 3 420 20, 000 1017 25 39 o o 0 0 25 39 2 3 2 1 4 300 20, 250 1048 8 8 0 0 34 36 0 0 0 0 6 6 0 0 4 150 3,500 1049 4 8 0 0 0 0 0 2 2 150 1, 500 1050 12 8 0 0 60 55 6 3 3 200 3, 000 1051 39 53 2 1 0 0 39 53 0 0 13 6 13 6 3 300 1052 313 368 14 8 0 0 23 44 4 1, 000 1053 40 30 0 0 o o 8 5 1054 35 45 o 0 o o 2 6 4 200 40, 000 1055 16 17 o 0 44 59 0 0 3 65 10, 000 1056 22 13 0 0 93 68 3 0 1 0 4 130 3, 500 1057 6 6 1 1 29 32 0 0 1 122 3, 000 1058 13 28 0 0 0 0 0 0 0 0 1 5 0 0 4 250 6, 000 1059 31 49 0 0 0 0 6 5 2 1 4 1, 300 42, 000 1060 2 7 o 0 46 59 1 2 2 175 3, 200 1061 10 12 0 0 62 84 0 0 10 12 0 0 0 0 4 80 1, 000 1062 6 7 0 0 74 78 0 1 1 0 1 3 1 1 2 . 0 . 425 8, 000 1063 30 25 0 0 0 0 4 0 2 0 0 0 0 0 3 100 20, 000 1064 6 8 0 0 78 72 2 1 o 1 3 75 7, 000 1065 25 55 2 3 0 0 0 0 0 0 5 9 0 0 3 200 10, 000 1066 87 75 0 0 0 0 5 9 3 3 4 1067 74 117 0 0 0 3 1 2 0 12 23 2 1 3 1,000 120, 000 1068 8 20 0 0 142 105 0 5 3 8, 000 1069 4 9 0 0 50 40 0 0 0 0 6 0 3 100 2, 000 1070 12 19 0 0 0 0 5 5 2 390 6, 000 1071 14 16 0 0 0 0 0 0 0 0 2 4 0 0 4 344 8, 000 1072 73 72 0 1 0 0 13 7 5 5 4 300 15, 000 1073 74 84 0 0 0 0 20 20 10 15 13 12 4 2, 500 1074 14 30 0 0 119 139 0 0 0 0 1 5 4 300 20, 000 1075 15 20 0 0 0 0 2 2 3 0 3 1 2 1 3 350 8, 000 1076 20 24 0 0 0 0 5 2 3 150 10, 000 1077 22 10 0 0 0 0 0 0 3 2 2 2 2 1 3 80 5, 000 1078 •n. 1638 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. j Department or independent. Instruct¬ ors for secondary students. Male. Female. 1 2 3 4 5 6 Indiana— continued. 1079 Ind l o 1080 Wellsboro . . do.* . Mr. Whitmayer . Ind . . . 1 0 1081 Harry Evans . Dept. . 1 o 1082 John H. Henke . Dept . . 1 o 1083 W . D. Sanders . . Ind ... 1 o 1084 . do . Chas. W. Jordon . Ind .” 1 o 1085 John A. Shafer . Ind . . . 2 o 1086 . do . S. C. Hanson . Dept. . 1 1 1087 . do . C. W. Kimmel, supt. . . . Dept. . 2 o 1088 Winchester . . do.* . . . O. R. Baker . Dept. . 1 5 1089 L. D. Summers . . . Ind . . . 1 0 1090 Mae Romig . Dept. . 0 1 1091 Geo. A. Lovett . Dept. . 1 1 1092 _ -do . Miss Frances Benedict . Dept. . 1 2 1093 . do.* . H. F. Gallimore, supt. . . Dfcpt. . 2 0 INDIAN TERRITORY. 1094 Nelson .............. Spencer Arnrlemy _ \V . w . Appleton Ind . . . 3 1 1095 Tahlequah . Cherokee National Female S. S. Stephens . Ind... 0 3 Seminary.* 1096 . do . . . Cherokee " National Male W. C.D. Duncan . Ind 3 0 Seminary. IOWA. 1097 A cklcy . . . High School . C. H. Cole . Dept. . 1 ] 1098 A flair _ _ _ . do . Adam Pickett . . . Ind... 1 1 1099 A fl p.1 _ do . C. Pay Anrner Dept - . 1 2 1100 Afton . . . do . J. B. Morris . Dept. . 1 2 1101 Agency _ _ _ _ _ . do . . . G. G. Sampson . Dept . . 1 1 1102 Ainsworth . . . .... do . T. H. Barnes . Dept . . 1 o 1103 A krrrn _ _ _ do . T. C. Hise . Dept. . 1 o 1104 Albia . — j H. C. Hollingsworth... Dept.. 1 2 1105 Alden . . . . do . Cassius E. Tool . Dept. . 1 1 1106 Algona . 1 . do . Minnie J. Coate . Dept. . 1 2 1107 Allerton . Normal and Graded School. . J. F. Holiday . Dept . . 2 0 1108 Alta ..». High School . H. E. Crosby . Dept. . 1 1 1109 Alton . do . Thos. B. Hutton. _ Dept. . 1 1 1110 Ames . do . E. D. Y. Culbertson.... Dept. . 1 2 1111 Anamnsa . do . . A. Palmer . . Dept. . 1 2 1112 Andrew _ _ do . . . J. C. McGee Dept. . 1 o 1113 Anita . . do . F. B. Lawrence, M. S _ Dept. . 1 1 1114 A t,l antic _ _ Helen F. Clute . Dept. . 0 4 1115 Audubon . do . F. P. Hocker . Dept . 1 2 1116 Aurelia . J. H. McClain . Ind . . . 1 0 1117 Avoca . do.* . W. C. Davis . Dept. . 2 0 1118 Bancroft . . do . - . Dept. . 1 1 1119 j "Rattle Greek do . Frank Jarvis _ Dept. . 1 1 1120 ' Baxter do . S. G. Richards . Dept - . 1 1 1121 Bayard . _ _ do . I. M. Boggs . Dept. . 1 1 1122 Beacon . . do . J. P. McMurray . Dept. . 1 o 1123 Bedford . . . do . G. W. Fisher . Dept. . 1 2 1124 Belle Blaine . . do . S. B. Montgomery . Dept . . 1 2 1125 Bellevue _ _ do . A. P. Heald . Dept. . 1 1 1126 Bel m nn rl _ . . . . do.* . Angus McDonald . Ind . 1 0 1127 Bi rm i 1 1 oh am _ do . W. L. Barrett . Ind... 0 3 1128 Blormrfield ... . .... do . G. M. Holiday . Dept. . 1 1 1129 Bonaparte do . - . W. T. Dick . Dept. . 1 1 1130 Boone . 1 . do.* . . Sara Findlay Pice . Dept. . 1 3 1131 Breda . i Frank Van Erdewyk. . . Dept. . 1 1 1132 Brighton . . do . E. G. Copeland . Dept. . 1 0 1133 Britt . 1 . do . A. M. Deyoe . Dept. . 1 2 1134 Brooklyn . . do . Fred. S. Robinson . Dept. . 2 1 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1639 United States for the scholastic year 1895-96 — Continued. Students. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Male. Female. Male. Female. Male. Female. 7 8 9 10 11 13 10 9 0 0 46 46 4 6 0 0 44 66 6 11 0 0 0 0 15 16 0 0 0 0 4 3 0 0 76 57 12 8 0 0 51 22 10 12 0 0 0 0 8 14 0 0 0 0 20 17 0 0 0 0 46 60 0 0 0 0 20 20 0 0 80 100 16 15 0 0 0 0 5 4 0 0 97 92 34 37 0 0 0 0 18 20 0 0 0 0 50 0 0 0 80 . 0 0 50 0 0 0 0 60 0 0 0 100 0 13 16 0 0 0 0 23 38 0 0 120 85 36 39 0 0 0 0 9 54 0 2 0 0 26 27 0 1 0 0 18 16 0 0 0 0 12 23 0 0 0 0 41 71 2 3 0 0 22 23 0 0 0 0 25 35 0 0 0 0 13 23 0 0 0 0 26 34 0 0 10 12 7 10 0 0 0 0 40 46 0 0 0 0 36 34 0 1 8 7 6 6 0 0 54 66 25 25 0 0 0 0 60 94 0 0 0 0 22 23 0 0 0 0 6 20 0 0 107 94 20 46 0 0 0 0 38 19 0 0 0 0 12 18 0 0 0 0 14 16 0 0 56 34 10 15 0 0 0 0 2 12 0 0 0 0 37 51 0 0 0 0 24 30 0 0 0 0 13 32 0 0 0 0 11 8 0 0 148 145 12 34 0 0 55 75 23 35 0 1 0 0 22 28 0 0 0 0 46 73 1 1 0 0 10 22 0 0 0 0 20 28 0 0 0 0 28 46 0 0 0 0 37 33 0 0 .0 0 Elemen tary pupils, including all below secondary grades. Preparing for college. Clas¬ sical course. Scien¬ tific course. r2 ro5 a | Female. 1 Male. | Female. 13 14 15 16 6 0 3 0 0 0 0 0 0 0 2 4 2 3 0 0 0 0 40 0 0 4 0 0 4 2 7 3 5 0 11 19 2 7 3 4 0 3 5 0 1 0 3 4 0 6 0 1 4 5 0 0 0 0 3 1 0 0 1 3 2 3 1 2 1 2 Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. 19 | 20 j 21 1 22 12 23 175 230 100 300 200 150 600 100 30 200 300 200 1, 000 450 54 215 40 300 110 500 700 240 100 500 300 541 100 200 150 100 1,133 513 60 100 50 70 75 60 300 270 250 155 200 300 100 1,800 25 250 325 500 (B ft rr c3 O 33 2 n 2£ $5, 000 2,500 10,000 5,000 15, 000 20, 000 2, 500 5, 000 6, 000 25, 000 6, 000 1094 1095 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 40, 000 i 1096 15, 000 12, 100 23, 200 10, 000 9, 025 5, 000 12. 000 35. 000 9, 500 12, 000 15, 000 4, 700 10, 000 15, 000 15, 000 14, 300 5. 000 5,000 4, 500 4, 500 3,600 8, 000 15, 330 3,000 2, 000 12, 000 2, 500 17, 000 15, 000 1097 1098 ! 1099 ! 1100 1 1101 j 1102 1103 ! not I 1105 1106 I 1107 * 1108 1 1109 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1640 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. Instruct¬ ors for secondary students. - do . J as. Lawrey . J. C. King . 2 o Hamburg . . do . 1 1 1229 1230 1231 1232 1233 1234 1235 1236 Hampton . . I . do . E. E. Blanchard . 2 4 Harlan . _ do . A. B. AY arner . 1 3 Hawarden 1 _ .do . J. H Orcutt 1 1 1 Holstein . . do . H. H. Scliroeder . 1 0 Hopkinton do . Chas. R Scroggie .... 1 1 Hubbard do ... Geo Mather Dept.. Dept.. Dept.. Dept. . Dept.. Dept. . Dept.. Dept. . Dept 1 2 Hull . . do . D. M. Odle . . 1 0 Humboldt . do . Clarence Messer . 1 1 1237 Humeston . . do . C. A. Katcliffe . 1 2 1238 1239 1240 1241 Ida Grove . do . Sherman Yates 2 2 Tnd p.pp.n d pn ee do . 2 3 Indianola. ........ 2 1 Iowa City . ... do . M. E. Lumbar . 3 6 1242 Iowa Falls . f . do.* . - . . J. H. Bichard . 1 2 1243 1244 Ireton . . . do . J. L. Mishler . Ind . . . 1 0 Jefferson . . do . L. B. Carlisle . Dept. . Dept. . Dept. . Dept.. Dept. . Dept.. Ind . . . 1 3 1245 1246 Kellogg . do . . . . A. AY. Braley . 1 1 Keokuk . 1 _ do.* . Geo. Edward Marshall . 6 1247 Keosauqua . . do . F. E. Buck . 1 2 1248 1249 Keota do AY L McKee . 1 1 Kingsley . Kirkvilie . _ do. * . C. E. Hancliett . 1 1 1250 _ do.* . J.AY. Stoke . 1 1 1251 Knoxville . . . do S. J. Finlej7, supt . Dept. . Dept. . Dept. 3 1 1252 Lake City . . do . AY. H. Bowser . . 1 1 1253 Lake Mills . . do . . 1 1 1254 Lake Yiew . . do . J. M. Holaday . Ind . . . 1 1 1255 Lamoni . . do . . . Mamie A. Allen . Dept.. Dept. . Dept.. Dept. . Dept.. 1 1 1256 Lansing . _ do . J. B. Knoepfler . 1 1 1257 Laporte City . _ do . H. B. Lizer . 1 1 1258 Laurens . . do . Lillian L. Crosley . 0 1 1259 Lawler . . do . AY. J. Martin . 1 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1643 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. 3) .9 a rj 0 r— ' -U s 2 Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Volumes in library Value of grounds, 1 and scientific appa Male. Female. Male. r2 a 1 22 33 24 39 45 0 0 0 0 3 9 2 0 1 7 5 9 4 226 1323 25 35 0 0 0 0 2 5 6 10 2 1 2 1 4 50 . '1324 18 22 0 0 0 0 5 3 7 4 3 3 2 1 3 300 $30, 000 1 1325 22 28 0 o 210 218 1 2 2 1 4 100 1326 70 60 0 0 0 0 8 17 4 35 250 35, 000 1327 49 81 0 o o 0 1 12 4 150 1328 78 159 3 2 0 0 10 36 6 4 8 24 5 12 4 1, 697 3, 000 1329 53 128 0 0 0 o 6 11 4 1, 200 1330 23 20 0 0 0 0 10 4 3 3 1 0 3 223 5, 000 1331 20 25 0 0 0 0 3 3 4 40 5, 000 1332 10 20 0 0 0 0 0 0 3 50 5,000 1333 124 109 0 0 0 0 40 30 10 15 6 3 3 0 4 660 30, 000 1334 20 21 0 o o o 2 1 2 0 3 1 4 200 1335 3 4 0 0 56 60 i 1 0 0 0 0 0 0 2 15 800 1336 23 42 0 0 2 3 4 250 1, 200 ,1337 41 87 0 0 0 0 6 13 4 400 36, 200 1338 4 11 0 0 93 87 0 0 2 0 2 7 2 0 4 0 3,000 1339 15 16 0 0 15 18 0 0 0 0 5 6 3 50 10, 000 ! 1340 14 5 0 0 0 0 0 0 1 1 3 1 0 0 3 24 14, 000 1341 16 34 0 0 0 0 1 6 4 30 10, 000 1342 10 48 0 0 0 0 3 5 2 8 1 3 4 240 25, 000 1343 22 16 0 0 0 0 0 2 0 2 4 28 7, 000 1344 4 16 0 o o 0 * 0 0 4 1345 22 40 0 0 0 o 1 3 4 6 1 o 3 290 10,000 1346 8 5 0 0 19 22 0 2 4 2 0 2 3 150 8,000 1347 28 40 0 0 65 63 0 0 0 0 3 4 0 0 3 150 5, 000 1348 70 104 0 0 e 0 8 12 4 1, 000 25,000 1349 58 37 0 0 12 8 o 0 6 4 2 0 4 125 15, 000 1350 17 18 0 0 _ 59 62 0 0 i 2 2 0 2 0 3 100 10, 000 1351 17 34 0 o 0 o 0 o 3 56 1352 11 25 0 0 56 70 0 6 2 300 6, 000 1353 21 16 0 0 0 0 5 3 3 90 3,500 1354 21 25 0 0 0 0 0 o 1 3 1 3 4 100 7, 000 1355 22 42 0 0 0 0 5 9 2 2 4 150 12,000 1356 41 56 0 0 0 0 14 23 8 8 7 5 4 • 230 30, 000 1357 10 30 0 0 0 0 0 5 0 1 1 2 0 1 4 400 15, 800 1358 9 16 0 0 108 107 0 1 i 1 1 2 3 120 10. 000 1359 20 40 0 0 0 0 20 30 3 3 0 3 3 668 3U, 000 1360 23 31 0 0 167 215 3 1 2 0 7 14 3 4 3 140 1361 3 8 0 0 0 0 0 2 2 300 5, 000 1362 15 19 0 0 0 0 \'l\ 0 3 2 1 0 1 0 3 200 3,000 1363 27 35 0 0 0 0 27 35 4 0 2 0 4 178 5, 000 1364 14 22 0 0 o o 0 o 0 0 1 6 3 66 3, 000 1365 7 12 0 0 103 108 7 12 2 0 0 3 200 5, 000 1366 4 13 0 0 15 33 3 50 12, 000 1367 2 4 0 0 73 61 2 1 3 3 2 1 80 1, 500 1368 34 36 0 0 0 0 3 3 2 4 1 1 4 504 7,600 1369 28 47 0 0 0 0 1 6 0 0 1 6 1 6 4 350 1370 8 21 0 0 82 79 1 0 0 0 1 5 1 0 2 25 8, 000 1371 24 35 0 0 0 0 4 1 4 1 4 200 19, 000 1372 18 19 0 0 1 2 1 1 4 158 2, 000 1373 35 38 0 0 0 0 4 8 12 16 2 9 0 2 4 -.400 18, 000 1374 20 30 0 0 0 0 0 3 5 7 4 2 3 60 16, 500 1375 49 48 ] 0 0 o 8 7 4 256 30, 000 1376 179 188 0 0 0 0 3 8 12 18 4 900 250, 000 1377 43 31 0 0 0 0 2 6 4 250 7,000 1378 12 24 0 0 0 0 0 0 0 0 0 0 0 0 4 200 5,205 1379 35 68 0 0 o o 5 11 4 7 4 342 1380 14 16 0 o o o 4 100 1381 30 50 0 0 0 0 11 13 8 9 1 6 1 3 4 330 15, 000 1382 26 34 0 0 0 0 1 3 1 3 0 2 4 200 15, 000 1383 10 17 0 0 0 0 1 ~1 0 1 3 150 2, 000 1384 1648 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. iowa— continued. 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 3409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 ! 1428 ; 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 State Center . Storm Lake . Story City . Stratford . Strawberry Point. Stuart . Sumner . Tabor . Tama . Thurman . Tingley . Toledo . Traer . Union . Yail . Van Meter . Victor .. . Villisca . Vinton . Wall Lake . Walnut . W apello . Washington . Name. High School - do . . - do . . - do . . - do . . - do.* . - do . - do . - do . - do . - do . - do . - do . - do.* . - do . - do . - do . - do . - do . - do.* . - do . - do . - do . Principal. W a terl oo _ East High School . Lydia Hinman ......... flo _ _ West High School . A. S. Newman _ Waucoma .......... High School . Fred. E. Finch . Whnkon _ . do . E. L. Coffeen . Waverly _ _ . do . S. H. Sheakley . . W ebster City ....... . do . Lillian L. Smith . Weldon _ .... do . W. W. Calmer . Went, Branch _ . do . J. E. Roberts . . West Liberty . . do.* . Lillian Lewis . West Union .... . do . G. E. Finch . "What, flheer . . r _ _ . do . A. L. Shattuck . . . Williamsburg . do . . A. T. Hukill . "Wilton Junction . do . . . A. L. Brower . W infield . do . H. W. Baker . W in tcrsct . do . T. H. Stone, supt . Wondhnm _ _ . do . Chas. Murrav . W ynm i n c .. _ _ . do . Lincoln Buchanan . KANSAS. Almft High School . . . H. W. Jones . _A 1 m on ft do . C. B. Walker . A 1 tamont Labette County High School T. B. Hanna . Amerien s High School ................ C. A. Kent . Argentine . . 1 . .do . - . . . S. M. Simmonds . Arkansas City do _ R. H. Ewing . Atchison . .do . C. A. Shively . Augusta- _ do . . J. H. Findly . Baldwin do . . E. W. Myler . Belle Plaino do . D. A. H'iff . Belleville . . . do . James Z. Gilbert . Beloit . do . . . Lucy A. Arthur . Brookville .... do . . T. J. Rollman . Bunker TT ill . do . . . . Chas. Ellege . Burden. __ do . . . H. M. Means . Burlingame do . . . C. S. Fowler . Burlington . . do.*...-. . . . Miss Kate B. Miles . Burr Oak . . .do.* . . D. J. Cov . Bnrrton do. . . H. C. Campbell . Caldwell . J. F. Clark . Lucy Curtis . . Miss Laura Seals . Frank W. Shultis . C. W. Stanley . F. H. Slagle . Miss Elizabeth Wyant J. W. Dickman . Miss A. L. Blakely . . S. C. Huber . J. S. Estes . E. F. Sanders . C. J. Cooper . R. A. Kletzing . A. J. Cavana . Z. T. Hawk . . D. S. Thompson . S. T. May . A. F. Burton, B. S . . H. C. Waddle . .... F. F. Strong . . M. E. Crosier . J. W. Cradler . . Geo. H. Mullin . Dept. Dept. Dept. Dept. D pt. Dept. Ind . . Dept. Dept. Ind.. Ind.. Dept. Dept. Dept- Dept- Dept. Dept. Dept. Dept. Ind . . Dept. Dept . Dept. Dept . Dept. Dept. Dept. Dept. Dept. Dept. Ind.. Dept. Dept- Dept. Dept. Dept. Dept. Dept. Dept. Ind . . Dept. Dept. Dept. Ind.. Dept. Dept. Dept. Dept. Dept. Dept. Ind.. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Instruct¬ ors for secondary students. * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1649 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Prepai coll Clas¬ sical course. ing for ege. Scien¬ tific course. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. *3 a Female. j Male. Female. Male. Female. | Male. j Female. r2 s Female. Male. Female. • Male. Female. 7 8 9 io 11 12 13 14 15 16 17 H 19 20 21 22 23 24 20 25 0 o 0 o 3 6 3 475 1385 56 72 0 0 0 0 1 4 1 0 2 4 2 ‘ 4 4 1, 101 $45, 000 1386 . 1 6 o o 70 75 0 0 3 161 7, 000 1387 20 22 0 0 0 0 0 0 0 0 4 0 0 0 3 75 2, 000 1388 24 30 o o o o 3 3 4 234 10, 000 1389 42 67 o o 0 o 4 10 4 37 350 18, 000 1390 16 26 o 0 140 208 1 0 3 6 2 210 3, 050 1391 7 11 o o 0 0 1 14 1 11 1 250 1392 18 36 o 0 0 0 3 7 1 15 1 6 3 400 1393 24 18 o o 86 112 2 2 4 6 2 2 3 320 1394 15 25 o o 60 75 5 7 5 7 5 6 3 150 3, 000 1395 40 55 o o 0 0 8 15 3 535 34, 084 1396 60 60 0 0 0 0 0 1 5 5 17 3 3 2 4 553 1, 500 1397 40 30 o o o o 17 10 6 4 5 1 1 96 1398 11 18 0 0 0 0 0 0 0 0 0 0 3 652 5, 000 1399 7 11 o o o o 2 3 2 3 2 3 4 78 10, 000 1400 15 23 o 0 o o 2 5 2 1 4 500 4, 500 1401 63 86 o o o 0 0 0 0 0 7 19 4 300 6, 000 1402 57 63 o o 0 0 I 10 4 2 5 4 350 4, 500 1403 11 17 0 0 77 101 0 0 5 9 2 2 0 0 4 90 7, 000 1404 29 34 0 0 0 0 1 1 2 2 3 6 1 1 4 200 1405 30 35 0 0 0 0 2 3 0 0 1 4 1 1 3 150 20, 000 1406 63 100 6 10 o o 17 27 3 100 40, 000 1407 5 5 0 0 0 0 0 1 0 0 0 0 0 0 3 90 3, 000 1408 104 134 o o o o 45 80 9 12 4 8 4 500 2, 500 1409 60 87 o o 0 o 11 17 11 17 4 400 1410 21 27 0 0 0 0 0 0 2 3 1 6 1 1 2 75 4, 000 1411 32 52 o o o 0 8 10 4 45 660 18, 000 1412 43 63 0 0 o 0 2 5 10 21 2 1 4 1 2 4 1,700 1413 37 100 o o o 0 5 n 4 300 1414 25 30 -0 o 35 35 0 0 I 0 0 0 o 3 208 4, 500 1415 31 39 0 o 0 0 6 5 4 450 25, 000 1416 27 65 0 0 0 o .... 8 1 13 6 3 3 300 16, 000 1417 26 32 0 0 0 0 2 I 2 3 6 2 i 4 2 1 3 200 20, 000 1418 10 30 0 0 0 0 0 1 2 10 1 1 3 300 4, 000 1419 58 55 o o 0 0 3 5 2 5 4 200 15, 000 1420 22 36 0 0 0 0 * 3 7 3 10, 150 1421 14 18 o o o o 2 5 0 2 2 75 1422 30 48 1 0 0 0 1 4 I 8 3 24 1 3 3 100 25, 000 1423 3 3 0 0 60 61 0 0 0 6 1 i 0 0 0 3 0 2, 000 1424 13 1 15 0 0 0 ! 0 0 1 ' 15 10 0 1 7 1 7 3 .... 150 3, 000 1 1425 18 12 0 8 0 0 1 0 0 0 0 0 1 0 1 3 159 8, 000 1426 5 15 o o 0 o o 0 3 356 8, 000 1427 65 112 0 0 0 0 : 2 2 7 12 1 ..... 3 200 24, 000 1428 16 17 5 2 0 0 4 7 0 6 0 0 1 0 0 2 204 8,000 1429 17 26 1 1 o 0 1 5 0 0 3 50 1430 47 97 11 19 o 0 3 7 5 1 15 1 3 4 4 32 300 1431 35 92 4 7 0 0 4 10 1 2 1 ! 7 1 ! i 1 4 250 20, 000 1432 30 34 o 0 1 0 0 4 5 l ^ 3 -3 ! 3 200 12, 000 1433 25 30 0 0 0 0 4 8 4 8 3 250 6, 000 1434 10 9 0 0 1 94 111 3 i 3 2 0 3 200 12, 000 1435 23 24 o 0 o o 1 I 2 0 0 1 1 5 1 2 3 500 1436 50 101 0 0 0 0 4 j 12 4 12 4 2, 500 35, 000 1437 / 12 20 0 0 0 0 10 10 ! . 3 1 3 400 6, 000 1438 3 3 1 0 46 57 2 1, 025 8, 000 1439 20 24 0 0 0 0 | 1 3 0 0 2 175 8, 000 1440 14 33 1 2 0 0 1 6 2 6 3 8 2 8 2, 000 1441 20 32 2 3 0 0 2 7 2 6 4 200 20, 000 1442 20 25 0 0 38 44 0 8 0 0 4 120 2, 500 1443 19 12 0 0 0 0 3 1 0 0 l 0 3 0 3 0 500 10, 000 1444 6 17 0 0 13 19 2 1 2 1 1 0 k 0 1 0 4 .... 562 1445 1650 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the 1 State and post-office. Name. Principal. Department or independent. Inst Gr¬ aeco: stud 13 a ruct- > for ndary [ents. 'S a Ind . . . 1 1 1545 Newton . . do . D. R. Krehbiel . j Dept. . 1 2 1546 Nickerson . . . . do . J. H. Jackson . ' Dept. . 2 0 1547 Norton . . do . H. M. Culter . Dept. . 1 1 1548 Norton ville . . do . P. A. Glenn . Dept. . 1 0 1549 Olathe . . .do . May Parker . Dept. . 2 1 1550 Osage City . . do . N. McDonald . Dept. . 2 0 1551 Osawatomie . . do.* . R. S. Russ . Dept. . 1 1 1552 Osborne _ _ _ _ . do . W. H. Olin . Dept. . 1 1 1553 Oskaloosa . . do . D. L. Stanley . Ind . . . 1 2 1554 Ottawa . A. D. Wilcox . Dept. . 2 2 1555 Oxford . . . _ do . W. M. Massey . Dept. 1 0 1556 Paola . _ ; .do . Frank W. Allin . Dept. . 2 2 1557 Pittsburg _ _ do . . . . Hugh H. Ewing . Dept. . 1 2 1558 Plainville _ .do . . . . . J. N. Day . Dept. . 1 0 1559 Pleasanton . . do . S. C. Bloss . Dept. . 0 6 1560 Pratt . . . do . Grant Van Hoose . Dept. . 2 0 1561 Prescott . . do . W. Darling . Ind . . . 1 0 1562 Randall . _ _ do.* . Miss Mary Price . Ind... 1 0 1563 Reading . . do . C. R. Alexander . Dept.. 1 0 1564 Reserve, . . . do _ _ _ _ T. P. Detain ore . Ind . . . 1 0 1565 Sabetha . . do . Isaac B. Morgan . Dept. . 1 1 1566 ; St. John . . do . U. S. Sartin . Dept.. 2 0 1567 Salina, . . . do . Mrs. M. A. Ludlum . Dept. . 2 1 1568 Soandia, . . . . do . % . May Carpenter. . . . . Dept. . 1 1 1569 1 Scranton . J. M. Colburn . Dept.. 1 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1653 United States for the scholastic year 1895-96 — Continued. Students. s c8 1 2 3 4 5 6 Kansas— continued. 1570 .7. A . Ferrell . Dept 2 o 1571 °do . 1 J. C. Moyer . Dept . . 1 1 1572 Mrs. L. B. Wright . Dept 1 2 1573 J. N. Mosher . Dept - - 2 0 1574 1 L. H. Wishard . Dept - - 1 1 1575 C. E. Merwin .... Dept - - 1 o 1576 1 Theo. B. Moore . . Dept - - 1 1 0 1577 F M. Abbott Dept 1 o 1578 C. W. Hickman . Dept - - 4 8 1579 J. M. Nation . . Dept - - 1 1 1580 . do . 1 Mrs. Lucy S. Best Dept- - 0 1 1581 1 J. B. McCUire . Ind 1 1 t 1582 1 E. P. Barrett . Dept- - 2 1 1583 do . - Dept 2 o 1584 1 Pr W Einkcnd Ind . . " 1 1 • 1585 VV a.yc.rl y . George R. Crisman . Dept 1 o 1586 \V eir do . . Geo. B. Deem . Dept 1 0 1587 Wellin crtnn ^ T AY. Butcher Dept 3 l 1588 W ellsville . . . . . do . Dept. . 1 o 1589 Wichita 1 do . Frank R. Dyer Dept 5 4 1590 Willi a m sTm r or 1 do . W. M. Seamen Dept 1 0 1591 Wilson . . . do . Dallas Grover . . Dept. . 3 7 1592 1 Winfield... .... do . M. E. Hickev . 1 Dent 2 2 1593 ^ Yates Center 1 do . . . Miss L. J, Stephenson . . 1 Dept.. 0 3 KENTUCKY. 1594 A da.irville ... _ High. School . J. W. Morrison . Ind... 2 0 1595 Ashland . . . _ do . - . H. M. Finley . Dept. . 2 2 1596 A li gnsta, . do . E. B. Buffington . Dept. . 1 0 1597 Benton Marshall County Seminary. G. R. Throop . Dept- . 1 1 1598 Carlisle Graded School . . . AYm. F. Ramey ......... Dept 1 1 1599 Cat! _ Hi °-h School * . . J B Leech . . Dept- - 1 1 1600 Cloverport _ ...... . do . J. H. B. Loo-an . Ind 1 o 1601 Cory d on _ ........ . . . do . C. E. Dudley . Dept - - 1 2 1602 Covin °’ton ... do . . H. R. Blaisdell . Dept- . 1 1603 Crittenden . Male and Female Institute. C. S. Ellis . Ind ... 1 0 1604 Cynthiana . Graded School . C. A. Leonard, A. M _ Dept-. 1 1 1605 Dayton . High School . R. M. Mitchell . Dept. . 1 1 1606 Farmington . Farmington Institute * . T. B. Wright . Ind 1 1 1607 Fleminpslmrg _ G. W. Leahy _ Dept . . I 2 1608 Fnrf. Thomas Highland High School * . . . . j C. J. Hall.. . Ind 1 1 1609 Frankfort High School . . . .....i J. D Coleman Dept 2 1 1610 . do . High School (colored) . Wm.H. Mayo . i Dept. . 1 0 1611 Fulton . Carr Institute * . 1 IF. T. Aydeiott . j Ind . . . 1 3 1612 Ghent _ ... High School . C. H. Duncan. . . Ind ... 1 1 1613 Glasgow . - do. * . H. W. Barclay . Ind . . . 1 1 1614 Harrodsburg . - do . Chas. W. Bell . 1 Dept.. 0 j 3 1615 Hawes ville . 1 - do . Mrs. Mary H. Brook. . . . Dept. . 0 1 1616 Hickman . Hickman College . | J. C. Cheek . ! Dept. . 1 i 0 1617 Hiseville . High School . i G. P. Turner . Ind . . . 1 l 1618 Hopkinsville . 1 . do . [ Livingstone McCartney Dept.. 1 3 1619 Hvden . . do . W. Y. Thompson . Ind... 1 ] 0 1620 Lamasco . Lamasco Academy . | J. J. Nall . Ind... 1 0 1621 Lancaster . j Graded School . B. S. Gowen . Dept . . 1 0 1622 Lewishurg . ! High School . O. T. Sutton . ! Ind . . . 2 0 1623 Lisman . Shiloh High School . t E. G. Thompson . Ind . . . i 0 1624 London . Laurel Seminary * . | M. B. Jones . ] Ind . . . l i 0 1625 Louisa . High School . . H. S. G. Anderson . Dept. . l 1 1626 Louisville . Central High School . A. E. Meyzeek . ! Dept.. 6 0 1627 Girls’ High School . AY. H. Bartholomew - j Dept.. 1 17 1628 Male High School . [ Maurice Kirby . I Dept. . 10 0 1629 . do . I Manual Training High H. G. Brownell . Dept . . 12 0 1 School. 1 1 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1655 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Eler ta nen- ry >ils, ding plow dary les." Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. pui inclu all b secox gra Clas¬ sical course. Scien¬ tific course. Male. <6 S 24 $400 10, 000 10, 000 500 20, 000 100 10, 000 25, 000 10, 000 22, 000 10, 000 26, 000 3,000 3, 000 ’ 3, 666 5, 000 15, 000 1630 1 1631 ! 1632 I 1633 I 1634 ! 1635 1636 i 1637 j 1638 1639 1640 1641 . 1642 1643 1644 | 1645 I 1646 1 1647 | 1648 ! 1649 | 1650 I 1651 3, 000 4, 000 3, 000 3, 000 15, 000 4,000 21, 806 20, 000 10, 000 1, 000 500 i, 000 1, 200 3, 000 6, 000 75, 000 25, 000 20, 0«0 5,000 10, 000 10, 000 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1658 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the 1683 1684 1685 168® 1687 1688 1689 1690 1691 1692 1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 1703 1704 1705 1706 1707 1708 1709 1710 1711 1712 1713 1714 1715 1716 1717 1718 1719 1720 1721 1722 1723 1724 1725 1726 1727 1728 1729 1730 1731 1732 1733 1734 1735 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 State and post-office. Hame. Principal. Department or independent. Inst: ors secor stud <0 a ruct- for id ary ents. 6 i pr 1 2 3 4_ 5 6 Maine — continued. T?,. F. Springer . Ind . . . 1 1 Begin aid B. Goodell. . . . Dept. . 1 1 Walter L. Gray . Dept. . 1 1 Owen L. Flye, supt . Dept. . 2 1 do . E. D. Pratt Dept . . 1 o Will H. Sturtevant . Ind . . . I 0 Parker Spofford, supt.. Dept.. 2 Charles Fish . Dept . . 3 V. C. Totman . Ind... 1 1 Verne M. Wliitman . 1 Dept.. 1 2 F. S. Libbey . Ind... 1 o High School . Balph A. Parker . Dept. . 1 2 Herbert I . Wilbur. Dept . . 1 1 Chas. L. Xni°‘ht . Ind . . . 1 1 Leroy S. Dewey . Ind . . . 1 1 High School . Dept. . 1 2 Columbia Falls . . do . Albert Hoag . Ind... 1 o Cornish . . do.* . Albert M. Jones . Ind . . . 1 2 Danforth . . do . J. L. Thompson, jr . Ind . . . 0 2 Denmark . . do . B.M. Mahlman, A.B... Ind... 1 0 Dexter. . . . . do . Eugene L. Sampson. _ Dept.. 1 2 Dixfield . . . . . do . C. A. Becord . Dept. . 1 1 Dover . . . English High School. . . . W. J. Bideout . Dept. . 1 1 Eastport . Boynton High School . J ohn B . W arren . Dept. . 1 1 Eliot . High School . Clarence Baker . Dept.. 1 o Ellsworth . . . do . W. H. Dresser . Dept. . 2 1 Fairfield _ _ _ _ _ . do . W. F. Xenrick . Ind... 1 1 Farm in orton . Chas. A. Pennell, B. A _ Dept - . 1 2 Forest City . . do . Carroll S. Farrar . Ind . . . 1 0 Fort, Fairfield .. .. . do.* . Howard M. Cook . Dept. . 1 2 Freeport . . do . Geo. H. Stoddard . Ind... 1 2 Friendship . . . do . Grace E. Libby, L. A _ Ind . . . 0 1 Gardiner . . do . VV m. L. Powers . Dept. . 3 2 Garland . Free High School . H. A. Greenwood . Ind . . . 1 o fS-nrham.- _ _ High School . . . Willard W. Woodman.. Ind ... 2 1 Greenville _ . do . . . Clarence A. Merrill _ _ Dept. . 1 o Guilford Dept. . 1 Hallowell . . do . Geo. W. Singer . Dept. . 1 2 Harrington . _ do . Chas. J. Boss . Dept. . 1 o Hartland . . do . E. P. Dyer . Dept. . 1 1 ,T ay _ _ . do . H. E. Alexander. . Ind... 1 o ,T effersrm _ _ . do . A. W. Vinal . . 1 Dept.. 1 o Jonesport . . do . Harry C. Wilbur . Dept. . 1 o Xenduskeag . . do . W. E. Craig- . Dept. . 1 o Xennebunk. ........ . do.* . G. A. Gilmore . . Ind . . . 1 o Xennebunkport . do . . E. L. Haynes . Dept.. 1 1 Xingfield . . do . J. L. Wilkins.. Ind . . . 1 o Lewiston _ . do . John B. Dunton . Dept. . 2 4 Lisbon . . . _ do . . . Charles P. Barnes, A. M. Ind... 1 1 Livermore . . . do . Ind . . . 0 1 Livermore Falls . . . . . do . Chas. Fairbrother . Dept. . 1 0 Lubec . . do . Frank E. Bussell . Dept. . 1 0 TVT a eh i a s F. J. Farrin gton _ Ind... 1 1 Macwahoc . . do . Willard O. Chase . Dept.. 1 0 Mechanic Falls . . do . F. H. Briggs, A. B . Dept. . 1 1 Millbridge . . . do . W. L. Jones . Dept. . 1 o Milo . _ do.*. _ George H. Gould . Ind... 1 1 Monmouth . Academy and High School.. W. S. Masterman . Dept. . 1 1 Monson . Academy . L. E. Moulton . Ind . . . 1 1 Hew Vineyard . High School * . A. X. P. Smith . Dept. . 1 o Horth Berwick . . do . George L. Jones . Dept. . 1 1 North Livermore . . . Free High School . Mary E. Pollard . Dept. . o 1 Hortli Hew Portland . do *7 . George Crosby Sheldon, Ind... 1 0 1 A.B. * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1G59 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. i Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. ,2 a Female. Male. Female. Male. Female. Male. Female. 7 8 9 1© 12 13 14 15 16 17 18 19 2© 21 22 23 24 28 37 0 0 0 0 12 15 2 0 0 5 0 1 4 60 $2, 000 1683 23 31 0 0 0 0 7 4 3 0 4 5 4 0 4 "6’ 85 7, 000 1684 26 34 0 0 0 o 12 3 1 9 1 o 4 0 500 3, 000 1685 19 13 0 0 0 0 1686 9 12 0 0 0 0 5 2, 500 1687 6 0 0 13 11 0 0 0 0 0 0 0 0 4 0 0 2,000 ! 1688 18 40 0 0 0 o 2 10 1 1 4 C, 000 1089 55 54 0 0 0 0 16 7 2 6 9 10 3 2 4 275 40,000 1690 24 23 0 0 0 0 6 0 0 0 6 8 0 0 4 "o' 100 1,500 1691 42 66 0 0 0 0 16 30 7 0 5 15 2 3 4 100 1692 14 30 0 0 0 o 2 4 2 3 0 2 4 150 1693 62 78 0 0 0 o 2 2 12 21 4 300 10,000 1694 54 68 0 0 0 0 4 ; 1 0 0 3 3 3 0 0 20, 000 1695 10 18 0 0 0 o 1 6 4 50 4, 000 1696 33 52 0 0 15 12 2 0 7 7 2 0 4 5,000 | 1697 36 21 0 0 0 o 3,000 ! 1098 14 10 0 0 5 7 4 1,900 i 1699 14 15 0 0 48 59 3 2 0 0 3 0 1 0 4 0 20 6,000 1700 6 21 0 0 25 33 5 1 3 1701 18 13 0 0 36 35 0 2 1 7 0 2 4 1702 38 56 0 0 0 0 5 2 4 1 8 8 3 1 4 50 4,000 | 1703 10 10 0 0 0 o 0 0 0 0 4 2, 000 1704 33 27 0 0 0 0 6 0 1 0 4 16, 000 1705 16 34 0 0 0 0 i 10 3 10 1 8 4 300 3,000 | 1706 12 16 0 0 6 1 0 2 5 2 4 0 1707 46 78 0 0 0 0 8 3 0 8 8 2 2 4 2,000 1708 26 25 0 0 0 0 o 0 0 0 6,000 i 1709 54 56 0 0 0 13 8 4 0 6 3 4 2 4 50 12,000 1710 6 10 0 0 21 14 2 1 3 1, 000 1711 25 45 0 0 20 15 3 5 2 6 3 6 3 3 4 150 7,000 1712 29 41 0 0 0 0 3 8 3 8 3 4 4 520 1713 2 10 0 0 10 5 86 1714 62 76 0 0 0 0 15 19 6 0 10 11 3 4 4 100 30, 000 1715 8 10 0 0 15 13 0 0 0 0 0 0 0 0 0 "o’ 0 400 1716 37 34 0 0 0 0 19 6 8 0 5 5 4 0 4 125 11,000 1717 17 18 0 0 0 0 0 0 0 0 1 2 0 0 5 0 800 1718 10 18 ' ' 0 0 0 0 2 5 7 0 3 2 3 2 4 ”6’ 500 15, 000 1719 40 60 0 0 0 0 6 11 7 10 2 5 4 0 110 5, 000 1720 35 30 0 0 0 0 2 0 0 0 0 0 0 0 3 20 1, 500 1721 18 19 0 0 7 9 6 3 1 0 4 "6 0 4, 000 1722 5 7 o 0 43 45 L... 0 0 0 0 3 o 0 2, 500 1723 10 8 0 0 26 12 i 0 0 0 0 0 0 0 0 3 0 . 1724 5 22 ! o 0 7 9 1 0 0 0 0 2 6 0 0 3 "o’ 1 4,000. 1725 12 8 0 0 28 20 i 0 0 0 0 0 4 0 0 6 ■ 0 2, 500 1726 10 15 0 0 0 0 3 10 7 5 4 1727 7 34 0 0 0 0 3 15 0 0 2 9 2 3 4 0 5, 000 1728 7 4 0 0 50 55 3 5 3 5 4 1729 93 123 1 0 0 0 52 42 3 0 22 24 11 10 4 467 1730 24 26 0 0 0 0 6 5 3 8 4 5 10, 000 1731 23 14 0 0 3 0 30 5 1732 24 11 0 0 0 0 3 3 6 3 1 2 4 3, 000 1733 9 17 0 0 0 0 9 1 1 0 2 4 2 1 4 0 7, 000 1734 12 18 1 0 8 14 2 3 0 0 3 3 2 1 4 215 1735 10 12 0 0 0 0 0 0 o o 0 0 0 0 0 600 1736 13 21 0 0 0 0 6 16 0 0 0 0 0 0 4 0 125 5, 000 1737 4 10 0 0 24 20 0 0 0 0 4 5 0 0 4 40 5, 000 1738 34 40 0 0 8 5 2 4 4 30 6, 000 1739 22 26 0 0 0 0 2 1 3 0 3 0 4 350 2, 000 1740 27 23 0 0 0 0 5 3 1 0 3 4 1 0 4 150 4, 000 1741 14 21 0 0 0 0 0 0 o o 0 0 4 "o' 800 1742 12 20 0 0 0 0 1 1 0 0 1 2 1 1 4 12 1743 32 28 0 0 0 0 0 0 0 0 1744 25 15 0 0 0 0 6 2 4 3 0 l"1 , 0 0 1 4 1 2, 500 1 1745 1660 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the 1746 1747 1748 1749 1750 1751 1752 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 1771 1772 1773 1774 1775 1776 1777 1778 1779 1780 1781 1782 1783 1784 1785 1786 1787 1788 1789 1790 1791 1792 1793 1794 1795 1796 1797 1798 1799 1800 1801 1802 State and post-office. Name. Principal. 1 2 3 Maine — continued. North Parsonsfield. . Norway . Oakland . Parsonsfield Seminary. High School . . Free High School . Oldtown . Oxford . Patten . Pembroke . Phillips . Portland . Presquo Isle . Princeton . Richmond . Rockland . Rockport . Sabbatus . Sanford . St. Albans . Sangerville . Scarhoro . Searsport . Sehec . Shapleigh . Sherman Mills . Skowhegan . South Norridgewock South Paris . South Thomaston. . . Southwest Harbor.. South Windham.... Spragues Mills . Strong . Thomaston . Topsham . Tremont . Union . Vanceboro . Vinal Haven . Waldoboro . W arren . Waterville . Wells . Westbrook . W est Buxton . West Newfield . Winthrop . Wiscasset . . High School . - do . Academy . Free High School . High School* . _ do . . . - do . - do . - do . _ do . - do . _ do . _ do.* . _ do.* . - do . - do . - do . - do . - do . - do . High School and Bloomfield Academy. High School . . do . . do . Tremont Free High School . Frederick Robie High School Easton High School . High School . _ do . _ do . Free High School * . . do . High School . _ do.* . . do . . do . _ do . Free High School . High School . Hollis High School . Newfield Hi eh School . High School . . do . Isaiah Trufant, A. M. . . Arthur G. Wiley . Lyman Kingman Lee, A. B. H. B. Smith . Frank E. Hanscom - William L.Bonney, A.B . D. L. Fisher . Warren W. Austin . Albro E. Chase . Charles N. Perkins . H. J. Dudley . C. C. Spratt . George F. Kenney . G. L. Mildrain, A.B _ E. J. Hatch . O. Howard Perkins . E. P. Dyer . H. R. Williams . James G. Morrell . Frank H. Mead . Daniel W. Hayes . H. L. Springer . C. E. Perkins . Winfred Nichols Dono¬ van. Clarence W. Pierce . F. T. Wingate . Miss Isabel R. Lattie. . . Wm. W. A. Heath . Fred. Benson . C. J. Richards . E. Clifford Butler . Percy Bartlett . John A. Cone . Willard W. Rich . Leonard O. Packard _ Archer Jordan . Fred. L. Tapley . C. W. Averell . A. A. Badger, A. B . Dennis E. Bowman . John Rankin . Fred. W. Freeman . W. H. Tibbetts . Fred. C. Mitchell . Loring Herrick . Elden P. Munsey . MARYLAND. Aberdeen. . Baltimore . _ _ do . . do . . do . I Bel Air. ... Berlin . Boonsboro. Cambridge. Catonsville Centreville High School . City College . Colored High School . Eastern Female High School . Western Female High School. Academy . Buckingham High School . . Public High School . Seminary* . High School* . Academy . John S. Hill . Francis A. Soper . Dr. Geo. Lewis Staley . . Wm. F. W ardenburg . . . Andrew S. Kerr . Albert S. Cook . Chas. E. Dry den . W. A. Henneberger _ Emerson C. Harrington. Emory C. Chenowefh. . . N. G. Horley,jr . * Statistics of 1894-95. Department or independent. Instruct¬ ors for secondary students. Male. Female.' 4 5 6 Ind . . . 2 2 Ind 0 1 Dept. . 1 1 Dept.. 1 2 Dept.. Ind... 1 1 1 1 Dept.. 0 1 Ind... 1 1 I)ept.. 6 11 Dept. . 1 2 Dept.. Ind... 1 1 0 1 Dept.. 2 3 Dept.. 1 0 Dept.. 1 1 Dept.. 1 1 Dept.. Ind... 0 1 1 0 Ind... 1 0 Dept.. 0 1 Ind... 1 0 Ind... 2 2 Ind ... 0 1 Dept.. 1 3 Ind... 1 1 Dept.. 1 1 Ind... 0 1 Dept.. 1 0 Dept.. Ind . . . 1 1 2 1 Ind ... 1 0 Dept... 1 1 Dept.. 1 0 Dept.. 1 0 Ind... 1 0 Dept.. 1 1 Dept. . 1 1 Ind . . 1 1 Dept.. 0 1 Dept.. 1 4 Dej)t. 2 0 Dept.. 2 2 Dept.. 1 0 Ind... 0 1 Ind 1 1 Ind . . . 1 1 Ind ... 1 1 Dept.. 16 0 Dept. . 1 4 Dept. . 1 13 Dept.. 1 14 Ind. . 2 0 Ind... 0 6 Ind... 2 0 Dept. . 2 2 Ind 1 0 Dept.. 1 1 STATISTICS OF SECONDARY SCHOOLS. 1661 United States for the scholastic year 1895-96 — Continued. Students. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildin and scientific apparatus. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. 6 a ® -H Male. Female. Male. | Female. *3 a Female. | ,2 rci a | Female. Male. Female. 7 8 9 10 11 13 13 14 15 16 17 18 S9 30 31 33 33 34 1 39 23 0 0 1 0 2 0 5 0 6 7 5 0 3 300 $4, 000 10 30 0 0 21 14 3 10 4 0 11 6 4 0 4 150 10, 000 19 23 0 0 0 0 5 2 0 0 3 6 1 1 4 100 3,000 28 44 0 0 0 0 2 0 8 7 2 6 1 4 4 200 3. 000 32 21 0 0 6 4 0 0 4 1 6 6 1 1 4 40 5,000 18 22 0 0 0 0 0 5 7 0 6 3 0 3 4 "o' 18 7 22 0 0 0 0 0 0 2 0 3 4 0 0 4 .... 50 2, 500 21 19 0 0 75 60 2 3 1 0 1 1 0 0 4 0 10, 000 279 345 1 3 0 0 96 82 0 0 31 58 16 14 4 132* 1, 500 130, 000 32 62 0 0 5 10 5 6 1 0 0 6 0 2 4 50 22, 000 10 20 0 0 0 0 1 1 2 3 4 30 50 o' 0 0 0 5 5 3 7 1 1 4 75 1,000 51 103 0 0 0 0 7 4 11 25 3 4 4 300 18, 000 12 4 o o o o 0 0 o o 1 3 0 0 3 17 15 0 0 4 6 1 0 1 1 0 0 0 0 4 0 0 1.000 16 19 0 0 0 0 0 0 0 0 3 9 0 0 3 0 40 15, 000 6 8 o o 24 16 3 7 17 0 0 15 2 0 0 0 0 0 0 4 70 6, 000 12 18 o o 0 0 3 4 3 15 26 0 0 6 11 0 3 1 0 0 6 0 2 3 10 2, 500 7 ' 7 o o 8 10 0 1,000 20 20 0 0 0 0 2 0 2 0 5 7 1 0 5 40 2, 000 12 9 o 0 22 21 0 0 1 0 0 0 o o 12 1, 500 47 56 0 0 0 0 5 10 6 0 11 13 1 ! 4 4 218 15, 000 34 43 0 0 18 25 3 7 0 0 5 10 0 0 4 92 3, 500 32 30 0 0 0 0 10 7 0 0 4 6 1 1 4 100 6, 000 2 6 0 0 14 18 0 0 0 0 0 0 0 0 5 0 1, 000 12 12 0 0 6 10 0 0 0 0 0 0 0 0 4 12 g 11 o o 7 14 .... 0 0 4 0 3, 000 7 10 0 0 17 12 0 0 0 0 0 0 0 0 4 ’*6" 0 0 9 23 0 0 30 19 0 0 0 0 2 1 0 0 4 0 25 20 43 0 0 0 0 1 3 1 0 2 5 1 0 4 500 5, 000 21 32 0 o 0 0 2 0 3 6 2 0 4 0 9, 000 24 20 0 o 10 12 0 0 0 0 4 6 0 0 18 14 0 0 0 0 0 0 0 0 0 0 0 0 3 0 2, 500 6 17 0 0 0 0 2 3 4 100 36 38 0 0 0 0 .... — 3 5 0 0 4 6, 000 15 28 0 0 5 12 ! 2 0 3 3 3 4 3 3 4 150 11 22 o o 25 25 2 0 3 160 4, 000 60 92 0 1 0 0 8 17 4 6 4 483 12 17 0 0 51 54 0 0 0 0 0 0 4 0 73 63 0 0 0 0 2 0 6 0 15 8 8 4 4 150 7 12 0 0 0 0 0 10 8 4 0 0 8 14 7 0 13 26 0 0 0 0 3 11 0 0 4 92 24 36 0 0 35 33 3 7 0 1 4 i, 666 ! 5 4 0 o 100 102 3 2 0 1 3 175 3, 000 700 0 0 0 0 0 0 0 0 0 39 0 0 0 5 6 35 105 35 105 0 0 6 13 4 250 0 395 0 0 0 0 0 2 0 68 0 2 4 300 120, 000 0 539 0 0 i ° 0 0 2 0 50 0 2 4 300 213, 000 18 32 0 0 130 120 2 2 1 2 4 5 1 1 3 800 9, 000 1 23 0 o 99 152 1 2 0 0 2 4 1 1 2 200 5, 000 30 29 0 0 46 56 2 2 o 0 3 50 40 50 0 o 0 0 2 6 4 400 20, 000 20 12 0 0 80 78 3 3 , 3 0 3 100 44 37 0 ‘ 0 83 94 17 1’4 s. 4 ”6" 1 250 10,000 i 1746 1747 1748 1749 1750 1751 1752 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 1771 1772 1773 1774 1775 1776 1777 1778 1779 1780 1781 1782 1783 1784 1785 1786 1787 1788 1789 1790 1791 1792 1793 1794 1795 1796 1797 1798 1799 1800 1662 EDUCATION REPORT, 1895-96. Table S3.— Statistics of public high schools in the 1803 1804 1805 180(5 1807 1808 1809 1810 18] 1 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 1852 1853 1854 1855 1856 1857 State and post-office. Name. Principal. Department or independent. Inst: ors secor stud ,S r0j a ruct- for idary ents. © a © Ph 1 3 3 4 5 e MARYLAND— COnt’d. Milton S. Harper . . Ind . . . 0 3 1 John Aukeney . Ind ... 1 0 1 John T. White . Dept. . 1 2 School.* 1 i 1 A. F. Galbreath . Dept. . 1 2 William F. Beckwith Ind... 1 0 Dr. E. M. Hardcastle, jr. Ind... 2 3 Elmer M. Ham Dept 1 1 Ella M. Stritehoff . Ind ... 0 Amon Burgee . . Dept. . 1 0 M. M. Robinson . . Ind o 4 Galena . Shrewsbury Academy . Thos. B. Long . Ind . . . 1 0 H. B. Twitmyer . Dept. . 2 0 High School. Geo. W. Craig . 1 Ind 1 o Havre de Grace . do . Chas. T. AV right . 1 Dept 2 3 1 Henderson . Academy . Richard Merriken . ! Ind... ] 0 1 Laurel . High School . Miss Margaret Edmon- Dept.. 0 1 ston. Marion Station . . do . Benjamin F. Haynes... 1 Ind... 1 1 Marydell . _ do.* . Joanna Valliant . ! Ind... 1 0 Middletown . .... do . S M. W agaman _ I Ind . . . 1 0 Oxford . . . do ... . . N. Price Turner . Ind ... 1 1 Pocomoke City . do _ TT J. Handy. . Ind ... 1 o Preston . Academy . R. AVilson Allen . Dept. . ] 1 Princess Anne . High School or Washington Ri ch ar d K .' AYimbrough , Dept. . 2 0 Academy.* A.M. St. Michaels . High School . Wm. S. Crouse, A. M. . . Dept. . 2 2 Salisbury . do . 1 H. B. Freeny . Ind ... 1 0 Shnrpsbnrcr Grammar School 1 Jno E. W agaman _ ... Dept. . 1 o Smith shurg . . High School . . . Eugene A . Spessard. .. . Ind.” 1 o Snow Hill do.* . J. Edward White . 1 Ind . 1 1 Thurmont . . do . - . . . H. D. Beachley, A. B .. 1 Dept.. 1 0 Towson 1 do R. Brent Crane. . Dept.. 1 1 ! Trappe . | . do . D. Melvin Long . Dept. . 1 1 Upper Pairmount. . . [ Pairmount High School . Earle B. Polk . Ind... 0 3 Upper Marlboro .... Academy . Thomas J. Grant, A. M. Dept.. 1 0 Vienna . . do.* . . . Richard Matthew Ham - Ind . . . ♦1 0 ilton, A. M. MASSACHUSETTS. Abington . High School . . Christop’r G. Campbell. Dept. . 1 3 Adams . do John C. Hull . Dept. . 1 4 Amesbnry _ _ . do . Forrest Brown . Dept. . 2 4 1 Amherst . . . do . Charles A. Williams . .. Dept. . 1 3 Ashby . . do . Miss Winifred E. Hill. .. Ind... 0 1 Ashfield . Sanderson Academy . . Orren H. Smith, A. M. . . Dept . . 1 1 Ashland . High School . Charles H. Sibley . Ind . . . 1 1 Assinippi . Nor well High School . E. F. Blood . . Ind . . . 1 1 Attleboi’o . High School .. W. S. Ross . Dept. . 2 2 Ayer . . do . Allen C. ( iummings _ Ind . . . 1 1 Baldwins ville . . do . Nathaniel A. Cutler _ Dept. . 1 0 i Barre C. L Randall . Ind... 1 1 J Bedford . . do . Minnie C. Potter . Dept. . 0 1 j Belchertown . . do . Charles A. Guild . Ind... 1 1 ! Beverly . .... do . . Benj. S. Hurd . Dept. . 2 4 Blackstone . . do . Edward W. Barrett _ Dept. . 1 2 Bolton . Hon (Alton Hindi School . _ Florence G. Houghton. . Dept . . 0 1 Boston . English High School for Robert Edward Babson . Dept. . 25 0 Boys. . do . Girls’ Hi,Th School John Tetlow . • . Dept . . 2 24 . do _ Girls’ Latin School . ... do . Dept. . 3 8 . do . Mechanic Arts High School. Chas. W. Parmenter - Dept. . 10 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1663 United States for the scholastic year 1S95-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Prepai coll Clas¬ sical course. ing for ege. Scien¬ tific course. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1898. Male. r2 ■cS a 0) ft r2 Pca N a © Er © rci a r© 1 ft © 13 S © 'eS a © ft © 13 r© a © Er J© 13 s "cS a © ft © 13 a © 15 a © ft 7 § 9 io ii 13 13 14 45 i© 17 is 19 29 21 33 24" 20 10 0 0 50 67 3 2 0 o 3 2 $6, 000 1803 16 16 0 0 44 34 1804 13 36 0 o 0 0 5 5 3 1, 000 1805 28 32 0 0 49 41 5 1 2 1 1 0 3 60 5, 000 1806 10 16 0 o 47 46 0 2 0 0 5 "o'; 5, 000 1807 39 37 0 0 43 50 4 8 4 75 20, 000 1808 13 16 0 o 4 6 5 0 1 1 1 0 4 0 1809 6 12 0 0 53 41 0 2 0 0 0 2 0 1 "o' 141 1810 33 0 0 0 0 0 3 0 3 0 2 0 0 1, 500 1811 0 40 0 o 0 465 0 o 0 5 0 o 3 200 1812 6 10 0 o 44 47 2, 500 1813 56 0 0 0 0 0 11 0 3 0 3 160 20, 000 1814 15 17 0 0 58 75 3 1 3 1 3 4 3 1 4 56 7, 000 1815 22 28 0 o 0 ,0 3 7 3 50 1816 2 25 0 0 38 40 0 0 0 0 3 105 1, 000 1817 11 13 0 0 0 0 2 o 0 o 4 4 0 0 3 1, 500 1818 5 15 o o 35 31 2 3 1 2 1 2 5 2, 000 1819 2 4 o o 23 25 101 1820 19 19 0 0 0 0 3 0 0 0 2 2 3 0 0 1,600 1821 3 18 0 0 28 31 0 0 0 0 0 2 0 0 4 20 3, 000 1822 15 37 0 0 160 158 4 2 4 2 3 2 4 600 8, 000 1823 25 11 0 0 0 0 125 2,000 1824 20 22 0 0 0 0 0 2 4 150 14, 000 1825 44 64 0 0 0 0 0 3 4 0 120 12, 000 1826 16 31 o o o 0 1 9 2 325 1827 13 19 0 0 0 0 0 0 0 0 0 3 0 0 "o' 0 25, 000 1828 7 1 5 0 o 59 53 i 3 0 0 3 0 46 1829 15 24 0 0 83 63 4 5 0 0 3 350 6, 000 1830 15 15 0 o 0 0 4 4 3 ! 1831 25 15 0 0 0 0 0 o 0 o 4 6 o 0 0 18, 000 1832 7 11 0 o 15 17 0 0 0 30 1, 500 ! 1833 4 11 0 0 62 76 1 0 0 0 0 0 0 0 3 50 5, 000 1834 35 0 o o . 30 0 15 o 3 0 3 0 3 1835 3 9 0 0 33 37 1 0 1 0 4 30 1836 33 42 0 0 0 0 2 5 3 0 2 .7 1 1 4 0 172 10, 000 1837 30 50 o o 0 0 7 12 3 3 5 300 1838 40 90 0 0 0 0 6 0 0 0 4 12 1 0 4 '45' 350 1,500 1839 35 100 0 o o 0 1 13 1 6 4 200 17,500 1840 1 18 0 o 0 0 0 0 0 0 0 0 0 0 4 1841 20 25 0 0 0 0 1 1 0 0 2 6 0 0 4 4, 250 16,000 1842 31 33 o o o o 8 5 6 6 3 3 4 190 25,000 1843 10 17 0 0 6 6 0 0 6 10 1 3 1 2 4 50 1844 72 62 o 2 0 o 11 14 6 3 4 510 1845 29 36 0 1 0 0 4 4 4 8 1 ] 4 300 14, 000 1846 13 16 0 o 0 o 0 0 0 o 2 9 4 100 5, 000 1847 16 25 0 0 4 6 3 6 4 4 4 5 1 1 4 20 1848 8 10 0 0 0 0 0 0 0 0 3 6 0 0 3 30 1849 14 28 o 1 6 12 6 6 0 o 3 500 1850 57 115 0 0 0 0 2 2 2 1 6 18 2 2 4 300 1851 38 44 0 0 0 0 3 0 3 5 1 0 4 200 12, 000 1852 6 8 0 0 2 7 0 0 0 0 0 0 0 0 4 0 1853 839 0 0 0 0 0 0 0 30 0 105 0 6 0 3 509' 1, 200 1854 0 825 0 18 0 92 0 204 0 2 4 0 3,000 1855 0 238 0 2 0 90 0 238 0 0 0 21 0 21 4 0 665 1856 180 0 3 0 0 0 60 0 51 0 24 0 3 100 240, 000 1857 1664 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. Department or independent. [' Instruct¬ ors for secondary students. Male. Female. 1 2 3 4 5 6 MASSACHUSETTS — COn- * tinued. 1858 Moses Merrill . . Dept. . 20 o 1859 High School . Frank P. Morse . Ind . . . 1 3 1860 Oliver R. Cook . Dept. . 1 3 1861 Charles F. Harper . Dept. . 2 4 1862 Benj. W ormelle _ Dept. . 1 4 1863 _ _ .do . Edward Parker . Dept. . 6 6 1864 . do . Edward B. Hale . Ind . . . 1 1 1865 . do . Daniel S. Sanford . Dept.. 4 11 1866 Cambridge . English High School . Ray Greene Huling .... Dept. . 4 17 1867 Chas. H. Morse . Dept. . 10 0 Boys. 1868 William F. Bradbury . . . Dept. . 3 11 1869 Elmer H. Brackett . Dept . . 1 1 1 1870 John O. Norris . Dept. . 2 6 1871 Chatham . _ _ do . Geo. F. Babb . . Dept. . 1 0 1872 Chelmsford .... Centre High School . Wilson R. Failing . Ind . . . 1 0 1873 Chelsea . . High School . Alton E. Brings ........ Dept. . 4 10 1874 1 Cheshire . . do . A. E. Hitchcock . Dept. . 0 1 1 1875 niinton . . do . Andrew E. Ford . Dept. . 3 4 1876 Cohasset . Osgood High School . C. F. Jacobs . Dept. . 1 4 1877 j Concord . Hiah School . William L. Eaton . Dept. . 1 6 1878 ! Conway . . do . Charles L. Simmons. . . . Ind . . . 1 1 1879 Cummington . . do.* . . John Mason ....... _ _ Ind... 1 0 1880 ! Dalton . . do . H. L. Allen . Ind . . . 1 2 1881 Danvers . Holten High School* . E. Jay Powers . Ind . . . 2 5 1882 Dedham . . High School . George F. Joyce, jr . Dept. . 1 5 1883 Dennis . North High School . B. E. Holland* . Ind... 1 0 1884 Dorchester . High School . . Chas. J. Lincoln . Dept. . 2 7 1885 East Boston .... do . John F. Eliot . Dept. . 2 4 1886 East Bridgewater _ do.* . . . . Ralph A. Sturges _ Dept . . 1 1 1887 East Dennis . Dennis North High School. . B. E. Holland . Ind... 1 0 1888 East Douglass . Douglass High School . F. J. Libby . Dept. . 1 0 1889 Easthampton . High School . Alfred B. 'Morrill . Dept... 2 3 1890 East Pepperell . Pepperell High School _ ... J. H. Blaisdell . . Ind... 1 1 1891 Edgartown . High School . Granville Dunham . Ind... 0 1 1892 Essex. . . . do . J. Henry Wdiite . ... Ind... 1 1 1893 Everett . . do . Wilbur J. Rock wood . . . Dept. . 3 6 1894 Fairhaven . . do . Howard S. Freeman, Dept. . 1 1 A. B. 1895 Fall River _ ' . B. M. C. Durfee High School Charles C. Ramsay . . . J Dept. . 10 10 1896 Falmouth . Lawrence High School . Leland B. Lane . Iud . . . 1 1 1897 Fitchburg . High School . Charles S. Chapin . Dept. . 15 1898 Foxboro . . . do . W. Edgar Horton . Dept. . 1 1 1899 Framingham . Academy and High School. . John H. Parsons . Dept. . 3 5 1900 Franklin . Horace Mann High School. . E. D. Daniels, A. M . Dept. . 1 3 1901 Gardner . High School . Henry H. Folsom . Dept. . 1 5 1902 Georgetown . .... do . Charles Falconer . Ind . . . 1 1 1903 Gloucester . . do . Albert Wm. Bachelor . . Dept. . 2 11 1904 Grafton . George Ru gg . Dept . . 1 2 1905 Granby . . do . Mabel Smith . Ind... 0 1 1906 Great Barrington _ . do . Sanford L. Cutler . Dept . . 1 1 4907 Greenfield . do 'W H. Whiting . . Dept. . 2 4 1908 Groton _ _ Butler TTigb School John H Manning . Ind . . . 1 1 1909 Groveland . High School* . Norris E. Adams . Ind . . . 1 1 1910 Hardwick . _ do . Frank W. Kimball . Ind . . . 1 1 1911 Harwich . _ do . William E. Dixon . Ind _ 1 0 1912 TTn verbill . do . Clarence E. Kelley . Dept.. 3 8 1913 Hingham Center. . . . Hingham Hio'h School _ _ _ Jacob O. Sanborn . Ind . . . i 1 3 1914 Hinsdale . High School” . Geo. J. Walsh . Ind _ ' 1 0 1915 Holbrook .... Sumner High School E. Osborn Hopkins. .... Dept. . 1 2 1916 TTolrleu _ High School Alonzo K. Learned . Dept. . 1 2 1917 Holyoke . Wm. Elliot Judd, A.M. Dept.. 5 8 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1665 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades/ Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class tbat grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. 3 1 2 3 4 5 6 MICHIGAN— COnt’d. Philip ft. "Da vis . Ind . . . 1 2 T. TT Merrinian Ind . . . 2 0 . do . j. C. Watson . Dept. . 3 2 Byron Burnell _ ...... Ind... 1 0 George A. Pitts . Ind . . . 1 1 Middleville . A. O. Wilkinson. Dept. . 2 0 . do . Miss Louella Creed _ _ Dept. . 1 2 C H Carrick . Ind . . . 1 1 E. B. Nethercott . Ind... 2 2 H. Z. Wilber . Ind... 1 1 . do . A. C. Tagge . Dept.. 3 3 D. A. Teller . Dept. . 1 1 A. F. Probst . . . Dept. . 1 2 O. L. Bristol . . . . Ind... 0 3 D. F. Mortz _ ........ Dept. . 2 2 Mount Morris _ . do . Guy W. Selby . Ind... 1 0 Mount Pleasant .... . do . Mabel I. Bishop . . . Dept. . 2 2 Muir . . . . . do . L. G. Holbrook . Ind... 1 1 Muskegon . . do . E. V. Bobinson, Ph. D _ Dept. . 3 6 Muskegon Heights . . do . . . L G. Palmer . Ind... 1 0 Napoleon ..... _ _ Union School . W . W. Armstrong _ _ _ Ind . . . 1 1 Na.shville . . High School . TT B. Andrews . . Dept. . 2 1 Negaunee.... . . do . F. D. Davis . Dept. . 2 3 N ewaygo ..... _ . do . A. W. Jones . Dept. . 1 0 New Buffalo . . do . Lenora J. McDonald _ Dept. . 0 1 New Haven . . I . do . . W. L. Gillette . . . Dept. . 1 0 New Troy . . do . Byron J. Benson . Ind ... 1 o Niles . . . 1 _ do . J. W. Welch . Dept. . 2 2 North Adams _ _ _ I . do . B. F. Green . Dept. . 1 1 North Branch . do . J. Q. Boode . Ind... 1 o Northville . Union Schools . D. C. Bliss . 1 Dept.. 1 1 Norway ............ High School* . S. B. Tobey . Dept. . 1 2 Okemos. . . Glen. Lawrance . . . . . Ind . . . 1 0 Olivet _ .......... . do _ - . C E. Prav . . Ind 1 1 Ontonagon . . . do . Miss Ella Chamberlin. . Dept. . 0 2 Otisville . . do . James Turrel . Dept. . 1 0 Otsego . . do . G. C. Nevins . Dept. . 1 5 Ovid . . do . Miss C. A. Copeland. _ Ind... 1 1 Owosso . . do . E. T. Austin . Dept. . 2 4 Oxford . .... do . . H. S. Elliott . Ind... 1 1 2 Palmyra . . _ do . E. C. Dershem _ Ind . . . 1 1 Parma . Union School . . . J ohn W. Maybee - . Ind... 1 0 Paw Paw . High School . H. C. Wilson . Ind... 1 4 Pent water . . Union School. . . . Lewis C. Sleeper . Dept. . 2 0 Perry Uipb School _ _ James H. Wallace . Ind... 1 1 Petersburg . Union Schools . Wm. G. Bauer, B. S., B. Ind... 1 1 Ped. Petoskey . High School . Miss Stella Conrad . Dept. . 1 3 Pinckney . . do . Wm. A. Sprout . Dept. . 1 1 Pin conning . . do.* . C. E. Clark . . Ind... 1 1 Pittsford . . do . F. E. Knapp . Dept.. 0 2 Plain well . _ do . Chas. H. Norton . Dept . . ] 3 Plymouth . . . do . . . Ira A. Beddow ......... Ind... 1 2 Pontiac . _ _ do . . . Lewis C. Carson . Dept. . 2 4 Port Austin . ! _ do . J. A. Morse . . . Ind . . . 2 0 Port Hope . . . do . . . Cora E. Bright . Ind... 0 1 Port Huron . F. B. Whipple . Dept. . 2 8 Portland . . do . . . Geo. E. Bogers . Dept. . 1 3 Quincy _ _ . do.* . W m. Beilis . . Ind . . . 1 2 Beading . . do . Gr. A . McGee .... _ ...... Dept. . 1 1 Beese . . do . S. S. McGeachy . Ind . . . 1 0 Bepublic . . do . John Northmore . Ind... 1 0 Bichland . . do . Win. McMillan . Ind... 1 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1677 United States for the scholastic year 1895-96 — Continued. Students. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in tbe class that grad¬ uated in 1896. Length of course in years. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. 6 'cS © a © © a S Female. 6 r 24 $4, 500 35, 000 50, 000 5, 000 6, 000 8, 000 21, 000 17, 000 20, 000 1, 300 18, 000 12, 000 1,105 28, 000 10, 000 7, 500 7, 000 40, 000 30, 000 8, 000 4, 500 6, 000 32, 600 12, 000 7, 400 30, 000 3, 000 7, 500 4, 000 30, 000 20, 000 36, 000 22, 895 5, 000 27, 600 200, 000 55, 000 75, 000 100,000 12, 000 40, 000 6, 000 33, 000 10,000 15*660 16, 500 2344 2345 2346 2347 2348 2349 2350 2351 2352 2353 2354 2355 2356 2357 2358 2359 2360 2361 2362 2363 2364 2365 2366 2367 2368 2369 2370 2371 2372 2373 2374 2375 2376 2377 2378 2379 2380 2381 2382 2383 2384 2385 2386 2387 2388 2389 2390 2391 2392 2393 2394 2395 2396 2397 2398 2399 2400 2401 2402 2403 2404 2405 2406 1682 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the Stato and post-office. Hame. Principal. Department or independent. Inst: ors secoi stud © s ruct- for idary ents. © a © ft 1 2 3 4 5 6 MINNESOTA — cont’d. 2407 E. E. Bockerby . . Dept- . . 1 3 2408 G. R. Simpson . Dept. . 1 2 2409 W. W. Kilgore . Dept. . 1 4 2410 ::::.do. ::::::::::::::::::::: ,T_ L. Torrens _ . Dept.. 1 2 2411 .....do . L. S. Overbolt _ _ Dept.. 2 4 2412 . do . C. B. Miller . Dept.. 1 1 2413 . do . B. F. Buck _ _ Dept.. 1 5 2414 . do . Dora Wells . . Dept. . 1 3 2415 M. H. Manuel . Dept. . 2 0 241G L. M. Abbott, AM _ Dept. . 1 2417 St. Paul . A. J. Smith . . . Dept. . 17 25 2418 S. A. Farnsworth _ Dept . . 1 5 2419 Julian C. Bryant _ Dept . . 3 4 2420 Mary L. Blanchard Dept. . 2 1 2421 Geo. A. Stanton _ _ Dept. . 2 2 2422 SI ay ton _ _ ... 1 _ do.. . . Walter W. Smith _ Dept.. 1 1 2423 Sleepy Eye . 1 . do . Iona I. Davis . Dept. . 1 2 2424 Spring Valley .. . F ,T. Donaldson .. Dept. . 2 2425 Stillwater . I. _ do.* . . . Carlton Aylard _ _ _ .... Dept. . 2 5 2426 Tracy . 1 _ do . Mary Hetf . Dept. . 2 2 2427 Vera dale . .. do . . . F. J. Yerke . . . . Dept. . 1 1 2428 Wabasha . . 1 . do.* . ’. _ J . A. V an dyke . . . Dept. . 1 3 2429 Wadena . 1 . do . C. D. Perry . Dept. . 1 2 2430 Waseca . . | . do . Lafayette Bliss . Dept. . 1 4 2431 W aterville . . 1 . do . O. F. Morgan . Dept.. 2 0 2432 Wells . . 1 . do . G. E. Hult, A. M . Dept. . 2 1 2433 Windom . . do . A. H. Farmer . . . Dept.. 2 3 2434 Winnebago City.... 1 _ do . J. E. Gilman, A. B . Dept. . 1 2 2435 W i n rm a do J A Tormey Dept. . 4 4 2436 W ortbi n gton . I . do . Frederick A. Kiehle _ Dept. . 1 2 2437 Znmhrota, _ . do . J.H. Steffi ns . Dept.. 1 2 MISSISSIPPI. 2438 Aberdeen . High School . . . M. Rose . . Dept. . 1 4 2439 Arkabutla . . . do/' . . . , . H. L. Xeister . . . Dept. . 1 0 2440 Baldwin _ . do . E. W. Cochran . Ind... 1 0 2441 Bellel'ontaine . . do . W. B. Walker . Dept. . 1 0 2442 Benton . . do.* . . . . . W. R. Jones . Ind... 1 0 2443 Berwick . Toler High School . J. A. Haul . Ind . . . 1 1 2444 B:g Creek . High School *.. . W. T. Robertson . Dept. . 1 0 2445 Blountville . . Blountville Academy* . W. B. Pierce . Ind... 1 0 2446 Booneville . High School * . W. T. Foster . . Ind... 1 1 2447 Canton . . _ do * . W. F. Pate . Dept. . 2 0 2448 Caseyville . Grange Hall High School * . . D. S. Burch . . Tnd . . . 1 1 2449 Clarksdale _ _ _ High School . J. E. Hopkins . . . Dept. . 2 2 2450 Cold water . O. F. Lawrence . Ind... 1 2 2451 Columbus . Franklin Academy . . J. M. Barrow . Dept. . 3 1 2452 Como Depot . 1 Como Academy . G. W. Sisler . Ind . . . 1 0 2453 Conehatta . . . 1 High School _ ....... D. Blackburn . Ind... 1 2 2454 Courtland . 1 _ _ do _ T. D. Gayman . Ind... 1 0 2455 Crawford . ! . do . Miss M. F. Morgan . Ind... 0 1 2456 Crystal Springs . . . . 1 . do . T. L. Trawick . Dept. . 1 3 2457 Cushtusa . Shady Gtoat6 High School . . W. R. Pope . Ind... 1 1 2458 Dorr . High School * J. W . Cooper ........... Ind . . . 1 1 2459 Duck Hill . ! Duck Hill Institute . W. W. Woodson . Ind... 1 1 2460 Durant . 1 High School . Wm. J. Humphrey . Dept. . 1 1 2461 Ellis ville . 1 . do.* . . W. H. Foster . Dept. . 1 3 2462 Enterprise . 1 . do . O. Hunt . . . Dept. 1 0 2463 Eucutta . 1 . do . Sam E. J ones . Dept. . 2 2 2464 Fayette . ' . do . Walter S. Davis . Ind. . 1 1 2465 Fulton . 1 Tombigbee Hormal Insti- H. M. Fotvler . Dept.. 1 2 1 tuteA Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1683 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students iucluded in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. 6 o a o pR Male. 6 rcS a © PR Male. Female. Male. Female. 7 8 9 19 11 13 13 14 15 16 17 18 S9 2© 21 22 23 21 45 55 0 0 0 0 10 15 0 1 0 1 4 300 $20, 000 2407 1G 22 0 0 0 0 2 2 1 0 4 600 15, 000 2408 35 65 0 0 0 0 2 1 20 50 4 8 4 8 4 600 2409 20 26 0 1 0 0 0 0 8 0 2 4 2 1 4 1, 500 2, 000 2410 35 0 0 0 0 35 75 2 12 2 12 4 1, 500 9, 000 2411 13 0 0 0 0 0 0 5 10 1 1 1 1 4 933 14, 500 2412 36 40 0 0 0 0 12 0 4 7 3 2 4 600 25. 000 2413 56 37 0 0 0 0 1 7 10 2 6 7 5 4 4 1,000 10, 000 2414 11 20 0 0 0 0 3 0 0 0 0 0 4 1, 500 20, 000 2315 18 22 0 0 0 0 4 6 8 6 0 0 0 o 4 750 20, 000 2316 445 824 3 5 0 0 16 30 2 0 44 68 16 30 4 3, 000 2417 40 140 1 0 0 0 7 9 12 17 4 980 60, 000 2418 71 82 0 0 0 0 2 9 19 63 4 1, 814 80, 888 2419 23 39 0 0 0 0 0 2 0 2 4 500 28, 500 2420 30 65 0 0 0 0 0 0 15 35 1 14 1 10 4 500 25, 000 2421 5 9 0 0 0 0 0 0 0 0 4 230 16, 500 2422 32 33 0 0 0 0 0 1 1 5 1 3 4 60 45, 000 2423 46 69 0 0 0 0 4 2 16 13 7 10 3 4 4 400 20| 000 2424 38 66 0 2 6 6 3 5 4 2, 300 2425 30 36 0 0 0 0 2 3 2 1 4 537 2426 20 25 0 0 0 0 2 1 3 500 4, 500 2427 32 19 0 1 0 0 3 2 2 0 4 500 35, 000 2428 9 41 0 0 0 0 4 0 0 2 4 2 4 2 4 400 20, 000 2429 60 70 0 0 0 0 10 6 20 15 4 5 4 3 4 25* 1, 000 30,000 2430 15 20 0 0 0 0 13 20 0 0 0 0 4 344 14, 000 2431 22 25 0 0 0 0 6 5 4 2 2 2 1 1 4 640 16,’ 000 2432 40 20 0 0 0 0 1 4 o 0 4 700 2433 30 30 0 0 0 0 18 22 1 2 1 2 4 230 10, 225 2434 125 134 0 0 10 6 11 16 4 800 60, 000 2435 32 41 0 0 0 0 2 8 1 6 4 1, 300 2436 20 33 0 0 0 0 2 5 1 0 4 300 10, 000 2437 11 36 0 0 0 0 1 1 2 7 1 1 3 500 35, 000 2438 15 20 0 0 50 60 1 0 3 5 3 500 2439 8 4 0 0 52 41 4 575 2440 10 7 0 0 38 49 1 3 0 0 o 0 0 1, 500 * 2441 9 4 0 0 16 10 1 1 0 0 l’ 000 2442 5 5 0 0 30 15 4 0 2 2 2 2 4 400 2443 10 8 0 0 23 44 2 2 1, 000 2444 20 9 0 0 49 32 11 5 9 ' 4 5 2 4 2 3 100 300 2445 15 12 0 0 75 68 10 7 8 0 200 7, 000 2446 4 21 0 0 96 129 1 5 1 3 3 2447 8 10 0 0 45 35 8 10 3 2, 500 2448 64 43 0 0 0 0 12 9 0 0 18 19 12 9 3 8| 000 2449 30 28 0 0 15 11 4, 000 2450 48 52 0 0 0 0 5 n 3 0 6,’ 000 2451 8 8 0 0 46 12 2 2 2, 000 2452 15 15 0 0 35 40 2 3 0 0 30 1, 500 2453 8 19' 0 0 26 20 8 10 0 0 0 0 0 0 2 0 4, 000 2454 10 10 0 0 11 6 0 0 0 0 0 0 0 0 0 1, 000 2455 62 60 0 0 0 0 26 33 13 20 6 20 6 16 3 3, 000 10, 000 2456 10 17 0 0 30 23 10 10 0 0 0 0 3 2457 17 14 0 0 17 16 200 2458 25 20 0 0 10 20 15 10 0 0 0 0 0 0 4 0 800 2459 20 27 0 0 0 0 5 13 4 2 000 2460 20 15 0 0 120 115 o e o o 3 100 8 000 2461 15 15 0 0 55 60 0 0 0 0 0 l 0 0 3 250 2, 300 2462 18 21 0 0 62 51 15 11 9 8 0 4 20 1, 250 2463 18 13 0 0 15 18 3 5 5 0 500 2464 21 30 0 0 65 23 5 6 3 10 5 3 5 3 4 800 2465 2466 2467 2468 2469 2470 2471 2472 2473 2474 2475 2476 2477 2478 2479 2480 2481 2482 2483 2484 2485 2486 2487 2488 2489 2490 2491 2492 2493 2494 2495 2496 2497 2498 2499 2500 2501 2502 2503 2504 2505 2506 2507 2508 2509 2510 2511 2512 2513 2514 2515 2516 2517 2518 2519 2520 2521 2522 2523 2524 Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. Department or independent. Insti ors secoi studi r2 a fuct- for idary ents. *03 I w 1 3 3 4 5 6 Mississippi— cont’d. C. M. Shaw . Ind . . . 0 5 A. S. Morrison _ Dept. . Ind . . . 1 2 E. Parker . . . 1 o Jesse R. Barry, jr . Dept. . 1 o _ . "do.* . E. J. Currie . . Dept. . 1 0 B. F. Hughes . Dept. . 1 2 W. A. Anderson . Dept. . 1 0 R. A. Eubanks ......... Ind ... 1 1 . . . .^do . J. R. Reynolds . Ind ... 1 1 J. C. Hardy . Dept.. Ind . . . 2 1 J. W. Lucas . 1 0 Lafayette Springs . . Collegiate Institute . E. J. Gilmer . Ind . . . 1 0 Homer M. Knowles _ Ind... 1 1 T. R. Shields . . Dept. . 1 1 W. K. Nettles . Dept. . 0 3 M a ri et.ta, _ High School .... Prof. J. C. Benedict . Ind ... 1 1 Meridian . Central High School . W. P. Dobbins . Dept. . 1 6 Mud Creek . Spring Hill High School. . . . John A. Donaldson _ Ind . . . 2 0 New Albany . High School . . Wm. T. Smith . Dept. . 2 0 Nolen . Sylvarena High School . G. W. Christian . Ind... 1 1 Oakland . . Grad ed School . . FT. W. Sanderson . Ind... 1 o Okolona . . . High School * . John Newhardt, A. M.. Dept. . 2 1 Oxford . Graded School . . W. B. Cowan . Dept. . 2 3 Paulding . . High School * . . . J. E. Brown . . Dept. . 1 1 Phoenix . . do . R. Gildart . Ind . . . 1 0 Pickens . __ . . . .do . J. M. O’Briant . Ind... 1 0 Pleasant Hill . Masonic Male and Female Miss Julia Sage . Ind . . . 0 2 Institute. Poplarville . High School . W. I. Thames . Dept. . 1 1 Port Gibson . . do . J. H. Owings . . Dept. . 1 2 Potts Camp . Reid’s Institute . . . A. R. Collins . Ind . . . 1 1 Pulaski . . High School . J. W. Wade . Ind . . . 1 1 Purvis _ ...... _ . do . Q. D. Sauls . Ind 1 1 Raymond . . . .do . C. B. G. Ross . Ind . . . 1 2 Rocky Springs . . do . W. I. Mclnnis . Ind... 0 1 Sardis . . Panola High School* . J. H. Richardson . Dept. . 1 1 Senatobia . i High School for Boys _ _ C. B. Sisler . Dept. . 1 1 Starkvillle . High School * . W. H. Hooker . Dept. . 1 0 State Line . _ do.* . . . J. C. Liger . Ind ... 1 0 Steen Creek _ . do . H. L. Whitfield . Ind .. 2 0 Stray horn . Strayhorn Academy . S. F. Clayton . Ind... 1 ■ 1 St, urges . _ . 1 High School . . . . . . . S. W. Smith . . Ind . 1 o Terry . . do.* . J. A. Jones _ _ _ Ind ... 1 o Thompson .... Cleaveland High School .... D. E. Clower . Ind . 1 1 Tilden . ; High School* . J . A. Senter . Ind... 1 0 Tupelo . High School _ _ _ t. . D. A. Hill . Ind _ 1 1 Tyro . . High School . . Ira G. Allen . Ind... 1 0 Utica . . do.* . Mrs. Dickson . Dept. . 0 1 Vernon . . . 1 Blue Ridge Academy . S. T. Gavin . Ind... 1 1 Verona _ _ Hi oR School F. M. Street _ Ind ... 1 o Vicksburg . High School (3 schools) . J. P. Carr . Dept.. 3 3 Waldo . High School . J. M. Consley . . Ind ... 0 1 Wallerville . . do . G. O. Mudge . . . Ind .. 1 0 Watson . _ do . B. H. Malone . . Ind... 1 0 Wesson . . . do . W. R. Mabry . Dept. . 2 1 Winona . . . do . A. J. W arren . . Ind... 2 1 Yazoo City . Robert Torrey . . . Dept.. 2 1 MISSOURI. Adrian . High School . John K. Failing . Ind . . . 1 0 Albany . ... .do . . . J. H. Markley . Dept . . 3 0 Allendale . Public School . Gilbert M. Roberts . Dept. . 2 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1685 United States for the scholastic year 1895-96— Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Clas- Scien- sical tific course, course. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Male. ® a ® Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 7 8 9 SO 11 1» 13 14 15 16 17 18 19 30 21 22 I 23 24 45 74 0 o 70 71 5 6 0 0 4 50 $8, 000 2466 21 25 0 0 0 0 4 2 18 23 0 0 3 21, 500 2467 20 15 0 0 45 25 0 0 0 0 o o 0 0 40 800 2468 4 4 0 0 31 27 3 0 4 4 2 3 4 500 2469 12 11 0 0 0 0 0 o 0 0 3 0 3, 500 2470 45 44 0 0 0 0 2 2 3 2, 500 2471 12 6 2472 10 10 0 0 35 40 1, 000 2473 6 6 0 0 55 54 0 o 0 0 1, 000 2474 25 60 0 0 0 0 8 10 2 7 1 5 3 500 10, 000 2475 12 15 0 0 43 50 10 4 1 0 3 1,200 2476 5 10 0 0 70 50 3 250 1,500 2477 31 24 0 0 37 40 125 800 2478 20 20 0 0 20 25 0 0 3 0 2479 11 21 0 0 0 0 0 0 0 0 0 0 0 0 3 250 5, 200 2480 10 5 0 0 60 70 0 0 3 0 0 0 0 0 3 ! 50 750 2481 35 105 0 0 0 0 1 12 1 12 3 1, 000 50, 000 2482 17 14 0 0 51 45 0 0 0 0 o 0 0 0 3 2483 20 26 0 0 0 0 0 0 3 1 60 1, 000 2484 10 10 0 0 20 15 o 0 2485 4 8 0 0 16 28 2486 45 49 0 0 0 0 3 6 ''4' ; ;;; 40 26, 000 2487 30 30 0 0 0 0 6 4 10 15 5 8 4 2 4 100 15, 000 2488 30 22 0 0 17 30 0 2 0 3 0 2 0 0 3 500 2489 10 10 0 0 20 25 1 1 0 0 0 0 0 0 25 600 2490 10 11 0 0 49 44 5 5 0 4 o 4 2 100 2, 000 2491 10 15 0 CO 35 35 2 1 1 8 0 0 800 2492 34 40 0 0 0 0 o o 3 200 5, 000 2493 24 16 0 0 0 0 0 4 o 4 3 5,000 2494 30 19 0 0 28 21 16 8 3 50 600 2495 10 12 0 0 50 43 5 10 o 0 o 0 500 2496 16 18 0 0 45 49 3 2 2 1 3 600 2497 5 8 0 0 22 28 4 8 4 8 0 0 0 0 3 100 800 2498 2 3 o' 0 29 32 2 3 1. 200 2499 11 22 0 0 74 85 4 15 3 18 10, 000 2500 20 0 0 0 64 0 8 0 1 0 4 2, 500 2501 0 32 0 0 84 89 3 _ 287 3,500* .2502 10 8 0 0 20 22 2 0 o o 4 1,200 2503 23 25 0 0 53 48 6 5 1 2 1 i 3 28 150 2, 000 2504 15 13 0 0 15 22 10 11 1, 000 2505 12 10 0 0 51 55 5 3 2 1, 000 2506 2 5 0 0 51 51 5 0 3 0 2,500 2507 17 10 0 0 19 19 0 0 o o 2508 11 7 0 0 40 33 3 0 3 500 2509 15 23 0 0 75 77 2 4 2 4 3 5 3 4 3 10 12, 000 2510 7 8 0 0 28 22 3 4 7 8 3 3 4 500 2511 16 20 2, 000 2512 5 10 0 0 45 50 2 5 4 500 2513 14 14 0 0 40 42 0 0 3 200 2, 500 2514 37 48 0 0 0 0 12 18 5 12 3 350 116, 000 2515 7 4 0 0 20 31 0 0 0 0 0 0 0 0 3 1, 000 2516 3 0 0 0 32 37 0 0 0 0 4 2517 3 4 0 0 27 31 2 1 0 0 0 0 0 0 2 0 1, 000 2518 39 45 0 0 0 0 3 30 20, 000 2519 17 38 0 0 58 62 0 7 0 0 3 4 3 200 12, 500 2520 30 35 0 0 0 0 10 10 1 4 1 4 1 4 3 100 30, 000 2521 29 21 0 0 101 148 0 0 1 1 0 0 0 0 3 0 100 6, 000 2522 30 34 0 0 0 0 5 3 4 2 3 723 15, 000 2523 12 9 0 0 0 0 2 50 1, 500 2524 1686 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. Department or independent. Inst ors secor stud 6 r3 s ruct- for tdary ents. r2 a ® ft 1 2 3 4 5 « Missouri— co nt’ d. 2525 Appleton City . High School . C. F. Van Benthusen. . . Ind . . . i 1 2526 Mrs. A. M. R. McMahan Dept . . o 2 2527 J. W. Scott . Dept. . 3 g 2528 H. N. Stamper . . Dept. . 1 1 2529 A. A. Wirt . Dept. . 0 3 2530 J.R. Hale . Dept. . 1 3 2531 . do . S. S. Dunham . Dept. . 1 0 2532 J. H. Main gen . Dept. . 1 . 1 2533 C. G. Williams . Dept.. 1 o ored). 2534 W. ,T. "Rowley . . Ind . . . 1 3 2535 Jno. E. Herriott . . . Dept. . 1 o 2536 C. A . Cook . Dept. . 1 o 2537 B. A. J ones _ Dept. . 1 1 2538 D B. Cully, A. M . . Dept. . 1 o 2539 Bn tier _ _ High School . J. F. Starr . Dept. . 2 1 2540 Gahool _ _ . do . W. E. Vaughan? . Dept. . 1 1 2541 Cainsville * _ _ . do . J. L. Gallatin . Ind ... 1 3 2542 Calhoun ..«• _ _ do . _ _ . Walter L. Finks Dept. . 0 3 2543 California _ _ _ Aurora High School . H. A. Hollister . Dept. . 2 1 2544 Ham cron _ _ High School . B. Riggs . Dept. . 1 2 2545 flan Inn _ . do . A. 0. Moore . Dept. . 1 6 2546 Carrollton . . do . Mrs. A. R. Quisenberry. Dept.. 2 2 2547 Oartervillft _ . do . A. A. Antles . . . . Dept. . 1 1 2548 Carthage _ r . do . E. E. Dodd . Dept. . 2 4 2549 Cassville. .... _ .... . do * . N. L. Maiden . Ind ... 4 1 2550 Centralia _ . do . J. A. Jones . "Dept. . 3 1 2551 Charleston _ . do . . A. R. Boone . Ind ... 1 1 2552 Chillicothe - _ j Central High School . S E. Stout . Dept. . 2 4 2553 Clinton High School . Mrs. C. D. Price . . . Dept. . 2 3 2554 CofFcysTvnrg _ Salem High School . I. J. Vogelgesang . Ind ... 1 0 2555 Columbia High School . . R. H. Emberson . Dept.. Ind _ 2 2 2556 Craiz Public High School . F. L. Maxwell . 1 1 2557 T)e Soto . _ High School . D. B. Yeazey _ _ ....... Dept. . 2 1 2558 Edina Public High School * . J. T. Magee . Dept. . 1 0 2559 Eldorado Springs... High School . James A. Burke. .... _ Dept. . 0 2 2560 El sherry 1 . do.*- . A . f). Moore _ _ Ind ... 1 1 2561 E ai rfa-r . .... do . J. F. Gaffney . Dept. . 1 0 2562 Farmington . | . do . S. T. Gresham . Dept. . 1 o 2563 Forest City . . do . C. G. Landon . Dept. . 1 o 2564 Fredericktown I . do* . . A. E. Jones . Dept. . 1 0 2565 Fulton _ _ .......... I Public High School . J. C. Humphreys . Dept. . 2 1 2566 Golden City _ _ _ High School . W ill R. Crowther . Dept. . 1 1 2567 Granby _ . do . Ralph F. George . Dept. . 1 1 2568 (IrflTit, City _ . do . J. W. S. Dillon . Dept. . 1 1 2569 Gre.e.n City _ . do . A . E. Dent . Dept. . 1 o 2570 Greenfield _ I . do . J. M. Taylor . Dept. . 3 0 2571 Hannibal . ! Douglas High School (col¬ J. H. Pelham . Dept.. 1 1 ored). 2572 . do . High School . Gertrude Ashmore . Dept. . 3 3 2573 Harris . . do.* . Chas. S. Davis . Ind ... 1 0 2574 Harrisonville ....... J _ do . A. F. Trenkle . Dept. . 2 1 2575 Hartville . i . do . . : . Chas. H. Simmons . Dept. . 2 1 2576 Henderson. . . A eadem.y _ _ N. J. Craig . . Ind ... 1 0 2577 Hermann . High School _ _ C. C. Thudium . . . Dept. . 2 0 2578 Higginsville . _ do . . . . . H. B. Walker . Dept. . 1 2 2579 Holden _ _ Pnhlie High School . F. P. Sever . Dept. . 1 1 2580 Hopkins . . . High School . Berriah Dimmitt . Dept . . 1 2 2581 Humansville . Public School . M. W. Allison . Dept . . 1 6 2582 Independence . High School . . . W. L. C. Palmer . Dept. . 1 3 2583 Jameson _ Public School . Prof. Hickman . Ind ... 0 2 2584 Jamesport . Public High School . A. R. Alexander . Dept. . 2 0 2585 Jefferson City . High School . 1 J. L. Bankson . Dept.. 3 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1687 United States for the scholastic year 1895-96 — Continued. Students. Total secondary students". Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Length of course in years. Number in military drill. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. rS 15 a 21 $2, 500 30, 000 5,000 207, 000 5,000 10,000 30, 000 15, 000 4, 000 3, 500 10, 000 12, 000 31, 000 5, 000 10, 000 15, 000 12, 000 20, 000 60, 000 25, 000 21, 000 15, 000 8, 000 5, 000 10, 000 75, 000 10, 000 4, 800 13, 000 30, 000 26, 000 1,200 10, 000 6, 050 5,000 50, 000 40, 000 10, 000 15, 000 6, 000 15. 000 30, 000 8,000 10, 000 15, 000 10, 000 7, 000 18, 000 13, 000 12, 000 7, 000 9, 000 12, 000 2, 500 1,500 7, 000 25, 000 20, 000 2586 2587 2588 2589 2590 2591 2592 2593 2594 2595 2596 2597 2598 2599 2600 2601 2602 2603 2604 2605 2606 2607 2608 2609 2610 2611 2612 2613 2614 2615 2616 2617 2618 2619 2620 2621 2622 2623 2624 2625 2626 2627 2628 2629 2630 2631 2632 2633 2634 2635 2636 2637 2638 2639 2640 2641 2642 2643 2644 2645 2646 2647 1690 EDUCATION REPORT, 1*95-96. Table 33. — Statistics of public high schools in the State and post-office. 9 Name. Principal. a A Male. Female. 3 4 5 6 J. M. Reason, supt . Ind... 1 1 W. H. Maurer . Dept.. 1 2 W. B. Randolph . Dept.. 1 1 C. S. Color . Dept . 3 2 J. E. Clark . Ind... 1 0 R. H. Dodds . Dept.. 1 1 G. M. Hoaglin . Dept.. 1 0 J. R. Hartup . Dept.. 1 1 Warner W. Elliott . Dept.. 1 1 J. B. Eberly . Ind . . . 2 0 C. M. Swingle . Dept.. 0 1 Chas. L. Williams . Dept. . 1 1 C. H. Handley . Dept.. 1 2 S. E. Weaver . . Dept.. 1 0 W. N. White . Dept.. 2 0 Roland W oodward . Dept. . 1 4 J. G. Kaufman . Dept.. 1 2 Thos. J. Teeple . Ind... 0 3 H.R. McYay . . Dept. . 2 1 O. A. Peters . Ind... 1 0 E. E. Main . Dept.. 1 1 D. J. Schurr . Ind... 1 0 D. K. Dun ton . Ind . . . 1 0 C. C. Shields . Ind... 1 0 N. H. Stull . . Dept.. 2 0 J. M. Lane . Ind... 1 0 John S. Weaver . Dept.. 5 7 E. H. Colvin . Ind... 1 0 E. W. Matthews . Dept.. 2 3 E. N. Dye . Ind . . . 1 0 Richard C. Franz . Ind . . . 1 0 J. L. Heise . Ind... 1 0 C. C. Biglow . Dept. . 2 2 W. C. Sleeper . Dept. . 0 2 W. E. Heichel . Ind . . . 1 0 J. W. Bittiksfer . Ind . . . 1 1 W. Lee J effers . Ind . . . 1 0 R. B. Bennett . Ind... 1 2 W. W. Geer . Dept.. 1 1 Geo. Goodrich . Dept.. 1 0 W. B. Harris . Dept.. 1 0 W. M. Webb . Ind... 1 0 H. M. Plum . Dept.. 1 0 John W. Enoch . Ind... 1 0 Rufus E. Alspach . Ind . . . 0 2 C. A. Krout . Dept. . 2 5 J. T. Bartmess . Ind . . . 2 5 C. G. Ballou . Dept.. 6 9 Abram Grove, Ph. D - Dept.. 1 1 C. E. W oolford . Ind... 1 0 Frank L. Dille . Dept.. 1 0 H. U. Helter . Dept. . Ind... 2 1 A. A. Schear . 1 0 A. W. Carrier . Ind . . . 0 2 Oliver J. Luethi . Dept.. 2 1 H. B. McCord . Dept. . 0 1 T. L. McKean . Dept.. 2 1 I. N. Keyser . Dept.. 1 2 Walter E. Painter . Ind . . . 1 1 1 A. L. Cunningham . >4- 95. Ind... i 0 Name. High School . . do . . do . . do . . do . . do . . do . . do . . do . . do . . . Johnsville High School.. . . High School . . do . . do . . . do . . do . . do . . do . . . do . . do . . . . do . Stolces Township High School. High School . . do . . do . . tlo . . . . do . . do . . do . . do . Home High School.... . High School . . do . . do . . do . . do . . do . . do . . . do . . . . do.* . : . do.* . Central High School . High School . . do . . do . Columbian High School. . . . Union High School . High School . . do . . . . do . . do . . . do . Central Township High School. High School . . do . Darby Township School. High School . . . do . . do . . High STATISTICS OF SECONDARY SCHOOLS, 1733 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary p^^pils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. ■ ■a Ph Male. Female. Male. 6 'eg a <© eh Male. Female. Male. > .a ‘2 I 23 24 46 84 3 1 0 0 7 4 700 $77, 500 11 11 0 o 111 93 .... ■ ... 0 0 3 20, 600 26 27 0 o 0 0 6 4 12, 000 24 26 1 o 189 209 5 3 8 6 3 2 3 450 25, 000 25 20 1 0 0 0 2 2 3 5 1 1 3 90 5, 000 23 36 o o 0 0 4 7 2 3 4 960 60 128 3 1 0 0 4 20 0 6 4 700 26 24 0 0 46 47 0 0 0 0 4 178 13, 500 57 76 5 7 0 0 8 20 5 0 11 16 3 5 3 100 40, 000 15 17 0 o 0 0 1 2 4 380 15, 000 31 22 0 0 153 158 3 0 4 3 0 0 0 0 4 0 3, 000 10 8 0 0 82 80 1 1 0 0 0 0 2 25 12, 000 12 12 o 0 76 77 ;;;; 5 3 3 0 6, 000 29 28 0 0 0 0 5 0 1 0 1 0 1 0 4 400 25, 000 18 29 0 0 0 0 4 5 1 0 2 2 1 1 4 610 17, 000 6 15 0 o 0 0 0 0 0 0 4 75 3, 300 22 18 0 0 0 0 3 5 5 124 3, 500 14 20 0 2 60 75 3 3 3 1 350 25, 000 48 65 0 0 0 0 10 17 4 130 30, 000 9 35 o 0 0 0 0 0 1 4 0 0 3 400 11 14 o o 80 60 6 4 3 180 12, 000 24 16 o o 0 0 200 1, 500 1 7 0 0 0 0 ! 1 4 1 7 1 4 3 250 8,000 11 9 1 3 5 3 3 0 3 1 2 0 4 125 1, 200 18 34 0 1 0 0 5 9 3 350 20, 000 7 6 0 0 97 93 0 0 0 0 0 1 0 0 4 248 10, 000 10 9 0 0 0 0 2 1 1 0 1 1 3 200 5, 000 15 6 o 0 37 33 0 0 3 45 6 12 0 1 76 71 1 6 3 6 1 2 20 8, 000 10 20 o 0 30 40 0 0 4 12, 000 4 3 0 0 46 57 0 0 2 1 4 3 2 i 1 100 3, 000 18 24 0 0 106 92 2 2 1 2 0 0 4 200 15, 000 22 29 o o 0 0 2 2 3 16, 750 10 17 0 0 39 66 2 1 0 0 3 225 10, 000 10 18 0 0 0 0 3 250 25, 000 21 23 o 0 93 113 0 0 0 0 0 3 o o 3 12, 000 17 32 0 0 0 0 1 0 0 0 3 4 1 0 4 223 8, 000 32 32 0 0 0 0 5 2 7 0 7 6 4 5 3 3, 000 15 16 0 0 0 0 0 0 0 0 0 0 0 0 3 50 5, 000 2 6 0 0 24 21 1 1 1 1 3, 000 24 22 0 1 79 92 2 1 1 0 1 1 1 0 3 26 6, 000 16 20 o o 275 181 7 8 3 12, 000 50 36 0 0 0 0 3 3 14 12 7 7 4 3 4 600 10 13 0 0 84 79 1 1 1 1 0 1 3 64 40 68 8 5 0 0 1 0 2 9 4 400 25, 000 12 10 0 0 16 9 0 0 0 0 0 2 0 1 4 225 4, 000 12 28 5 2 67 69 0 0 0 0 0 0 0 0 3 0 4, 000 14 12 0 0 0 0 0 0 4 22, 000 10 9 1 1 70 57 ... . 2 3 2 0 0 0 3 85 17, 000 14 12 0 0 0 0 l 1 1 1 1 2 27 5, 000 35 40 0 1 0 0 12 20 5 0 5 14 2 6 4 400 15, 000 40 35 0 1 0 0 10 16 6 8 1 2 4 30, 000 56 86 0 0 0 0 2 0 11 18 3 500 27 30 27 30 0 0 6 5 3 5, 000 12 28 1 0 126 138 0 0 0 0 3 6 2 5 3 0 8,000 155 2 10 0 4 0 0 25 30 6 33 6 15 4 1, 000 200, 000 6 19 0 0 88 102 2 5 1 5 1 2 4 130 6, 000 10 13 2 0 53 54 3 2 3 90 4, 000 137 172 6 11 0 0 I 16 36 4 150 25, 000 3914 3915 3916 3917 3918 3919 3920 3921 3922 3923 3924 3925 3926 3927 3928 3929 3930 3931 3932 3933 3934 3935 3936 3937 3938 3939 3940 3941 3942 3943 3944 3945 3946 3947 3948 3949 3950 3951 3952 3953 3954 3955 3956 3957 3958 3959 3960 3961 3962 3963 396i 3965 3966 3967 3968 3969 3970 3971 3972 1736 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Name. 1 2 3 OKLAHOMA. - 3973 T,. W . Raxter . _ _ 3974 Oklahoma City . Mrs, Selwyn Douglas . . . 3975 R, E. Baghy . . OREGON. 3976 n. A . TTitoVionelr . 3977 R. N. Wright . 3978 J. A. Churchill . 3979 Aaron Frazier . 3980 Prof. C. S. Price . 3981 J. U. Brown _ _ _ 3982 •T, TT. Sta.uler 3983 Thomas A. Hayes . 3984 Jacksonville . _ do . J. M. TTnrton _ _ 3985 Medford _ _ do . (x. A. Grcfforv . . _ 3986 Oregon City . . . do . S. W. Holmes . . 3987 Portland . . do.* . . . Frank Rigler . 3988 Union . E. B. Conklin . . . . . . PENNSYLVANIA. 3989 A hi xi orf nn _ _ TTigh School . F. T,. Fla.ek . . 3990 ! A 1 cy a n d ri a, _ _ _ . do . J. Frank Meyer . 3991 Alleerhe/nv _ ------ . do . Jas. E. Morrow . 3992 Allentown _ . .do . - . J. Hiram Schwartz . 3993 Altoona . . . do . Geo. D. Robb . 3994 Ambler. ............ Borough High School . Warren R. Rahn, M. E . 3995 Archbald . High School . R. 1ST. Davis . 3996 Ardmore . Lower Merion High School . Clarence G. Bausman . . 3997 Ashbourne ......... Cheltenham High School. . . . J. L. Shrov . 3998 Atglen . . . Public School . Miss E. rI\ Good . 3999 Athens . _ _ _ ... Borough High School . W. O. Robinson . 4000 Rnugor _ High School . J. W. Elliott . 4001 Bath . do . . . Geo. Humbert . 4002 Beaver . . do . John A. Keys . 4003 Bedford . . . do . D. C. Stunkard . 4004 Bellefonte . . . . do . David O. Etters . 4005 Bellwood . . . do . J. W. Gephart . . 4006 Berlin _ _ do . W. H. Kretchman . 4007 Berryshnrg _ _ . do.* . D. F. Detter . 4008 Berwick . . do . E. K. Richardson . 4009 Berwyn . Easttown High School . J. Alexander Clarke _ 4010 Bethlehem . High School . Geo.W. Johnstonbaugh 4011 Birdsboro . .... do . J. A. Grier . 4012 Bifvmark Central High School. ....... J. B. Batdorf . 4013 Blairsville . High School . W.C. McKee . 4014 Bloomsburg . . do . L. Parvin Sterner . 4015 1 Blue Bell . Whitpain High School . W. D. Beyer . . 4016 Boyertown . High School _ _ _ _ ...... E. J. Conner . 4017 Braddock . . . . . do . . Geo. M. Fowles . 4018 _ _ do . Township High School . S. R. McClure . . 4019 Bradford . TTigh School . . Harriett C. Rounds .... 4020 Bridgeport . .... do ... W. U. Zehman . 4021 Bri st.nl _ _ Louise D. Baggs . 4022 Brook ville . . do . T. B. Galbraith . 4023 Brownsville . Union School . W. S. Bryan . 4024 Butler . . High School . Jno. A. Gibson . 4025 Camhridgeboro . Union School . C. F. Chamberlain . 4026 Cannonsburg . High School . W. C. Black . 4027 Canton . . do . W. L. Rowlands . 4028 Carbondale . Central High School . H. J. Hockenberry . 4029 ! Carlisle . High School . Mary Landes . Principal. * Statistics of 1894-95. 4^ PI rt § Instruct¬ ors for secondary students. a © c3 r2 ft 03 ft S 9 r© ft 4 5 <> Dept.. 1 2 Dept.. 1 3 Dept. . 1 0 Dept . . 1 1 Dept . . 1 3 Dept.. 2 0 Dept.. 1 1 Dept.. 1 1 Dept.. 1 0 Dept. . 1 1 Dept.. 1 0 Dept. . 1 2 Dept. . 1 1 Dept.. 3 1 Dept.. 7 8 Ind . . . 1 5 Ind... 1 2 Ind . . . 1 0 Dept.. 7 5 Dept.. 5 3 Dept.. Ind . . . 2 1 5 1 Dept.. 1 1 Ind... 1 2 Ind . . . 2 3 Ind... 0 1 Dept.. 2 2 Dept.. 4 0 Ind . . . 1 2 Dept.. 2 2 Ind... 2 1 Dept.. 0 1 Dept. . 1 1 Ind... 1 0 Dept. . 1 0 Dept.. Ind... 2 1 0 1 Dept.. 4 0 Dept. . 1 0 Ind... 1 0 Dept.. 0 12 Dept. . Ind . . . 3 1 1 1 Dept.. 1 2 Dept. . 2 1 Dept.. 2 0 Dept.. 4 4 Ind . . . 1 0 Dept. . 0 2 Ind... 2 0 Dept.. 2 0 Dept.. 3 2 Dept.. 2 1 Dept.. 2 1 Ind... 2 0 Dept.. 1 6 Dept. . 2 1 STATISTICS OF SECONDARY SCHOOLS. 1697 United States for the scholastic year 1895-96 — Continued. Students. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. Male. 1 Female. ils, ding elow idary des. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in tlie class that grad¬ uated in 1896. ents xded col- ns d 8. iS all b secox gra Clas¬ sical course. Scien¬ tific course. Male. £ a © © a A 1 £ « a % r2 a © Fh © r2 "cS a © Fh 'r2 iS a © Ti a © Fh J© 'cS © g © F=h © 3 a © Fq 7 8 9 1© 1 1 12 13 14 15 16 19 2© 21 22 23 24 25 25 0 0 o 0 5 5 3 876 $15, 000 3 6 o 0 22 1 2 1 0 15 18 29 0 0 42 46 1 5 3 0 3,000 3 8 0 0 0 0 1 2 1 2 o . 1 2 56 3,156 26 35 0 0 0 0 1 8 4 165 15, 000 8 24 0 0 0 0 3 9 3 0 4, 500 23 28 0 0 0 0 2 1 2 0 4 202 15, 000 58 75 0 0 0 0 13 15 19 10 5 5 3 1 4 300 .50,000 52 58 0 0 0 0 0 0 0 0 9 9 2 0 3 ■155 20, 575 14 43 0 0 0 o 2 3 2 3 3 "6* 60 10, 000 17 29 0 0 0 0 2 0 0 3 200 20 60 0 0 0 0 8 30 5 10 3 11 8 3 1, 500 50, 000 5 9 0 0 1 4 0 1 0 0 0 0 0 0 0 25 5, 000 9 19 0 0 3 ■ 5 1 1 6 3 25 5,000 17 26 0 0 0 0 2 1 0 0 4 11 16 0 0 37 64 0 0 0 0 1 2 0 0 4 0 3, 500 9 12 0 0 80 72 0 0 0 0 0 0 0 0 2 375 22, 000 8 8 0 0 0 0 o o 1 3 3 8, 300 51 74 0 0 0 0 6 4 47 70 10 13 2 2 4 500 25, 000 89 121 0 0 0 0 12 14 5 0 17 20 8 6 4 "si" 200 100, 000 68 107 0 0 0 0 6 10 6 28 2 Q 4 0 468 24, 000 8 17 o 0 o o 0 1 0 12 0 0 0 0 8 15 0 0 10 17 3 100 5, 000 45 0 1 o o 0 6 0 3 0 3 0 0 0 3 7, 000 36 50 o 0 o 0 4 3 3 10 0 o 4 200 18 32 0 1 0 0 2 0 4 3 4 100 12, 000 24 26 0 0 103 127 3 0 0 0 3 5 2 0 4 "0 30 16, 000 8 21 0 0 0 0 2 H 4 125 15 20 0 0 o 0 2 3 3 0 4 25 28 0 1 0 0 0 5 6 1 o~ 4 1 . 17 25 0 0 0 0 0 0 0 0 5 7 0 0 o 200 18, 000 25 35 0 0 5 5 5 3 0 10 o 1 4 8, 500 22 26 0 0 0 0 10 12 5 0 2 5 2 -3 4 1,452 9,000 7 18 0 O' 0 0 0 0 0 5 0 4 0 0 4 175 4, 000 10 6 0 0 8 3 0 0 3 3 0 3 4 0 2, 000 63 90 o 0 0 0 6 13 2 5 4 600 14 18 0 0 0 0 3 1 3 1 25 2, 000 40 35 0 0 0 0 14 8 1 0 6 5 4 1 4 30 30, 000 27 47 0 0 0 0 5 2 10 7 5 6 2 2 4 200 50, 000 134 166 0 0 0 0 37 17 7 2 20 26 7 1 4 "o' 400 7 19 0 0 o o 0 2 0 0 3 4, 000 41 33 0 0 0 0 12 3 o 0 6 3 4 0 4 150 60, 000 6 12 0 0 o 0 0 0 0 0 0 0 0 o 0 3, 500 117 140 0 0 0 0 9 12 18 25 4 c 4 117 404 100, 000 6 26 0 0 0 0 4 5 4 30 3, 000 6 19 0 0 0 0 0 9 3 25 35 0 0 0 0 5 10 3 8 0 3 4 250 10, 000 23 34 0 0 0 0 1 6 0 0 3 10 0 1 4 20 16, 000 18 32 0 0 o o 4 1 0 8 o 1 4 75 10, 000 30 42 0 0 0 0 0 0 8 18 3 5 2 4 "6’ 75, 000 88 114 0 1 0 0 5 10 6 17 o 5 4 600 25, 000 59 77 0 0 0 0 8 5 15 12 7 13 5 1 4 125 25, 000 16 6 0 0 10 9 0 0 0 0 0 0 0 0 4 5, 000 25 26 0 0 0 0 8 10 14 4 3 4 3 200 14 15 0 0 0 o 4 6 19 0 0 25 25 0 0 1 4 0 3 0 0 4 25 140 18 20 0 1 0 58 ! 63 1 0 0 0 1 0 I 0 4 15, 000 2896 2897 2898 2899 2900 2901 2902 2903 2904 2905 2906 2907 2908 2909 2910 2911 2912 2913 2914 2915 2916 2917 2918 2919 2920 2921 2922 2923 2924 2925 2926 2927 2928 2929 2930 2931 2932 2933 2934 2935 2936 2937 2938 2939 2940 2941 2942 2943 2944 2945 2946 2947 2948 2949 2951 2952 1700 EDUCATION REPORT, 1895-96, Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. 0 P 3328 Jas. E. Kelley . Ind . . . i 1 3329 South New Berlin . . Union School and Academy. Charles S. Gibson . Ind . . . i 0 3330 Robert. W. Hughes Ind . . . i 3 3331 .T amps A. Tool ey .. Dept. . o 3 3332 Willis U. Hinman Dept. . 1 1 3333 fleoro-o E A twood Ind. 1 1 3334 D. D.^T. Marshall . Ind . . . 0 3 3335 Tino-a Center do . ! W al t^r U. IbiTit-fvn Ind 1 0 3336 Uona wanda Hi°h School . 1 Vv al trip rr Dept 1 3337 Troy . do . j H. L. Taylor Ph. D. Dept . . A 4 3338 Tuliv Union School . . 1 W Earle Stilwell Ind 1 2 3339 Unadilla . Union School and Academy. ! M. J. Fletcher . Ind... 1 3 3340 Union . Union Preo School and. James L. Busk . . Ind . . . 1 2 Academy. 3341 TTnimi Springs Union School . . . A rt.k nr AT . Seek el 1 Dept. . 1 2 3342 Utica . . . Free Academy . George Carleton Sawyer Dept. . 5 6 3343 Valatie _ _ _ _ _ Union School . Olin B. Sylvester . Ind . . . 1 1 3344 V wn nn . . E R. Adams . Ind . . . 1 1 3345 Y estal .............. ! Graded School _ _ _ _ Arthur Mason Ind . 1 1 2 3346 Yirtnr | Union School ....? . George Ray W icker, Ind... 1 1 j 2 3347 \V nd din crton . . ! Union Free School . A. B. J W Rutherford . Ind . . . 1 2 3348 YY ald*m Hi 0 i 4 5, 000 22 19 0 o 0 0 i I...J 1 55 24 0 0 1 0 0 2 3 1 0 1 0 1 4 560 12, 000 16 33 1 1 1 1 0 0 1 7 4 50 5, 500 28 30 0 o 0 0 1 1 0 ... .1 i _ 2 3 1 0 3 100 16, 400 25 35 0 0 0 0 0 7 1 4 3 5 0 0 0 0 1 0 2 1 14 23 0 0 0 0 ! 1 0 0 4 -360 3, 000 30 31 0 0 0 0 6 I 4 2 0 6 10 4 0 3 10, 000 32 47 0 o 0 0 ! 5 G 5 7 2 1 4 350 5, 000 10 22 0 0 73 65 5 4 4 3 2 1 2 0 3 400 20! 000 94 138 0 1 0 0 20 15 6 0 7 21 ! 4 2 4 600 80, 000 20 17 0 0 0 0 9 12 0 0 0 . 0 ■ 3 460 18, 000 11 13 0 0 32 35 2 1 3 1 3 100 5, 000 44 115 0 2 0 0 3 19 4 500 10, 000 18 17 0 0 32 43 1 1 0 0 2 1 1 1 3 75 9^ 000 31 24 0 0 41 37 3 1 1 0 3 40 8, 000 36 60 2 0 0 5 7 I 4 2 4 6 2 2 4 300 16, 000 13 11 2 0 45 52 * 4 3 6 5 3 3 1 0 3 12 3,200 35 58 0 1 0 0 33 17 6 8 3 300 10, 000 57 79 0 1 0 0 11 22 3 950 22’ 000 _7 20 0 0 0 0 0 3 0 1 3 152 25 40 1 1 0 0 2 6 2 4 1 9 1 2 3 100 3, 500 41 76 0 0 0 0 4 1 9 19 5 5 4 700 25, OOO 13 14 0 0 6 4 0 1 i 0 2 5 0 0 3 65 2,000 9 14 0 0 36 56 9 7 1 2 2 1 1 4 1, 250 10, 000 8 19 0 0 47 37 3 60 l] 500 13 14 0 0 21 24 0 0 8 6 1 2 0 0 4 75 33 69 0 0 0 0 4 2 4 11 4 2 4 575 2 5 0 0 37 31 0 0 0 0 0 0 0 0 4 150 2, 000 12 12 0 0 28 36 12 6 2 2 3 100 7, 000 17 29 0 0 0 0 2 3 2 i 2 4 100 30, 000 50 78 0 1 0 0 3 7 0 4 400 17 15 0 0 0 0 1 1 1 1 1 2, 000 28 24 0 0 70 92 7 3 3 0 3 3 3 3 4 250 18, 000 30 - 28 0 0 165 135 4 4 2 1 1 3 50 15, 000 8872 3673 3874 3675 3676 3677 3678 3679 3680 3681 3682 3683 3684 3685 3686 8687 3688 36S9 3690 3691 3692 3693 3694 3695 3696 3697 3698 3699 3700 3701 3702 3703 3704 3705 3706 3707 3708 3709 3710 3711 3712 3713 3714 3715 3716 3717 3718 3719 3720 3721 3722 3723 3724 3725 3726 3727 3728 3729 3730 3731 3732 3733 3734 3735 3736 3737 3738 3739 3740 3741 3742 3743 3744 3745 3746 3747 3748 3749 3750 3751 3752 3753 3754 3755 3756 3757 3758 3759 3760 3761 3762 3763 3764 3765 3766 3767 3768 3769 3770 3771 3772 3773 3774 3775 3776 3777 3778 3779 3780 3781 3782 3783 3784 3785 3786 3787 3788 3789 3790 3791 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the Principal. ® n a ® © t 3 .9 Fh o 1 Instruct¬ ors for secondary students. ! 2 ® P Male. Female. 3 4 5 6 JV. H. Sidebottom . Ind . . . 2 2 F. E. Calkins . Ind . . . 2 0 Professor Shawan . Dept. . 2 0 G. A. Goshorn . Ind... 1 0 J. M. Bichardson . Dept. . 1 1 C. W. Harshman . Ind... 1 2 O. W. Kurtz . Dept.. Ind... 2 0 A. A. Bothtrock . 1 0 W. L. Smith . Ind... 1 0 W. H. Mitchell . Dept. . 1 1 H. D. Grindle . Ind... 3 0 C. B. McLinn . Ind . . . 1 0 E. F. Barnes . Ind... 1 0 W. P. Y andervort . Dept. . Ind... 1 1 TJ. L. Monce . 1 0 John W. Sleppey . Ind ... 1 0 Lee E. Messner . Dept. . 1 0 M. W. Spear . Dept.. 2 1 W. C. Williams . Ind... 1 0 Wm. M. White . Dept. . Ind . . . 2 0 E. E. Baker . 1 1 John K. Baxter . Dept.. 2 3 J. Edson Gordon . Dept.. 1 0 Y. E. Budy . Ind . . . 1 0 Emma Henderson . Ind... 1 2 A. C. Baker . Ind . . . 1 2 Miss M. Ella Moore _ Dept.. 0 3 Y. L. Peterson . Dept.. 0 1 E. E. Bichards . Dept.. 2 5 James A. Syler . Ind . . . 1 0 William Beeder . Dept.. Ind... 2 0 J. W. Millette . 2 0 Nettie E. Myers . Dept. . 1 2 Emma Herd . Ind... 0 1 W. L. Bogers . Ind... 1 0 G. W. Hoffman . Dept.. 1 0 Jas. C. Fowler . Dept.. 1 8 Albert C. Hood, supt . . . Dept. . 1 1 M. A. Brown . Ind... 1 0 Mr. Middleswartz . Ind ... 2 1 Evan L. Thomas . Ind . . . 2 0 C. L. Cronebach . Dept. . Ind... 2 2 F. L. Bailey . 1 0 G. B. Bolenbaugh . Dept.. 1 1 Chas. W. Cookson . Dept.. 1 0 L. E. York . Ind... 2 0 E. M. Craig . Ind ... 2 0 J. B. Ledman . Dept.. 2 0 Lida F. Baldwin . Dept.. 1 1 W. H. Schibley . Dept.. 1 1 J. E. McFadden . Dept.. 2 1 B. D. Hirst . Ind... 1 0 C. L. Burrell.. . Ind... 1 0 H. M. Morrison . Ind . . . 1 0 D. D. Bates, supt . Ind... 1 0 C. M. L. Altdoerffer . Ind . . . 1 0 Joe P. Owen . j Ind . . . 1 0 James E. Cole . Dept.. 1 3 Sue E. Harrison . Dept.. Dent.. 1 1 2 0 Name. High High School ........ . do . . do . . do . . do . . do . . do . . do . . do . . do.* . . do . Israel Township School. High School . . do.* . . . . do . . do . . do . . do . - do . . do . . do . . do . . do . . do . . do . . do.* . . do.* . . do . . do . . do . . do . . do . . do . . do . Goshen Township School.* High school . . do . . do . . do . . do . . do . . do . . do . . do . . . . do . . do.* . . do . High School . . High School . . do . . do.* . . do.* . Central High School High School . _ .do . Beaver Township School. High School . . do . . do . . do . * Statistics of 1894-95. High High STATISTICS OF SECONDARY SCHOOLS. 1737 United States for the scholastic year 1895-96 — Continued. Students. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen- tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. Male. Female. jS a Female. Male. Female. Male. Female. 7 8 9 io 11 12 13 14 15 16 17 IS 19 20 17 47 0 0 0 0 0 o 55 70 0 0 0 0 4 7 4 7 2 12 0 0 0 0 34 37 0 0 0 0 6 3 48 58 0 0 0 0 4 10 4 4 22 30 0 0 0 0 3 8 3 8 20 25 0 0 0 0 0 0 3 2 10 12 0 0 0 0 3 0 0 0 5 8 15 30 0 0 0 0 i 0 0 0 0 0 0 0 0 16 26 0 0 0 0 5 6 6 9 0 0 0 0 0 0 6 4 0 0 0 0 0 0 0 o 23 20 0 0 0 0 0 0 0 0 3 5 0 0 50 68 0 0 0 o 2 11 317 518 1 0 0 0 21 40 6 5 30 30 0 0 100 110 6 6 10 15 0 0 50 30 2 4 0 0 9 10 0 0 53 57 2 0 0 0 97 159 1 2 0 0 25 61 13 23 111 154 0 0 0 0 13 30 3 2 100 175 0 1 0 0 3 1 7 20 2 2 9 20 0 0 120 134 0 0 1 0 1 2 0 o 5 37 0 0 7 11 0 0 0 o 0 0 35 40 | 0 0 0 0 4 7 2 2 22 24 [ 1 0 368 357 0 0 6 5 0 0 32 51 34 70 0 1 0 0 5 23 0 0 45 49 0 0 11 18 12 6 4 6 2 1 26 32 0 0 48 46 3 0 0 0 4 2 3 0 28 45 0 0 0 0 5 5 1 0 26 ! 36 1 2 19 44 0 0 228 218 0 0 2 0 4 | 5 2 0 20 44 2 0 0 0 7 3 5 10 4 1 11 2 0 8 17 2 0 0 0 0 0 8 10 0 0 102 90 0 0 20 21 0 0 0 . 0 28 32 0 0 0 0 2 0 4 2 1 4 0 0 19 14 0 0 114 127 16 13 : 1 1 2 3 2 3 35 40 6 7 0 0 5 3 i 5 3 9 13 4 6 9 12 0 0 0 0 0 5 7 10 0 0 58 43 | 2 3 o 0 39 55 1 1 0 0 5 .10 4 3 2 3 48 76 0 0 0 0 9 12 10 14 0 0 0 0 3 5 28 12 0 0 0 0 1 2 31 50 0 0 0 0 10 4 4 0 6 6 0 0 18 40 0 0 0 0 4 5 1 0 0 3 11 0 3 90 180 0 2 0 0 5 16 i 10 7 7 11 5 11 8 10 0 0 230 237 2 3 16 36 0 0 0 0 1 3 11 20 30 0 0 0 0 2 13 18 21 1 1 0 0 2 1 6 5 40 80 0 0 0 0 I 10 10 10 19 5 5 36 46 16 19 0 0 2 8 2 10 16 31 1 2 0 0 12 18 22 20 0 0 0 0 0 0 0 0 5 4 0 0 32 124 0 0 0 0 6 18 5 21 Q 4 30 60 0 0 0 ft 5 20 ED 96 - 55* o t3) 21 4 4 3 4 8 4 2 3 2 2 2 3 4 3 4 3 4 3 4 4 4 3 3 4 4 3 4 4 4 2 2 2 4 4 3 3 2 3 4 4 4 3 4 3 3 3 2 3 2 3 3 4 3 Number in military drill. Volumes iu library. Value of grounds, buildings, and scientific apparatus. 23 24 200 $60, 000 25, 00C 0 3,500 200 50,000 ! 450 38, 000 30, 000 25 15, 000 18, 000 68 6, 000 275 18, 000 163 350 10, 000 0 210 75 225, 000 1,000 75,000 _ 0 0 300 17, 000 600 .... 600 7, 500 .... 700 6 560 0 280 3, 000 758 25, 000 473 60, 000 4 350 40, 000 2 0 20, 000 2 150 5, 000 500 30, 000 100 50 375 150 0 120 15, 000 2, 000 2, 500 300 85, 000 40 240 12, 000 2, 000 50, 000 200 35, 000 465 58, 000 300 20, 000 500 20, 000 500 • - - • 300 6, 000 150 250 20, 000 1;;:: 1,598 50, 000 3973 3974 3975 3976 3977 3978 3979 3980 3981 3982 3983 3984 3985 3986 3987 3988 3989 3990 3991 3992 3993 3994 3995 3996 3997 3998 3999 4000 4001 4002 4003 4004 4005 4006 4007 4008 4009 4010 4011 4012 4013 4014 4015 4016 4017 4018 4019 4020 4021 4022 4023 4024 4025 4026 4027 4028 4029 < 1738 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Hame. Principal. Department or independent. Insti ors secor stud' 6 r3 ruct- for idary ents. ,2 rc3 a > a *2*2 93 94 12 0 . o 0 0 .... 0 1 3 18 38 1 1 0 0 4 . ! 4 569 $15, 000 22 56 0 0 229 233 0 0 0 0 2 3 0 0 0 | 700 48 100 4 1 0 0 0 0 1 0 0 10 0 1 4 120 15, 000 6 25 0 o 0 0 3 9 1 2 , 2 500 20, 000 8 0 0 0 0 7 8 0 0 0 0 0 0 2 0 12, 000 10 O- o o 200 145 2 Q 3 390 33 52 1 o o o 1 ■ 5 6 3 200 35, 000 17 24 0 0 83 108 4 3 1 1 4 3 2 2 ! 3 100 8,000 18 30 0 0 2 5 3 0 5 2 2 8 1 0. 3 40 31 34 0 0 69 68 7 4 1 0 4 1 1 55 35 o 1 0 o 5 9 3 800 21 20 o o o o 8 5 3 704 36, 000 36 79 o 0 0 0 0 0 2 2 4 11 3 300 20 49 0 0 173 202 6 15 3 4 0 5 0 3 5 "o' 1, 750 35, 000 12 14 o o 37 44 4 2 o 0 0 0 3, 000 10 25 6 10 0 o 1 0 1 0 1 8 1 0 1 1,000 20, COO 42 54 o 0 o 0 0 ! 0 2 0 j 8 4 25, 000 21 28 o 0 39 42 0 0 0 0 0 0 32 41 1 2 69 65 0 0 0 0 5 3 0 l 0 3 108 7,600 10 30 o 0 o 0 3 100 15, 000 20 30 0 0 180 200 3 2 10 15 3 5 1 0 3 1, 000 40, 000 28 55 0 0 0 0 10 14 4 7 4 3 4 700 14, 000 13 1 0 121 114 4 7 150 7, 000 9 18 0 0 0 0 o 0 0 2 2 0 2 2 30 108 | 144 1 0 0 0 20 10 10 10 12 30 5 0 4 "o' 0 100, 000 3-3 14 '0 0 150 170 1 0 0 0 3 3 1 0 2 150 25, 000 20 ! 21 o 0 o 0 1 0 0 0 0 3 2 3 126 12, 000 13 10 o 0 o 0 2 8 0 0 2 9 o 0 9 8 3 0 4 o 150 13, 000 4 16 0 0 122 144 4 16 2 0 400 16, 000 40 45 0 0 *o 0 2 0 2 0 8 11 3 . 0 4 300 16, 000 26 17 0 0 0 0 0 0 0 0 3 4 0 0 3 "o' 154 16, 000 189 352 4 4 o 0 16 50 4 o 600 110, 000 20 30 0 0 30 25 i 0 2 0 5 5 1 0 3 0 500 7,000 18 11 o 0 4 10 3 2 0 0 4 0 125 6, 600 35 87 1 3 0 0 1 2 5 3 2 12 0 3 4 250 20, 000 12 18 0 0 120 104 1 0 4 200 5, 000 14 28 1 1 ° 0 2 2 i 0 6 10 3 2 3 285 11, 158 38 57 o o o 0 36 60 2 2 2 2 4 190, 650 31 49 0 0 0 0 5 10 3 0 3 10 1 4 3 150 50j 000 24 20 0 0 0 0 0 0 0 0 1 3 0 0 4 ”6’ 300 25, 000 40 40 0 0 0 0 20 15 10 5 18 10 10 4 4 0 800 40, 000 291 430 18 18 o o 25 12 34 49 4 6 4 1, 000 130, COO 15 12 1 0 o 0 I 0 1 0 3 is’, 000 10 22 0 0 0 0 0 ° 0 0 3 4 0 0 3 300 8, 000 48 80 o o o o 11 3 8 20 3 1 3 500 60, 000 13 1 12 0 0 12 10 0 ° 0 0 2 7 2 0 200 20, 000 40 40 0 1 0 o 2 6 0 0 4 o 500 28 75 1 1 o 0 7 I 50 1 2 9 9 4 700 50, 000 15 27 0 0 0 0 o 3 2 1 1 0 4 300 12, 000 11 20 0 0 137 175 2 3 3 9 1 1 3 386 17, 000 17 26 0 0 0 0 2 5 3 "o 97 28 32 1 1 0 0 4 7 3 998 15, 000 10 20 0 0 15 10 2 4 3 60 10, 000 23 1 28 0 0 0 0 4 6 3 250 42, 000 17 17 0 0 141 124 1 5 3 44 10, 000 10 1 20 0 0 0 0 r"' 1 5 300 20, 000 17 36 0 0 295 317 3 5 4 200 22 48 0 ! i 0 0 2 6 2 2 4 15 35 0 I 0 0 0 2 5 4 100 15, 000 4030 4031 4032 4033 4034 4035 4036 4037 4038 4039 4040 4041 4042 4043 4044 4045 4046 4047 4048 4049 4050 4051 4052 4053 4054 4055 4056 4057 4058 4059 4060 4061 4062 4063 4064 4065 4066 4067 4068 4069 4070 4071 4072 4073 4074 4075 4076 4077 4078 4079 4080 4081 4082 4083 4084 4085 4086 4087 4088 4089 4090 17< 4091 4092 4093 4094 4095 4096 4097 4098 4099 4100 4101 4102 4103 4104 4105 4106 4107 4108 4109 4110 4111 4112 4113 4114 4115 4116 4117 4118 4119 4120 4121 4122 4123 4124 4125 4126 4127 4128 4129 4130 4131 4132 4133 4134 4135 4136 4137 4138 4139 4140 4141 4142 4143 4144 4145 4146 4147 4148 4149 4150 4151 :0 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public h State and post-office. Hame. Principal. 1 2 3 Pennsylvania— con¬ tinued. A . M. Wilson . Tra, G. Kutz . . . ~V. E. Sweazey _ Boys’ High School* . I. P. McCaskey . Miss S. H. Bond ell H. Horace Beidler . _ Ado . H. Emilie Groce . . do . A . W. Powell Charles K. ALitmer H. J. Sineltzer A . L. Custer. . . do . D. P. Stapleton . . do . W. F. Kennedy . Linesville . . do . J. H. Grandy _ Lititz .. .......... . do . Alice H. Bricker . Liverpool _ _ . do . I. W. Huntzherger Look Haven . do . VV. J . W ol vert on Ly ken s.. . . do . Ira S. Wolcott . McEwensville . . do . S. P. Dietrich . McKeesport . . Central High School* . Ell. S. Day . John H. Shenck... Manlieim . _ _ _ _ _ Borough High School . Marcus Hook . Grammar School . Mary P. McFarland - Marietta Hifrh School . . J. H. Haldeman Marysville . do . Jno. S. Campbell Manp.h nhnnfc . do . James J. Be van B R Meadville . . do . Euphemia Haxton . M ed i a, _ _ . do . Leon H. Watters . Mercer _ . do. * . Miss Charlotte Barton. . Meyersdale . Middletown . Public High School . High School* . J. C. Speicher . W. H. Kindt . . Mifflinhnrg . do . C. R. Heff. Mifflintown i _ do . Oden C'. Gortner. _ ... Millersburg . . do . Chas. B. Cloud . Milton . . do . L. A Beardsley . Minersville . . do . H. H. Spayd . 1 Monongahela . 1 City High School . E. W. Dalbey . j Montoursville . High School . H. G. Phillips . Montrose . . do . Benton E. J ames Moores . Prospect Park High School. Wm. E. Case High School. . . Miss A. M. Worrell . i Morrisville . Lewis 11. Bond . Mount Carmel High School . S. H. Dean Mount Jackson . _ do . Robert G. Allen . 1 Mount Joy . . . do . C. L. Arnold . j Mount Pleasant .... . do . W. G. Kintigh . Mount Union . . do . S. W. McClure . 1 Muncy . . do . F. W. Robbins . Myerstown . . do . Samuel Haak . 1 Hauticoke . . do . A. P. Difiendafer . 1 Hazareth . .... do . Frank Huth . 1 Hew Bethlehem . . . . . do . S. C. Hepler . H ew Brighton . .... do . Miss Mary Aiken . Hew Castle . . do. * . A. J. Eckles . H ewtown . . _ do . 1 C. J. Walter . Hewville . . . do . . i J. T. Kelley . Hicholson . . do . . j Chas. F. Osborne . j H orristown ....do A. D. Eisenhower . Horth East . . . do . G. F. W. Mark . Northumberland. . . . Public High School . Myron Geddes . Horth Wales . High School * . Lewis R. Harley, A. M., Ph. M., Ph. D. Oil City . do . F. J. Turnbull _ Orbisonia . . do . H. J. Wickey . | * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1741 United States for the scholastic year 1895-96 — Continued. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class tliat grad¬ uated in 1896. Length of course in years. Number in military drill. V olumes in library. Value of grounds, buildii and scientific apparatus. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. r© c3 Female. Male. a © 5 Male. © "cS S © Male. Female. 7 8 9 1© 11 13 13 14 15 16 17 IS 19 2© 21 22 23 24 14 23 0 o 0 0 2 3 ' 0 5 0 2 3 1, 331 14 8 0 o 0 0 3 0 0 0 0 0 o 0 3 $22, 000 4 4 0 0 71 66 2 1 2 100 135 0 0 0 0 0 17 0 . 1 3 125 50, 000 0 80 0 0 0 0 0 37 4 38 40, 000 11 23 0 0 201 190 4 1 3 420 22, 000 7 14 0 0 0 0 0 0 0 0 3 5 0 0 600 7, 000 30 35 0 0 0 0 3 2 4 0 5 2 3 1 4 27 220 40, 000 57 97 0 0 0 0 8 4 4 0 8 16 4 0 3 4, 000 30, 000 12 17 0 0 O’ 0 0 2 0 0 0 3 3 396 17, 000 17 23 0 0 0 0 4 3 4 1 0 0 3 0 200 36, 600 14 27 0 0 15 27 0 3 0 3 1 10 1 250 5, 200 23 45 0 0 0 0 0 0 0 0 0 10 0 ' 0 3 300 40, 000 19 30 0 0 74 60 0 0 0 0 8 6 0 0 2 40 8, 000 13 16 0 0 0 0 0 0 0 0 2 6 0 0 2 275 10, 000 20 20 0 0 70 60 0 0 0 0 0 0 0 0 3 "o’, 8, 000 90 94 0 1 0 0 10 5 5 0 9 12 4 500 165, 000 16 28 0 0 0 0 0 0 0 0 8 9 ”6 '"o' 3 500 25, 000 11 13 0 0 13 2 2 3 2 1 4 500 4, 000 57 95 0 0 0 0 28 16 0 0 250 60, 000 23 24 0 o 16 18 3 2 4 500 16, 500 10 6 0 0 89 87 1 4 o 0 3 "o' 50 15, 000 43 60 4 0 0 6 7 0 0 2 8 1 1 8 150 18 22 0 0 0 0 0 0 0 0 2 5 0 0 4 "6" 60 5, 000 41 32 o o 0 0 41 32 1 3 1 3 4 ! 400 250 62 130 0 2 0 0 4 11 4 38, 000 28 35 0 2 0 0 0 0 2 0 2 8 1 0 3 0 375 25, 000 25 25 0 0 0 0 3 1 3 1 12, 000 12 30 0 0 0 0 5 8 3 25 20 49 0 0 0 0 8 2 1 10 5 8 0 3 500 30 40 0 0 0 0 1 1 6 5 2 1 4 50 10, 000 8 12 0 0 0 0 .... 3 6 3 "0 0 14 22 [ 0 0 0 0 1 0 1 0 3 0 2 0 3 400 22, 000 58 69 o 1 0 0 6 7 4 9 3 3 4 2, 000 60, 000 19 41 0 0 0 0 1 5 3 400 60, 000 5 14 0 2 0 0 4 5 "*’3" "o' 2 50, 000 28 27 0 0 0 0 5 5 3 40 70 0 0 0 0 6 4 4 8 8 14 4 6 3 150 25, 000 15 11 0 0 100 86 0 0 2 3 3 107 8 17 0 0 164 166 0 0 0 0 3 6 75 15, 000 12 37 0 0 0 0 5 9 3 200 65, 000 20 24 0 0 0 0 64 1, 500 4 11 0 0 0 0 3 4 1 0 5 10 2 1 4 200 18, 000 18 15 0 0 0 0 4 5 2 300 12 13 0 0 0 0 4 4 3 41 37 1 1 0 0 3 0 0 0 2 4 2 0 4 0 600 30, 000 25 13 0 0 17 12 | 4 1 1 3 0 500 15, 000 18 32 0 0 12 10 1 0 1 0 3 5 2 0 3 400 26 14 0 0 0 0 0 0 0 0 4 4 0 0 3 ”6" 765 8, 000 5 10 0 0 0 0 ] 2 2 326 20, 000 35 65 1 3 0 0 3 7 1 1 4 1, 000 150, 000 65 78 0 0 0 0 10 4 20 0 ■ 3 8 3 2 4 600 18, 000 22 33 0 0 0 0 1 0 1 3 1 5 1 0 3 "o' 23, 000 16 32 3 3 105 107 1 3 0 0 4 0 0 0 3 0 10 16 0 0 90 96 117 151 3 5 0 0 3 2 10 5 14 25 4 0 5, 780 14 34 0 0 0 0 0 1 0 0 0 8 0 1 4 200 30, 000 22 37 1 0 0 0 1 6 2 0 3 358 8 12 0 0 0 0 3 2 4 4 3 2 4 200 10, 000 66 159 1 1 0 0 10 6 5 13 4 6 4 1 10 1 11 1 0 0 0 0 3 4 3 250 7. 000 4091 4092 4093 4094 4095 4096 4097 4098 4099 4100 4101 4102 4103 4104 4105 4106 4107 4108 4109 4110 4111 4112 4113 4114 4115 4116 4117 4118 4119 4120 4121 4122 4123 4124 4125 4126 4127 4128 4129 4130 4131 4132 4133 4134 4135 4136 I 4137 1 4138 i 4139 4140 4141 4142 •" 4143 4144 4145 4146 4147 4148 4149 4150 4151 1742 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high schools in the State and post-office. Hame. Principal. • , Hepartment or independent. _ Inst: ors secor stud 6 rci s ruct- for idary ents. 73 a Male. Female. a5 13 N Female. Male. Female. 7 8 9 10 11 12 13 14 15 £ 17 18 19 30 31 22 33 34 24 23 0 0 30 26 7 5 ■ 1 0 o 0 0 0 3 $5, 000 4261 10 35 0 0 0 0 1 3 1 3 0 11 0 10 3 160 6, 000 4262 12 24 0 0 63 64 i 2, 000 4263 8 0 0 0 0 8 - 0 o 0 0 '3 0 6, 000 4264 29 27 0 0 12 10 10 8 2 0 3 3 3 500 4265 4 6 0 0 37 49 0 2 0 0 3 0 0 1, 000 4266 121 15 0 0 71 55 5 3 1 1 1 1 5 8 3, 000 42G7 15 15 0 0 0 0 1 o 3 250 2, 000 4268 23 20 0 0 0 0 :::: 4 5 2 300 15, 000 4269 6 4 0 o 12 22 2 2 o 0 4 40 500 4270 37 60 0" 0 0 0 .... .... ■ 5 14 3 0 4271 24 23 0 o 0 o 3 5 .... 7 9 1 . 800 4272 16 25 0 0 0 0 :::: 3 0 1, 145 5, 100 4273 40 39 0 0 11 31 10 15 .... 4 500 2, 000 4274 9 1 o o 91 139 40 20 .... 0 1 4, 000 4275 4' 22 0 0 31 33 .... 4276 30 20 0 0 0 0 0 0 0 0 2 3 0 0 4 1 . 4277 14 18 0 0 23 17 6 14 2 0 0 0 0 0 0 0 1, 000 4278 15 5 0 0 25 55 15 5 15 5 1 o 1 o 3 500 4279 59 46 0 0 0 0 1 5 1 5 4 0 1, 500 4280 4 3 0 0 31 17 3 0 i i 0 3 1 3 1 0 0 100 4281 8 4 0 0 34 35 8 4 I 0 0 0 0 o o 400 4282 100 92 0 0 0 0 10 7 2 1 0 0 75 4 6 so 6, 000 4283 10 12 0 0 30 33 4 2, 000 4284 2 4 0 0 6 13 0 0 500 4285 8 6 0 0 22 31 2 3 1, 000 4286 18 17 0 0 41 30 1 4 1 0 2 3 2 2 4 0 40 800 4287 25 40 0 0 15 20 10 16 3 7 20 25 9 13 300 600 4288 11 17 0 0 86 104 7 5 4 0 2 1 2 1 2 2,500 4289 10 4 0 0 20 16 3 3 0 0 3 4 0 100 4290 20 13 0 0 15 12 7 6 1 0 6 2 4 2 4291 8 10 0 0 15 15 0 0 5 5 1 2 1 0 3 0 1,000 4292 9 16 0 0 22 19 0 0 0 0 0 0 0 0 0 1, 000 4293 10 13 0 0 0 0 2 0 2 0 500 4294 35 30 0 0 0 0 8 5 2 1 6 8 5 6 3 127' 300 6, 000 4295 4 6 0 0 16 16 0 1 4 250 4296 12 18 0 0 18 17 2 4 1, 000 4297 21 66 0 0 0 0 2 9 2 341 20, 000 4298 4 6 0 0 36 54 4 6 0 6 2 2 2 2 2 5 2, 000 4299 3 7 0 0 41 21 3 5 0 0 0 0 2 1, 500 4300 8 7 o 0 42 33 400 4301 4 6 0 0 26 34 3 3 26 4302 10 10 1 0 0 0 0 3 6 4 5 0 0 0 o 4 500 4303 39 43 0 0 0 0 | 1 5 2 450 7, 000 4304 11 5 0 0 21 14 2 2 0 0 0 0 0 3 0 1,050 4305 7 9 0 0 0 0 1 4 6 3 4 25 3, 200 4306 10 10 0 0 30 30 1 5 5 2 3 0 0 0 0 0 0 4, 000 4307 10 8 0 0 10 8 2 5 0 0 2 1 2 0 400 4308 21 23 0 0 35 39 13 9 5 0 2 1 2 1 3 180 1,200 4309 10 10 0 0 20 10 4 2 2 0 3 800 4310 13 12 0 0 32 17 3 8 3 0 3 0 1, 000 4311 5 12 0 0 27 55 5 12 2 o 3 1, 000 4312 36 36 0 0 45 43 0 0 2 1 3 215 26, 250 4313 32 1 43 0 0 0 0 32 43 4 3 4 3 4 1,000 75, 000 4314 12 19 0 0 0 0 3 2 0 0 3 44 7, 000 4315 6 7 0 0 0 0 2 3 0 0 250 G, 000 4316 18 l 20 0 0 0 0 18 20 3 432 14, 000 4317 1748 EDUCATION REPORT, 1895-96. t 4318 4319 4320 4321 4322 4323 4321 4325 4326 4327 4328 4329 4330 4331 4332 4333 4331 4335 4336 4337 4338 4339 4340 4341 4342 4343 4344 4345 4346 4347 4348 4349 4350 4351 4352 4353 4354 4355 4356 4357 4358 4359 4360 4361 4362 4363 4364 4365 4366 4367 4368 4369 4370 4371 4372 4373 4374 4375 Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. Department or independent. Inst ors secoi stud © ruct- for idary ents. © '<3 & © 1 3 3 4 5 3 SOUTH DAKOTA— COn- tinued. •T. H. Randolph _ Dept. . 0 1 E. M. Stevens . Dept. . 1 1 _ .do . Alexander Strachan. . . . Dept. . 1 1 Dells High School . L. E. Goodwin . Dept. 1 1 C. E. Swanson . Dept. . 1 0 _ "!do . H. R. Miller . Dept . . 1 1 A. C. Stokes . Dept. . 1 1 S. G. Hartranft.. _ j )ept. . 1 1 D. C. Sawyer Ind . . . 1 0 H. F. Kling Dept . . 1 1 Charles E. Holmes Dept . . 1 1 Bertha Wilcox Dept. . o 3 A. J. Kimmel. Dept. . 1 2 . do . R. B. McClerron . Dept. . 2 I Mitchell . 1 . do . A. C. Shepherd . Dept. . 3 1 Ouida . 1 . do . D. Q. Jordan . Dept. . 1 0 ! Parker . 1 . do . M a . Robinson . Dept. . 1 ■ 0 | Pierre . _ . . do . H. E. French . Dept. . 1 1 Plankinton . ! . do . F. H. Hoff.. Dept. . 1 o 1 Rapid City 1 . do . W. A. Ferguson Dept. . 1 1 Redfield . . do . . . E. W. Heyler . Dept. . 1 1 i Sioux Falls . . do . H. J. Davenport . Dept. . 2 2 j Springfield . . do . J. A. McLouth . Ind .. 0 1 ! Tyndall . . do . S. K. Clark . . . Dept . . 1 1 Vermillion . do . S. S. Townsley, B. S _ Dept . . 1 1 Wehst.er . do . H. J. Rock ..." . Dept. . l 1 1 i V ankton . . do . I Maria N. Me Vay . Dept. . 2 3 TENNESSEE. Arlington . . High School . W. T. Loggins . l'nd _ 1 1 Aspen Hill . Academy . E. I. Luna . Ind. . 1 1 | Atwood . . . . High School . B. A. Croftord . Ind . . . 1 0 | Beech Grove . College . J. G. Warden . Ind . . . 1 j 0 ! Rlnff nity _ Zollicoffer Institute * . John J. Wolford . Ind . . . 1 0 ! Boonville High School . J. M. Orrick . Ind . . . 1 0 Bradford . Academv . . . B. F. Watson . Ind ... 1 0 Brazil . . High School . G. A. Campbell . Ind . . . 1 0 Bristol CityHicrh School . . Tj. S. TiOndon _ . Dept . 1 2 Capleville . . High School . J. H. Martin . Ind . . . 1 0 Charleston _ . . do . H. Cote . Dept. . 1 1 Chattanooga, _ . _ . do . H. D. Wyatt . Dept. . 3 4 Clarksville . . do - - • Miss Bettie Garland. . . . Dept. . 0 3 Clear Spring Fairview Academy . D. W. Griffith . Dept. . 1 0 Cleveland _ High Sehnnl _ _ D. C. Arnold . Dept. . 2 0 . do . Redhill Academy . J. 1. Harrison . Ind . . . 1 1 1 Columbia, _ Andrews High School . W. E. Bostick . Dept 1 3 Como . High School . C. A. Derry berry . Ind... 1 0 Concord . Lillian E. Duncan . Ind . . . 0 1 Corryton . TV alnut Grove Academy. . . . J. E. Wickham . Dept. . 1 0 Covington.. _ City High School . Miss Mabel Owen . Dept.. 0 1 Crystal . Mount Olive High School. . . E. E. Nooner . Dept . . 1 0 Dandridge . Maury Academy . J. M. Hicks . Dept. . 1 1 Dickson . . . Way man Academy (colored) * T. E. Miller . Dept. . 1 1 Dyershnrg _ _ City High School . H. S. Kennedy . Dept. . 1 1 Elizabethtown. _ _ _ Secondary Public School* .. F. R. Hart . Dept. . 1 0 Eve Mills . Sulogahler College . J. W. Clemmer, B. S., Ind .. . 1 0 M.D. Fall Branch . .... Graded School * . W. C. Lawson . Dept . . 1 l 0 Farmington . . . Academy . A. L. Yearwood . Ind . . . 1 0 Finea.stle . . Powell’s Valley High School M . P. Stricklin . Ind ... 1 0 Flynns Lick . Normal School . J. T. Tracy . Ind . . . 2 1 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1749 United States for the scholastic year 1895-96 — Continued. Students. Length of course in years. Number in military drill. >> f-l cS p ;Q 0 05 ® a o t> Value of grounds, buildings, and scientific apparatus. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing college. ?or Gradu - ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. 6 s Female. Male. r2 a Eh Male. 1 Female. Male. Female. Male. Female. 7 8 9 io ii 13 13 14 15 16 17 18 19 30 31 33 33 34 17 20 0 0 0 0 0 1 i 0 1 3 0 1 3 30 $10,000 4318 5 13 o o o o 0 2 3 50 5, 500 4319 18 31 o o o o 1 2 1 1 4 350 42, 900 4320 7 20 0 0 0 0 1 1 0 1 1 1 1 1 3 204 10,’ 000 4321 11 20 o o 0 0 o 0 o 0 o 0 2 "6’ 75 8, 000 4322 14 35 o o o o 3 3 4 50 20, 000 1 4323 16 27 1 1 o o 3 4 3 345 18, 000 4324 14 28 0 0 0 o 1 1 i 0 1 3 3 245 13, 000 4325 10 12 o o 40 38 0 0 3 12 4326 22 23 0 0 0 0 5 6 4 200 120 4327 16 24 o o 0 o 16 24 4 11 4 11 2 400 15, 000 4328 30 58 o o o o 5 12 5 12 4 200 60, 000 4329 7 3 o o o o 4 2 1 1 4 50’ 000 j 4330 28 29 o o’ 0 o 2 o 2 4 1 2 4 200 16, 000 . 4331 60 70 0 0 0 0 0 0 5 10 6 13 3 200 50. 000 4332 10 15 o o ]2 10 0 0 "o 0 3, 000 4333 6 8 0 o 0 o 2 3 3 250 14, 000 4334 15 21 0 o 0 o 2 1 4 150 4335 19 24 0 0 0 0 0 2 4 50 7, 000 4336 18 24 0 0 0 0 15 24 3 0 0 0 0 0 4 200 15, 000 4337 4 15 o o 0 0 5 8 3 200 15, 000 4338 59 95 0 o 0 0 2 3 3 2 10 10 2 2 4 4339 46 67 0 0 22 58 3 3 5 10, 000 4340 21 18 0 0 0 0 4 3 1 8 1 4 3 350 1,200 4341 8 10 0 o 0 0 ] o 200 4342 13 23 0 o 0 o 3 4 2 4 1 12, 000 1 4343 18 28 0 o 0 0 0 6 0 6 3 4344 12 29 0 o 40 54 0 o o 0 3 .... 1 0 3, 500 4345 25 22 0 0 18 24 2 0 0 0 0 0 0 0 0 30 1,.000 4346 24 14 0 o 51 31 0 0 0 0 0 4347 14 19 0 o 34 33 3 0 3 0 100 4348 38 29 o o 74 70 12 8 3 2 3 1 4 0 2, 500 4349 6 3 0 o 50 21 0 0 0 0 0 425 4350 18 15 0 0 52 65 0 0 0 0 3 0 0 1, 500 4351 • 4 6 0 o 60 90 1 4 1 1 3 0 6 1, 000 4352 25 30 0 0 0 0 0 0 0 0 0 0 0 0 3 0 20, 000 4353 9 5 0 o 16 27 0 0 0 0 1 0 0 4354 10 8 0 0 0 0 2 0 0 0 4, 000 4355 91 172 0 o 0 0 9 27 3 4356 26 66 0 o 0 0 2 10 3 16 2 10 3 400 4357 12 11 0 0 0 0 5 3 0 0 0 0 "6" 0 500 4358 20 25 0 0 0 0 9 7 0 o 2 0 150 15, 000 4359 20 10 0 0 60 50 30 7 5 2 12 3 3 800 4360 7 32 0 0 0 0 5 20 0 4 3 0 400 25, 000 4361 12 5 0 0 23 25 0 0 0 0 0 0 0 0 5 0 0 1,350 4362 18 25 0 o 60 26 6 4 o 0 10, 000 4363 15 22 0 0 0 0 0 0 0 0 0 0 2 3 3 0 1,200 4364 9 10 0 0 0 0 0 0 0 0 3 0 15, 000 4365 11 14 0 0 0 0 0 0 11 14 0 0 0 0 4 "o’ 0 1,500 4366 40 35 0 0 0 o 5 7 8 11 1 3 1 0 4 5, 000 4367 6 4 6 4 0 0 3 10 4368 40 70 0 0 0 0 5 25 3 4 3 100 20, 000 4369 4 5 0 0 0 0 0 0 0 0 0 0 0 0 ”6’ 0 3, 000 4370 5 10 0 0 55 30 0 0 0 4371 13 14 0 0 0 0 2 2 3 0 2, 750 4372 15 25 0 0 25 35 1 3 1, 500 4373 25 10 0 0 65 45 5 2 i 10 8 7 0 2, 000 4374 31 24 0 0 49 17 9 6 > 31 23 0 0 10 4 0 300 1,500 4375 1750 EDUCATION REPORT, 1895-96. 4376 4377 4378 4379 4380 4381 4382 4383 4384 4385 4386 4387 4388 4389 4390 4391 4392 4393 4394 4395 4396 4397 4398 4399 4400 4401 4402 4403 4404 4405 4406 4407 4408 4409 4410 4411 4412 4413 4414 4415 4416 4417 4418 4419 4420 4421 4422 4423 4424 4425 4426 4427 4428 4429 4430 4431 4432 4433 4434 4435 4436 4437 Table 33. — Statistics of public high schools in the State and post-office. Hamo. ' Principal. Department or independent. Insti ors secor stud r2 Female. 1 3 3 4 5 6 TENNESSEE —COnt'd. J. H. Morse . Ind . . . 1 0 B. E. Mullens . Ind... 1 0 T. R.. Hit d son . Ind 1 1 W. M. Rogers . Dept. . 1 o John S. Arbuthnot . Ind . . . 1 2 J. H. White . Ind 2 1 roads. Hill City . High School . A. C. Wesson . Ind . . . 0 1 W. K. Dickens . Dept. . I o R. K. Morgan . Ind . . . 2 o F. K. Henderson . Dept. . 1 W. F. Piper . Ind 1 1 R. H. Freeland . Dept. . 2 1 S. W. Sherrill, A. M . Dept. . 3 o G. O. Van Meter . Dept. . 1 o 1 Kingston - Rittenhouse Academy* . S. F. Brading . Dept 1 o l Knoxville . Austin High School (colored) J. W. Manning . Dept . . 3 1 _ do . Girls’ High School . AV. T. AVhite . Dept. . 1 3 _ do . Horth Knoxville High School J. R. Lowry . Dept. . 1 2 ! _ rlo . . W est Knoxville High School R. Porter . Dept. . 0 1 Lane, view Academy . ,T. AV. Meadows _ Ind ... 1 0 J Lenoir Git.y High School . . . . . J. T. Henderson . . Dept 1 0 McMinnville . _ do.* . Geo. B. Henegar . Dept. . 2 1 Mason Hall. . . do . J. V. Slavden . Dept- . 2 3 Milan . City Graded High School. . . R. E. Goldsby . Dept. - 1 2 Mill Point Institute. ...... _ .......... H. E. Bailey _ Ind . .. 1 0 Morristown High School _ _ Ohas. Mason. _ Dept 1 Mountain City . Masonic Institute . E. W. Faucette . Dept . - 1 0 Mount Horeb . High School . F. M. Killgore . Ind ... 1 0 Murfreesboro Bradley Academy (colored). F. G. Carney . Dept 2 o do . High School . . E. C. Cox... . Dept I 1 1 Hashville . Eogg High School . A . B. Warwick _ _ _ Dept 8 3 ! . do . Meigs High School (colored) F. G. Smith . Dept. . 3 1 I Hew Middleton . Academy . . . . Alfred Hatcher . Ind. .. 1 o 1 Oak Grove . Swannsylvania Academy*.. Ind 1 1 Philadelphia . Bogart High School* . 1 R. M. Doak . Ind I o Pinson . High School . John C. W right Ind * . . o 2 Porterfield . . . .do . J. R. Campbell Ind ! . . 1 1 Pulaski . . _ Giles College . | D. J. Moore . Dept. . 5 2 Rbeatown . Graded School . P. A. Doyle . Ind. .. 1 0 Rhodelia . Lost Creek Academy . Geo. W. Brantley . Ind 1 0 Ripley . Public School . J. E. Cunningham Dept. . 1 2 Robertsville . Academv . W. L. Tadlock . Dept. . 0 1 Russellville . Graded School* . E. H. Moore . . Ind ... 1 1 Rutherford _ i . College . Homer L. Higgs . Dept.. 1 1 Rutledge . Madison Academy . C. C. Justus _ _ .... Dept . . 1 1 St. Elmo . High School . . . B. H. Lo^an . Ind 1 1 Sale Creek . Public School. . . . . Hattie E. Weeks . Dept.. Ind . . . o 1 Scotts Hill . High School . B. A. Tucker . 1 0 Sherman Heights _ Public School . S. A. Morgan . Ind... 1 o Spring City _ .L W Bond Ind 1 o Sunny Side . Hew Hope Academy * AV. H. Wilson . . Ind 1 o Talome . Rock-House School... E Stone Dept. . 1 o Tiptonville . Male and Female Academy*. D. L. Van Amburgh _ Ind..! 1 0 | Trenton . . Peabody Hich School .. G R McGee Dept.. 1 1 Trimble . High School * . . J. T. Wright . Ind . . . 1 0 Tullahoma . . Union Schools _ _ _ S. J. Farris . Dept. . l 5 Union Cross Roads. Acme High School . Dan. H. Jones . Ind ... 1 0 Verona . Academy * . J. AV. Orr Ind . . . 1 0 Wartrace . . Hioffi School Andrew L. Todd Dept. . 2 1 Watertown . . do . F, M Bowline Ind 1 1 Well Spring . Powell’s Valley Seminary*. H. Sr Ridenour Ind 3 0 W illiston . Academy* . J. T. Roberts . Ind . . . 1 0 *Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1751 United States for the scholastic year 1895-96 — Continued. Students. Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Prepar colli Clas¬ sical course. ing for Bge. Scien¬ tific course. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated. in 1896. Length of course in years. Number in military drill. Volumes in library. ^ Male. Female. Female. Male. Female. Male. o5 s O pR Male. j Female. Male. | Female. Male. o3 rc5 a »»' . Jno. W. Hanna - H. D. Butler . R. H. Burney . B. A. Stafford . J. H. Vaughan . M. F. Speer . •L. J. Truett . T.E. Humphrey .. H. B. Oatis . R. E. Farmer . H. S. Crawford - Geo. H. Hagan - J. N. Dodson . Public School. . — Franklin Institute . • High School . ....do . _ do.* . Public High School . High School . Colored High School . Training School . H- F. Harmon.. . High School . E. L. Dohoney, jr. ...... College . H. H. Bonham, A. B... Public School . T. G. Woolls . High School . . H. L. Davis . _d0 . 1 A. S. Harper . Dept.. Dept.. Dept. . Dept.. Dept.. Ind . . . Ind ... Dept. . Dept.. Dept.. Dept.. Dept.. Ind . Ind. Dept.. Dept. Dept. Dept.. Dept. Ind.. Dept.. Ind . . . Dept. . Ind . . . Dept.. Ind... Ind . . . Dept.. Ind Ind . . . Ind . . . Dept . . Ind . . . Dept. . Dept.. Dept. . Ind . - - Dept.. Ind... Dept. . Ind... Dept. . Ind . . . Dept. Dept. Dept. Dept. Ind . . Ind . . Dept. Dept. Ind . . Ind . . Ind.. Dept. Ind.. Dept. Dept. Dept. Ind . . Ind . . 1 1 1 2 2 0 1 1 2 1 2 1 1 0 1 2 1 1 1 1 1 1 2 0 i 1 3 2 2 2 0 2 1 2 1 1 3 0 2 1 1 2 .2 2 1 1 1 0 1 1 2 1 1 1 0 0 3 1 1 3 0 0 1 0 0 0 1 0 3 1 2 0 1 3 0 0 5 1 1 1 3 1 4 0 0 ii l 3 0 l 0 0 * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1755 United States for the scholastic i/car 1895-96 — Continued. Student a Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, 1 and scientific apparatus. J 1 Total secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Prepa coll Clas¬ sical course. ring for eg©. Scien¬ tific course. Gradu¬ ates in 1896. Coll ego prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Male. Female. Male. Female. Male. t. Dept. Ind.. Jas. E. Shields . Willis A. Jenkins . E. L. Darst . Julian P. Thomas . J. P. Mauzy . J. P. Marshall .......... I. C. Fletcher . Ind . . Robt. E. Wolfe . Ind.. j Luther Sheppe. _ _ - - Dept. Dept. Ind . . Dept. Dept. Dept. Ind.. Rev. R. H. Cline . Lawrence Dougherty . . W A Crenshaw .... O. C. Brewer . J. K. W eaver .» . Perkins Glover . Daisy D. Nurney ....... Ind.. P. St. J. Wilson . . . . Dept. Geo. C. Perry . Ind.. D. Havs . . Ind.. F. B. Fitzpatrick . Ind . . Ed. Lovell Johns . Dept. Dept. Dept. Mrs. K. R. Richardson. . Jno. S. Charles . 4672 4673 4674 4675 4676 4677 4678 4679 4680 4681 4682 4683 4684 4685 4686 4687 4688 4689 4690 4691 4692 4693 4694 4695 4696 4697 4698 4699 4700 4701 4702 4703 4704 4705 4706 4707 4708 4709 4710 4711 4712 4713 4714 4715 4716 4717 4718 4719 4720 4721 4722 4723 4724 4725 4726 4727 4728 4729 4730 4731 Virginia — cont’d. Callands . Cedar Bluff . Charlottesville .. Chatham . Cliilhowie . Clarksville . Clifton Forge.... Clinch . Covington . Danville . East Radford - Elkton . Emporia . Fox . Front Royal . Fugates Hill - Grant . Harrisonburg ... Holland . Houston . Jonesville . Lacey Spring Leesburg . Lincoln . Linville . Luray . Lynchburg . McGaheysviile .. Manchester . Marion . Monterey . Mount Crawford Neopolis . Newmarket . Norfolk . Palmyra . Petersburg . . do . Portsmouth . Pulaski City .... Richmond . Roanoke . . Rose Hill . Round Hill . Rye Cove . Salem . Shenandoah . Snowflake . South Boston Spring Y alley ... Staunton . . Stevens Creek... Suffolk . . do . Tazewell . Tenth Legion Toshes . Warrenton . West Point . Williamsburg ... High Point High School * . . . High School * . Midway High School . Graded School* . Liberty Academy . High School* . _ do * . Clinch Academy * . High School* . - do . Belle Heth Academy . Elk Run High School . High School . Fox Institute . Graded School . Collingwood High School* . High Point Academy . High School . High School (No. 3)* . Graded School . J onesville Academy . High School . Leesburg Academy . Lincoln Academy * . High School* . Graded School . High School . Oak Hill High School . High School . Graded School . . High School* . Mount Crawford Academy . High School . Graded School . High School . Edgewood High School . High School . Peabody High School . High School . Graded School . High School . . do . Cumberland College* . Graded School* . Washington Institute . High School . Graded School . Greenwood High School * . . . Graded School . High School * . . do . Academy . Kings Fork High School *.. Public High School . High School . Graded School . Clifton High School * . High School . . do . High School (No. 1) . * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1761 United States for the scholastic year 1895-96 — Continued. Colored secondary Total students secondary included students. in col¬ umns 7 and 8. 1 © 1 p2 Male. a a © Ph Male. a © 7 8 9 1© 8 10 0 0 5 4 0 0 45 58 0 0 7 11 0 0 9 3 0 0 6 5 0 0 15 10 0 0 3 3 0 0 27 30 0 0 7 12 0 0 15 27 0 0 13 15 0 0 16 7 0 0 6 7 0 0 36 14 0 0 35 30 0 0 6 7 0 0 6 13 0 0 2 8 0 0 10 10 0 0 20 16 0 0 4 6 0 0 31 26 0 0 6 8 0 0 12 6 0 0 30 0 0 0 75 145 0 0 15 13 0 0 64 116 0 0 27 3 0 0 26 18 0 0 10 15 0 0 10 20 0 0 • 10 12 0 0 84 104 0 0 9 15 0 0 80 120 0 0 9 41 0 0 23 54 0 0 15 13 0 0 264 619 0 0 31 65 0 0 30 20 0 0 12 23 0 0 66 40 0 0 38 39 0 0 10 10 0 0 10 4 0 0 11 13 0 0 8 7 0 0 41 71 0 0 6 5 0 0 12 14 0 0 10 4 0 0 15 15 0 0 6 8 0 0 8 4 0 0 8 2 0 0 3 8 0 0 5 14 o 1 0 Students. Elemen¬ tary pupils, including all below secondary grades. 11 ED 96- 19 45 0 55 63 43 55 20 77 0 0 82 39 0 0 40 34 180 41 30 0 26 0 22 28 0 0 53 0 0 34 44 0 66 0 15 0 0 0 0 0 0 33 23 24 0 0 36 0 28 0 42 24 0 65 26 19 58 57 43 -56 12 Preparing for college. Clas¬ sical course. Scien¬ tific course. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in' the class that grad¬ uated in 1896. rS a | Female. •aruw Female. Male. Female. Male. Female. o tftSuoT; 1 13 14 15 16 17 18 19 2© 21 8 10 0 1 0 1 4 0 0 4 5 2 o 0 o 0 0 0 2 3 0 0 0 0 0 0 4 0 0 o o 0 0 o o 0 0 o o 0 0 0 0 5 0 0 0 0 0 4 7 12 3 8 o o 4 7 0 7 0 3 3 3 0 o 0 4 2 10 0 4 0 6 6 0 0 3 6 5 4 5 4 10 0 0 0 1 0 1 3 0 0 0 0 1 1 0 0 1 3 2 0 0 0 1 0 1 4 6 6 0 0 0 0 5 0 0 0 o 0 0 0 0 15 5 o o 2 1 4 0 0 o o 0 o 0 o 0 0 o 0 0 0 o o 4 9 4 19 4 9 3 2 0 1 0 0 0 0 0 4 5 6 5 3 3 10 3 4 20 11 0 0 8 5 5 * 2 4 6 3 2 0 0 2 0 0 3 10 20 0 o 1 3 3 2 0 0 4 4 5 3 2 1 0 0 1 6 10 o 0 4 4 1 0 5 3 8 8 1 2 3 0 0 0 0 0 0 9 62 0 0 3 0 0 0 0 0 6 0 0 4 0 0 1 1 1 1 1 0 0 4 13 9 0 0 6 4 3 2 4 2 6 2 6 3 0 0 0 0 3 0 0 3 5 4 2 2 0 0 0 0 3 10 18 2 0 1 5 1 3 4 6 4 0 0 5 2 2 0 o 0 4 o 4 0 0 1 11 4 2 3 3 4 4 0 0 0 0 0 0 5 0 0 1 0 3 0 0 0 0 0 0 0 0 0 1 0 0 0 2 0 2 2 1 0 0 0 0 0 0 0 22 23 23 500 0 150 0 2 0 50 490 360 76 200 40 0' 50 0 300 11 50 250 150 0 50 150 32 500 bo .a * ra 3 a §£ S'-S be® tn'f o “ © d ps § "3 24 30, 000 3, 000 1,500 500 2, 000 800 6, 500 3, 500 5, 000 1, 500 1, 500 2, 500 6, 000 1, 200. 500 8, 000 200 1, 000 5, 000 800 8, 000 5,000 500 10, 000 15, 000 1,500 4, 000 4, 000 1,500 4, 500 5, 500 30, 000 7, 000 150 10, 000 42, 000 160 2, 000 1,000 2, 000 20, 000 2, 000 2, 000 250 12, 500 1,000 6, 000 3, 500 5, 000 5, 000 $700 4672 4673 4674 4675 4676 4677 4678 4679 4680 4681 4682 4683 4684 4685 4686 4687 4688 4689 4690 4691 4692 4693 4694 4695 4696 4697 4700 4701 4702 4703 4704 4705 4706 4707 4708 4709 4710 4711 4712 4713 4714 4715 4716 4717 4718 4719 4720 4721 4722 4723 4724 4725 4726 4727 4728 4729 4730 4731 4732 4733 4734 4735 4736 4737 4738 4739 4740 4741 4742 4743 4744 4745 4746 4747 4748 4749 4750 4751 4752 4753 4754 4755 4756 4757 4758 4759 4760 4761 4762 4763 4764 4765 4766 4767 4768 4769 4770 4771 4772 4773 4774 4775 4776 4777 4778 4779 4780 4781 4782 4783 4784 4785 4786 4787 EDUCATION REPORT, 1895-9G. Table 33. — Statistics of public high schools in the State and post-office. Name. Principal. Instruct¬ ors for secondary students. WASHINGTON. Aberdeen . Ballard . Centralia . Cbebalis . Colfax . Ellensburg .... Everett . Fair haven . Hoquiam . . Montesano . New Whatcom. North Yakima. Olympia . Palouse . Pomeroy . Port Angeles . . Port Townsend. Puyallup . . Eitzville . . Seattle _ Shelton . . Snohomish . Spokane . Sprague . . Sumner _ Tacoma . Vancouver . Waitsburg - Walla Walla... Waterville - Winlock . High School - do . - do . ....do _ - do.* . - do . ....do . .... .do . - do . - do . - do . _ do . - do . - do . - do . - do . - do . - do . - do.* . ....do . - do . - do . - do . - do . - do . - do . - do . _ do . _ do . _ do . - do* . E. B. Bryan . . Edw. H. Stafford . W. H. Thompson . J. T. Forest . S. C. Koberts . F. M.McCuIly . John W. Heston, LL. D. W. r Hughes . Fred. J. Chamberlain. . . P. A. Williams . . . . E. E. White . Wm. M. Heine . W. C. Hazzard . S. M. McCroskey . E. Y. Kugkendall . Eobt. Gr. Trumbull . C. P. Aubert . A. J. Snoke . E. P. Greene . Edwin Twitmyer . H. E. Baker . E. E. Friars . J. B. Walker . Win. B. Turner . L. L. Benbow . . H. E. Wegener . C. W. Arnold . J. W. Thorpe . E. C. Kerr . C. C. Hammerly . B. E, Bullard . Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept. . Dept. . Ind . . . Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Ind... Dept. . Dept. . Dept.. Dept.. Dept.. Dept.. Dept.. Dept. . Ind... Dept.. 1 0 2 0 1 2 1 0 1 2 1 0 2 1 1 1 1 1 1 0 2 2 2 2 1 2 1 1 1 1 2 0 1 2 1 1 1 0 7 7 0 3 1 1 1 7 2 0 1 0 5 7 2 1 1 0 1 2 1 0 1 0 WEST VIRGINIA. Buckhannon . Charleston . . Clarksburg . Eastbank . Fairmont . Grafton . Guyandotte . Huntington . Keyser . Lewisburg ... . i Moundsville . New Cumberland . . . ! New Haven . New Martinsville. . . Parkersburg . - do . Paw Paw . Piedmont . Point Pleasant . Eavenswood . Wellsburg . Weston . High School . . . . do . High School . Eiver View College*. . High School* . . do . . do . _ do . . do . - do . . do . . do . . do . Magnolia High School High School . Sumner High School* High School . Davis High School. . . . High School* . . _ do.* . _ do . - do . WISCONSIN. Alina pee Alma .... Amery . . High School _ do . - do . H. A. Darnall . Mary E. McGwigan _ A. P . Eomine . A. M. Smith . Sara Meredith . . J. S. Cornwell . W. A. Burdette . Mrs. Naomi Everett _ W. P. Campbell . Jas. T. Pucker . D. T. Williams . Mary B. Leslie . M.E. Smith . D. W. Shields . E. D. Allright . J. Eupert J efferson . John B. Triplett . Wilson M. Eoulk . W. J. Kenny . W. L. McCowan . Walter Mitchell, Ph. D. E. L. Burdette . Dept.. Dept.. Dept.. Ind... Dept.. Dept.. Dept.. Dept.. Dept.. Dept. . Dept.. Dept.. Dept.. Ind . . . Dept. . Dept.. Dept.. Dept.. Dept.. Dept. . Dept.. Dept. . E.M. Phillips . Dept.. J.H. Belle . Dept.. Frank A. Briggs . ' Dept. . 2 0 1 1 1 2 1 0 2 1 1 1 1 2 2 1 1 1 1 1 1 0 4 2 1 1 0 1 2 0 1 1 1 0 1 2 1 0 1 0 0 1 0 1 2 1 0 1 0 * Statistics of 1894--95. STATISTICS OF SECONDARY SCHOOLS. 1763 United States for the scholastic year 1S95-96 — Continued. Students. Length of course in years. Number in military drill. Volumes in library. Value of grounds, buildings, and scientific apparatus. Total secondary students'. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. © © P^ % S © 13 a © © IS a © 13 a 8 EDUCATION REPORT, 1895-96. Table 33. — Statistics of public high sclu State and post-office. Name. WISCONSIN— cont’d. Hiofb School . . do . . do . . do . . do . . do . . do . . do.* . . do . . do . . . do . . . . do . . do . . do . . do . St. Croix Falls . . do . Sauk City . . do . Sextonville . . do . Sharon . . do . . . Shawano . . . . do.’1 . Sheboygan . . do . Sheboygan Falls. . . . . do . Shell Lake . . do . Shullsburg . . do . South Kaukauna. . . . . do.* . South Milwaukee... . do . Sparta . . do . Spring Green . . do . Stevens Point . . do . Stoughton . . do . Sturgeon Bay . .... do . Sun Prairie . Free High School . Superior . Nelson Dewey High School. High School . Thorp . Tom ah . . do . Two Rivers . . do . Unity . _ do . Viroqua . . do . Waldo . Queen Anne High School. . . High School . W alworth . Washburn . . do.* . Waterloo . . do . Waukesha . . do . W aupun . North Ward High School. . . South Ward High School. . . W ashington High School . . . High School . . . _ flf) . . . Wausau . . . Wauwatosa . Westbend . Free High School . . West De Pere . High School . Westfield . . do . West Salem . _ do . . W est Superior ...... Broadway High School . Weyauwega . High School . Whitewater . Winneconne . . do . Wonewoc . . do . WYOMING. Buffalo . Hivh School * . Cheyenne City . . do . Evanston . . do . Rawlins . _ do.* . Sundance . Public School . Principal. Otto Gafifron . A. C. Piper . Philip A. Kolb . H. S. Yonker . . M. N. Mclver . J. F. Bergen . James Goldsworthy . . . Albert J. Volland. - W. N. Parker. _ C. M. Gleason . G. M. MacGregor . A. E.Brainerd . Albert E. Schaub . Howard L . W ilson . Alice M. Tetherly . Paul V an der Eike . W.H. Schultz . Peter Peterson . . J. G. Skeels . . D. O. Williams . . J. E. Biordan . . E. E. Showers . Jno. N. Foster . M. M. Warner . John E. Poets . J. W. Livingston . J. D. Rouse . H. A. Simonds . Arthur H. Sholtz . E. E. Beckwith . Jos. Melville . G. L. Bowman . . A. O. Rhea . G. W. Reigle . Edwin R. Smith . James M. Powers . Taylor Ery e . George H. Drewry - J. W. Blodgett . H, W. Rood . G. H. Landgraf . H L. Terry . H. C. Curtis . E. C. Howard. . W. R. Moss . J. M. Turner . L. E. Ami don . C. C. Parlin . H. E. Burnham . Charles E. Slothower. . Cary Richard Colburn. Frank W. Starr . E. W. Walker . Benjamin Thomas . W. S. Freeman . Wilson McBride ... Anna E. Fox . Miss Maud Perdue. Joseph E. Brate _ J. I. Gates . . Dept. Dept. Ind.. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Dept. Ind . . Dept. Ind.. Ind . . Dept. Ind . . Dept. Ind.. Dept. Dept. Dept. Ind.. Dept. Dept. Dept. Dept . Dept. Ind.. Dept. Dept. Dept. Ind.. Dept. Ind. . Dept. Dept. Dept. Dept. Ind.. Dept. Dept. Dept. Dept. Dept. Ind . . Dept. Ind.. Dept. Dept. Ind.. Dept. Dept. Dept. Dept. Ind.. * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1769 United States for the scholastic year 1895-96 — Continued. Students. | Length of course in years. Number in military drill. ! Volumes in library. Value of grounds, buildings, and scientific apparatus. Total .secondary students. Colored secondary students included in col¬ umns 7 and 8. Elemen¬ tary pupils, including all below secondary grades. Preparing for college. . Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in tbe class that grad¬ uated in 1896. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. Male. '3 a 13 s Ph r2 73 1 Ph Male. 1 73 a ft Male. Female. Male. Female. rS 73 a Female. * d rc3 a d © pH Male. d *c3 a ® p2 % a d a & d S d *03 a © Ph d s | Female. Male. Female. 5 6 7 S 9 1© 11 12 13 14 15 16 17 I8 19 2© |*i 22 23 24 0 6 0 65 0 0 0 85 0 3 0 0 4 0 4, 0(0 $200, 000 2 0 20 0 0 0 0 0 300 6 0 108 Q 0 0 17 0 60 0 5 0 8 0 8 0 4 0 0 o 0 o 0 25 0 1 0 I 0 0 0 20 0 0 0 8 0 10 0 3 0 3 0 4 0 46 0 6 1, 300 65, 300 4 0 42 0 0 0 6 0 20 0 15 0 4 0 500 1,000 9 0 105 0 0 0 0 0 3,000 0 3 0 1 37 0 0 0 20 0 5 0 0 0 10 o 1 4 0 4 o 56 0 0 0 8 0 0 4 40, ©00 8 0 183 0 0 0 O 0 183 0 0 0 23 0 23 0 6 0 2,500 20,000 0 10 i 0 58 0 0 0 20 0 16 0 0 0 1 0 1 4 : 0 0 10 0 109 0 1 0 9 0 17 0 0 4 0 5,000 2 1 16 0 0 0 2 0 g 0 0 15,000 2 1 20 40 0 0 0 0 1 3 4 23 4 5 1 2 4 0 2,000 7 0 47 0 0 0 23 0 39 0 8 0 13 0 12 0 5 0 300 25, 000 0 12 0 80 0 0 0 23 0 25 0 25 1, 000 50, 000 2 1 11 G 0 0 0 0 5 0 0 3 6 4 0 0 2 2 5 2 0 0 1 0 I 1 0 4 0 4 0 14 0 0 0 5 0 12 0 2 0 9. 0 2 0 4 0 200 25, 000 0 3 0 10 0 0 0 2 0 3 0 0 0 6 0 6 0 3,000 0 4 0 11 0 0 0 3 0 1 0 5 0 1 0 1 300 J 2 36 I 36 0 0 0 0 7 8 10 5 7 8 3 1 0 1,400 12,500 0 C 0 19 0 0 0 2 0 4 , 2 2 45 48 1 0 0 0 0 10 12 20 12 3 3 3 3 4 .... 0 2, 800 150, 000 1 1 11 24 0 0 6 8 0 0 0 0 2 6 0 0 3 19 250 8,000 5 0 24 0 0 0 6 0 7 0 11 0 7 0 6 0 4 0 1,000 25,000 9 0 125 8 0 0 0 0 48 8 20 0 21 0 21 0 4 0 3,500 150, 000 2 23 0 245 0 0 0 157 0 37 0 0 0 24 0 9 4 . ... 5, 069 350, 000 0 3 0 25 0 0 0 15 0 5 0 2 0 2 0 1 4 o’ 500 5 7 . 73 51 -0 0 0 i 0 9 9 16 2 9 15 : 5 3 4 0 1,300 132,000 0. 3 0 15 o 0 0 4 0 1 0 3 0 1 200 1, 000 4 : 0 24 0 0 0 8 0 10 0 11 0 5 0 4 0 .... 0 30, 000 o ! 3 0 23 0 0 0 2 0 1 0 5 0 0 4 o 200 30, COO 7. 0 62 0 0 0 48 1 0 62 0 0 0 19 0 19 0 3 0 2,500 300| 000 1 2 17 19 0 o 0 0 4 2 2 7 0 2 4 o 2, 800 60, 000 1 2 26 42 0 0 0 0 2 12 2 0 7 12 3 6 4 0 300 0 0 3 10 20 0 0 0 0 0 6 2 0 3 2 1 0 4 0 2, 000 25,000 1 2 22 22 0 0 6 13 2 1 .2 6 1 9 4 o 400 23, 800 0 ' 2 10 0 0 12 9 4 5, 000 ' 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 75G 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. Beligious denomina¬ tion. 1 2 3 4 Massachusetts — con¬ tinued. Leicester . Lowell . Marion . Leicester Academy . The Bogers Hall School. - - The Tabor Academy . Corwin F. Palmer, M. A. . . Mrs. Eliza P. Underhill. . . Dana Marsh Dustan, A. M. Amos TT. Eaton . Nonsect .. Nonsect . . Nonsect . . Nonsect . . Nonsect .. Nonsect .. Non sect .. Nonsect .. Milton . Milton Academy . Harrison Otis Apthorp, A. M. Arthur Newell Burke, A.B "FTp/nry F. Cntlp.r, B. A _ Admiral Sir Isaac Coffin’s Lancasterian School. Edmund B. Fox _ _ Natick . Walnut Hill (Wellesley Pre- Charlotte H.Conant,B.A., Non sect .. paratory School) . Florence Bigelow, M. A. Thomas TT. Er.lrfpldt, _ Nonsect . . Nonsect .. New Bedford (523 Home Preparatory School . Charles E. E. Mosher . County st.) . Newton (334 Wash¬ Cutler’s (E. H.) Preparatory Edward H. Cutler . Nonsect .. ington st.). Newton . . . School. Newton Private School . . . Elizabeth Spear . Non sect . . . do . Wheaton Female Seminary... Miss A. Ellen Stanton _ Nonsect .. Pittsfield . Pittsfield (170 South The Berkshire School . Family and Day School for Arthur J. Clough, A. M . . Miss Mary E. Salisbury . . Nonsect .. Nonsect .. st.). Quincy . _ f] o . . Girls. Adams Academy . W oodward Seminary . . . William Boy all Tyler, A.B. Carrie E. Small . Nonsect .. Non sect . Boxbury _ ......... Notre Dame Academy. _ _ .... Sister J ulia . . . B. C .. Shelburne Falls _ _ _ _ A ttyi a A p.adomy _ C. A. Holbrook . Fong Sherborn . South hero . . . Sawin Academy and Dowse High School. St. Mark’s School . Andrew P. Averill . Wm. Greenough Thayer, A.. M. Jotham B. Sewall, A. M . . George B. Bogers, A. M . . . Joseph H. Haughey . W. C. Webb . Miss Charlotte W. Porter. Nonsect .. P. E . South Braintree . South By field . South Lancaster . South Worthington. . . Springfield (141 High st.). Springfield . Thayer Academy . Dummer Academy . . South Lancaster Academy. . . . The Conwell Academy . “ The Elms” . Nonsect .. Nonsect .. 7 D. Ad . . . Nonsect .. Non sect .. School for Girls . John McDuffie . Non sect .. Taunton . Bristol Academy . . William F. Palmer, A. M. Chas. Everett Fish, A. M. Benjamin Worcester . Nonsect . . W flhfl.ri _ The Waban School . Nonsect . . W altham . Waltham New Church School. N. J. Ch... Wellesley . Dana Hall School . Misses Eastman _ _ _ _ Nonsect . . . do . Wellesley Home School for Boys. Rnrlrp.r Ftp. a Sehnnl _ _ Edward A. Benner . Nonsect . . Wost "RoxfYvrd N. B. Sargent, _ Non sect . . W est Bridgewater .... W estford . . Howard Seminary and How¬ ard High School. Vv estford .Academy . . Horace M. Willard . William E. Frost . Nonsect .. Nonsect . . W est, Newton . . English and Classical School.. Wesleyan Academy . Nathaniel T. Allen . Nonsect . . Wilhraham . . . William Bice Newhall. . . . Nonsect .. W inehendon _ _ _ Mn rd np.lr Rp.hnnl . _ _ Frank M. Collester _ Nonsect . . Worcester (66 West st.). Worcester . The Dalzell School for Boys. . . John W. Dalzell . Nonsect .. The Highland Military Acad¬ Joseph AldenShaw, A. M. P. E . . do . emy. The IT om a School _ Miss E. A. Himball . Nonsect .. _ do . . School for Young Ladies and Children . Williams’s (Miss) School * . . . . Mrs. M. J. Throop _ Nonsect .. Worcester (4 Linden st.). Worcester . Miss Ava Williams . Nonsect .. The Worcester Academy . * Statistics of 1894-95 D. W. Abercrombie, A. M . Bapt . STATISTICS OF SECONDARY SCHOOLS, 1805 other private secondary schools for the scholastic year 1895-96 — Continued. Students. In¬ struct ors for sec¬ ond¬ ary stu¬ dents. Total second¬ ary stu¬ dents. Colored second¬ ary stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Length of course in years. I Number in military drill. Yolumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. 6 rc§ remale. 6 % s Female. Male. Female. Male. ® a ® Er Male. Female. Male. Female. <© 15 a ® a ® Ph Male. Female. 5 0 8 9 IO 11 12 13 14 15 10 17 18 19 20 21 i 31 23 24 2 4 38 41 0 0 0 0 7 8 6 8 2 5 0 3 34 300 $18, 000 0 10 0 30 0 0 0 2 0 6 0 6 "4" 325 25, 000 3 3 29 25 0 0 0 0 6 3 2 0 4 1 3 0 4 1, 087 20, 000 1 1 20 3 1 0 20 12 0 1 2 0 "o' 10, 000 8 1 80 14 0 0 22 18 6 1 6 1 0 1, 000 2 5 57 45 1 1 0 0 15 12 13 13 7 6 4 6 4 0 1,850 10 6 197 0 2 0 175 0 17 0 8 0 4 4, 700 289, 061 1 2 12 31 0 1 1 8 2 2 l 0 7 8 1 1 4 "o' 1, 500 10, 000 0 8 0 40 0 5 0 3 0 20 0 7 0 7 4 600 20, 000 1 4 17 14 0 0 10 20’ 17 5 3 2 3 0 I 4 0 1,000 25, 000 1 3 18 7 0 0 12 6 11 5 9 0 4 0 3 0 4 0 1 2 22 7 i 0 0 1 2 1 18 6 2 0 5 0 4 « 0 4 0 300 0 1 5 6 17 0 0 17 40 2 4 1 0 0 1 0 1 4 0 0 0 9 0 49 j 0 0 0 14 0 0 0 0 0 9 0 0 .... 0 5, 380 102, 000 1 3 8 7 0 0 10 4 2 0 3 3 0 0 0 0 4 0 300 20, 000 0 4 0 27 i 0 0 10 38 0 0 0 8 0 1 0 1 5 0 1, 200 3,000 3 0 39 0 0 0 0 0 39 0 0 0 9 0 9 0 4 0 1, 100 0 10 0 120 0 0 0 8 0 0 0 29 0 7 0 2 5 0 500 39, 125 0 4 0 31 0 0 0 68 0 28 0 6 5 4, 126 184, 141 1 3 49 63 0 0 0 0 5 5 4 9 1 8 1 3 4 "o' 300 25, 000 1 1 13 8 0 0 0 0 1 0 1 0 1 1 0 0 4 0 100 15, 000 12 0 110 0 0 0 5 0 88 0 22 0 22 0 20 0 5 0 3, 500 300, 000 5 5 51 44 0 0 0 0 11 16 19 1 5 8 3 5 4 0 794 150, 000 2 0 8 0 0 0 6 0 1 0 2 0 2 0 2 0 4 0 400 10, 000 4 3 30 12 0 0 53 37 2 0 1 0 3 0 3 0 4 0 600 43, 633 1 1 12 15 0 0 3 1 8 9 4 6 2 2 2 2 4 0 10, 000 1 3 0 36 0 0 2 84 ’0 20 0 5 0 3 4 0 4, 000 0 3 0 29 0 0 0 25 0 1 0 0 0 8 0 4 5 0 400 30, 000 2 3 55 44 0 0 9 12 15 4 18 3 1 5 0 0 4 0 60, 000 4 2 36 0 0 0 0 0 20 0 16 0 12 0 6 0 4 0 500 40, 000 1 1 14 14 0 0 11 18 1 0 0 200 40, 000 0 16 0 97 0 0 0 7 0 95 0 16 0 16 "4" 0 2 0 7 0 0 0 1 0 2 0 5 0 1 0 4 0 500 9, 000 1 o 15 11 0 0 0 0 0 0 0 0 3 3 0 0 4 0 50 12, 000 4 6 56 10 0 0 0 6 0 10 2 2 4 10 0 5 4 0 4,000 8, 700 1 1 18 17 0 0 6 5 6 4 5 6 0 0 0 0 4 0 200 5, 000 7 5 45 16 1 1 I 10 4 3 2 10 0 6 2 4 0 4, 000 25, 000 7 8 148 106 0 0 0 29 2 30 8 12 18 10 6 4 0 6, 500 158, 052 2 3 40 51 0 0 21 15 5 6 4 0 7 13 3 4 4 0 300 125, 000 1 2 14 0 0 0 10 0 8 0 6 0 2 0 2 0 5 0 50 1, 000 7 0 43 0 0 0 6 0 6 0 6 0 4 0 2 0 3 43 800 35, 000 0 2 0 20 0 0 0 18 0 4 0 0 0 0 0 0 30, 000 0 5 0 8 0 0 0 2 0 3 0 1 1, 500 0 6 0 16 0 0 0 5 0 3 0 0 0 0 0 0 4 0 500 2 0 '200 0 2 0 23 0 150 0 50 1 0 : 20 0 18 0 5 2, 500 475, 000 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 1806 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools, endowed academies , seminaries, and 796 797 798 800 801 802 803 8Q4 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 State and post-office:. Name. Principal. Beligious denomina¬ tion. 1 2 3 4 MICHIGAN. Thos. B. White, B. S . Friends... B. C . Bev. E . Kelley . - _ Benton Harbor . Normal Collegiate Institute... G. J. Edgcumbe, A. M., Nonsect -- Detroit (Mass. ave. and The Detroit Home and Day Ph. D. Miss Ella M Liggett, A. B. Nonsect -- Stimson place) . Detroit (36Pntnam st.) School. The Detroit School for Boys. . . Frederick Whilton, mas¬ Nonsect .. Detroit (20 Adams Detroit Seminary . . ter. Miss Cutcheon, Miss Pope . Nonsect .. ave. w.>. Sister Mary Lignoria . B C Grand Haven (Wash¬ ington st.). Bev. J. E. Wilkins on. "pj.pis Ph. D. Grand Kapids (76 Jef- Powell’s Preparatory School . .. Bev. Isaac P. Powell . Nonsect . . ferson are.). Hancock . - . St. Patrick’s School . B C TalippmiTi cr _ . . Parochial School _ _ ,T TVF . Lux. gam . T? n Kalamazoo . — Michigan Female Seminary. .. Fannie Buth Bobinson, Nonsect .. Marquette . . - St. Joseph’s Academy _ _ A. M. Sister M. Agnes . . .... E. C _ _ Monroe _ .... _ i St. Mary’s Academy _ _ _ Mother M. Jnstina . . R.C . Orchard Lake . . Michigan Military Academy . - J. Sumner Bogers, supt.. . Nonsect .. Saginaw . . . St. Andrew’s Academy* _ _ _ Sister Mary Vincent . B. C .. .. Spring Arbor . . i Spring Arbor Seminary . David S. Warner, A. M. . . FreeMeth MINNESOTA. Dnlirth The Maynard School. ......... T.anra, A . Torres . . . _ Nonsect .. B. C . Fariha.nlt, . . Bethlehem Academy . . Sister M. Dominica...... . _ _cla - _ _ _ ! St. Mary’s Hall _ .... _ Ella F. Lawrence _ ■Rpia _ _ do _ Shattuck School . . James Dobbin, D. D _ Edwin G. Mellem _ P E Fergus Falls. . . . I Park Begion Lutheran College . Convent of Our Lady of the i Lake.* . Lutheran Normal School _ _ Luth . Graceville . . . Sisters of St. J oseph ...... ! B. C Madison _ _ _ _ O. Lp’ Kensgaard _ T/iith Minneapolis (1313 4th st.). Minneapolis (2122- Minneapolis Academy - i Stanley Hall . . . Thomas Peebles . Olive Adele Evers... . Bef. Presb Nonsect .. 2118 Pleasant ave.) . Minneapolis . . . Wraaman’s Academy . . . W. W. Wraaman _ _ Nonsect .. Cong Montevideo. _ _ Windom Institute _ _ ...... C. W. Headley, A. B . Moorhead ... _ ....... ! Hope Academy. _ _ ... _ TuTt.h Owatonna. ....... _ _ [ Pillsbury Academy _ James W^ Ford, Ph. D. ... H.. H. Bergsland _ Ba.pt Bed Wing . . Bed Wing Evangelical Lu¬ Luth . theran Seminary. Bochester _ ... _ Academy of Our Lady of Lourdes. Stryker Seminary . . Mother Matilda _ B. C . St. Anthony Park (St. Miss Anna K. Stryker _ Nonsect .. Panl Station). St. Joseph. _ ! St. Ben edict *8 Academy _ ,. _ Sister Pius _ B. C . St. Paul (459 Portland Baldwin Seminary . — Clinton J. Backus, M. A . . Nonsect ave.). St. Paul (370 Selby Barnard School for Boys . . C. N.H Wheeler.... . Nonsect .. ave.). St. Paul (Merrian College of St. Thomas . Bev. James C. Byrne _ B. C - Park). St. Paul . Convent Visitation _ _ Clementine Shepherd . E. C . . do . Cretin High School Brother E. Lewis ... B. C St. Paul (Western St. Catherine’s School* . . M. S. Dusinberre . P.E . ave.). St. Panl (Western ave. St. Joseph’s Academy . — Sister Hyacinth . B. C . | and Kelson street). * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1807 other private secondary schools for the- scholastic year 1S95-9G — Continued. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. 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 stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. r2 s 6 rc3 2 3 * Male. Female. 6 "3 | Female. 1 Male. © a © fH Male. 1 Female. Male. © a © Male. © g © Fr Male. Female. 5 6 7 S 9 1° si 13 1 13 I 14 15 16 17 18 19 39 33 22 23 34 2 1 21 15 0 0 2 1 0 0 6 2 6 3 6 2 0 500 $5, 000 o 4 8 20 0 0 82 90 0 10 0 10 0 3 0 3 4 75, 000 6 6 199 198 0 0 42 22 43 48 51 48 5 12 4 11 4 54 1,290 75, 000 0 6 0 78 0 0 0 139 0 15 0 0 0 10 0 3 4 0 1, 000 55, 000 5 0 - 47 0 0 0 34 0 5 0 37 0 7 0 7 0 4 700 35, 000 2 5 0 90 0 0 3 64 0 6 0 1 0 21 0 4 4 0 1, 000 3,000 0 8 20 10 0 0 240 270 12 16 0 0 9 5 0 0 4 0 150 5, 000 1 4 0 26 0 0 0 8 0 3 0 o 0 3 4 0 800 7, 500 0 1 13 12 0 0 4 12 13 12 0 0 0 0 0 0 0 0 6, 000 o 7 3 22 0 0 3 18 3 18 4 0 0 6 6 27 0 0 144 173 0 1 4 500 o 3 0 37 0 0 0 6 0 6 0 3 0 1 0 8 0 50 0 0 400 0 2 4 0 4 0 49 0 0 "6 134 0 2 0 3 4 2, 839 94, 678 9 0 135 0 0 0 20 0 14 0 35 0 16 0 15 0 4 37 8,000 150, 000 0 1 0 25 0 0 150 200 0 4 4 0 196 3 1 29 25 0 0 29 28 2 0 3 0 9 0 3 0 4 600 10, 000 0 11 0 36 0 0 15 26 0 6 0 5 0 8 0 4 4 0 150 50 0 4 0 10 0 0 0 45 0 7 4 500 6 0 37 0 0 0 39 0 0 10 0 10 3, 000 100, 000 13 1 161 0 0 0 10 0 9 0 30 0 15 0 4 161 3,000 400, 000 3 1 18 8 0 0 85 31 8 1 1 0 6 1 3 1 4 0 188 2, 000 0 1 0 50 0 0 0 40 0 3 150 18, 000 3 0 6 4 0 0 48 20 1 1 9 0 300 30, 000 3 2 58 19 0 0 15 3 12 7 33 11 5 4 5 3 3 0 450 29, 000 0 7 0 47 0 0 12 66 0 10 0 10 4 0 1 0 9 5 0 0 34 0 1 2 28 30 0 0 36 40 6 10 4 o 150 20,000 3 0 25 6 0 0 24 2 12 0 2 0 3 0 3 0 3 0 6 2 88 78 0 0 28 12 12 3 24 27 17 15 7 7 3 131 2,000 2 0 30 0 0 0 0 104 13 0 4 0 800 35, 000 1 15 22 0 0 65 38 4 9 2 2 0 1 4 0 0 „ 0 9 0 0 1 4 0 0 0 0 0 2 0 0 4 0 0 6 0 34 0 0 0 63 0 0 0 4 900 20, 000 2 3 17 23 0 0 3 0 5 0 7 8 1 1 2 4 0 1,000 2 0 15 0 0 0 4 0 4 0 o 0 o 0 5 o 300 300 2 0 81 0 0 0 36 0 25 0 15 0 14 0 14 0 6 0 2, 000 90, 000 0 G 0 45 0 0 0 30 0 20 0 2 0 1 4 1, 254 5 0 75 0 0 0 225 0 60 o 15 0 10 0 4 0 70, 000 0 0 22 0 0 0 28 0 2 0 2 4 o 400 2, 000 1 6 0 70 0 0 0 110 0 10 0 6 4 - 1 1 1 ■ 796 797 798 789 800 801 802 803 804 805 S06 807 808 809 830 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools, endowed academies , seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. MINNESOTA— cont’d. St. Paul Park Sauk Center . . Wilder . . Willmar _ _ Winona . - St. Paul’s College . Sauk Center Academy and Business College. The Breck School . . Willmar Seminary . . Winona Seminary . Rev.C. W.Hertzler, A.M. M. E . Lewis H. Vath . Nonsect .. Fred. Joubert. . . . Epis . N. J. Hong, acting princi- | Luth pal. Sister M. Celestine . B. C . MISSISSIPPI. Abbeville . Banner . . Binnsville . Braxton . Buena Vista . Bybalia . _ do . _ do . Caledonia . Carrollton . Cascilla . Chalybeate . Chester . . . Clarkson . Clinton . Columbia . Dixon . . East Fork . Edinburg . French Camp . - do . Gat&wood . Gillsburg . Grenada . . Handsboro . Harpers ville . Hebron . Heidelberg . Holly Springs . . do . Houston . Jacinto . Kosciusko . . Kossuth . Lexington . Liberty . Louisville . Meridian (2705 11th st.) Meridian . . do . Montrose . Moss Point . Natchez . . do . . . Abbeville Normal School . Banner College * . Fairview Male and Female College.* Braxton Collegiate Institute. . Buena Vista Normal College.. Hamilton College . Kate Tucker Institute ........ Waverly Institute . Caledonia Academy * . Carrollton Male Academy * . . . . Cascilla Normal College . Chalybeate Springs Institute . Chester Normal High School. . Clarkson Academy . Mount Hermon Female Semi¬ nary.* High School . - do . East Fork Male and Female College. High School . Central Mississippi Institute . French Camp Academy . Walthall High School . Male and Female College * .... Grenada Collegiate Institute . . Handsboro College* . Harpersville College . High School* . Heidelberg Private School .... Epworth College . North Mississippi Presbyte¬ rian College. St. Thomas’s Hall . Mississippi Normal College*.. Jacinto Academy* . Kosciusko Male and Female Institute. Kossuth High School . Lexington Normal College * .. Liberty Male and Female Col¬ lege. Louisville Normal School . Lincoln School . Meridian Academy . Stone College for Young La¬ dies. Montrose High School . Moss Point Academy . Cathedral Commercial School. . Natchez College . * Statistics of 1894-95. Louis Kohlheim . A. A. Newall . Leonard L. Vann . J. D. and J. T. Wallace - H. D. Fetzer, president - Mrs. Eva B. Wilkinson . . . Kate E. Tucker . E. H. Randle, A. M . Rev. J. Turner Hood, A. B V. H. Nelson . W. F. Lambert, B. S . H. P. Walker . G. F. Black . Daniel Richards . Sarah A. Dickey . Thos. C. Reese, A. M . G. W. Huddleston, A. M . . L. H. Turner . H. Lamar Ray . J. A. Sanderson . J ackson Reeves . A. M. Beauchamp . Charles Hooper . Rev. J. W. Malone, A. M . . Rev. J. M. Pugh, A. M - F. B. Woodley, A. M . G. H. Brunson, A. B . T. H. Oden . Rev. J. W. Howell . Mrs. E. T. Taliaferro . Rev. Peter Gray Sears - H. B. Abernethy . . J. O. Looney . Miss Ellen McNulty . F. M. Patton, A. B . Dickey and Smith . P. L. Marsalis, president . . C. E. Saunders . Mrs. Harriett I. Miller _ J. L. Wilson . Rev. L. M. Stone, D. D - Wall Brothers . T. C. Reese, A. M . Brother Gabriel . S. H. C. Owen, A. M . Nonsect . Nonsect . Nonsect . Nonsect . Nonsect . Nonsect . Nonsect . Nonsect . Nonsect . Bapt . Non sect . Nonsect . Nonsect . M. E . Nonsect . Nonsect - Nonsect . Bapt . Nonsect . Presb.... Presb.... Nonsect . Bapt . M. E. So . Nonsect . Nonsect . Nonsect . Nonsect . Meth .... Presb.... P.E . Nonsect . Nonsect . Nonsect . Non sect . Nonsect . Nonsect . Nonsect . Nonsect . M.E . Bapt . Meth .... Nonsect . R. C . Bapt . STATISTICS OF SECONDARY SCHOOLS. 1809 other private scondary schools for the scholastic year 1895-96 — Continued. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. Students* Length of course in years. Humber in military drill. Yolumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. © -® a a ® Er © ro3 © a ® Eh © £ £ ■a a © ft © © 1 Eh © ® 'is a © Eh © ,5 Is a ® Eh 6 £ ® •a a ® Eh © a ^® 'is a Eh 5 3 7 8 9 io 11 13 13 14; 15 17 IS 19 ‘JO 2S 22 23 34 2 0 13 5 0 0 48 14 5 0 10 2 3 3 1 0 3 0 900 $45, 000 2 0 25 15 0 0 60 10 0 0 0 0 15 7 2 0 5U0 1, 800 4 4 30 14 0 0 37 29 0 0 0 0 0 . 0 3 0 105 20, 000 7 1 150 45 0 0 25 5 10 3 . 0 0 4 0 4 0 5 0 1, 000 20, 000 0 6 0 25 0 0 0 120 0 3 4 1, 000 80, 000 1 1 27 23 0 0 47 49 3 10 0 0 1 5 2 0 500 3, 000 2 1 33 77 0 0 45 43 6 3 4 4 3 40 1, 500 1 1 35 38 0 0 25 27 10 13 10 13 3 6 150 5, 000 2 3 30 45 0 0 70 55 30 45 30 45 0 0 0 0 3 500 0 3 18 23 0 o 47 57 5 4 6 15 4 40 800 7, 000 o ! 2 5 36 0 o 21 30 2 10 4 0 0 5 4 0 60 2, 000 i ! 1 20 25 o 0 15 20 1 3 4 800 8, 000 i j 2 18 25 0 0 40 50 5 0 1 0 1 6 1 0 4 "o' 1,000 5,000 3 4 15 15 o o 25 45 2 3 5 10 o 0 250 250 1 0 7 9 o 0 28 36 1 2 20 15 0 0 70 67 6 2 11 10 2 2 2 2 3 0 200 325 2 3 10 2 0 0 80 90 0 0 4 1 0 0 0 0 5 0 50 1,500 0 1 9 4 0 o 25 26 2 1 - 2 1 4 0 2, 000 1 1 6 10 0 0 24 43 1 4 0 0 0 0 0 6 3 0 200 2, 000 0 1 0 3 0 3 5 20 0 1 0 1 0 i 0 300 25, 000 1 2 20 20 0 0 40 60 5 3 10 10 2 3 2 3 3 0 1, 000 5, 000 2 1 23 29 o o 41 45 2 0 2 3 1 2 4 0 700 1, 200 1 0 11 12 0 0 39 33 3 1 0 0 3 0 200 1,500 1 1 20 25 o o 55 40 4 3 0 0 0 0 4 0 0 1, 000 2 4 0 45 0 o 0 21 0 16 0 4 4 0 600 5, 000 2 0 31 0 0 0 12 0 12 0 4 0 3 0 3 0 4 0 0 4,000 1 1 12 20 0 0 34 28 5 4 1 0 0 0 4 0 0 2,500 1 1 19 25 0 0 35 40 2 3 1 0 3 0 4 0 150 3, 000 0 2 0 65 o o 0 84 0 15 0 12 5 350 30, 000 1 1 9 9 0 0 19 15 0 0 0 0 4 175 4, 000 2 1 40 35 o 0 40 41 7 5 3 0 3 6 1,500 1,500 0 2 15 15 0 o 35 30 7 8 2 .... 0 2 0 3 0 1, 000 2, 500 1 1 24 24 ■ 0 0 28 30 1 1 3 4 0 300 1, 200 0 4 0 53 0 o 0 | 56 0 8 0 50 0 1 0 0 48 0 31 0 31 0 7 5 200 6 0 51 0 0 0 0 0 51 0 0 0 0 0 0 0 6 51 600 25, 000 3 2 155 177 0 o 40 50 29 40 35 45 9 10 4 0 2, 000 10, 000 1 0 20 16 0 o 40 37 2 1 1 3 3 0 300 1,000 1 2 26 20 0 o 12 8 300 1, 200 1 0 20 10 o o 40 30 o 0 600 3 0 25 25 0 0 75 100 7 8 1 0 4 0 2, 000 20, 000 1 2 10 12 0 0 34 34 1 1 2 5 1 2 1 1 4 0 6, 500 2 2 18 38 0 0 60 31 0 0 8 6 0 0 0 0 4 0 150 0 3 25 40 25 40 123 113 10 8 11 1 6 o 4 o 150 2 3 29 42 29 42 40 89 1 3 3 10 3, 000 0 3 0 68 0 0 0 18 0 0 0 12 0 19 4 500 18, 000 i 1 10 10 0 0 50 30 1 1 2 2 0 o 4 0 0 1,000 1 0 8 8 0 0 24 25 8 4 0 0 200 50 2 1 47 0 0 0 114 0 0 0 7 0 3 0 2 0 2 1, 000 40, 000 1 2 18 21 0 0 35 61 2 1 3 8 I .... 10, 000 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 910 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools, endowed academies State and post-office. Name. Principal. 1 2 3 mississipp i— cont’ d . Natchez . Nettleton (p. o. box 27) Oxford . Piera . Plattsburg . Poplar Springs . Port Gibson . Ripley . Rose Hill . Saltillo . Senatobia . .. Sherman . Shubuta . Slate Springs . Sylvarena . Tula . Tylertown . Yaiden . "Washington . Yale . St. Joseph’s School Providence Male and Female College. Warren Institute * . High School * . Winston Normal High School. Poplar Springs High School. . . Chamberlain-Hunt Academy * . Male and Female College . Rose Hill Institute . High School * . . . Blackbourne College . Mississippi Normal Institute . ShubutaHigli School . Slate Springs Academy . Sylvarena High School . High School* . Tylertown Normal Institute.. Male and Female Institute. . . . J efferson Military College . Oakland Normal institute * ... M. B. Turman . Mrs. C. A. Lancaster . E. T. Keeton . H. L. McCleskey, B. S . John H. Mitchel . W. C. Guthrie . J. B. T. Moss . Homer Hunt . J. S. Threlkeld . Jno. B. Cummings . D. H. Davis . C. W. Anderson . W. A. Rogers . W. S. Huddleston, A. M. . . C. C. Hughes . . . C. S. Brumfield . S. J. Sanderson . Joseph S. Raymond . G. A. and J. T, Holley . MISSOURI. Appleton City, Arcadia . . Ashley . . Boonville . . - do . . - do . . Brookfield _ Butler . . Caledonia . Camden Point , - do . . Ckillicotho .it Clarence . . Clarksburg . . . . - do . Clinton . College Mound. Columbia . . Conception Concordia _ Dadeville . . Dawn . . Farmington ... - do . Frederickton . Fulton...,...., Gallatin .... Gravelton .. Holden . Humphreys Iberia . Appleton City Academy . TJrsuline Academy . Watson Seminary . Cooper Institute* . Kemper School . Megquier Seminary . Brookfield College . B utler Academy . Belleview Collegiate Institute. Camden Point Military Acad¬ emy. French Orphan School of the Christian Church ot Mis¬ souri.* St. Joseph’s Academy . Macon District High School. . . Clarksburg College . Hooper Institute . Baird College . McGee Holiness College . The University Academy . New Engelberg College . St. Paul’s College . Dadeville Academy . Dawn High School* . Carle ton College . Farmington Baptist College. .. Marvin Collegiate Institute. . . The Orphan School of the Christian Church of Mis¬ souri.* Grand River College . . Concordia College . St. Cecilia’s Academy . Chillicothe District High School. Iberia Academy . G. A. Theilmann . Mother Marian . A. R. Coburn, A. M. . . Anthony Haynes . T. A. Johnston, A. M. Miss Julia Megquier. M. H. Reaser, Ph. D. . John W. Richardson. J. V. Curlin . . Rev. G. W. Everett. . , C. A. Moore . Sisters of St. Joseph . Joseph J. Pritchett . George A. Ross . Sebring and Gray . Tate Baird . J. B. Creighton . H. F. Harris . Rt. Rev. Conrad . J. H. C.Kaeppel . H. S. Bruce . A. T. Weatherby . G. W. Crow . E. J. Jennings . Nelson B. Henry (Rev.) .. Frank W, Allen. . . W. Pope Yeaman, presi¬ dent. Rev. L. M. Wagner, A. M . Sister Purification . F. A. Forman . . . G. Byron Smith . * Statistics of 1894-95. STATISTICS OF SECGNDAKY SCHOOLS. 1811 other private secondary schools for the scholastic year 1895-06 — Continued. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. 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 stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing college. for Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. •3FW 7s s ® PR ©* © 13 © © 13 a © 13 a © Ph 6 13 N © 13 a © Fh 13 a © 13 a ® pR © 13 £ r® a ® Pr © 13 a r2 13 I pR r© 13 s ® 73 a ® PR 5 45 - 7 s 9 so ii 12 13 14 15 16 17 18 19 30 21 22 23 24 0 1 Q 25 0 0 o* 75: 0* 3 0 0 4 0- 887 1 1 I0.Q. 9Q 0 0 40; ; 62 a 2 2 1 2 1 3 0 600 $3,000 888 1 1 18 6 0 0 17 4 10 5 889 1 0 10 14 0 0 28 26 o. 5 0 5 0= 2 0 2 4 0 200 450' 890 1 1 30 5 0 0. 25 20 0 0 4 3 0 0 0; 0 i a 0 0 3; ooo 891 1 1 14 19 0 0 60 67 3 2 4 : 5= 3 0 250 4, 000 892 3 0 58 0 0 0 30 0 20 0 10 0 8 0 4 0 2, 000 40, 000 893 1 2, 20- 35 0 Q 60 65 10; 15 4 0 2, 000 894 1 o. 1 6 0 0 43 38 0) 0 0 0 0 0; . 0 0 1 0 0 2,000 895 1 1 15; 20 0 0 30 ! 60 3 4 3 4 4 0 100 1, 000 896 1 1 O 24 0 0 0 76 o 15 ; 0; 8 O 8 3 0 5; 000! 897 2 1 20 8. 0 0 105 100 3 1 4 4 i a 0 2 0 : a 0 600 2, 500 898 i 1 17 18 0 0 22 1 3: 0 5, 000 899 i 0 5 9 0 0 75 65 0 2 0 8 0 0 0 O' 300 900 i L 20 17 0 0 36 24 0 0 5 1 0 0) 0) 0 j 3! 0 200 1, 000 901 2 0 18 22 0 0 75 122 a 2 5 0 7 5 5 5 3; 0 500 3, 000 902 i 1 30= 20 0. 0 25 40 4 0: 300 1, 50 0 903 i 2: 41 62 0 0. 24 8. 4 7 0 0 : 0> i O' 0 0i 1 4 o. 0: 5, O O O 904 4 0 13 0 0 0; 30 10 0 0 0 0 0 0 0 0) 4 13 2, 500 20, 000: 905 1 1 48 44 0. Q 95 80 5 2 10 4 17 4 2 2 2; 0 1, 050 2, 500 906 3 3. 26 20 0; 0 56 46 7 5; 4 40 4, 000 907 0 1 0 24 0 0 0 16 0 6 O 3 1, 200* 908 I 30 21 0; 0 15 14 12 6 10 5 0 I .... 0 1, 250 10, 000 909 1 1 15 21 0 0. 4 7 5; 0 .... 1 4 "*i* * **0* 4 0 600 ' 10, ooo 910 4 ® 1 50 0 . o. 0> 16 ! o: 5 0 *25 0 9 0 5 0 4 50 2, 000 50, OOO 911 0 5 4 20 0 0 4 34 . 1L 5 0 0 0 3 0 2 4 0 400 5, 000 912 1 1 20- 25. 0 0, 20 40 ■ 4 3 0 0: 1 a I I 4 200 1 10V ooo 913 3 4 :• 76 34 0 0, 4 ft 4 6 2 3 2 7 2 4 4 0 400 9, 500 914 2 L . 15* 10 Os 0> 60 40 ; 8 6 3 1 2 4 1, OOO 20, 000 915 0 33 0 0 0 0 0 0. 0 18 0 0 0 4 30 2, 000 916 0 2; ' 0* 60 0 0 j ft 10 0= 0 0 0 . 0 4 | - — 4 0 400 30, 000 917 Q 1 0 12 0 o. 0 38 0: 4 0 8 0 8 0 4 4 0 100 919 0. 3 25; 38, 0 0 40 32 ; is 18 4 0 * 2 3 4 0 500 *25*000* 918 2 1 28 20. 0 o 37 36 4 : 2 4 0 300- 6, 000 929 4 Q 22 18 Q 0 43 37 0: 0 0 i 0! 6 5 0 ! 0' 40 1, 000- 10,000 920 0 5 0 i 50 0 Or 0 90 : a 30 ft : 20- o; 10 0; : 10: 1, 500 75, 0OO' 921 1 1 8 12 0 0 40: 60 0 500 922 7 0 67 36 0 0 7 3 20 10 30 10 15 6 12 4 4 0 250 1 30, 000 923 7 Q 36 0 0 0 2 ■ ft 36 0 4 0i 4 O 400 6, 000 924 3 0 48 0 0 0 0 0 48 0 48 0 18 0 925 1 2 i 80 84 Q 0. 0 0 4 4 15 20 1 1 4 0 300 2, 500 926 1 0 3 8 0 0 40 55 2 6 1 2 3 150 2,500 928 4 2 51 47 0 0 0 0 ; 1 a 825 20, OOO 920 a 1 26 34 0 o. 38 14 6 2 29 10' 6 2 4 0 100 8, 000 937 2 1 47 34 0 0 25 20 o 0 0 0 2 o 0 0 4 25, 600 931 0 1 0 74 0, 0; 0 10 0 9 4 0 I, 300 60, 000 932 2 1 23 18 0 0 30 40 4 2 O 700 40,000 933 1 0 20 15 0 0 25 12 18 0 3 0 3 0 0 934 0 3 0 80 0 0 - 0 60 0 30 0 0 0; 2 0 2 4 0 600 29j 500 935 2 1 27 23 0 0 13 7 4 2 4 0 0 10,000 936 1 2 40 28 0 0 10 10 3 1 8 7 2 2 4 1,500 5, 000 937 988 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972 973 974 975 976 977 978 979 980 981 982 983 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 3 3 4 Missouri — continued . Independence . Jackson . J oplin . Kansas City . Kidder . Kirkwood . Labaddie . Laddonia . Lexington . Marble Hill . Marionville . Marshall . Maryville . . Mexico . . . Middle Grove . Moundville . Mount Vernon . Nevada . Nevada (710 S. 'Wash¬ ington st). Odessa . O ’Fallon . Olney . Otterville . Palmyra . . . Paynesville . Piedmont . Pierce City . Pilot Grove . Platte City . Plattshurg . Portland . Powers ville . Rensselaer . Richmond . St. Charles . St. Joseph . St. Louis (S. Meramec st., Station D). St. Louis (1607-1617 Compton ave.). St. Louis (4411 Wash¬ ington ave.). St. Louis(912S.9thst.) . St. Louis (3532 Wash¬ ington ave.). St. Louis (4296 Wash¬ ington ave.). St. Louis (Pine st. and Jefferson ave.). St. Louis (3817 Olive st.). St. Louis (3939 Helmar boulevard) . St. Louis . Woodland College . Carlisle Training School . Institute of Our Lady of Mercy. Brann’s (Miss) Academy* .... Kidder Institute . Military Academy and Glen¬ dale Academy. Labaddie Academy . Collins Seminary * . W entworth Military Academy . Mayfield-Smith Academy . Marionville Collegiate Insti¬ tute. St. Savior’s Academy . Maryville Seminary . . Missouri Military Academy. . . Middle Grove College . Cooper College . Mount Vernon Academy . Cottey .Female College * . Nevada Seminary . Odessa College . Woodlawn Institute * . Olney Institute . Otterville College . Centenary College . Sunshine School . Wayne Academy . Pierce City Baptist College. . . . Eichelberger Academy *...... Gaylord Institute . . Plattsburg College . St. Mark’s School . York Seminary . Van Rensselaer Academy . Woodson Institute . Academy of the Sacred Heart. Academy of the Sacred Heart * . Academy of the Sacred Heart. Bishop Robertson Hall . Edgar School . Educational Institute . Harvard Academy . Hosmer Hall . Loretto Academy . Rugby Academy.. . St. Louis Collegiate Institute * . Ursuline Academy and Hay School. George S. Bryant . . . Rev. Willis Carlisle. Miss Ada Brann . G. M. Shaw, A. M . Edward A. Haight . Wm. S. Allen . E. A. Collins . Sanford Sellers . D. W. Graves . Martin L. Curl, D. D . Sister Loretto . Geo. E. Moore, A. M., president. C. E. Eleet, A. M., LL. D .. Isom Roberts . C. H. Miles, president . Geo. Pollard . Mrs. Y. A. C. Stockard. . . . Mrs. Lula G. Elliott . J. R. McChesney, A. M - W. T. Howison, A. M . Mrs. Belle Nowlin Jones. . P. A. Grove . Charles R. Eorster, A. M., president. J. P. Davis . J. M. Ricks . R. D. Swain, A. M., presi¬ dent. J. W. Taylor . Mrs. T. W. Park . J. W. Ellis, Ph. D . Rev. F. E. Alleyne . Joseph A. Cozad . W. L. Oliver . B. G. Shackelford, A. M. . . A. Kavanagh . Madam A. M. Niederkorn. Madam G. Ganci . Sister Superior . Miss Anna Edgar . Johann Toensfeldt . John S. Molony . Misses C. G. Shepard, M. H. Mathews. Mother M. Louis . Denham Arnold . Miss Fannie H. Dodge - Mother Seraphine . Christian Nonsect . R. C . Non sect . Cong .... Nonsect . Nonsect . Nonsect . Nonsect . Bapt . M. E . R.C . M.E . Nonsect . Nonsect . Nonsect . Presh M. E. So . Nonsect . Nonsect . Presb. ... Nonsect . Nonsect . M. E. So . Nonsect . Nonsect . Bapt . Nonsect . Nonsect . Nonsect . Epis . Nonsect . Nonsect . M. E. So. R. C . R. C . R. C . P. E . Nonsect . Nonsect . Nonsect . Nonsect . R. C . Nonsect . Nonsect . R. C . Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1813 other private secondary schools for the scholastic year 1895-96. — Continued. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. Students. Length of course in years. p3 H 1 n © r© a & Volumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus . Total second¬ ary stu¬ dents. Colored second¬ ary stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. 6 s © a © © eS S 6 9 © Ph . Leonard Asheville _ _ _ _ Bingham School . R. Bingham, A. M., LL. D. Miss Harriett A. Cham¬ pion . T. H. T. Wight . . . do . do . | Home and Day School for Girls . Ravenscroft School* . A ngnsta Hodges School . . . . •lohn I). Hodges, A. M _ S. Dowell, B. A . Aulander . Classical and Commercial In¬ A iirorn. . stitute. Aurora Academy . South River Baptist Institute . Washburn Seminary . Hamilton Institute . R. T Bonner . . Autryville . . . Beaufort . Beaver Creek . J. W. Smith, jr . . F. S. Hitchcock, B. S . Edward B. M. Harraden.. Belmont . St. Mary’s College . F. Bernard, O. S. B., rector. Mary J. White . Bel videre . . 1 Belvidere Academy . Ben salem . . . Bethany Oak Grove High School* . High School* . T. M. Langley... . R. H. Biesecker . Bethel Hill Bethel Hill Institute. . . Rev. J. A. Beam . Boonville . Burlington . Yadkin Valley Institute Robert B. Horn . Burlington Academy . Thomas C. Hoyle . Burgan . Burgan Academy * . O. J. Peterson. A. B . Caldwell Institute.... Candor . Caldwell Institute . . Candor Academy* . . . J. J. Dunn . Cedar Grove... Cedar Grove Academy . Cedar Rock Academy . 1 D. C. Johnson . Ceda r Rock _ _ _ Spencer Chaplin jr Charlotte . Chocowinity. . . Charlotte Military Institute*. Trinity School* . . Maj. J. B. Baird . N. C. Hughes _ _ Cisco . _ . Elm Grove School . J.E. Cofield . Clyde . . . 1 Clyde High School . R. A. Sen tell . . Como . . . . Buckhorn Academy _ _ Julien H. Picott, LL. D. . . D. J. Satterfield, D. D Concord . Scotia Seminary . Conover . Concordia College . . W. H. T. Dan . Cora . . Amherst Academy. ...... _ R. L. Moore . Creston . . . Creston Academy _ _ E. B. Dykes Culler . Pinnacle Academy . O. J. Peterson . Dal ton . . . Dalton Institute . W. A. Flynt . Elizabeth City. . . _ Atlantic Collegiate Institute.. S.L. Sheep . Enoch vi lie _ Enochville High School _ P. E. Wright . Fair View . Fairview Collegiate Institute. Farmer’s Institute . David U. Ellis _ Farmer . W. H. Boone . Farmington . . Male and Female Academy. . . . School for Girls (Haymount)*. Stanhope High School . . Fork Church Academy* . Leon Cash . . Fayetteville . Fiuch . Mrs. Fanny Morrow . S. F. Boyles . Fork Church . . M. F. Foster . Franklinton . . Franklinton Christian College . Franklinton Classical Institute N. Del Me Reynolds . . do . R. Bruce White . . Gastonia . . . . Gaston Academy. . . James McD. Douglas . Goldston . Goldston Academy . G. M. Jones, reporting offi- Nonsect .. Nonseet .. Non sect . . Non sect Nonseet . . Nonsect .. Nonseet .. Bapt . . Nonseet .. P.E . It. C . Friends.. . Nonsect . . Nonseet . . Miss. Bapt. Nonsect .. Meth . Non sect . . Non set t . . Non sect .. Nonseet . . Non sect ..[ Nonsect ..| I’-E . j Nonseet . . Nonsect Nonseet . . Presh . ' Lnt li . I Bapt - ! Meth . Bapt . , Nonseet .. Nonsect .. Lutli . Non sect .. Nonseet . . Nonsect .. Epis . ! Nonseet Bapt . I Nonseet. ..! Nonseet ..J Nonseet ..j Nonseet .. Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1831 other private secondary schools for the scholastic year 1895-96 — Continued. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. 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 stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. r2 r3 Female. | r2 s © I ® © s © 13 a © Male. Female. Male. Female. Male. Female. Male. © a © pr Male. Female. 5 6 7 s 9 10! ii 1 13 13 14 13 10 is 19 20 £ 22 33 24 2 3 15 38 0 0 235 352 0 0 0 0 H 1 8 0 O' 4 0 920 $67, 067 6 0 86 0 1 0 43 0 15 0 14 0 3 50 1, 100 18, 325 1 1 37 30 0 0 17 2 .... 4 2 6 3 4 0 2, 160 26, 500 o 6 0 60 0 0 0 79 0 3 0 2 o 1 0 16 0 0 236 0 2 0 0 I 4 0 895 o <> 0 4 0 0 0 0 600 0 i 7 4 0 0 22 19 1 .... 0 3 1 0 1 0 1 3 0 193 9, 458 o 0 0 14 0 0 0 3 o 0 0 5 0 3 0 0 4 0 5 0 40 0 0 0 90 0 20 0 0 0 9 0 6 0 4 0 1, 000 300, 000 5 0 33 0 0 0 10 0 10 0 8 0 3 0 3 0 4 33 84, 650 0 1 10 2 0 0 24 28 10 2 4 0 500 6 0 100 0 0 0 0 0 25 0 15 0 10 0 10 0 4 100 60, 000 1 2 0 15 0 0 5 15 0 0 0 0 0 0 0 0 0 109 1,500 3 0 15 0 0 0 0 0 15 o 300 1 1 10 10 0 0 18 6 1 10 6 2 2 4 0 0 0 4 0. 800 5, 000 1 1 18 17 0 0 19 32 7 11 3 0 1 o 3 3 o 0 14 11 2 2 2 o 2 0 1, 000 1 1 17 11 o 0 . 10 6 3 2 0 0 4 0 80 700 0 1 6 5 6 5 40 41 1 0 0 0 0 0 0 0 4 0 0 7, 000 1 1 10 10 0 0 30 15 4 0 7 o 46 0 o 0 52 0 22 0 21 o 9 o 6 0 o 2 3 4 0 o 26 25 1 3 0 56 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 3 53 30 0 0 16 12 0 o o 0 4 0 8,000 2 1 40 20 0 0 68 53 5 2 1 0 0 0 5 0 0 1,000 1 1 17 29 0 0 16 24 15 25 0 0 o 0 4 0 0 5,000 0 1 6 9 1 0 o 30 35 3 4 1 2 0 600 1 2 15 20 1 0 o 30 45 5 5 2 3 0 3,000 1 0 13 7 0 o 12 10 2 4 0 o o o 1 o o 2 300 S 1 1 i 9 10 0 o 11 10 1 1 4= 0 100 1 o ! 9 2 0 0 82 10 2 0 I 2 o 1 65 0 0 0 10 0 10 0 1 2 o 2 o 4 40 3, 000 3 1 26 8 o o 16 6 11 1 6 2 6 2 4 .22 1, 100 0 1 12 17 0 0 0 0 0 1 1 15 10 1 0 o 60 50 15 10 0 1 0 0 o 0 o 3 1, 500 1 o 10 0 0 0 20 0 10 o 3 1,000 1 3 0 12 I 0 15 0 274 0 12 0 0 3 0 1, 000 65, 000 3 0 17 5 I o 0 5 6 0 1 4 0 600 4, 000 1 0 8 4 0 0 27 26 5 3 0 0 1 0 1 0 2 0 150 1,500 1 1 10 8. 0 0 15 12 0 0 0 0 0 1 0 1 3 0 500 2 1 30 25 1 0 0 23 16 6 9 1 0 6 0 2 2 4 0 2,000 1 1 1 1 6 4 0 o 34 26 3 3 1, 300 2 1 47 45 ! 0 0 50 35 10 6 3 6 0 4 0 0 3 0 100 5, 000 1 1 21 10 0 0 35 40 2 1 2 0 6 3 1 1 4 0 0 600 1 0 17 6 0 0 27 36 2 3 1 l 0 0 0 0 4 200 10, 000 3 1 33 31 0 0 18 9 19 4 23 8 3 0 300 3, 500 1 0 13 6 0 0 41 33 8 2 7 2 0 0 0 0 0 0 200 1,500 0 1 0 13 0 o 0 9 0 12 1 1 11 6 o o 51 64 4 5 1 0 2 o 3, 000 1 1 17 12 0 0 15 10 500 1,500 2 2 12 8 12 8 61 72 (.... 3 0 1, 500 6, 000 0 2 15 18 0 0 39 28 3 7 1 1 0 1 0 3 0 148 1, 700 1 1 1 15 28 0 0 60 40 15 10 4 1 4r 1 0 0 3, 000 0 1 10 10 0 0 15 25 "*4* 0 500 1 I 1 ' 1. 1 l 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1330 1337 1338 1339 1340 1341 1342 1343 1344 1345 1346 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 13G0 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools, endowed academies, semii State and post-office. Name. Principal. 1 2 3 NORTH CAROLINA— con¬ tinued. Henderson . Hibriten. . . Hillsboro . . do . Holly Springs . Hookerton . Huntersville . Ilex . Jonesboro . Kernersville . Kings Mountain . Kinston . . do . Leicester . Lenoir . . do . . . . do . Lexington . Louis burg . Lowell . Lumber Bridge . Lumber ton . I Marshallberg . j Marsbville . Mebane . . Mizpali . Mocksville . . do . Moravian Falls . Morganton . Morven . Mount Olive . Mount Pleasant . Mount V ernon Springs Mulberry . Newport . Norwood . Oakdale . Oak Ridge . Ora . Oxford . Pendleton . Penelope . Pocket . Poes . Polkton . . Polloksville . Raleigh.... . . do . . do . Ramseur . . . Reidsville . Ricblands . Rich Square . Ridgeway . Gilmer School . . . Hibriten Mountain Academy. . Hillsboro Male Academy . Private School . Holly Springs Academy * . Hookerton Collegiate Institute Huntersville High School . Holly Grove Academy* . Jonesboro High School . Kernersville Academy * . Lincoln Academy . Lewis’s School . Patrick’s (Misses) Boarding and Day School. Camp Academy . Barnes Home School* . Davenport College . Kirkwood School* . Lexington Seminary* . Louisburg Male Academy* ... Lowell School * . High School . Robeson Institute . Graham Academy . Marsh ville Academy . Presbyterian High School of North Carolina. Mount View Institute* . Mocksville Academy * . Sunny Side Academy . Moravian Falls Academy . Morganton Male Academy * . . . Morven High School . High School . Mount Amoena Seminary . Mount Vernon Springs Acad¬ emy. Sulphur Springs Institute .... Newport Academy . . Norwood High School . Oakdale Academy . Oak Ridge Institute . Salem High School . Horner Military School . Pendleton High School . Penelope Academy . Pocket High School * . Buie’s Creek Academy . Polkton Academy . Polloksville High School . Peace Institute* . Raleigh Male Academy . St. Augustine School . Ramseur High School* . Female Seminary . High School . . Aurora Academy . High School . * Statistics of 1894-95. John A. Gilmer . E. B. Phillips . F. C. Mebane . Miss Heartt and Mrs. Bragg. C. Frank Siler . J. S. Stanford . H. A. Grey . A. R. Beck, A. M . J. H. Sledd . R. H. Willis . Miss Lillian S. Cathcart. . . Richard H. Lewis, A. M. . . Misses Patrick . . A. C. Reynolds . E. L. Barnes . J ohn D. Mmick, A. M . Miss E. L. Rankin . Thos. Carrick . S. McIntyre . W. L. Campbell . J. A. McArthur, jr . John Duckett . W. O. A. Graham, A. B _ Plummer Stewart . Henry C. Kegley, B. D - M. T. Chilton . Geo. E. Barnett . Misses Mattie Eaton and Laura Clement. Frank B. Hendren, B. L. . Leonard H. Query . J. A. Baldwin . J ames O. Carr . Rev. C. L. T. Fisher . Rev. O. T. Edwards . Robt. E. Lee Plummer - G. W. Newborn . L. B. Edwards . George H. Ross, B. A . J. A. and M. H. Holt . A. F. Howard . J. C. and J. M. Horner . J G. Joyner . Rev. C. M. Murchison . Allen J ones, jr., and I. W. Hughes. Rev. J. A. Campbell . TV. F. Humbert . Alex. H. Koonce . James Dinwiddie . Morson A Denson . Rev. A. B. Hunter, A. B... D. M. Weatherly . Miss Annie L. Hughes - G. V. Tilley . Miss Annie E. Parker - John Graham . STATISTICS OF SECONDARY SCHOOLS. 1833 other private secondary schools for the scholastic year 1S95-96— Continued. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. 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 stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing : college. for Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific .course. 6 a Female. Male. Female. Male. Female. 6 rcJ Female. Male. Female. 6 15 a 6 a 6 7 § 9 io 13 13 14 15 16 17 IS 19 26 21 22 23 24 1 o 26 7 0 o 34 23 23 10 0 1 0 1 4 0 100 $3, 000 1414 3 1 5 22 0 o 0 0 o 0 4 0 250 7, 000 1415 l 1 8 4 0 o 17 10 0 0 0 e 0 0 1, 500 1416 l 0 13 7 0 o 9 3 0 0 0 0 0 0 0 0 500 1417 2 0 8 13 0 0 33 37 6 7 1 0 4 3 4 "'ll .... 0 40 2, 500 1418 1 o 18 3 0 0 42 45 3 1 0 200 1, 200 1419 2 9 33 99 0 0 46 39 27 2 6 0 4 38 300 8, 000 1420 1 o 52 0 o o 34 0 5 0 1 0 1 0 1 0 4 0 1421 0 2 3 7 0 0 57 71 1422 4 o 60 0 o o 38 0 4 o 4 0 5 0 230 7, 000 1423 2 1 60 10 0 0 40 20 10 0 5 0 3 0 2 0 4 50 4, 000 1424 i o 5 4 o o 10 8 4 4 1425 2 1 10 10 o o 80 90 3 3 0 o 0 o 3 0 2, 000 1426 1 o 11 0 0 o 5 15 3 0 1 0 0 0 0 o 0 1427 1 o 34 0 0 o 6 0 14 0 4 0 3 0 1,000 1428 1 15 7 0 0 15 18 8 6 0 0 0 0 0 0 3 0 0 1, 000 1429 1 3 50 25 o o 20 25 15 8 9 1 9 1 4 0 1, 000 1430 2 2 21 31 0 0 68 25 15 5 22 9 16 8 14 6 4 600 8, 000 1431 1 0 14 12 o o 31 21 0 0 0 0 400 1432 1 0 6 4 0 0 36 34 1 1 0 1 0 1 0 1433 3 1 74 52 0 o 28 23 31 12 2 1 "4" 0 100 4, 000 1434 2 0 20 5 0 o 25 10 12 1 6 o 0 0 3 0 1, 000 20, 000 1435 1 2 18 12 o o 16 13 1 4 0 1, 000 1436 1 0 3 3 0 0 27 18 2 1 0 0 0 0 0 0 0 0 800 1437 1 0 18 13 0 0 23 18 8 6 . 6 0 0 0 0 0 ”4 0 0 2, 000 1438 o 0 16 15 0 o 12 18 3 0 0 0 3 0 1,800 12, 500 1439 1 1 21 17 o o 24 43 o 0 o o 0 0 900 1440 1 1 20 11 o o 24 20 1 9 0 ] 2 1 2 3 500 1441 0 2 2 17 o o 10 13 0 4 1 0 50 1442 2 0 35 0 0 o 25 0 3 o 0 150 1443 2, 0 26 0 0 o 1 0 20 0 2 0 0 2, 000 5, 000 1444 0 0 34 o o 0 6 600 1445 1 4 36 57 36 57 69 155 3 4 500 23, 000 1446 1 14 28 1 0 0. 0 o 0 1 0 0 o 700 5, 000 1447 1 0 34 21 0 o 8 7 15 10 1 0 1 0 3, 000 1448 1 1 40 43 40 43 52 53 1 o .... 4 52 12, 000 1449 1 1 24 15 0 0 52 40 3 2 8 4 1 3 1 3 3 "0 100 2, 500 1450 2 0 12 4 o o 48 15 0 0 40 2, 500 1451 0 3 1 11 0 0 20 60 1 3 0 0 0 0 0 0 4 0 1, 000 20, 000 1452 0 2 15 15 0 0 25 60 0 0 0 0 0 0 0 0 4 62 10, 000 1453 2 0 15 0 0 o 157 o 8 0 4 0 500 10, 000 1454 2 0 18 14 0 o 47 11 4 1 1455 4 3 46 45 0 3 0 0 8 7 9 0 2, 000 12, 000 1456 2 2 23 30 0 0 5 3 0 0 0 0 0 1 1,200 50, 000 1457 1 0 15 12 0 0 15 30 5 o 0 2 2 0 0 2, 000 1458 0 2 3 15 0 0 0 19 ‘ 2 4 1 1 0 5 0 4 ! 1459 500 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 1487 1488 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 EDUCATION Table 34. — Statistics of private high schools , endowed academies seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 2 3 oh io— continued. Cincinnati (5th and 'Walnut sts.). Cincinnati (16 Morris st.). Cincinnati (656 Gil¬ bert ave., Walnut Hills). Cincinnati (Walnut Hills, Station D). Cincinnati . Cincinnati (44 East Auburn ave.). Cincinnati (196 Au- j burn ave.). Cincinnati (College Hill station). Cincinnati (1615 Vine st.). Cincinnati . Cleveland (768-770 Euclid ave.). Cleveland . - do . Cleveland (Wilson st., cor. Scovill). Columbus . Columbus (151 East Broad st.). Columbus . Colum bus (Eberly Building) . Damascus . Dayton (17 3d st. east) . Dayton (Ludlow and Franklin sts.). Dayton . Dodd Classical High School... Eden Park School . Educational Institute . Eranklin School . Hillebrand’s (Miss) English, German, and French School.* Lupton (Miss) School for Girls. Mount Auburn Young Ladies’ Institute.* Ohio Military Institute . St. Francis Seraphicus College. St. Mary’s Educational Insti¬ tute. Hatha wav-Brown’s School for Girls. Mittleberger’s (Miss) English and Classical School for Girls. University School . Hrsuline Academy . Columbus Latin School . Phelps’s (Miss) English and Classical School for Girls. St. Joseph's Academy . . Thompson’s Preparatory School. Damascus Academy . English Training School for Boys and Girls. Notre Dame Academy . St. Mary’s Institute . Ewingtou . Eostoria . Gambier . Germantown . Green Spring . Hillsboro . Hudson . . Marion . Middle Point . Mount Vernon . New Hagerstown . New Lexington . Painesville . Ewington Academy . Eostoria Academy * . Harcourt Place Seminary . Miami Military Institute of Twin Valley College. Green Spring Academy . Hillsboro College . Western Reserve Academy. . . . St. Mary’s School . Western Ohio Normal School* . Mount Vernon Academy . New Hagerstown Academy St. Aloysius Academy* . Mathews’s (Miss) School for Girls. Pleasantville . Poland . Reading . St. Martins . Savannah . I Fairfield Academy . - . Union Seminary . Academy of Mt. Notre Dame.. Ursuline Academy for Young Ladies. Savannah Academy . T. J. Dodd, D. D.. Madame Fredin . . Dr. Alois Schmidt Nonsect Nonsect Nonsect Joseph E. White and G. Non sect S. Sykes. Hillebrand & Gardthau- Nonsect sen. Miss Katharine M. Lup¬ Nonsect ton. H. Thane Miller, presi¬ Nonsect dent. Dudley Emerson, A. M. . . Nonsect Bernard Nurre . R. C . . . . Sister Mary Borgia . R. C Miss Mary E. Spencer _ Epis Miss Augusta Mittle- berger. Newton M. Anderson _ Mother Superior . . Nonsect Nonsect R. C _ Frank T. Cole, A. B.,LL. B. Nonsect Miss Lucretia M. Phelps., j Epis _ Sisters of Notre Dame - , R. C _ J. T. Thompson . | Nonsect Edgar Stinson, M. S . Friends. A. B. Shauck . Nonsect Sisters of Notre Dame. . . . Rev.Father Joseph Weck- esser. F. F. Vale, A. M . T. A. Hostetler . Mrs. H. N. Hills . Orvon Graff Brown, presi¬ dent. H. C. Dukon . Charles F. Enyart, A. M. . j Frederick W. Ashley, A. M. Rev. James A. Burns . | P. S. Morgan . . Wm. T. Bland . J. Howard Brown . . Mother Gonzaga . Mrs. Maria R. D. Mathews . C. C. Webb.. . Waller H. Houston . Sister Agnes Aloysia . Sister M. Baptista . R. C . R. C . Nonsect . UnitedBr Epis . Nonsect . Nonsect . M. E..... Nonsect . R. C . Presb _ 7 Day Ad. Non sect . R. C . Non sect . Nonsect . Non sect . R. C . R. C . M. D. Oswalt and G. M. Johnston. Presb Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS, 1837 other private secondary schools for the scholastic year 1895-96 — Continued. Students. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. Total second¬ ary stu¬ dents. Colored second¬ ary stu¬ dents in- cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the - lass that grad uated in 1896. Length of course in years. Number of military drill. Volumes in library. Clas¬ sical course. Scien¬ tific course. © T» a © ft a © rc5 | £ r2 © "ci a © Eh © a © 'cS a © Eh <6 3 ® a © ft j6 © I © ft JD © S ® ft J5 r2 a © Eh 5 6 7 § 9 19 1 1 12 13 14 is 1© 17 18 19 29 21 22 23 1 0 16 0 0 0 0 0 0 0 i 0 0 0 0 0 4 0 0 5 0 25 0 0 0 0 0 2 0 2 0 2 700 2 3 14 11 0 0 0 0 11 5 4 1 4 3 4 3 1 0 5 2 60 0 0 0 31 0 38 0 22 0 20 0 20 . 0 4 0 500 0 5 0 20 o 0 0 0 0 4 0 18 0 0 0 2 0 3 0 1 0 1 4 0 3, 000 1 7 0 39 0 0 0 0 0 0 0 13 4,000 6 0 28 0 o o 6 0 2 o 12 0 0 0 4 28 2, 000 8 0 98 0 0 0 7 0 0 0 0 0 8 0 0 0 5 0 300 0 5 0 60 o 0 0 140 0 1 4 0 7 0 60 0 0 15 60 0 25 0 0 0 8 4 0 1, 200 2 11 0 88 0 0 15 83 0 5 0 3 0 16 0 9 4 0 2, 373 16 0 113 0 0 0 77 0 22 0 21 0 4 0 1,500 1 12 0 75 0 0 30 200 0 5 4 0 5,200 1 1 14 0 0 0 1 0 9 0 5 0 3 0 3 0 4 0 1,200 5 8 0 100 0 0 0 50 0 4 0 10 0 5 4 1,000 0 4 0 40 o o o 110 0 5 4 3, 000 3 0 16 24 0 0 10 8 4 2 4 0 4 | 6 4 6 2 \"o 1 2 7 10 0 0 24 10 4 3 0 0 0 240 1 1 12 6 o o 15 2 . 4 0 ! 0 4 0 16 0 0 0 79 0 0 0 0 0 2 0 0 4 0 300 6 0 67 0 0 0 192 0 0 0 67 0 14 0 14 0 4 0 1 0 18 18 0 0 4 3 3 1 4 2 . 0 50 1 1 32 19 o o 43 23 o 1 1 0 4 0 900 0 8 0 43 0 0 4 6 0 3 0 4 0 5 0 3 4 0 1 0 10 0 o o 5 0 1 0 10 2 1 19 16 0 0 93 52 3 2 16 14 5 3 5 3 0 500 2 2 8 12 o 0 17 43 0 1 0 2 0 1 4" 0 0 4 2 52 35 0 0 5 9 18 6 28 10 13 9 12 8 4 0 900 0 1 5 10 0 0 99 88 1 1 4 0 1 1 20 18 0 0 130 32 10 4 5 3 7 2 3 0 200 4 2 33 36 0 2 24 35 4 0 500 1 0 16 1 o o o 1 3 0 0 2 0 2 ,1 0 380 0 3 0 32 o o 0 21 0 0 0 0 0 3 0 10 0 0 0 8 0 9 0 0 0 1 0 1 4 0 1, 110 3 1 40 10 o 0 20 15 20 5 2 1 0 100 1 1 18 6 0 0 12 4 10 3 3 0 2 0 3 0 1, COO 0 4 0 33 0 0 0 62 0 4 4 0 3, 000 0 5 0 40 o o 0 30 0 3 4 3, 000 3 0 20 29 0 0 20 19 6 0 7 5 4 1 4 1 4 0 150 Value of grounds, build¬ ings, and scien title appa¬ ratus. 24 $20, 000 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 100, 000 2, 000 240, 000 400 I 1475 . | 1476 - 1 1477 200 I 1478 . 1479 . , 1480 . : 1481 . ! 1482 1,000 27, 000 100, 000 36, 000 1483 1484 1485 1488 7,500 1487 30, 000 1488 40, 000 1489 . 1490 18, 000 1491 18, 000 1492 26, 800 1493 . 1494 6, 000 1495 3, 000 1496 10, 000 1497 . 1498 50, 000 I 1499 5, 000 | 1500 3501 1502 1503 1504 1505 1506 1507 1508 1509 1510 1511 1512 3513 1514 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 1530 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 1542 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools} endowed academies, semin State and. post-office. ohio — continued. South New Lyme. . South Salem . Springfield . Tiffin . Toledo . . do . W est Farmington . W oodville Zanesville . do _ OKLAHOMA. Guthrie . Kingfisher . . Name. New Lyme Institute . . . . . Salem Academy . . . Springfield Seminary . College of Ursuline Sisters . . . Smead School . TJrsuline Convent of Sacred Heart. Western Beserve Seminary. . . The Teachers’ Seminary . Putnam Military Academy * . . Putnam Seminary . . St. Joseph’s Academy* . Kingfisher College . . . Albany . Baker'City . Coquille . Dallas . Forest Grove . Lebanon . Mount Angel . Pendleton . Portland . | Portland (Montgomery st.bet. 14th & 63d st.) . Portland . - do . Salem . . Albany College . . . St. Francis Academy . Coquille City Academy * . La Creole Academic Institute. Tualtin Academy * . Santiam Academy * . Mount Angel Academy . St. Joseph’s Academy . Bishop Scott Academy . Portland Academy . | St. Helen s Hall . St. Mary’s (Parochial) School and College. Academy of the Sacred Heart. The Dalles . St. Mary’s Academy. Tillamook . Tillamook Academy. PENNSYLVANIA. Academia . Allegheny (204 North ave.). Ambler . Armagh . Barkey ville . Beatty . Beaver . Bedford . Bellefonte . Bethlehem . - do . Birmingham . Brodheadsvillo . Bryn Mawr . Buckingham Tuscarora Academy * . The Park Institute . Sunnyside School . Armagh Academy . Barkeyville Academy . St. Xavier’s Academy * . Beaver College and Musical Institute. Bedford Classical Academy . . . Bellefonte Academy * . Moravian Parochial School . . . Preparatory School for Lehigh University.* Mountain Seminary . . Fairview Academy . Baldwin’s (Miss) School, Pre¬ paratory to Bryn Mawr Col¬ lege. Hughesian Free School . * Statistics of 1894 95. Principal. 3 J.Tuckermau, A.M.,Ph.D. John E. Williams, A. B... Susan A. Longwell . Mother Superior . . The Misses Smead . Mother M. Immaculate ... T. H. Armstrong, Ph. D., A. M. Tlieo. Mees, president....1 J. M. Hulbert . Mrs. Helen B. Colt . . Mother Paula, O. S.B . J. T. House . Wallace Howe Lee . Sister Mary Cupertino. . . . W. H. Bunch . A. M. Sanders, A. M . H.L. Bates . S. A. Handle . Mother Mary Bernardino, O. S. B. Sister M. Stanislaus . J. W. Hill, M. D . J. B. Wilson . Mary B. Kodney . Brother Lucius . Sister Mary of the As¬ sumption. Sister Mary Alodia . Bev. Jos. Schell . Miss May Bodney . . Levi Ludden, Ph. D . Miss S. A. Knight . . C. A. Campbell . Charles Manchester, B. D. Sisters of Mercy . William J. Alexander, A. M. Lawrence M. Colfelt . J. B. Hughes . Albert George Bau, Ph. D. W illiani Ulrich . Miss N. J. Davis . E. T. Kunkle, A. M . Miss Florence Baldwin . . . Cynthia Doane. STATISTICS OF SECONDARY SCHOOLS, 1839 oilier private secondary schools for the scholastic year 1895-96 — Continued. Students. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. •Total second¬ ary stu¬ dents. Colored second¬ ary stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class tliat graduated in 1896. 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. Male. '3 9 0 3 0 0 5 4, 000 14, 000 1616 10 30 200 351 0 0 0 0 22 35 11 12 r 0 12, 000 150, 000 1617 1 75 100 0 0 55 70 0 2 0 12, 000 100, 000 1618 0 2 0 10 0 0 0 10 0 0 0 0 0 300 1619 0 10 0 G2 0 0 0- 27 0 8 0 5 0 1 .... 0 1, 200 _ 1620 10 245 0 0 o 1464 0 0 0 0 o J 27, 222 3, 250, 000 1621 4 0 40 0 0 ■ 0 20 0 20 0 20 0 4 0 4 0 4 0 300 45, 000 1G22 g 7 62- 110 G2 110 ! 47 G4 6 8 1623 1 0 10G 0 o 0 G2 0 4 0 4 4 1, 6C0 1624 2 r 0 - 30 0 0 0 20 0 2 205 1625 0 4 0 27 0 0 0 23 0 1626 0 ‘“o' GO 0 0 25 30 0 4 4 5, COO 1627 0 G 0 16 0 0 0 G2 0 | 2 0 8 0 3 0 a 1 4 .... l . 25, 000 1628 1629 1630 1631 1632 1633 1634 1635 1636 1637 1638 1639 1640 1641 1642 1643 1644 1645 1646 1647 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1668 1669 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools , endowed academies, seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 2 3 4 PENNSYLVANIA— con¬ tinued. Philadelphia (18th i and Chestnut sts.). Philadelphia (14 2 7 North 16th st.). Philadelphia (2101 Spruce st.). Philadelphia (16 0 2 Green st.). Philadelphia (2045 Walnut st.). Philadelphia (8 South 12th st.). Pittsburg (5 th ave. and Craig st.). Pittsburg (Ross and Diamond sts.). Pittsburg . Pittsburg (East Lib¬ erty). Pittsburg . Pleasant Mount . Pottstown . Prospect . Reedsville . Reidsburg . Rimersburg . Rose Point . Salts burg . Scranton (1522 Wyo¬ ming ave.). Scranton . ....do . _ do . Sharon . South Bethlehem . Stewartstown . Sugar Grove . Titusville . Toughkenamon . Towanda . Ward . Washington . . do . Waterford . West Chester. . . _ do . West Newton . West Sunbury . Westtown . Wilkesbarre . Wilkesbarre (St. Eranklin st.). Rittenhouse Academy Schleigh Academy * . . . De Benneville K. Ludwig, A. M., Ph.D. ; Erasmus B. Waples, A. M. Miss Dawson . . Nonsect .. Nonsect .. The Walton- Wellesley School. West Green Street Institute.. Dr. and Mrs. James R. Danforth. Miss Martha Laird . Nonsect Nonsect W est W alnut Street Seminary Mrs. Henrietta Kutz Nonsect William Penn Charter School. Richard M. Jones, LL. D. . Friends . Alinda College (Preparatory Miss Ella Gordon Stuart.. School). The Pittsburg Academy _ ... J. Warren Lytle . Nonsect Nonsect Shady Side Academy . Thurston’s (Miss) Prepara¬ tory School. TJrsuline Young Ladies’ Acad¬ emy. Pleasant Mount Academv . The Hill School . .* . Prospect N ormal and Classical Academy. Reedsville Academy . Reid Institute . Clarion Collegiate Institute. . . Rose Point Academy . Kiskiminetas Springs School. . Green Ridge School* . W. R. Crabbe, Ph.D . Presb.... Miss Alice M. Thurston.. Nonsect . Mother M. Ursula . R. C . Nelson J. Spencer . Nonsect . John Meigs, Ph. D . Nonsect . John H. Wilson . Nonsect . Orville De Witt, A. M - Nonsect . George Ballentine, A. M. . Bapt . W. L. Smith, A. B . Reformed Rev. James S. Rittell . Nonsect . A. W. Wilson, jr . Nonsect . Louise Gerecke . Nonsect . St. Cecilia’s Academy . St. Thomas College . School of the Lackawanna .... Hall Institute . Bishopthorpe School* . English and Classical Institute; Sugar Grove Seminary . j St. Joseph’s Academy . j Toughkenamon Private School [ (Orthodox). Susquehanna Collegiate Insti¬ tute.* W ard A cademy * . . Trinity Hall....... . Washington Female Seminary. Wat erf rd Academy . Darlington Seminary for Young Ladies. Friends’ High School (Hicks- ite). West Newton Academy... _ West Sunbury Academy . W esttown Boarding School (Orthodox). Harry Hillman Academy . Wilkes Barre Female Insti¬ tute. Mother Mary . Rbv. D. J. MacGoldrick.. Revs. Thomas M. Cann, A. M. ; Walter H. Buell, A.M. C. A. Gilbert . Miss A. Oakley, B. L . D. C. Weller . . R. J. White . Mother Celestine . Hanna M. Cope . Edwin E. Quinlan, A. M.. Benjamin F. Leggett, Ph.D William W. Smith, rector . Miss N. Sherrard . Frank C. Rex . Richard Darlington . Frances B. Stevenson . T. N. Eaton, D. D . T. R. Hilliard . William T. Wickersham.. H. C. Davis, Ph.D . Elizabeth H. Rockwell. . . R. C.... R. C.... Presb. . . Bapt . Epis . Nonsect . UnitedBr R. C . Friends. . Presb .... Meth .... Non sect . Nonsect . Non sect . Friends. . Friends . . Nonsect . Non sect . Friends . . Nonsect . Nonsect . Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS. 1845 other private secondary schools for the scholastic year 1895-96 — Continued. Students. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. Total second¬ ary stu¬ dents. Colored second¬ ary stu- dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Length of course in years. Number in military drill. Volumes in library. Clas¬ sical course. Scien¬ tific course. JD 13 % r2 s 0 Ph Male. Female. Male. Female. *o3 Female. Male. J Female. Male. | Female. Male. Female. 6 13 s Female. 5 G 7 8 9 1© i a 13 23 14 1 16 17 “1 19 SO 31 1 e* 1 33 7 0 39 0 0 0 0 0 6 0 8 0 3 0 2 0 5 0 0 1 0 10 0 0 0 0 0 45 0 0 0 5 0 0 4 200 2 10 0 46 0 0 0 15 0 15 0 5 0 8 0 8 4 0 4, 000 0 3 0 - 11 o o 0 18 o 1 3 - 1 5 0 20 0 o 0 14 0 6 o 5 0 0 2, 000 25 0 432 0 o o 0 0 48 0 g o 0 5 0 53 0 0 23 50 .... 4 0 225 4 2 100 50 0 0 65 53 5 1 20 3 29 20 13 3 0 11 0 147 0 0 0 25 0 50 0 97 0 20 0 20 0 5 0 500 0 5 1 34 0 0 38 109 0 9 4 0 3 0 40 o o 0 60 0 10 0 7 0 4 4 o 8, 000 2 1 10 20 0 o 40 50 4 8 0 0 3 0 500 15 0 125 0 0 0 25 0 60 0 65 0 30 0 30 0 4 125 3, 000 1 1 24 16 0 0 6 4 4 3 2 3 6 0 0 0 0 1 2 18 8 o o 0 0 12 7 7 0 4 0 1 2 6 4 o o 11 9 1 0 1 0 o 300 3 0 17 18 0 0 0 0 3 3 0 0 0 0 0 0 4 0 300 5 1 28 33 0 0 0 0 3 4 0 0 3 1 0 0 3 0 0 5 1 60 0 0 0 15 0 30 0 30 0 15 0 13 0 4 0 300 1 0 3 7 0 0 15 19 0 7 43 0 o 134 241 0 9 4 o 500 2 0 30 0 0 o 5 0 5 0 3 o 4 7 81 60 0 0 39 30 40 10 20 10 16 6 13 4 5 0 3,000 4 0 28 12 2 0 28 0 9 2 7 6 2 0 2 0 1 0 600 0 6 0 25 0 o 4 25 0 1 0 0 4 1, 200 1 0 18 17 0 0 12 3 1 0 0 2 1 3 4 33 94 0 0 0 0 2 2 0 1 o 4 0. 1, 400 0 1 10 12 0 . 0 90 163 0 0 0 0 0 3 0 3 4 0 600 0 2 2 5 0 0 3 16 0 300 4 7 74 135 0 0 0 0 7 1 7 0 7 6 4 5 3 0 1,000 1 1 3 7 0 0 14 13 3 0 500 8 1 40 0 0 0 0 0 40 0 4 40 3, 000 2 12 0 81 0 o 0 151 0 26 4 o 1, 500 2 2 10 15 0 0 40 96 2 2 1 0 2 8 0 0 4 0 580 0 2 0 40 0 0 0 30 0 5 0 4 0 10 0 3 3 0 1, 000 0 3 6 1.4 0 0 4 4 4 5 2 1 2 3 2 3 5 0 10, 000 3 0 18 16 0 0 16 8 8 2 4 1 2 0 o 3 2 52 82 0 0 0 0 3 2 1 0 3 8 3 2 0 200 8 9 105 95 o 0 18 7 4 o 9 16 2 o 5 o 5, 000 5 0 L i 0 ! o 0 36 0 10 0 22 0 7 ' 0 0 6 o ! 54 0 0 0 40 0 4 1 0 8 1 1 f Value of grounds, build¬ ings, and scientific appa¬ ratus. 34 1629 $157, 000 50, 000 100, 000 1630 1631 1632 1633 1634 1635 1636 1637 1638 75, 000 1639 2, 000 300, 000 1,000 1640 1641 1642 5, 000 5,000 42, 000 1643 1644 1645 1646 1647 1648 1649 1650 1651 40,000 1652 . 1653 3,000 1 16 4 25. 000 1655 . 1656 . 1657 50, 000 1058 ' 5, 000 150, 000 25, 000 8, 000 25, 000 1659 1660 1661 1662 1663 1664 50 1665 5,000 1666 . ! 1667 60, 000 1668 . | L669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1684 1685 1686 1687 1688 1689 1690 1691 1692 1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 1703 EDUCATION REPORT, 1895-96, Table 34. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. "Religious denomina¬ tion. 1 2 3 4 PENNS YLYANI A— con¬ tinued. Williamsport W yncote York .... RHODE ISLAND. WilliamsportDickinson Semi¬ nary. Chelten Hills School . . York Collegiate Institute _ E. J. Gray, X). D Mrs. E. TV. Heacock E. T. Jeffers, D.D.. Meth .... Nonsect . Presb .... East Greenwich . East Greenwich Academy Pawtucket (35 Foun¬ tain st.). Providence (63 Snow st.). Providence (P. O. Box 798, Elmhurst). Providence (119 Franklin st.). Providence (59 Angell st.). Providence (10 Clave- rick st.). Providence (15 Greene st.). Providence (280 Bene¬ fit st.). Providence (College and Prospect sts.). Providence (26 Cabot st.). English and Classical School.. . do . Female Academy of the Sacred Heart. La Salle Academy . Lincoln School . St. Francis Xavier’s Academy. School for Young Ladies . . do. * . Hniversity Grammar School *. TVheeler’s (Miss) School . Rev. Francis I). Blakeslee, D. D. Clias. A. Colo . Chas. B. Goff, Ph. D . Sarah Jones . . . Brother Dositheus . Miss Ednah G. Bowen; Miss Margaret Gilman. Sister M. Fidelis . Mrs. Annie F. Fielden - Miss Irene Saniewska. . . . Lynn &. Swain . Miss Mary C. Wheeler - M. E _ Nonsect Nonsect R. C _ R.C .... Nonsect It. C .... Nonsect Nonsect Nonsect Nonsect SOUTH CAROLINA. Adamsville . Aiken . Anderson . . . Bates burg . Beaufort . Charleston . Charleston (151 Went¬ worth st.). Charleston (38 Corn¬ ing st.). Charleston . Charleston (Broad st.) . Charleston . Charleston (141 Meet¬ ing st.). Charleston (272 Meet¬ ing st.). Chester . . Chesterfield. . . . Clinton . do Clio . . Cokesbnry Columbia . . Palmetto High School * . . . Aiken Institute* . Patrick Military Institute . Batesburg Institute . Harbison Institute . Academy of Our Lady of Mercy. Charleston Female Seminary.. E. E. Craven . J. R. Mack . . John B. Patrick . 1). W. Daniel . George Milton Elliott. Sister Mary Agatha.. Miss E. A. Kelly . . Nonsect Nonsect Noncect Nonsect Presb . . . R. C.... Nonsect Gibbes’s (Misses) School for Girls. High School of Charleston, S. C . Simons’ (Wm.) Classical and Mercantile School. Smith, I. A., School for Girls. TJniversity School . Misses S. P. and E. S. Gibbes. Yirgil C. Dibble, A. M . William Simons . Nonsect Non sect Nonsect Mrs. Isabel A. Smith . Nonsect Walter D. McKenny . Nonsect Young Ladies’ School. Miss C. O. Martin Nonsect Brain erd Institute* (colored) . Chesterfield Academy* . Presbyterian College of South Carolina — (High School de¬ partment). The Thornwell Orphanage (Seminary). Hebron Academy * . . . Cokesbury Conference School . . Benedict College (colored) . I * Statistics of 1894-95. John S. Marquis . . N. R. Baker . . Rev. E. C. Murray Wm. P. Jacobs, D. D B. W. Crouch . S. M. Rice, ,ir . Abraham C. Osborn. Presb . . . Non sect Presb. . . Presb ... Meth .... Meth .... Bapt . STATISTICS OF SECONDARY SCHOOLS, 1847 other private secondary schools for the scholastic year 1805-06 — Continued, In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. 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 stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. 6 Pc3 a Female. Male. Female. Male. Female. 6 Female. 6 "3 a Female. Male. Female. Male. rc5 a O) Male. Female. 5 6 7 § 9 1© li its 13 14 15 1© 17 18 19 3© 31 33 33 34 5 9 89 130 0 0 60 40 11 3 50 30 17 26 4 2 0 | $200, 000 1870 0 4 3 4 19 1 o 12 30 2 0 1 9 1 3 0 1671 4 40 44 0 o 0 0 2 4 1 5 0 2, 500 105, 000 1672 3 7 53 76 0 0 49 30 10 1 10 2 7 8 7 1 4 40 62, 000 1673 1 n 17 5 o o 57 12 1 1 7 0 0 5, 500 1674 10 0 137 0 0 0 32 0 84 0 20 0 14 0 11 0 4 137 1, 100 100, 000 1675 0 13 0 55 0 •o 0 .15 0 0 0 0 0 8 0 8 4 5, 000 1676 5 o 110 o o o 5 0 o -0 5 0 4 0 0 55, 000 1677 0 4 0 40 0 o 0 22 0 10 0 5 300 2, 000 1678 0 5 0 52 0 o 12 56 o 10 i . 4 600 1679 o 7 o 38 o o o 13 o o 0 7 0 0 0 4 1680 o 4 o 38 0 o o 22 0 4 0 1681 o 31 0 o o 24 0 9 o 9 0 0 100 1682 0 8 0 40 0 0 0 27 0 1 0 2 0 3 0 3 5 0 600. 30,000 1683 1 2 8 14 o o 20 G 3 7 4 0 4 50 2, 000 1684 2 o 30 28 o o 71 0 9 3 ”6 15, 000 1685 3 o o o o 3 o o o 1 o 3 23 1686 1 2 20 15 0 0 35 55 4 3 1 0 3 2 3 2 0 20 2, 000 1687 2 0 5 7 5 7 65 76 5 5 6,000 1688 0 4 0 GO o o 0 40 30, 000 1689 0 G o 50 o o 0 50 0 15 4 2,000 35, 000 1690 0 o 29 o 0 0 14 0 1 4 500 1691 5 0 144 ~ 0 0 0 31 0 30 0 25 0 17 0 17 0 4 0 30, 000 1692 1 o 12 o o o o o 5 0 0 1693 0 4 78 o o 5 20 0 7 0 2 4 1694 2 o 16 o o o 30 0 1695 o 2 o 12 o o 10 21 o 0 o o o 2 o o 4 0 1696 o 1 9 7 9 65 70 5 o 4 3 3 1 3 0 10, 000 1697 1 1 30 31 0 0 50 24 8 2 7 1 1 2 1 2 4 0 120 1,500 1698 4 0 16 12 0 0 0 0 7 0 9. 11 9 5 5 5 2 0 800 15, 000 1699 1 2 41 o o 21 37 8 6 8 6 2 5, 000 65, 000 1700 1 2 - 1 30 30 0 0 0 0 3 3 1 2 1 2 3 0 125 1, 500 1701 0 1 D-'| 7 0 0 12 ' 8 2 3 6 0 0 0. 0 4 0 - 2, 000 1702 3 3 40 1 37 40 37 91 ! 8S 9 • 8 9 12 2 3 4 0 2,500 70, 000 1703 1848 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools, endoived academies, seminaries, and Beligious State and post office. Name. Principal. denomina¬ tion. 1 3 3 4 south caeolina— con¬ tinued. 1704 Conway . 1705 Covington . 1706 Frogmore . 1707 Gaffney . 1708 Harts ville . . 1709 HoneaPath . . . 1710 Jordan Academy . 1711 Lexington . 1712 Manning . 1713 Beedy Creek . 1714 Beidville . 1715 1716 Bock Hill . 1717 Sellers . 1718 Sumter . 1719 . do . . 1720 Walhalla . 1721 York ville . SOUTH DAKOTA. 1722 Burnside . 1723 Canton . 1 1724 Scotland . . 1725 Sioux Falls . 1726 . do . 1727 Sturgis . . . 1728 Wessington . TENNESSEE. 1729 Alamo . 1730 Andersonville . 1731 Athens . 1732 Bell buckle . 1733 Bloomingdale . 1734 Bluff City . 1735 Brownsville . 1736 Bryson . . . 1737 Butler . 1738 Camden . 1739 Campbellsville . 1740 Carthage . 1741 Cedar Hill . 1742 Centerville . 1743 Chapel Hill . 1744 Chattanooga . 1745 Chattanooga (706 Georgia a ve.). 1746 Chattanooga . 1747 Chuckey City . 1748 Clarksville (526 Madi¬ son at.). 1749 Cleveland . 1750 Clifton . 1751 Cloverdale . Burroughs High School . Hebron High School * . Penn Normal and Industrial School. Gaffney Seminary.... . “Welch Neck High School High School * . Jordan Academy . Palmetto Collegiate Institute. Mannin" Collegiate Institute. Dothan High School . Beidville Female College. Beidville Male High School. . Presbyterian High School* .. Sellers High School* . St. Joseph’s Academy . Sumter Institute . McCullough’s (Miss) School.. York Baptist High School. . . . Ward Academy* . Augustana College . Scotland Academy . All Saints School! . Sioux Falls University . St. Martin's Academy . W essington Springs Seminary Alamo Male and Female Academy. Big Valley Academy* . Athens Female Academy . Webb School . Kingsley Seminary . Zollicoffer Institute . Wesleyan Female College . Bethany High School . Holly Springs College* . The Benton Seminary (Cam¬ den Collegiate Institute). Campbellsville High School . .. Geneva Academy* . Cedar Hill Institute . Centerville Hitch School . Chapel Hill Academy* . Chattanooga Collegc'for Young Ladies. English and French School. . . . University School . Wesleyan Academy . Clarksville Female Academy. Centenary Female College*.. . Clifton Masonic Academy . Cloverdale Seminary . * Statistics of 1894-95. William A. Dagnall. J. B. Humbert . Miss Ellen Murray . W. F. McArthur . A. Poindexter Taylor _ J. L. Eskew . . Gist Gee . Sidney J. Derrick . . E. J. Browne . S. H. McGhee . D. Balharrie Simpson, B. A.,B. S. George Briggs... . Alexander Sprunt (Bev.). Miss Anna Heaves . Sister M. Loretto . . H.F. Wilson . Miss E. H. McCollough . . . W. O. Petty . Mrs. D. G. Herron . Anthony G. Tuve . . Otis G. Dale . Helen S. Peabody . Edwin B. McKay . Sister Victoria Siedler. . . Bev. J. K. Freeland ...... J. O. Brown, B. S. W. L. Wallace . L.L. H. Carlo ck, D. D _ W. B. Webb . Josepi H. Ketron, A. M . J. J. Walford, A. B . T. W. Crowder . Thomas C. Young . James H. Smith . J. W. Blair . B. L. Kimbrough _ H. A. Ingram _ _ J. W. L. Greene . B. S. Ballow . M. L. Cancer . John L. Cooper, A. M Misses Duval . J.Boy Baylor, B. A. ,B. Let H. F. Ketron . H. W. Browder, A. M _ Daniel Sullins, D. D G. W. Boucher, B. S . W A. Bell . Nonsect Meth . . . Nonsect Nonsect Bapt.... Nonsect Nonsect Nonsect Nonsect Nonsect Nonsect Presb _ Presb. . . Nonsect B. C.... Nonsect Epis .... Bapt. ... Cong .... Luth .... Presb. . . . P. E . Bapt . B. C . Meth Nonsect Nonsect Non sect Non sect M. E _ Nonsect Meth .... Non sect . Nonsect Nonsect Nonsect Nonsect M. E. So Nonsect Nonsect Nonsect Nonsect Meth . . . M. E. So M. E. So Nonsect Nonsect STATISTICS OF SECONDARY SCHOOLS, 1849 In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents . Students. Length of course in years. Number in military drill. Y olumes in library. Value of grounds, build¬ ings, and scientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing for college. Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. Female. | r2 S Female. Male. Female. 6 8 ® Pi Male. Female. Male. Female. Male. Female. Male. Female. 5 <3 7 8 9 10. 11 12 13 14 “1 1© 17 IS 19 2® SI 22 23 24 1 0 30 21 0 0 24 29 6 4 0 0 4 1 3 1 4 0 2, 000 $3, 000 1 1 10 10 o o 20 20 6 6 0 2 0 2 4 0 100 1, 500 0 2 18 16 18 16 132 130 0 0 0 0 5 3 0 0 3 0 300 3, 000 2 3 30 20 0 0 60 28 2 1 4 0 350 7, 000 2 1 20 10 0 0 30 40 10 6 0 0 6 3 3 2 3 0 200 7, 000 1 1 28 28 o 0 14 12 0 100 1, 000 1 0 1 13 0 0 13 18 0 1 0 0 0 0 0 0 4 0 50 1, 000 1 2 27 33 o 0 32 38 0 2 1 0 10 o o 44 31 2 1 4 0 3,500 1 1 0 5 3 o o 21 17 5 3 0 1 1 0 20 o o 0 40 0 15 4 0 1, 000 15, 000 1 0 33 0 0 0 45 0 8 0 3 0 4 0 200 1,200 0 1 2 0 47 o o 0 3 0 20 0 2 4 0 150 20, 000 0 1 1 12 12 o o 13 8 0 0 0 2 0 30 0 o 0 40 '*"! 0 5 0 3 o 3 0 50 o 0 0 40 ....1 0 9 0 9 4 0 500 15, 000 0 2 8 12 8 12 0 2, 000 2 1 43 13 0 0 3 2 7 2 1 0 0 0 0 0 3 0 75 6, 000 2 3 36 16 o o 8 0 0 0 4 0 600 10, 000 4 1 18 12 0 0 45 47 14 3 0 0 8 3 5 0 3 0 1, 000 10, 000 1 ! 1 19 6 0 0 8 2 0 2 0 0 3 0 3 0 3 0 600 15, 000 0 4 0 24 o o 16 62 0 3 o 1 5 0 75, 000 4 4 38 12 0 0 28 83 4 2 4 o 3 0 1, 000 30| 000 0 1 0 16 0 0 68 60 0 4 0 4 3 200 2 2 13 20 0 0 34 33 1 1 2 2 1 1 4 0 725 13, 000 1 1 15 14 0 0 60 36 8 9 0 0 5 4 2 1 2 0 200 2, 000 2 1 0 38 25 0 0 27 27 .... 2, 400 0 4 0 47 0 0 6 30 0 30 0 10 1 o 1 0 100 6, 000 5 0 200 25 0 0 0 0 200 25 20 3 20 3 4 0 2, 163 4, 000 3 0 50 14 0 0 32 13 21 3 0 0 ° 0 0 0 '4 0 60 2, 500 1 1 22 19 o o 77 86 4 9 1 o o 5 0 0 1 4 19 65 o o 12 17 0 8 0 10, 000 1 1 8 6 0 0 39 28 1 1 4 0 2 0 75 43 0 0 64 47 28 23 18 21 1 2 0 4 6 600 5, 000 2 0 10 10 0 0 50 90 1 0 0 0 o 4 0 150 3, 000 1 2 7 12 0 ® 25 17 1 3 ! o 0 0 o 4 0 2, 000 1 0 6 10 0 0 32 34 3 2 1 1 0 0 0 0 3 0 0 1, 000 1 1 10 15 0 0 50 50 10 15 0 0 0 o 3 0 100 4, 000 1 1 24 18 0 0 41 54 1 1 35 20 0 0 40 30 12 10 8 5 4 3 4 3 0 100 0 2 0 30 0 0 0 30 0 4 0 8 " 4 0 1, 600 0 2 0 9 0 0 16 25 1 0 15 0 0 0 45 0 2 0 4 0 1 0 8 8 0 0 48 48 1 2 200 3, 000 1 6 0 68 0 0 6 54 0 20 0 0 0 14 0 4 5 0 2, 000 10, 000 5 10 0 201 0 0 0 0 0 22 o 12 0 500 75, 000 1 1 8 12 0 0 62 56 0 0 0 0 0 0 0 0 "2 0 60 l! 200 1 1 16 1 18 0 0 0 0 0 3 0 1704 1705 1706 1707 1708 1709 1710 1711 1712 1713 1714 1715 1716 1717 1718 1719 1720 1721 1722 1723 1724 1725 1726 1727 1728 1729 1730 1731 1732 1733 1734 1735 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 lot 1752 1753 1754 1755 175G 1757 1758 175D 1760 1761 1762 1763 1764 1765 1766 1767 1768 1760 1770 1771 1772 1773 1774 1775 1776 1777 1778 1770 1780 1781 3782 3783 1784 1785 3786 1787 1788 17S0 1790 1791 1792 3793 1794 1795 1796 1797 1798 1799 1800 1801 EDUCATION REPORT, 1895-96. Table 31. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. Religious denomina¬ tion. 1 2 3 4 Tennessee — continued. Columbia . Comersville . Columbia Institute . Presbyterian Collegiate Insti¬ tute. Francis A. Shoup, D. D _ George C. Appleby . W. D. Scott . Epis . Presb . Nonsect . . Cumberland City Academy Meigs County High School* . . . Decaturville High School . .T. IT Bayer _ . Nonsect . . J. F. Townsend . M. E. So . . Decaturville . J.N. Ruddle, B. S . M. E. So . . Dove . Dover High School . . . A. A. Mooney . M. E. So .. Doyle Station . Doyle College* . R. L. Jones . M. E. So . . \\r (j Salmon M. E. So . Erin . Houston College (School) * . . . . G. L. Byrom . M. E. So . . Tennessee Valley Baptist In¬ stitute. W. H. Taylor . Bapt . Geo. C. Simmons . . . Nonseet . . Dick White College _ 1 R. S. Bradshaw C um Presb Eoutcb . New Helton Academy j T J Washer Bapt . . Franklin . Franklin Male High School . . . Z. A. McConico . Non sect .. . do . Wall and Mooney’s School*. . . W. D. Mooney and S. V. Non sect .. Friendsville . Friendsville Academy* . Webb. J. H. Moore, A. B . Friends. . . Garland . Garland High School* . J. P. Williams . Nonsect . . Gillenwater . Alum Well Academy . . . Miss Alice R. Watterson . J. A. Howard . Nonsect . . Gloeson Station - High School* . Nonsect .. Grand Junction . Male and Female Institute * . . W. R. Lewellen . Nonsect . . G rand View . . Normal Institute ..... _ ... Henry W. Webb, A. B .... F. J. Miles. A . B . Con" . Grassy Cove . Grassy Cove Academy . Presb . Greenbrier . Central Tennessee Normal School. N J Pritchard, A. B Nonsect .. Holloclc Itock . West Tennessee Seminary .... Jerry Cole, Ph. D . Nonsect . . Jasper . Pryor Institute B E Atkins M E. So . do . ; . Sam Hons too Academy _ H R. Gilliam Non sect Kingston Springs . . . . Vanderbilt Preparatory Acad- | Rufus J. Clark . M. E. So .. Knoxville _ _ _ emy. 1 Knoxville Classical School _ _ C Morris Nonsect .... .do . Lee's (Miss) Fifth Avenue School. Miss - - Nonseet .. . do . University School . Lewis M. G. Baker, M. A. . Nonsect Kvle’s Ford . Blackwater Seminary . F. R. Anderson . Mis. Bapt. Lascassas . ! Lascassas Hi°h School _ _ _ _ Enoch Winders . Nonsect . . Lebanon . [ Cumberland University An¬ nex. 1 Hillsboro HUli School . B. S. Foster . Gum Presb Leipers Fork . James E Scohey Nonsect . . Lexington . Baptist Male and Female Col¬ lege. Hayncs-McLean School . J. -A- Mount Bapt. . Lewisburg . W. W. McLean and E. J. Nonsect Limestone . Limestone TTiob School * Meacham. E. E. Bearden . John L. Vork . . . M. E. So .. Lobelvillo . Lobelville High School * . Non sect . . Loudon . Loudon Seminary - . J. C. Reid, B. S . Cum Presb Lyncbburg . Lynchburg Preparatory School. * T. G. Riddle . Nonsect Lynnville . Wallace Training School . Nonsect . . McKenzie . l\f c. Tyrd prs T 71 s t i til Joshua H. Harrison, B. A - L. S. Mitchell, A. M . M.E. So .. M. E . McLemoresville . McLemoresville Collegiate Institute. McFerrin College . . Martin . Arthur T. Ramsey . Meth .... Martins Mills . Bose Hindi School _ _ Davis & James Non sect . . Maryville . Freedmen’s Normal Institute . Friends’ School* T,. FT. Garner _ Friends . . . . do . AVilson ,T Hole _ Friends .. . . Memphis (366 Poplar St.). Memphis . St. Mary’s School... . Sister Superior . Epis . University School Werts A- Rhea, _ Nonsect .. * Statistics of 1894-95. STATISTICS OF SECONDARY SCHOOLS 1851 other private secondary schools for the scholastic year 1895-96 — Continued. In¬ struct¬ ors for sec¬ ond¬ ary stu¬ dents. Students. Length, of course in years. Number in military drill. Volumes in library. Value of grounds, build¬ ings, and §cientific appa¬ ratus. Total second¬ ary stu¬ dents. Colored second¬ ary stu¬ dents in¬ cluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing college. for Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. 6 a Female. Male. Female. © a rS 3 © 3 15 3 4 3 4 3 4 ■0 ’200 21000 1866 0 4 0 20 0 0 85 110 0 0 0 ° 6 5 0 0 3 1 0 500 ; 1867 0 3 1 12 0 0 4 8 | - 0 1868 2 10 15 0 0 00 80 2 0 6 6 0 0 0 0 4 1869 0 3 o 40 0 0 0 70 0 0 « .... 4 o 1 200 ^00 000 1870 2 0 53 52 0 0 112 98 I 3 4 4 0 140 t/uUj VOu 000 1871 2 1 28 26 0 0 35 44 2 6 4 0 *4, uuv *10 ooo 1872 2 76 80 0 0 no 92 14 36 L0 24 17 18 14 2 0 516 6, 000 1873 2 4 13 12 13 12 21 29 r 4 o 0 4, 000 1874 1 1 34 50 0 0 8 9 | 4 0 500 10 000 1875 4 1 32 50 0 0 53 85 16 25 1 1 3 1 4 .6 160 400 ! 20 000 1876 1 o 63 18 o 0 12 6 1 i l o IS ooo 1877 0 8 11 31 0 0 28 143 4 5 1 1 1 1 1 1 0 5 39 800 io. l/UU 50, 000 1878 0 8 0 20 0 0 40 100 0 6 .... 0 0 0 o 5 o 200 30, 000 1879 0 2 18 20 0 0 46 68 i 8 o 20 3 500 1880 2 1 30 50 0 0 60 I 75 13 4 23 17 1 1 4 o 50 1 800 1881 3 3 56 19 56 19 98 126 31 10 1 1 4 o 900 90, 000 1S82 0 ; 4 0 50 0 0 0 40 0 1 3 0 0 4 0 500 5] 000 1883 l 1 9 21 0 0 24 36 6 18 2 i 1 3 o 75 3 GOO 1884 2 0 40 30 0 0 50 40 o 0 10 o 4 i o 4 o 200 3 000 1885 1 1 27 23 0 0 53 72 1 3 4 2 1 1 1 1 1 4 0- 2,000 j I 1886 1 0 10 6 0 0 30 30 3 o 1887 4 1 70 40 0 0 70 60 8 4 2 2 6 3 4 0 4 0 800 5,000 ; 1888 1 1 18 19 o 0 40 50 0 Q 4 o 300 1 0 30 0 0 0 15 0 0 0 0 0 0 0 0 0 0 0 -L, OlnJ 500 jLooy 1890 0 2 0 60 0 0 0 27 0 40 0 20 0 2 4 o 500 15, 000 1891 1 1 11 12 0 0 67 65 3 4 2 0 0 0 0 0 4 0 50 4! ooo 1892 1 1 15 10 0 0. 24 31 5 2 0 0 0 0 0 0 0 200 2,500 1893 1 1 39 41 0 0 34 41 18 22 16 14 4 46 6 CQ3 1894 1895 1 0 15 15 0 0 20 20 | 3 000 2 1 43 35 0 0 0 0 4 5 4 o 209 1 son 1 1 38 15 0 0 42 25 .... 8 5 4 2 0 450 29’ 000 rlOt/O 1897 2 0 16 7 0 0 25 10 1 0 16 7 1 0 1 0 4 0 75 1898 5 0 50 0 0 0 250 0 5 0 7 0 2 0 4 o 2, 200 1899 2 1 44 11 0 0 20 2 0 1 10 5 10 5 4 0 1, OOO 12, 000 1900 0 5 0 52 0 0 0 20 0 4 415 50, 000 1 oai 0 10 0 120 0 0 0 80 0 60 0 60 0 2 I 0 600 -LyUJ. 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 1923 1924 1925 1926 1927 1928 1929 1930 1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 1948 1949 1950 1951 1952 1953 1954 1955 EDUCATION REPORT, 1895-96. Table 34. — Statistics of private high schools , endowed academies , seminaries, and State and post-office. Name. 1 2 Texas— continued. San Antonio . San Marcos . Sherman . . do . . do . Slidell . South Bend . Springtown . Sulphur Springs.. Yan Alstyne . Yeal Station . Yictoria . . do . Walnut Springs .. Weatherford . . do . Whiteright . Willis . Wills Point . West Texas Military Academy Coronal Institute . Mary Nash College . North Texas Female College. . Sherman Private School . Slidell High School* . High School . Male and Female Institute _ Eastman College . Columbia College . Parson’s College . Nazareth Academy . St. Joseph’s College . Central College . Texas Female Seminary . Weatherford College . Grayson College . Willis Male and Female College Yantis’ Female Institute . UTAH. Ephraim . . Logan . Mount Pleasant _ _ Nephi . . Ogden . . do . . Parowan . . Provo . . . do . . Salt Lake City . . Salt Lake City (P. 0, box 1706). Salt Lake City . . do . . Springville . Sanpete Stake Academy . New Jersey Academy . Wasatch Academy . Juab Stake Academy . Gordon Academy . . Weber Stake Academy * . •. Presbyterian School * . Brigham Young Academy . Proctor Academy . All Hallows College . Latter Hay Saints College . Howland Hall . Salt Lake Collegiate Institute. Hungerford Academy . VERMONT. Bakersfield . Barre . . Brattleboro . . Burlington . . do . . do . . . do . . Chelsea . Derby . . Essex . . Lyndon Center . . Mclndoe Falls... Manchester . Montpelier . New Haven . North Craftsbury Peacham . . Poultney . . Royalton . . Rutland . Brigham Academy . Goddard Seminary . North Street School* . Bishop Hopkins Hall . St. Joseph’s Academy . St. Mary’s Academy . Vermont Episcopal Institute.. Chelsea Academy . Derby Academy . Essex Classical Institute . Lyndcn Institute . Mclndoe Falls Academy . Burr and Burton Seminary. . . . Montpelier Seminary . Beeman Academy . Craftsbury Academy . Caledonia Co. Grammar School . Troy Conference Academy. . . . Royalton Academy.. . Rutland English and Classical Institute. * Statistics of 1894-95. Principal. Religious denomina¬ tion. 3 4 A. L. Burleson, A. M . A. A. Thomas, A. M . J. G. Nash . . Mrs. L. A. Kidd Key . J. H. Le Tellier . Ed. F. Finch . G. Alex. Gray . B. F. Fronabarger, A. B.. . H. P. Eastman . W. T. Harnner . S. W. Parsons . Sister Mary St. Claire _ Louis N. Bofer . B. L. Johnson . J. S. Howard, A. M . David S. Switzer . F. E. Butler . J. C. Smith . R. E. Yantis . Epis . M.E. So .. Nonsect .. M. E. So . . Non sect . . Nonsect .. Non sect . . Nonsect .. Non sect .. Non sect . . CumPresb R. C . R.C ...... Meth . CumPresb M. E So.. Nonsect .. Nonsect .. Nonsect .. Newton E. Noyes . G. W. Sammons . George H. Marshall, B. S. . JohnT. Miller . William Woods Howe _ L. T. Moench . L. S. McMonigal . Benj. Clnffjr., M. S., M. D. Isaac Heuse . Thomas J. Larkin . Willard Done, D. B . L. D. S - Presb . Presb . L. D. S - Cong . . L. D. S - Presb. . L. D. S _ Cong . R. C . L. D. S - Clara Colburne, A. B . Robert J. Caskey, A. M. . . Willis Marshall . . Epis . Presb Presb C. H. Morrill, A. B . Arthur W. Peirce, A. B. . . Florence A. Sawyer . Edith M. Clark . Brother Charles . Sister M. Stanislaus . Henry H. Ross, A. M . John M. Comstock, A. M. G. A. Andrews . . Chauncey H. Hayden . Walter E. Ranger, A. M. . . D. F. Andrus, B. A . E. Herbert Botsford, A. M . E. M. Smith, D.D . B. M. Weld . R. C. Moodie, A. B..B.D.. Charles H. Cambridge - Charles H. Dunton, D. D. Charles L. Curtis . O. H. Perry, A. B . TJniv . . . Nonsect P. E.... R. C.... R. C.... P.E .... Nonsect Non sect Nonsect Free Bapt Nonsect Nonsect M. E.... Nonsect Nonsect Nonsect M. E.... Cong ... Nonsect STATISTICS OF SECONDARY SCHOOLS. 1857 other private secondary schools for the scholastic year 1895-96 — Continued. In¬ struct ors for sec¬ ond¬ ary stu¬ dents. 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 stu¬ dents n eluded in col¬ umns 7 and 8. Elemen¬ tary. Preparing college. for Gradu¬ ates in 1896. College prepara¬ tory stu¬ dents in the class that graduated in 1896. Clas¬ sical course. Scien¬ tific course. 6 § Female. | Male. Female. 4 2 0 100 125 70 90 30 35 MISSOURI. Chillicothe . Chillicothe Normal College. 15 2 7 1 643 429 212 170 320 223 Clarksburg . . Hooper Institute . . . . 4 1 1 0 70 50 40 43 14 11 College Mound _ McGee Holiness College _ 2 3 2 1 40 70 30 40 15 10 C-reen Ridge . Scotten ’s N ormal and Busi¬ 3 3 2 1 42 47 30 40 ness College. Maryville . . The Maryville Seminary _ 5 5 4 2 150 146 0 0 12 13 Thornfield _ _ _ Thornfield Normal Institute 3 2 2 1 63 50 35 30 28 20 Weaubleau . Weaubleau Christian Col¬ 4 ■ 0 1 0 80 61 10 10 41 30 lege. STATISTICS OF NORMAL SCHOOLS, 1911 normal schools , 1895-96 — Continued. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Grad¬ uates from other courses. Years in normal course. Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. Value of benefactions re¬ ceived during the year. Total money value of en¬ dowment. In busi¬ ness course. In high school grades. Male. Female. Male. © a © Male. Female. Male. Female. Male. Female. Male. © © P=i 13 14 15 i© 17 18 19 SO ;si 22 23 24 25 I96 27 28 29 30 8 0 10 15 0 0 0 0 3 4 6 0 2 58 400 $5,000 0 0 8 A. 60 10 5 5 3 0 0 0 0 4 0 0 1 2 40 408 5,500 0 0 2 2 22 40 3 36 150 2 40 3,000 0 0 8 1 38 250 7,000 0 10 5 15 20 12 10 4 3 2 48 2,000 5,000 32 12 78 73 0 0 0 0 2 11 15 16 39 6,000 30,000 0 0 0 0 0 0 0 0 3 36 200 2,000 c g <7 $10,000 0 0 o 0 n 23 1 1 3 40 1,000 0 6 1 0 0 0 0 o 0 500 3,000 0 0 <0 50 2 40 100 0 24 3 42 5,800 50,000 0 12 0 9 2 36 25 12 0 0 0 0 2 0 2 1 3 48 305 10,000 0 25 25 0 0 4 5 6 4 3 50 500 3,000 o 0 4 5 3 '0 0 0 •0 0 0 39 : 400 3,500 0 4,100 45 40 57 '96 <0 0 •o 0 .8 12 22 25 'IT 36 1,600 11,500 0 0 57 3 '70 37 0 0 9 4 3 36 300 40,000 70 70 (0 0 6 0 0 ; 0 2 40 600 30,000 4,000 15 88 93 9 6 10 2 4 40 500 10,000 0 0 0 0 0 0 11 4 11 4 4 48 800 60,000 0 0 9 40 63 8 16 1 8 1 7 3 36 43 4,000 15 18 4 5 2 20 2,000 10 o 15 6 0 0 6 0 40 567 5,000 72 80 25 22 4 2 1 0 "T 32 4,000 80,000 o 0 ■0 0 0 0 10 8 20 4 3 40 400 2,500 2,500 97 16 v 1 14 20 0 0 5 4 -38 14 6 48 100 40,000 11 1 0 i 0 0 0 0 0 0 0 6 5 1 40 300 6,000 0 0 0 0 0 ! 15 0 o 500 300 12 6 8 0 4 3 7 4 36 250 6,000 24 12 120 115 0 0 0 0 0 0 0 11 2 38 1,000 20,000 1,200 10,000 . | 4 1 4 40 1,500 10 5 j 20 15 1 i 4 36 170 8,000 1,400 1 1912 Location. 1 MONTANA. Twin Bridges ...... NEBRASKA. Fremont . Lincoln - - Santee Agency . Wayne . . NEW YORK. New York - - NORTH CAROLINA. Asheville _ _ Beaufort . . Farmer. . . Franklinton . Lumberton . . Raleigh. . . Shallotte . . Wilmington . - Winton. - . OHIO. Ada . . . - Canfield . Dayton - . Defiance . Ewington . Lebanon . Middlepoint . New Philadelphia . . Piketon . South New Lyme.. Woodville . OREGON. Drain _ _ PENNSYLVANIA. Ebensburg . Huntingdon . Muncy . . Philadelphia . SOUTH CAROLINA. Aiken . Charleston . . Do . EDUCATION REPORT, 1895-96. Table 20. — Statistics of private Teachers. Students. Name of institution. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal grade. In nor¬ mal course. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 2 3 4 5 6 7 8 9 io 11 13 Montana Normal Training 2 3 2 1 44 67 38 50 10 13 School. Fremont Normal School _ 16 5 8 3 300 250 0 0 200 150 Lincoln Normal University. 22 5 18 4 349 368 15 20 260 290 Santee Normal Training 6 5 2 2 74 50 69 44 5 6 School. Nebraska Normal College .. 7 6 5 4 463 501 267 268 118 211 Teachers’ College . 21 40 19 23 255 564 260 300 7 90 Normal and Collegiate In- 1 13 0 6 0 200 0 100 0 83 stitute. Washburn Seminary . 2 4 0 1 55 50 40 41 15 9 Farmer Institute . 2 2 2 0 55 30 10 6 15 8 Albion Academy, Normal, 5 6 2 a 106 150 45 53 60 69 and Industrial School. Whitin Normal School. . 1 1 1 1 22 31 5 12 17 19 St. Augustine’s School _ 5 6 5 1 91 137 63 112 28 25 Shallo tte Preparatory 2 2 2 2 40 37 20 25 School. Gregory Normal Institute .. 1 9 80 190 67 134 6 14 Waters Normal Institute.. . 2 3 0 1 92 96 57 59 18 23 Ohio Normal University. . . . 24 9 14 4 2166 907 302 334 677 433 Northeastern Ohio Normal 4 2 1 1 115 90 73 50 30 14 College. , St. Mary’s Convent . 11 0 11 0 65 0 31 0 34 0 Defiance College _ 2 2 1 1 47 26 25 22 Ewington Academy . 1 1 1 1 22 21 4 3 12 14 National Normal Univer¬ 31 8 9 6 778 426 168 140 575 321 sity. Western Ohio Normal 3 1 3 1 150 25 30 30 100 10 School. Kuhn’s Normal School . 1 0 1 0 30 20 10 4 20 16 Southern Ohio School of 4 0 4 0 40 35 40 35 Pedagogy. New Lyme Institute. . 5 2 1 0 106 121 44 55 18 24 The Teachers’ Seminary.... 4 0 3 0 45 0 17 0 16 0 Oregon State Normal 4 0 4 0 65 70 65 70 School. Ebensburg Normal Insti¬ 3 1 1 1 50 40 10 15 20 22 tute. Juniata College . . 12 4 12 4 208 117 20 17 162 92 Lycoming County Normal 7 1 7 1 111 103 0 0 111 103 School. Institute for Colored Youth 3 7 0 2 109 174 47 64 42 72 Schofield Normal and In¬ 6 9 3 2 170 178 140 150 28 30 dustrial School. Avery N ormal Institute - 2 6 1 3 125 265 87 86 48 169 Wallingford Academy . 1 5 0 3 84 134 71 97 23 27 STATISTICS OF NORMAL SCHOOLS, 1913 normal schools, 1895-96 — Continued. Students. Children in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. Grad¬ uates from other courses. Years in normal course. Weeks in school year. Y olumes in library. Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. Value of benefactions re¬ ceived during the year. Total money value of en¬ dowment. In busi¬ ness course. In high school grades. Male. Female. Male. Female. Male. Female. Male. Female. | Male. Female. i | Male. I Female. 13 14 15 16 17 IN 19 20 21 22 23 24 25 26 27 28 29 30 0 0 0 0 3 32 500 $18, 000 0 100 25 50 25 40 15 75 10 3 50 3,000 65,000 64 27 10 31 15 20 0 1 29 18 23 17 3 48 600 134, 800 $2,500 $134,800 0 0 38 44 9 10 2 2 4 36 1,400 60,000 15, 685 79 21 0 0 o 0 17 34 15 10 3 50 1,100 25,000 0 0 75 87 260 300 1 0 1 29 0 0 2 33 7,600 900,000 65,000 250,000 0 7 0 10 0 20 0 o 0 23 0 20 4 36 0 0 0 0 11 32 15 1 9 0 0 0 0 4 32 0 7,000 0 0 30 16 2 40 300 3,000 10 19 0 28 60 69 10 4 4 32 350 10,000 0 0 0 0 5 12 17 19 2 2 4 25 200 1,200 125 1,200 21 31 28 25 3 8 3 32 20 12 300 1,000 10 39 2 4 6 14 300 25,000 25,000 20 11 18 23 1 0 4 32 11,900 8 G Cvi 139 15 978 195 0 0 0 0 57 15 210 36 2 49 5,475 75,000 0 0 30 8 0 0 0 0 0 0 3 8 20 5 4 40 1,300 45,000 0 40,000 3 42 22 4 1 0 0 1 9 3 3 38 300 15,000 0 0 0 6 4 0 0 0 0 0 0 0 0 1 40 50 1,000 0 0 ' 0 0 0 0 0 1 48 10, 000 75,000 0 75,000 5 0 o 0 2 48 200 18,000 0 0 0 20 16 3 44 2 1 16 3 31 36 11 8 2 39 600 25, 000 25,000 12 0 .60 63 o o 5 0 3 0 2 40 1,500 25, 000 1,075 28,000 3 40 150 12,000 15 8 400 26 8 0 0 0 0 0 0 22 7 12 5 3 40 100,000 5,200 6,000 0 0 0 0 0 0 0 0 11 6 0 0 3 20 600 35,000 0 0 6 8 14 30 28 20 28 30 o 0 o 0 4 36 1,000 30,000 0 50, 000 0 0 0 0 0 0 48 169 7 13 0 0 4 36 600 25, 000 0 I » 0 1 0 1 - 23 27 0 0 1 0 | 0 4 28 1 . 1914 EDUCATION REPORT, 1895-96. Table 20 .—Statistics of private Location. Name of institution. Teachers. Students. Entire num. ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal grade. In nor¬ mal course. Male. Female. Male. Female. Male. Female. Male. Female. S Female. 1 3 3 4 5 6 8 9 10 fa 1 13 SOUTH CAROLINA —continued. Frogmore . Penn Normal and Indus- o 10 0 2 150 146 132 130 18 16 trial School. Brewer Normal School . 1 6 1 1 161 165 157 159 4 6 SOUTH DAKOTA. Sioux Falls . ... Lutheran Normal School ... 5 4 5 4 64 40 0 0 64 40 TENNESSEE. 3 o 1 o 82 27 32 13 34 6 5 7 4 3 350 250 200 150 40 30 Fountain City _ Holbrook Normal College .. 4 4 3 2 90 00 j 25 20 60 45 Greenbrier . Central Tennessee Normal 4 2 3 0 120 145 ! 85 96 35 49 and Commercial College. Huntingdon . . Southern Normal Univer- 13 8 6 1 200 74 80 36 63 27 sity. Memphis . The Le Moyne Normal In¬ 3 13 3 5 290 410 194 266 94 146 stitute. 1 Morristown . Morristown Normal Acade¬ 2 12 9 4 136 187 75 77 47 93 Sparta . my. Dibrell Normal Institute ... 1 4 0 1 100 100 60 70 25 25 Wheat Roane College - . 2 2 2 2 75 72 45 35 35 32 Winchester . W inch ester N or mal College . 5 5 2 3 149 140 40 48 96 80 TEXAS. Austin ..... Tillotson College ...... _ 3 10 2 6 71 102 54 89 17 13 JBrenham . . Blinn Memorial College _ 5 0 4 0 74 28 39 15 20 11 Castroville . Divine Providence Academy 0 3 0 3 0 30 0 30 Commerce . . . East Texas Normal College. 1 1 0 110 39 50 24 16 3 Detroit . Detroit Normal College _ 2 5 p 5 84 83 84 83 Hearne . . Hearne Academy _ .. 1 3 1 3 20 30 10 5 15 20 Whitesboro . Whitesboro Normal College 4 4 4 1 35 50 0 0 35 50 UTAH. Provo City . . Brigham Young Academy 19 8 17 5 675 276 198 153 297 223 and Church Normal Training School. VIRGINIA. Hampton. . The Hampton Normal and 23 42 9 36 540 432 477 380 63 52 Agricultural Institute. Lawrenceville .... St. Paul Normal and Indus¬ 12 9 ■ 12 9 150 170 30 40 120 130 trial School. Reliance . Shenandoah Normal College 8 1 1 1 0 55 28 19 19 9 8 Richmond . . Hartshorn Memorial Col¬ 1 8 1 8 2 104 0 11 2 93 lege. Rocky Mount . Piedmont Normal College .. p 2 2 2 26 94 22 18 20 60 Scottsburg _ Scottsburg Normal College. 6 4 3 2 60 59 24 25 9 15 Stuart - - Stuart N ormal College . . ... 3 3 2 1 30 38 0 3 19 35 Willis _ _ The Mountain Normal 1 2 1 1 32 41 3 2 29 39 School. WEST VIRGINIA. Buckhannon . . Union College . . 4 1 4 1 60 58 51 55 Fayetteville _ Fayetteville Academy . 2 1 2 1 • 0 96 0 96 Harpers Ferry _ ! Storer College 4 5 3 4 72 70 22 21 50 49 Summersville . Summersville Normal 5 1 5 1 119 112 77 32 36 57 School. WISCONSIN. Milwaukee . National German -American 7 9 7 4 134 97 116 65 18 32 Teachers’ Seminary. St. Francis . . Catholic Normal School of 7 0 5 0 60 0 5 0 25 0 the Holy Family. STATISTICS OF NORMAL SCHOOLS. 1915 normal schools , 1895-96 — Continued. Students. Children in model school. h Colored stu¬ dents in nor¬ mal course. Grad¬ ual s from normal course. Grad¬ uates from other courses. | Years in normal course. Weeks in school year. Volumes in library. 1 Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. Value of benefactions re¬ ceived during the year. Total money value of en¬ dowment. In busi¬ ness course. ^ In high school grades. Male. 6 g a) Male. Female. Male. Female. | Male. | Female. Male. Female. Male. Female. 13 14 15 16 17 18 19 30 21 22 23 34 ! 35 [so 27 2S 29 30 0 0 0 0 18 16 3 0 0 3 30 300 §3, 000 $1,000 $4,200 0 0. 0 0 0 0 4 6 g 2 0 0 2 30 200 12,000 0 0 0 0 0 0 0 0 0 i 2 0 0 4 36 878 18,000 0 0 9 0 r- 8 0 0 0 0 0 0 0 0 4 36 60 2,500 0 0 12 100 63 9 6 13 6 1 40 500 30,000 6 0 4 9 6 1 46 3,000 75,000 0 78, 500 0 0 0 0 o 0 3 0 8 3 4 40 500 5,000 0 39 18 4 94 146 6 9 4 .34 2,000 45,000 6,000 45,000 11 20 110 118 47 1 93 18 8- 3 36 1,000 50,000 1,837 15 5 0 0 0 0 0 0 0 0 4 20 200 10,000 0 10,000 0 0 4 34 400 4,000 0 3,000 13 12 6 0 3 9 10, 000 0 0 17 13 1 1 0 0 4 32 1,700 50,000 115 0 11 1 2 4 0 0 6 0 0 5 2 0 2 38 1,100 16,000 0 31,200 _ 1 0 10 2 30 80 40,000 14 0 30 12 4 2 0 0- 0 0 0 0 15 20 0 0 0 0 4 52 20 5,000 0 0 0 0 0 0 0 0 o o o o 51 600 10,000 o o . 77 3 o 0 0 0 0 0 3 16 8 0 4 38 4,750 80,000 0 0 0 0 151 194 57 39 0 0 3 37 7,768 572,000 108, 736 1,031,578 1 120 130 2 8 20 2 0 0 0 0 6 2 11 3 2 300 0 0 2 93 0 15 3 32 48,000 65,000 3 40 3,500 25 2 10 9 6 8 19 7 1 36 800 5,000 9 0 2 0 0 0 0 0 0 0 2 45 150 1,000 o 0 0 0 o 0 0 0 0 0 0 0 0 7,000 o o 2 10 28 20 21 6 3 38 850 8 000 2,000 15,000 4 60 4,000 2 1 1 3 4 35 5,000 1,910 50,792 7 9 10 3 5 4 11 0 2 40 350 5,000 0 0 0 0 116 65 0 0 6 6 3 42 100,000 o 113,346 25 o 5 0 3 0 2 0 4 40 1,852 CHAPTER XXXIX. STATISTICAL REVIEW OF HIGHER EDUCATION, 1895-96. The institutions for higher education in the United States are given in this report under the following headings: (1) Universities and colleges for men and for both sexes; (2) colleges for women; (3) schools of technology; (4) professional schools and departments. In the summarized and detailed tables of these institutions are given statistics concerning the entire institutions, and not of the collegiate depart¬ ments only. It is a well-known fact that a large number of the institutions for higher education, especially in comparatively recently settled sections of the coun¬ try, maintain preparatory departments for the secondary, and in some cases for the elementary education of pupils, as well as normal, business, music, art, and other departments of instruction. The number of students in attendance at such departments is of course included in the column giving the total number of students in attendance at the institution as a whole. In the summarized and detailed tables great care has been taken to tabulate separately the number of students in the several departments of the institutions, so that it is an easy matter to ascertain the number of students that may properly be included under the general head of higher education. Counting all of the students in undergraduate and graduate departments of the classes of institutions named above, it is found that there were, during the year under consideration, 139,611 students in higher education, of which number 33,705, or 24.14 per cent, were women. If professional students, including students in law, medicine, and theology, are excluded, there remain 97,377 students in undergraduate and graduate departments of colleges and schools of technology, 32,234, or 33.1 per cent, being women. The summarized statistics, showing the number of students in higher education in each class of institutions, as well as the total number in higher education in all of the institutions, are given by States and Territories in the table which follows, while the statistics concerning the several classes of institutions may be found on the pages following the combined table. Summarized statistics of higher education ( including students in undergraduate and graduate departments of universities and colleges, colleges for women, schools of technology, and in professional schools and departments). State or Territory. Universities and colleges for men and for both sexes. Colleges for women, Division A. Colleges for women, Division B. Institutes of technology. Professional schools and depart¬ ments. Total number of students in higher education. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. United States . 56,556 16, 746 3,910 10,513 8,587 1,065 40,763 1,471 105,906 33,705 North Atlantic Division. .. 20,523 2,302 3,519 978 2,919 157 13, 701 472 37, 142 7,428 South Atlantic Division... 6,125 1,010 335 4,389 1,542 6 5,015 75 12, 682 5,815 South Central Division _ 7,086 2,383 3, 664 924 33 4, 307 32 12, 317 6,112 North Central Division _ 19,363 9,191 34 1,471 2, 476 541 16,474 740 38,313 11,977 Western Division . 3,460 1,860 22 11 726 328 1,266 152 5,452 2,373 1917 1918 EDUCATION REPORT, 1895-96. Summarized statistics of higher education ( including students in undergraduate and graduate departments of universities and colleges, colleges for women, schools of technology, and in professional schools and departments) — Continued. State or Territory. Universities and colleges for men and for both sexes. Colleges for women, Division A. Colleges for women, Division B. Institutes of technology. Professional schools • and depart¬ ments. Total number of students in higher education. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. North Atlantic Division: 507 161 54 247 10 231 o 985 OOK New Hampshire. . 393 2 15 74 19 143 0 610 ~36 258 92 60 0 185 o 503 92 Massachusetts . . 3,926 390 2,368 144 1, 493 75 2,097 115 7,516 3,092 739 120 69 35 808 155 2,260 82 120 18 539 0 2,919 100 New York - - 5, 316 789 833 159 472 0 6,230 177 12,048 1,938 New Jersey. . . 1,406 0 20 17 384 0 479 0 2,269 37 5, 687 686 298 589 3, 797 180 9,484 1,753 South Atlantic Division: 71 0 10 6 81 6 Maryland _ 1,024 104 231 201 331 0 1,735 57 3,090 593 538 110 60 0 1,361 17 1,959 127 Virginia — . . 1,158 226 104 1,046 510 0 892 0 2,560 1,376 West "V irginia _ 227 75 17 92 0 319 92 North Carolina _ 1,341 205 643 183 0 227 0 1,751 848 South Carolina _ ... 652 46 851 327 0 156 0 1,135 897 Georgia _ 928 170 1,631 121 0 552 1 1,601 1,802 Florida _ _ 186 74 186 74 South Central Division: Kentucky 1,205 288 810 1,745 19 2,950 1,117 Tennessee . . 2,016 691 1,061 T299 5 3,315 1,757 Alabama _ 788 113 811 258 7 228 0 1,274 931 Mississippi _ 542 73 675 265 1 40 0 847 749 Louisiana _ 717 305 122 474 1 1,191 428 Texas - _ 1,191 511 135 354 0 413 1,958 653 Arkansas _ 606 394 50 108 0 714 444 Oklahoma . . 7 3 47 25 54 28 Indian Territory. _ . 14 5 14 5 North Central Division: Ohio . . . . 3, 637 1,605 358 229 0 2,584 117 6,450 2,080 Indiana _ 1,691 675 25 701 69 834 31 3, 226 SCO' Illinois . . . . . 3, 876 1,735 34 190 136 18 5,240 314 9,252 2,291 Michigan _ . .. 1,938 1,013 456 31 1,636 75 4,030 1,119 Wisconsin 1,391 557 33 618 0 2,009 590 Minnesota.- _ 1,506 688 24 955 28 2, 461 740 Iowa _ _ 1,474 863 356 121 1,190 67 3,020 1,051 Missouri _ _ 1,786 825 783 2,910 77 4,696 1,685 North Dakota .... 66 36 21 8 87 44 South Dakota _ 114 80 158 66 272 146 Nebraska . . . . 828 561 334 18 1,162 579 Kansas _ _ 1,056 553 58 419 228 173 13 1,648 852 Western Division: Montana . . 19 8 15 17 34 25 Wyoming . . . 12 9 12 9 Colorado . . . . 303 156 263 54 284 49 850 259 New Mexico _ 0 0 26 13 26 13 Arizona .. _ 11 13 11 13 Utah 86 86 121 65 207 151 Nevada _ _ 84 55 84 55 Idaho . _ 23 19 23 19 Washington . 413 268 97 44 510 312 Oregon _ 214 197 204 135 174 19 592 351 California _ _ 2,295 1,049 22 H 808 84 3,103 1,166 Public institutions. — In the preceding table are included the number of students in all classes of higher institutions, public and private. In order that some idea may bo formed as to the number of students receiving instruction in undergrad¬ uate and graduate courses of public institutions — that is, institutions founded or controlled by the State or municipality — a table has been prepared, giving the number of students pursuing such courses at the following-named institutions: Agricultural and Mechanical College, Auburn, Ala. University of Alabama, University, Ala. UNIVERSITIES AND COLLEGES. 1919 University of Arizona, Tncson, Ariz. Arkansas Industrial University, Fayetteville, Ark. University of California, Berkeley, Cal. University of Colorado, Boulder, Colo. Colorado Agricultural College, Fort Collins, Colo. Colorado School of Mines, Golden, Colo. Storrs Agricultural College, Storrs, Conn. Delaware College, Newark, Del. State College for Colored Students, Dover, Del. Florida Agricultural College, Lake City, Fla. Seminary West of the Suwanee River, Tallahassee, Fla. University of Georgia, Athens, Ga. State School of Technology, Atlanta, Ga. Normal and Industrial College, Milledgeville, Ga. University of Idaho, Moscow, Idaho. University of Illinois, Champaign, Ill. Indiana University, Bloomington, Ind. Purdue University, Lafayette, Ind. Iowa Agricultural College, Ames, Iowa. State University of Iowa, Iowa City, Iowa. University of Kansas, Lawrence, Kans. Kansas Agricultural College, Manhattan, Kans. Agricultural and Mechanical College, Lexington, Ky. Louisiana State University, Baton Rouge, La. Maine State College, Orono, Me. Maryland Agricultural College, College Park, Md. United States Naval Academy, Annapolis, Md. Massachusetts Agricultural College, Amherst. Mass. Massachusetts Institute of Technology, Boston, Mass. University of Michigan, Ann Arbor, Mich. Michigan Agricultural College, Agricultural College, Mich. Michigan Mining School, Houghton, Mich. University of Minnesota, Minneapolis, Minn. Agricultural and Mechanical College, Agricultural College, Miss. Mississippi Industrial Institute and College, Columbus, Miss. Alcorn Agricultural and Mechanical College, Westside, Miss. University of Mississippi, University, Miss, University of Missouri, Columbia, Mo. Agricultural and Mechanical College, Bozeman, Mont. University of Montana, Missoula, Mont. University of Nebraska, Lincoln, Nebr. University of Nevada, Reno, Nev. College of Agriculture and. Mechanic Arts, Durham, N. H. Newark Technical School, Newark, N. J. University of New Mexico, Albuquerque, N. Mex. College of Agriculture and Mechanic Arts, Mesilla Park, N. Mex. New Mexico School of Mines, Socorro, N. Mex. College of the City of New York, New York City, N. Y. United States Military Academy, West Point, N. Y. University of North Carolina, Chapel Hill, N. C. College of Agriculture and Mechanic Arts, Raleigh, N. C. Agricultural and Mechanical College for the Colored Race, Greensboro, N. C. North Dakota Agricultural College, Fargo, N. Dak. University of North Dakota, University, N. Dak. Ohio University, Athens, Ohio. Ohio State University, Columbus, Ohio. Miami University, Oxford, Ohio. University of Cincinnati, Cincinnati, Ohio. University of Oklahoma, Norman, Okla. Agricultural and Mechanical College, Stillwater, Okla. Oregon Agricultural College, Corvallis, Oreg. University of Oregon, Eugene, Oreg. Central High School, Philadelphia, Pa. Pennsylvania State College, State College, Pa. College of Agriculture and Mechanic Arts, Kingston, R. I. College of Charleston, Charleston, S. C. South Carolina Military Academy, Charleston, S. C. 1920 EDUCATION REPORT, 1895-96. Clemson Agricultural College, Clemson College, S. C. South Carolina College, Columbia, S. C. South Dakota Agricultural College, Brookings, S. Dak. School of Mines, Rapid City, S. Dak. University of South Dakota, Vermilion, S. Dak. University of Tennessee, Knoxville, Tenn. University of Texas, Austin, Tex. Agricultural and Mechanical College, College Station, Tex. Utah Agricultural College, Logan, Utah. University of Utah, Salt Lake City, Utah. University of Vermont, Burlington, Vt. University of Virginia, Charlottesville, Va. Agricultural and Mechanical College, Blacksburg, Va. Virginia Military Institute, Lexington, Va. State Agricultural College, Pullman, Wash. University of Washington, Seattle, Wash. West Virginia University, Morgantown, W. Va. University of Wisconsin, Madison, Wis. University of Wyoming, Laramie, Wyo. Number of undergraduate and graduate students in public universities , colleges , and schools of technology. Students. Graduate department. Total number of col¬ State or Territory. ment. Resident. Nonresi¬ dent. legiate and grad¬ uate students. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . 19,514 5,621 25, 135 689 273 962 155 44 199 20,358 5,938 26,296 North Atlantic Division. . . 4, 611 213 4,824 28 3 31 2 0 2 4,641 216 4,857 South Atlantic Division. . . 2, 782 346 3,128 54 1 55 6 0 6 2, 842 347 3,189 South Central Division _ 2, 118 499 2,617 49 7 56 24 4 28 2, 191 510 2,701 N or th Central Division .... 8,041 3,329 11,370 464 204 668 109 33 142 8,614 3,566 12,180 Western Division . 1,962 1,234 3,196 94 58 152 14 7 21 2,070 1,299 3,369 North Atlantic Division: Maine . . . . . 243 10 253 4 0 4 0 0 0 247 10 257 New Hampshire . 73 19 92 1 0 1 0 0 0 74 19 93 Vermont . 190 53 243 1 1 2 0 0 0 191 54 245 Massachusetts . . 1,272 75 1,347 15 0 15 1 0 1 1,288 75 1,363 Rhode Island . . 62 33 95 7 2 9 0 0 0 69 35 104 Connecticut . 120 18 138 0 0 0 0 0 0 120 18 138 New York. . . . 1,093 0 1,093 0 0 0 0 0 0 1,093 0 1,093 New Jersey . 120 0 120 0 0 0 0 0 0 120 0 120 Pennsylvania . 1,438 5 1,443 0 0 0 1 0 1 1,439 5 1,444 South Atlantic Division: Delaware . 81 6 87 0 0 0 0 0 0 81 6 87 Maryland . . . 331 0 331 0 0 0 0 0 0 331 0 331 Virginia . 740 0 740 26 0 26 0 0 0 766 0 766 West Virginia . 129 35 164 1 0 1 0 0 0 130 35 165 North Carolina . . 500 0 500 23 0 23 6 0 6 529 0 529 South Carolina . 518 13 531 0 0 0 0 0 0 518 13 531 Georgia . 359 240 599 1 1 2 0 0 0 360 241 601 Florida . . . 124 52 176 3 0 3 0 0 0 127 52 179 South Central Division: Kentucky . . 166 47 213 1 0 1 0 0 0 167 47 214 Tennessee . 236 90 326 8 1 9 0 0 0 244 91 335 Alabama . . 402 8 410 9 0 9 0 0 0 411 8 419 Mississippi . . . . 432 140 572 15 0 15 24 4 28 471 144 615 Louisiana . 135 0 135 5 0 5 0 0 0 140 0 140 Texas. . . . . 572 114 686 11 6 17 0 0 0 583 120 703 Arkansas . 121 72 193 0 0 0 0 0 0 121 72 193 Oklahoma . 54 28 82 0 0 0 0 0 0 54 28 82 North Central Division: Ohio . . . . 916 295 1,211 46 13 59 0 0 0 962 308 1,270 Indiana . 1,039 303 1,342 64 24 88 5 2 7 1,108 329 1,437 Illinois . . . 510 126 636 14 12 26 2 0 2 526 138 664 Michigan . 1,394 523 1,917 69 18 87 9 3 12 1,472 544 2,016 Wisconsin _ _ 810 415 1,225 62 18 80 17 8 25 889 441 1,330 Minnesota. . . - 888 476 1.364 105 32 137 0 0 0 993 508 1,501 Iowa . 689 273 962 34 25 59 18 10 28 741 308 1,049 UNIVERSITIES AND COLLEGES. 1921 Number of undergraduate and graduate students in public universities , colleges , and schools of technology — Continued. Students. State or Territory. Collegiate depart¬ ment. Graduate department. Total number of col¬ legiate and grad¬ uate students. Resident. Nonresi¬ dent. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. North Central Division- Continued. Missouri . 386 71 457 17 8 25 0 0 0 403 79 482 North Dakota . 60 34 94 2 0 2 0 0 0 62 34 96 South Dakota . . 172 100 272 6 6 12 17 5 22 195 111 306 Nebraska. . . . 412 317 729 15 23 38 28 3 31 455 343 798 Kansas . . 765 396 1,161 30 25 55 13 2 15 808 423 1,231 Western Division: Montana . 15 17 32 0 0 0 0 0 0 15 17 32 Wyoming . . 11 9 20 1 0 1 0 0 0 12 9 21 Colorado . . . . 351 108 459 17 8 25 9 5 14 377 121 498 New Mexico. . 26 13 39 0 0 0 0 0 0 26 13 39 Arizona . 10 13 23 1 0 1 0 0 0 11 13 24 Utah . 200 151 351 0 0 0 0 0 0 200 151 351 Nevada . 82 51 133 2 4 6 0 0 0 84 55 139 Idaho. . . 23 18 42 0 0 0 0 0 0 23 19 42 Washington . 256 175 431 1 1 2 0 0 0 257 176 433 Oregon . . . 248 198 446 0 2 2 3 0 3 251 200 451 California . 740 480 1,220 72 43 115 2 2 4 814 525 1,339 I. —Universities and Colleges for Men and for Both Sexes. Institutions. — The number of universities and colleges for men and for both sexes from which reports were received at the close of the scholastic year 1895-96 is 484, being three more than were included under this head in 1894^95. The increase is, however, not due to an increase in the number of institutions, but to the fact that four institutions heretofore treated as schools of technology are now included in the table of universities and colleges. The institutions referred to are the Arkansas Industrial University, Fayetteville, Ark. ; Florida Agricultural Col¬ lege, Lake City, Fla.; Agricultural and Mechanical College of Kentucky, Lexing¬ ton, Ky., and Lehigh University, South Bethlehem, Pa., all of which maintain courses of study leading to the A. B. degree, and have students in such courses. The Bureau has learned during the year of the suspension of the following named institutions: Napa College, Napa, Cal.; Central College, Enterprise, Kans.; Emi¬ nence College, Eminence, Ky.; Garrard College, Lancaster, Ky.; Olympic Univer¬ sity, Olympia, Wash.; University of Seattle, Seattle, Wash., and West Virginia College, Flemington, W. Va. Gale College, at Galesville, Wis. , has also suspended temporarily. Of the 484 institutions, 79 are located in the North Atlantic Division, 70 in the South Atlantic Division, 87 in the South Central Division, 201 in the North Central Division, and 47 in the Western Division. Of the total number of institutions, 111 are reported as not being under the control of any particular religious denomination. The number of institutions controlled by the several denominations is given in Table 1, pages 1926-1931. The table includes not only the number of institutions, but it shows the number of professors and students in the undergraduate depart¬ ments and the total amount of the endowments held by such institutions. In order that the table might not be too lengthy, the various branches of the several reli¬ gious denominations are combined under one head. The number of nonsectarian institutions, as stated above, is 111, with an average endowment of $582,823. An examination of the detailed statistics concerning universities and colleges discloses the fact that there are 188 such institutions that have no endowment, 54 have less than $25,000, and only 4 have endowments exceeding $5,000,000. A sum¬ marized statement showing the number of institutions having endowments of various amounts is given in Table 2, page 1932, while the classification of institu- ED 96 - 61 1922 EDUCATION REPORT, 1895-96. tions according to the number of undergraduate students is shown in Table 8. From this table it may be seen that 278 institutions have less than 100 college students. The number of institutions admitting women to undergraduate courses is 345. The Western University of Pennsylvania at Allegheny, Pa., opened its doors to women at the beginning of the scholastic year 1895-96. Professors and instructors. — The total number of professors and instructors employed by the 484 institutions tvas 12,277, of which number 10,682 are men and 1,595 are women. The proportion of male and female teachers in the several departments, by geographical divisions, is as follows: Division. Preparatory- departments. Collegiate departments. Professional departments. Total number. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. United States _ _ _ Per ct. 71. 06 Per ct. 28.94 Per ct. 89.01 Per ct. 10. 99 Per ct. 98.99 Per ct. 1.11 Per ct. 87.01 Per ct. 12:99 North Atlantic Division _ 86.09 13.91 97.42 2. 58 99.91 0.09 96.95 3.05 South Atlantic Division _ _ 72. 12 27. 88 88.77 11.23 100. 00 0 88.46 11.54 South Central Division . . 59.37 40.63 83.25 16. 75 99.21 0. 79 79. 35 20.65 N orth Central Division . . . . 69.87 30.13 85.37 14. 63 97.62 2.38 82.61 17.39 Western Division . . 72.36 27. 64 85.20 14.80 98.39 1.61 84.52 15.48 The average number of instructors per institution for the entire country was 25, an increase of 1 instructor per institution over the figures for the preceding year. Students. — The total number of students in attendance at the 484 institutions was 159,372, an increase of 9,433 over the number for the year 1894r-95. Of the total number of students, 29.5 per cent were in preparatory departments, 43.06 per cent in collegiate departments, 2.93 per cent in graduate departments, 15.96 per cent in professional departments, and 8.55 per cent in other departments, showing a gain of nearly 1 per cent in favor of the undergraduate collegiate departments, and a decrease of 1.3 per cent in the proportion of students in preparatory departments. The number of instructors and students per institution in the several geographical divisions were as follows: Division. Preparatory- departments. Collegiate departments. Grad¬ uate depart¬ ments. Professional departments. Total number. In¬ struct¬ ors. Stu¬ dents. In¬ struct¬ ors. Stu¬ dents. Stu¬ dents. In¬ struct¬ ors. Stu¬ dents. In¬ struct¬ ors. Stu¬ dents. United States . 6 97 15 142 10 7 53 25 329 North Atlantic Division. - 5 79 26 266 22 14 102 43 481 South Atlantic Division.. 5 65 12 96 6 5 35 19 222 South Central Division... 5 101 9 108 3 4 37 17 264 North Central Division... 7 112 14 132 10 6 52 24 318 Western Division . 7 105 14 106 7 8 27 25 276 Comparing the number of male and female students for the year under con¬ sideration with the number for the preceding year, it will be found that yvhiie the proportion of female students in all departments has increased but nine-tenths of 1 per cent, the proportion of such students in the undergradute collegiate depart¬ ments has increased 1.5 x>er cent. Of the 68,629 students reported in collegiate departments, only 50,918, or 74.2 per cent, were reported in courses of study leading to a bachelor’s degree. The dis¬ tribution of students in degree courses was not reported by a number of insti¬ tutions, in some of which it is impossible to determine the degrees for which students will apply, owing to the system of “schools” maintained by such institu- tutions. This is the case in a number of the Southern States. An examination of the table showing the proportion of students in the several degree courses will show that more than one-half of the students are pursuing courses of study leading to UNIVERSITIES AND COLLEGES. 1923 the A. B. degree. The following statement, furnished by the president of Cornell University, will show the action concerning degrees taken by that institution: “ The faculty of Cornell University, at their session held May 22, took action providing for a single degree, bachelor of arts, for all students in the courses of liberal arts and sciences, irrespective of the studies elected, instead of A. B., Ph. B., and B. S., as at present (and B. L., as heretofore). In carrying this into effect the faculty cut out all specified requirements, aside from those for entrance, excepting military drill and physical culture. Otherwise the four-year course will be elective. To realize the change, one must remember that all the work of the freshman year of the general course has been ‘required work,’ and most of the sophomore; and that, hereby, students at Cornell may henceforth take A. B. on completion of a four-year course of study in which there is no Greek or Latin, or, of course, conversely, in which there is only Latin or Greek. ‘ ‘ The three definite sets of entrance requirements which have been built up are left intact. The candidate for admission to the A. B. course must, in addition to the preliminary subjects, offer either (a) Greek or Latin, or ( b ) Latin and advanced French or German, or (c) advanced French, advanced German, and one year of advanced mathematics, including solid geometry, higher algebra, and plane and spherical trigonometry. In a word, the student upon entrance must xorove him¬ self well grounded in a systematic high-school course, having certain staple sub¬ jects, and covering part of the ground of an old-fashioned college course. Then, when he is admitted, he may take what he chooses, provided only he completes satisfactorily the amount prescribed for each term.” In a report received from the University of California it is stated that the Ph. B. degree is obsolescent and will be discontinued after 1899. One of the gratifying features of higher education is the increasing number of students who remain at our higher institutions for advanced work, the number of graduate students in 1895-96 being 3,756, not including 917 nonresident graduate students. In a number of the universities and colleges the graduate students have formed clubs or associations, and according to the Handbook of Graduate Courses there are now twenty-two such organizations, the oldest of which is the Harvard Graduate Club, formed in 1889. At a convention of graduate students held at the University of Pennsylvania, Philadelphia, Pa., January 3, 1896, the Federation of Graduate Clubs was formed, the object being “to aid the development of grad¬ uate study in America.” One of the principal objects of the federation is to facil¬ itate the migration of students from one institution to another while pursuing studies for a higher degree. A step in this direction has been taken by Harvard University, as will be seen by the following statement taken from the report of President Eliot for 1895-96: “When the graduate school, or department, was first instituted, twenty-five years ago, the corporation and overseers were obliged to lay down by standing votes, in advance of experience of their own, the rules under which the degrees of master of arts, doctor of philosophy, and doctor of science should be conferred. One of the rules was that a graduate of any other university than Harvard must spend at least two years at Harvard University, after taking his bachelor’s degree, before he could be eligible for the degree of doctor of philosophy. Under the same rule, the minimum residence for the degree of doctor of science was declared to be three years for any graduate of another university. This standing rule set requirements for the two doctorates which were not in force with regard to any other of the ordinary degrees. The statute on degrees simply prescribes that there shall be at least one year’s residence for any ordinary degree-. On the 2d of March last the corporation rescinded this requirement of 1871 concerning the minimum residence for the degree of doctor of philosophy or doctor of science, and put these two degrees on the same footing as regards residence with all the other ordinary degrees. The overseers concurred in this action of the corporation. The object of this change was not to diminish the time required for procuring the degree of doctor. The minimum time for obtaining the doctorate seldom proves sufficient, and there is no tendency to reduce the requirements for the doctorates; on the contrary, the tendency has been to raise those requirements. Of the 140 persons who have obtained the Harvard degree of doctor of philosophy between 1873 and 1896, only 18 have obtained it in two years after taking the bachelor’s degree. The repeal of the standing vote of 1871 is intended to encourage graduate students at all the American universities which maintain graduate schools to migrate from one university to another during the period of study for the doctorate, taking the degree at tlie university where they reside during the last year. The faculty and the governing boards thought it well to do away with the hindrance to migration toward Harvard which the rule of 1871 presented. They thought it would be safe to leave the requirement concerning residence to the general statute, without changing in the least the requirements as to study and attainments.” 1924 EDUCATION REPORT, 1895-96. In the continual establishment of new fellowships may be found one of the causes for the increase in the number of graduate students. In the year under considera¬ tion there were reported 336 fellowships. The graduate department of the University of Pennsylvania has been greatly strengthened by a gift of $500,000 from Provost Harrison. The purposes of the gift are stated to be: “(1) The establishment of scholarships and fellowships, intended solely for men of ability; (2) the increasing the library of the university, particularly by the acquisition of works of permanent use and of lasting refer¬ ence, to and by the scholar; (3) the temporary relief from routine work, of profess¬ ors of ability, in order that they may devote themselves to some special and graduate work; (4) the securing men of distinction to lecture, and, if the same shall be deemed advisable, the securing their residence at the university.” Under the provisions of this gift there have been established in the graduate department 8 scholarships, 14 fellowships, and 5 senior fellowships. The scholarships are open to students who have taken a baccalaureate degree in arts or science at the Uni¬ versity of Pennsylvania, and who have been resident students for at least two years prior to graduation. The scholarships are tenable for but one year, and entitle the holders to $100 and free tuition in the graduate department of the uni¬ versity for one full academic year. The fellowships have a value of $600, but the tuition fee of $100 is deducted and applied to increasing and improving the equip¬ ment of their respective departments. Each of the fellowships is limited to some designated department of study. They are granted annually and may be once renewed. Applicants “ must hold a baccalaureate degree of nontechnical charac¬ ter; must have pursued graduate work successfully for at least one year in resi¬ dence at an acceptable college or university; must have a good reading knowledge of French and German, and must not already have taken the doctor’s degree.” Fellows must be candidates for the Ph. D. degree and must devote their entire time to the prosecution of their studies in residence at the university. The five senior fellowships are ppt designated by subjects. “ They are open only to men who have taken the Ph. D. degree at the University of Pennsylvania. A senior fellow will be required to devote himself to some work of original research in the line of his specified subject. He will also do such teaching or lecturing in his subject as may from time to time be required by the head of his department, to a maximum of four hours a week. Residence is imperative.” Degrees. — The total number of degrees, excluding degrees in law, medicine, and theology, granted to students during the year 1895-96 was 10,761 , of which num¬ ber 8,840 were conferred on men and 1,921 on women. The number of different kinds of degrees conferred may be found in Tables 9 and 10. The number of honorary degrees reported for the year was 755, being less by 140 than the number for the preceding year. The number of doctorates conferred was 506, which is 120 less than were conferred in 1894-95. The degree of doctor of philosophy was conferred as an honorary degree by 16 institutions. Property. — The value of all the property owned by universities and colleges is reported at $243,655,868, of which amount $109,562,433 are reported as endowment funds, while the remainder represents the value of grounds, buildings, and appa¬ ratus used for instruction purposes by the institutions. The proportion of prop¬ erty held by the institutions of the several divisions is shown in the following tabular statement: Division. Institu¬ tions. Fellow¬ ships. Scholar¬ ships. Libra¬ ries. Appa¬ ratus. Grounds and build¬ ings. Produc¬ tive funds. North Atlantic Division . South Atlantic Division . South Central Division . North Central Division. . Western Division . . Per cent. 16.3 14.5 18.0 41.5 9.7 Percent. 47.6 9.8 6.9 33.9 1.8 Per cent. 49.7 10.8 14.1 21.6 3.8 Per cent. 46.2 10.8 7.2 31.0 4.8 Per cent. 46. 3 8.2 6.1 32.2 7.2 Per cent. 39.4 11.6 8.6 32.0 8.4 Per cent. 53.1 7.8 6.4 27.5 5.2 Benefactions. — The total money value of gifts and bequests reported by these institutions was $8,342,728, of which amount $2,200,000 was received by the Uni¬ versity of Chicago. Income. — The total income from all sources, excluding benefactions, was $17,918,174, an increase of more than $1,000,000 over the income for the preceding year. Although the amount of productive funds was over $7,000,000 greater than in 1894-95, the income from productive funds was less by almost $100,000. This was caused, undoubtedly, by the financial stringency through which the country is UNIVERSITIES AND COLLEGES. 1925 passing, and by a lowering of the rate of interest on investments. The proportion of income derived from the various sources by the institutions of the several divisions is as follows: Division. Tuition fees. Produc¬ tive funds. State or munici¬ pal ap¬ propri¬ ations. United States Govern¬ ment. Other sources. United States . . . . Per cent. 37.3 Per cent. 29.3 ' Per cent. 15.6 Per cent. 4.9 Per cent. 12.9 North. Atlantic Division _ 40.5 37.7 6.6 1.9 13.3 South Atlantic Division _ _ _ _ - _ 38.0 23.8 11.2 14.9 12.1 South Central Division . . . . . . . 38.8 28.4 13.5 8.3 11.0 North Central Division _ 36.8 23.6 24.3 3.3 12.0 Western Division - . . - . . . 18.8 15.0 33.9 13.8 18.5 Comparing the figures in the above tabular statement with the figures for the preceding year, it will be found that there is a decrease of 2.4 per cent in the pro¬ portion of income derived from productive funds. The decrease is not limited to any particular section of the country, but is found in all of the geographical divi¬ sions. The proportion of income derived from tirition fees is less by one-half of 1 per cent than it was in 1894-95. . The decrease in these two sources of income is, however, balanced by an increase of 2.9 per cent in the proportion of income derived from State, municipal, and national appropriations, the income from such sources amounting to $3,676,481. The statistics concerning universities and colleges are given by States and Territories in the following tables: Table 1. — Number of institutions controlled by the several religious denominations. >6 1 _o +3 c3 bfl 0) be 6 •^nemAiopna; E DUCAT! § 1 toStotoS rH aoxHio g i & 1 ^ ^ ON R! to CO 02 CO tO © EP( s S o' 3 rH 3RT, 02 i CO ■ • cT • co" j 189i 5-91 3. 988 ‘TS 000 ‘9 8,000 •s^nopnq.g 8 rH hh§oP 02 -H 38 02 CO CO to co I rH 1 CD • rH > to ; CO 1 • CO . * 1 I •sjtossejojtj 1 rHi- COG5C5 6^2 1 1 ’ ‘ ’ 1 rH 3 j i— 1 rH 1 to 1 • 1 1 •stioi^n^su:i co 02 to r— i 02 CO 02 1 r— i rH 1-1 ! rH i ^ | 1 1 © >> & TJl © £ •q.noTaj44.opna; CO CO CO 1111° 8883 54 54TOr-' rH* r-T <54 § O O 88 TO O : 88 : J 00 ; • >0 ccT 1 1 02 CD 1 • HH rH 1 .00 . 00 1 0 to ;SS O •s^uopn^s CO 05 05 rH rH | 02 CO ~H tO rH ““S3 l 1 s§ 8 rH 02 rH . t-HO > 1 tO CO 1 1 CO to ■ • 1 1 CO rH !8° TO •sjossojojj * TO CO rH t- 02 i 05 CD 1 1 rH CD 1 > 1 ‘ CO 02 1 rH rH 1 •snoi^nq.iq.snx to ■°“aa"l O C4 CO 05 tO i ;§ • TO 02 | S X 05 £— CO CD rH C? ^2 C<>- tO CO rH 3 •sjossojojj 8 i— *2 SJ 8 ^ 05 r— 1 rH H 02 CO 02 .to 1 1- s 02 1 CO 0 J i— 02 ^*3^ 883*^33 TO •su01q.nq.14su! O to CO 05 tO C£> 02 02 ! 7—1 CO 1 1— 1 GO TO OirHTO HNrlH C0h(< •saossajojj i— C5 tO X C5 t- CO ^Jr-jOHO 04 TOO 02 TO CD CD 05 02 02 CO H CO ir tO O CO tO CO rH rH CO rH rH rH rH CO rH •suoiqnqiqsux oo to tO O O i— I 'H“- 1 T-l T— ( 02 02 H CO 02 tO rH 02 rH rH 02 02 rH tO Roman Catholic. •quaraAiopug; o o ooooo o o 1 i o rH | O °| : 8 : O . TO TOTOO TOO ; ■squopnqs oo CO o ^3838 10^3:0 0 i— i * 02 02 CO C5 CO rH CO 05 02 • to CD O rH 02 CO rH C5 TOO 1 54 54 j •saossojoJci o oo to S3S|S| co 02 02 02 C5t-iCO rH • tO L— i— O CO 88 ; •suoiqnqiisui 05 o ^COC^OO 04 CO 02 to ^HTO 1 i-H 1 — 1 i-H 54 54 TO i Nonsectarian. ■quaumopug s CO 05 o rH & Co'fe'r5 3 02 l CD CO X rH 05 1 eo ih CO co CO to X to 1— rH O' rH CO O CO . OO Q CO O ^gg 888SS g8V CO 0 oo O 02 CO r- i>Tco"^ CO rH OOC£ "to coc 218, 800 393,000 428, 800 300, 000 540,000 1,446, 571 578,000 130,000 0 •squapnqg 8 C5 8 S rH J-H DO CD to ^ 02 CO o OefcOrHCO 1-H T”H CO CO rH CO CO rH 02 Jr- 02 CO tC H 1- H Cr C H O tO CO tO C5 CO O CO O . CO CO CO N»OC5tOOC5HHN — H 02 OC X r-t CO C5 rH • rH C5 CO CO tO rH CO 02 rH rH 02OrHC2t0t0rH | •sjossaqojg CO s 02 to O CO c o CO to CO OC' to O CO 02 05 CO “1 02 CO O ON OC0rHXC:0»02 HHL-OH tO ' 02 i— i— rH C5 02 tO 02 CO 02 tO 02 CO tO 02 r-i O rH 02 « rH 02 • •suoTqnqiqsui 3 88833 54TO L- rH 05 r— 1 CO 02 ^H rH 02 CO rH 02 CO rH rH 02 CO 02 rH rH • State or Territory, United States . North Atlantic Division . South Atlantic Division . South Central Division . - North Central Division... Western Division . _o ;s 5 .© s <3 q3 a 03 3^ © P 03 ec j 2 * |§£ < 2 c II j*-C c > a ! p 1 C 1C ! ! > m a >vj a in Pennsylvania. . South Atlantic Division: Maryland . . District of Columbia. Virginia . . ce ci \PP D Pi Pi , CS 03 'QO e! pS t- :ogi Florida . . South Central Division: Kentucky. . Tennessee . Alabama. . . Louisiana . Texas . . . Arkansas . . Oklahoma . Indian Territory . 1927 UNIVERSITIES AND COLLEGES. Table 1. — Number of institutions controlled by the several religious denominations — Continued. 1928 EDUCATION REPORT, 1895-96. Universalist. •qu9ui.M.opug; O CO 1 & 1,637,130 8 O i 1,300,000 337,130 ■squapnqg s rH O CO co "H tH o 8 •sjossejojtj M N o CO ©> §8 rH •suoiqnqiq.sux N N rH -1 Friends. •quaumopua $868,195 659, 195 60,000 §§ rH ic O of iC CO o 8 S •squopnqg iC rH CO COiC HH CO CO CO M CO CO •saossejojEj; £ 40 11 sr O rH •suoiqnqiqsux CCS t— 1 CO rH M Lutheran. •quauiAiopug; $926,559 oo 88 g¥ o iC iC oT co CO O 8 1 g" oo 88 S' 88 •squepnqg 1,624 CO *H co §5 8 o i CO ICO icjh ■saossejoati 8 rH CON CO M CO 3 u- u- ■suoiqnqiqsux CO M tH 'H iC rH NrH Protestant Episcopal. •queuL&vopug; $1,576,621 M CO il si OH QM O CO 88 U- ic 8 O •squepnqg S8 CO CO ©3 §8 rH H4 COCO CO -S.lOSS9JO.IfJ s o HfHCO 005 ©I'M rH •suotqnqiqsuT 1C CO HN rH United Brethren. quaumopug; O CO xc 3^ O 56,000 689 ‘01 006 ‘001 8 O CO ic •squepnqg CO g 1C I Ic •suossajojfj 8 CO ©lie 1C 1 1 CO •suoiq.njxq.sux rH - CON 1 1 1 - Christian. •quaumopug; $728,007 100,000 207,177 408,830 12,000 ! 000 ‘oox 0 203,477 3,700 o •squapnqg 1,611 ■ ic »c co *c j CO rH CO M | ICO ©ICO 358 COM rH CO •sjossajoaifi CO ic j pss- coo OO MrH rH •suoiqnqiqsux | 8 j ; N »0 r-j rH | l rH tH NN - State or Territory. United States . North Atlantic Division .. South Atlantic Division. . . South Central Division - North Central Division. __ North Atlantic Division: “Main a a t- 'a e £ R & I! > i i u u 5 p !f si a 4-: -4— ez {■5 i«j J'C II k I £ il il jt \> \l £ k k > a •p 1 eS \> ,r> ) V. ;! South Atlantic Division: Dfilawarp. i cl > « iS cc 2 £ 'c C ! C II i| IP | ! I > i > CC !p 1 S !> ’E 5 ji Da i a ¥ N or th Carolina _ _ . South Carolina . _ _ _ i cc i‘F : c ;3 Florida . _ _ _ South Central Division : Kentuckv Tennassea Alabama, _ 1 1 t: is lkorrisiana Texas _ _ _ Arkansas _ Oklahoma _ _ __ Indian Territory . 1 •pa UNIVERSITIES AND COLLEGES. 1929 8? 86 05 ; H i— i i r- 1 88 OO QW 8" 8 O 43 207 CO 05 • *C CO *0 .“5 O £ Oi b- Oi •snoicjiicji^sni 04 Methodist Protestant. •cjneniAiopna; $85,000 o s O •scjnapn^s Ob CO o ‘-T T— 1 m Oi 1 •sAossajoja; CO CD o r-H CD •snoicjncjTCjsni - - German Evangelical. •cjnemAiopua -H co 4,175 oo xn r— 1 •scjnspncjs o a CD O i~H CO •sjossejojca; c* 1 O co xn CD •snoicjncjtcjsnx CO h State or Territory. United States . - . 1 > c ]u Ip > c ij H M !j i u. ; > '£ i ct il ifi 3 C 5 C ia. i d ! o 1*02 : > iPl m 5 go 111 fete North Atlantic Division: M ciin a Cl £ a P E 0 n j p £ ) i i u !i a 4-1 "a u. 0 It il •1 !nr ii : a i« I c iS *4: 1 1 r-c 1 if II > ! $ ) a ilz 8 ! > . ? il South Atlantic Division: Delaware |g il II K A g c C i c |t »T i * IP ) 1 I > G i e rs i> *p '5 h i> bt 1 a; | bp 1 r. :c il ! > c js !J • I : > K a II Ice D'P i| Spt- South Central Division: Kentuckv _ _ _ _ Tonnossoo _ Alabama _ _ _ _ p : P lg :.® ■s. : a ii Louisiana _ Texas Arkansas _ Oklahoma _ _ _ _ Indian Territory . 4a ib. UNIVERSITIES AND COLLEGES. 1931 © o 2 -go o S c3 .gis .2 &0§g O o ^ - . eg ci c3 > eg fl” - Z- r l-lcgajnS’SsSrt JSa^S^SJzioDjziM-SS^.O^P^S I eg .3 a £ H°0 m &t££J Cg ©r3 £o3 1932 EDUCATION REPORT, 1895-96. Table 2. — Classification of universities and colleges according to the amount of endowment f unds. Institutions having— State or Territory. No endowment funds. Less than $25,000. $25,000 to $49,999. $50,000 to $99,999. $100,000 to $199,999. $200,000 to $299,999. $300,000 to $399,999. | $400,000 to $499,999. | $500,000 to $599,999. $600,000 to $699,999. | $700,000 to $799,999. $800,000 to $899,999. $900,000 to $999,999. $1,000,000 to $1,499,999. $1,500,000 to $1,999,999. ; $2,000,000 to $2,999,999. $3,000,000 to $3,999,999. $4,000,000 to $4,999,999. Over $5,000,000. 1 United States . 188 54 39 49 50 34 14 9 9 5 3 2 2 13 3 3 3 0 4 N orth Atlantic Division .... 24 1 2 3 7 7 8 3 3 2 3 2 6 1 2 2 3 South Atlantic Division _ 28 10 4 7 9 7 1 1 2 1 South Central Division . 41 16 4 8 8 3 2 1 2 2 69 21 24 27 23 16 3 4 4 1 2 5 1 1 28 6 4 3 1 1 1 _ _ _ _ r North Atlantic Division: 1 1 1 1 1 1 Massachusetts . 3 i 2 2 1 1 1 1 1 8 1 1 1 1 3 1 2 1 1 2 2 1 1 11 i 1 2 6 6 3 1 1 2 South Atlantic Division: Delaware _ _ _ 1 Maryland _ _ . . 7 1 i 1 District of Columbia _ 3 2 1 Virginia _ 2 1 1 2 2 1 1 W est V irginia . . 2 1 North Carolina _ 4 5 1 1 4 South Carolina . 4 1 3 1 Georgia _ _ 6 ~T 2 1 Florida - _ _ _ 2 1 1 2 South Central Division: Kentucky _ _ 3 1 1 2 3 3 Tennessee _ 8 8 1 2 3 1 1 ... Alabama _ 6 1 1 1 ... Mississippi 2 .... 1 1 Louisiana _ 3 ~~2 2 1 1 Texas - .. - _ 10 1 T 1 1 Arkansas ... _ _ 7 2 1 Oklahoma _ 1 Indian Territory .... 1 i North Central Division: Ohio _ _ 10 o 4 6 5 3 1 1 O 1 2 Indiana _ _ 5 2 1 1 2 1 1 Illinois 9 2 3 6 1 L 1 1 Michigan _ 3 3 1 3 1 Wisconsin _ _ 3 i 1 2 2 Minnesota 3 2 2 i 1 1 Iowa 4 5 "’3* 5 4 1 1 Missouri 13 4 3 3 3 1 1 North Dakota .... 2 T South Dakota _ 4 2 N ebraska . 5 2 1 1 1 Kansas _ 8 "3" 4 2 1 Western Division: Montana . . . 3 Wyoming . . . . 1 Colorado 2 1 1 1 New Mexico 1 Arizona _ _ 1 Utah . 1 1 Nevada _ _ _ 1 Idaho . . . 1 W ashington . _ _ 8 1 Oregon . . . . 2 2 2 2 California . . . 6 3 2 "2 1 1 UNIVERSITIES AND COLLEGES. 1933 Table 3. — Classification of universities and colleges according to the number of undergraduate college students. Institutions having — State or Territory. Less than 25 students. 25 to 49. 50 to 99. 100 to 199. 200 to 299. 300 to 399. 400 to 499. [ 05 § o 8 05* o 4^ 8 O 700 to 799. 05 CO o 8 CO o 43 o o 05 1 1,000 to 1,199. 8 O 43 o Over 1,500. United States . 85 78 115 125 41 12 3 5 3 4 | 2 3 1 5 2 North Atlantic Division . 3 7 16 25 13 4 1 2 2 | 1 i 1 i 2 13 12 18 19 6 2 17 15 15 28 8 3 1 .... North Central Division . 35 32 60 45 12 3 2 4 1 2 1 1 i 3 _ 17 12 6 8 2 i 1 H1Z. North Atlantic Division: 3 1 1 1 2 2 1 2 1 1 1 1 1 1 4 4 9 1 2 1 i 2 1 i 1 3 10 11 6 1 1 1 South Atlantic Division: 1 Maryland _ _ _ _ 1 3 2 4 District of Columbia. _ 2 1 1 1 1 Virginia . __ . . _ 1 3 4 2 W est V ir ginia . . . 1 2 North Carolina . . 3 2 4 4 1 1 South Carolina _ 2 1 4 2 Georgia . .. 1 2 3 1 3 Florida _ _ _ _ 2 3 1 South Central Division: Kentucky . 2 2 2 4 3 Tennessee _ 3 6 4 8 1 1 1 Alabama.. . . . . . 1 1 2 5 Mississippi ... _ 1 1 2 1 Louisiana . . . 2 3 1 2 1 Texas .... . . . . 3 1 4 3 2" 1 Arkansas . . . . 2 2 1 4 1 Oklahoma . . . . 1 Indian Territory _ 2 North Central Division: Ohio . _ _ 7 6 9 8 4 1 1 1 Indiana . . . . . . 1 2 5 4 1 T 1 Illinois . . . . . . 4 5 7 10 2 1 1 i Michigan . . . . 1 1 l 3 "T 1 Wisconsin . . . . 2 4 2 1 Minnesota . . . 1 1 4 3 1 Iowa . . . . 6 2 9 3 2 1 Missouri . . . 2 6 11 8 1 N orth Dakota . - 2 1 South Dakota . . 4 .... 1 Nebraska . . . 3 1 2 2 1 1 1 Kansas . . - 4 4 6 3 1 Western Division: Montana . . . . - 3 Wyoming . . . .. - 1 ... I Colorado 1 1 1 1 g New Mexico _ ... . 1 Arizona . . . ] Utah _ . _ _ I ! i Nevada . l Idaho . . . . 1 Washington . . 5 2 j l 1 Oregon _ _ 1 5 1 l California . 3 5 2 2 1 i 1 I 1934 EDUCATION REPORT, 1895-96. Table 4.— Collegiate students in colleges for men and in coeducational colleges. Colleges for men. Coeducational colleges. State or Territory. Institu- Students. Institu¬ Students. tions. tions. Male. Female. United States . 139 22,508 345 30,286 a 15, 713 N orth Atlantic Division . 48 13,315 33 5,656 2,077 South Atlantic Division . . . 29 3,537 41 2,209 a 876 South Central Division ._ . . 24 2,328 63 4, 610 2,298 North Central Division . 33 ' 2, 705 623 168 15,200 8,693 Western Division .. . 7 40 2, 611 1,769 North Atlantic Division: Maine . . 1 243 2 264 161 New Hampshire _ _ _ 1 386 0 0 0 Vermont . . . . 0 0 2 257 91 Massachusetts . 6 3, 192 3 297 317 Rhode Island . . . . . 0 0 1 654 96 Connecticut . . . . . . O 1,865 1 226 59 New York . . . 18 3,349 4 1.514 668 New Jersey . 4 1,280 0 o 0 Pennsylvania . . 14 3,000 20 2,444 655 South Atlantic Division: Delaware . . . 1 71 0 0 0 Maryland . . . . . 6 615 4 156 104 District of Columbia.. . 3 142 3 308 101 Virginia . . . . . 7 943 3 213 a 104 West Virginia . . . . . 0 0 3 226 75 N orth Carolina . . . . . 5 851 10 462 203 South Carolina . . . 3 268 6 380 43 Georgia . . . 3 622 7 306 170 Florida . . 1 25 5 158 73 South Central Division: Kentucky . . 4 432 9 770 284 Tennessee . . . . . 6 584 18 1,370 688 Alabama . . . . 3 334 6 454 113 Mississippi.. . . . . . . 2 270 3 242 69 Louisiana _ _ _ _ _ 4 400 5 272 237 Texas _ _ _ _ _ 4 273 10 9io 505 Arkansas . . . . . . : 1 35 9 571 394 Oklahoma. . . . . 0 0 1 7 3 Indian Territory . . . 0 0 O 1 14 5 North Central Division: Ohio . . 6 371 31 2,912 1,554 Indiana . . . . . . _ 4 445 11 1,152 654 Illinois . . 7 730 24 2,604 1.497 Michigan . . . . . 1 100 10 1,771 '989 Wisconsin . . 3 212 6 1,096 531 Minnesota . . ... 2 182 8 1,214 654 Iowa . . . . . . 2 102 21 1,305 822 Missouri . . . . 5 387 23 1,364 810 North Dakota . . . . . 0 0 3 64 35 South Dakota . . 0 0 6 108 76 Nebraska . . . 1 56 9 722 535 Kansas. . . . 2 120 16 888 536 Western Division: Montana . . . 0 0 3 19 8 Wvoming . . . .. .. _ 0 0 1 11 9 Colorado . . . . . 1 25 4 242 145 New Mexico.. . . . . 0 0 1 0 0 Arizona _ _ _ _ _ _ 0 0 1 10 13 Utah.. . . 0 0 2 83 86 Nevada _ _ 0 0 1 82 51 Idaho . . . . 0 0 1 23 19 W ashington . . . . 2 84 7 325 267 Oregon.. . . . 0 0 8 208 194 California . . . . 4 514 11 1,608 977 ctDoes not include 122 students reported by Randolph-Macon College as having attended the Randolph-Macon Woman’s College, Lynchburg, Ya. UNIVERSITIES AND COLLEGES, 1935 Table 5. — Professors and instructors in universities and colleges. State or Territory. U nited States . North Atlantic Division ... South Atlantic Division . . . South Central Division - North Central Division _ Western Division . ... North Atlantic Division: Maine . — . . N ew Hampshire . - Vermont - -- Massachusetts . Rhode Island . Connecticut . . . New York . New Jersey. . ■Pennsylvania. . . . — South Atlantic Division: Delaware . . Maryland..-. . District of Columbia ... Virginia . . . . . West Virginia . North Carolina - South Carolina . Georgia . Florida _ South Central Division: Kentucky . . Tennessee . Alabama . . . . Mississippi - - Louisiana . . . Texas . . . Arkansas . . -. - Oklahoma - _ - Indian Territory - North Central Division: Ohio . . Indiana . Illinois . . Michigan . Wisconsin - - Minnesota . . . Iowa . . . . Missouri . . . North Dakota .; - South Dakota. . . Nebraska . . . . Kansas . . . Western Division: Montana . Wyoming . Colorado . . New Mexico . . Arizona _ _ 1 _ Utah . . . . Nevada . . . . Idaho _ Washington . Oregon _ California . . Number of in¬ stitutions, Preparatory departments. Collegiate de- 1 partments. Professional departments. Total number (excluding duplicates). Male. Female. Male. Female. Male. Female. Male. Female. 484 2, 075 845 6,285 776 3,286 37 10,682 1, 595 79 328 53 2,001 53 1,071 1 3,305 104 70 ~ 238 92 727 92 363 0 1,181 154 S7 244 167 671 135 377 3 1,191 310 201 1,011 436 2,345 402 1,109 27 4,028 848 47 254 97 541 94 366 6 977 179 3 0 0 44 0 20 0 62 0 1 0 0 34 0 15 0 46 0 2 0 0 37 0 22 0 58 0 9 42 2 354 5 312 0 679 8 1 0 0 75 0 0 0 75 0 3 0 0 185 0 83 0 280 0 22 176 8 655 31 340 0 1,133 24 4 12 117 0 3 0 129 5 34 98 38 500 27 276 1 843 67 1 0 0 10 0 0 0 10 0 10 48 6 153 13 32 0 208 16 6 34 2 109 3 212 0 347 10 10 35 6 126 13 29 0 173 17 3 4 1 32 6 37 0 65 10 15 35 17 122 10 25 0 165 24 9 27 2 68 2 4 0 72 4 10 24 33 71 24 24 0 99 40 6 31 25 38 21 0 o- 42 33 13 32 22 99 11 29 0 160 30 24 69 60 193 43 232 0 450 108 9 9 6 68 7 8 0 85 13 5 11 5 34 8 5 0 45 9 9 33 27 88 14 38 3 159 48 14 51 21 106 27 42 0 177 53 10 36 18 74 22 22 0 106 37 1 0 2 5 0 0 0 5 2 2 3 6 4 3 1 0 4 10 37 199 71 423 60 163 1 719 158 15 90 27 199 25 38 1 302 42 31 173 75 483 62 336 21 934 157 11 51 27 181 26 104 0 297 64 9 48 10 i§o 18 22 0 215 23 10 50 14 155 28 133 0 297 38 23 82 50 191 58 110 3 331 109 28 103 77 224 39 74 0 407 124 3 16 7 19 8 0 0 20 9 6 35 17 39 14 0 0 44 24 10 61 29 102 31 105 0 215 43 18 103 32 169 33 24 1 247 57 3 9 9 9 9 0 0 13 13 1 10 2 10 2 0 0 10 2 5 41 11 67 9 136 0 188 16 1 5 3 0 0 0 0 5 3 1 12 3 11 1 0 0 19 3 2 25 3 34 3 0 0 36 10 1 8 2 14 3 0 0 15 3 1 13 3 13 3 0 0 13 3 9 24 15 62 20 0 0 74 28 8 33 19 41 15 50 0 107 34 15 74 27 280 29 180 6 497 64 1936 EDUCATION REPORT, 1895-96. Table 6. — Students in universities and colleges. Prepara¬ tory de¬ partments. Collegiate depart¬ ments. Graduate departments. Profes¬ sional Total State or Territory. Resident. Nonresi¬ dent. depart¬ ments. number. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. United States . 32, 122 14.892 52,794 15,835 2,950 806 812 105 24,522 916 118,140 41,232 North Atlantic Division . 5,601 653 18, 971 2,077 1,317 196 234 29 7,831 209 34, 419 3,609 South Atlantic Division - 3, 349 1,223 5,746 998 353 10 26 2 2,373 45 12, 460 3,078 South Central Division . 5,409 3,415 6, 938 2, 298 93 81 55 4 3, 174 25 16,209 6, 715 North Central Division . 14. 666 7, 766 17,905 8,693 984 435 474 63 10,060 448 47,005 22,923 Western Division . 3,097 1,835 3,234 1,769 203 84 23 7 1,084 189 8,047 4,907 North Atlantic Division: Maine . . - 0 0 507 161 0 0 0 0 147 3 623 163 New Hampshire . . 0 0 386 0 7 2 0 0 161 0 554 2 Vermont - . 0 0 257 91 1 1 0 0 185 0 493 92 Massachusetts . 451 25 3,489 347 409 43 28 0 1,964 112 6,475 527 Rhode Island. . . 0 0 654 96 15 14 70 10 0 0 739 120 Connecticut . - 0 0 2,091 59 168 23 1 0 454 0 2, 732 118 New York . 3, 218 98 4,863 668 405 83 78 18 2,538 83 11,000 1,068 New Jersey . 178 30 1,280 0 119 0 7 0 0 0 1,584 30 Pennsvl vania . . 1,754 500 5,444 655 193 30 50 1 2,382 11 10,219 1,489 South Atlantic Division: Delaware. . . 0 0 71 0 0 0 0 0 0 0 71 0 Maryland . 529 93 771 104 253 0 0 0 163 28 1,785 225 District of Columbia - 434 36 450 101 82 9 6 0 1,279 16 2,344 273 Virginia . 488 59 1,156 226 2 0 0 0 400 0 2,046 305 West Virginia . 145 0 226 75 1 0 0 0 89 0 500 114 N orth Carolina . 668 361 1,313 203 11 0 17 2 213 1 2,380 746 South Carolina. . . 224 80 648 46 1 0 3 0 25 0 1,015 245 Georgia . 583 385 928 170 0 0 0 0 199 0 1,845 884 Florida . . 278 209 183 73 3 1 0 0 5 0 474 286 South Central Division: Kentucky . . 910 532 1,202 284 3 4 0 0 517 0 2,956 951 Tennessee . . 1,553 1,094 1,954 688 50 3 12 0 1,450 15 5,089 2,223 Alabama . 273 204 788 113 0 0 0 0 37 0 1,071 317 Mississippi . . . 240 105 512 69 8 0 22 4 39 0 826 207 Louisiana . 639 509 672 237 24 68 21 0 482 1 1,992 1,071 Texas. . 889 387 1,183 505 8 6 0 0 505 9 2,581 950 Arkansas . 761 458 606 394 0 0 0 0 134 0 1,523 852 Oklahoma . 72 61 7: 3 0 0 0 0 5 0 84 64 Indian Territory . 72 65 14 5 0 0 0 0 5 0 87 80 North Central Division: Ohio . 3,003 1,221 3,283 1,554 75 38 279 13 835 12 8,067 4,062 Indiana. . 1,014 352 1,597 654 83 20 11 1 333 11 3, 199 1,137 Illinois . . 2,636 1,378 3, 334 1,497 493 227 49 11 3, 989 200 10, 866 4,813 Michigan . 940 598 1,871 989 50 16 17 8 1,383 91 4,313 2,086 Wisconsin . . 717 150 1,308 531 66 18 17 8 411 7 2, 662 862 Minnesota . 460 277 1,396 654 108 34 2 0 896 33 3,042 1,219 Iowa.. . 1,517 984 1,407 822 39 25 28 16 1,060 75 4,284 2,553 Missouri . 2,024 1,020 1,751 810 22 15 13 0 604 1 4, 897 2, 144 North Dakota . 191 179 64 35 0 0 2 1 0 0 264 262 South Dakota . 278 270 108 76 2 4 4 0 0 0 462 433 Nebraska . 830 536 778 535 17 23 33 3 356 13 2,146 1,342 Kansas . . 1,056 801 1,008 536 29 15 19 2 193 5 2,803 2,010 Western Division: Montana . . . 96 76 19 8 0 0 0 0 0 0 176 174 Wyoming . 35 62 11 9 1 0 0 0 0 0 47 71 Colorado . 372 220 267 145 24 7 12 4 242 29 905 537 New Mexico . 37 42 0 0 0 0 0 0 0 0 37 42 Arizona . 49 27 10 13 1 0 0 0 0 0 60 40 Utah . 356 306 83 86 2 0 1 0 0 0 442 392 Nevada . 38 10 82 51 2 4 0 0 0 0 160 174 Idaho . . . 141 83 23 19 0 0 0 0 0 0 184 102 Washington . 372 251 409 267 2 1 2 0 12 6 797 529 Oregon . 499 362 208 194 2 2 4 1 176 25 1,105 1,037 California . 1,102 396 2, 122 977 169 70 4 2 654 129 4, 134 1,809 UNIVERSITIES AND COLLEGES. 1937 Table 7. — Students in courses of study in universities and colleges. State or Territory. Students reported in de¬ gree courses. Per cent of students reported in degree courses pursuing courses of study leading to — Students in pedagogy. Students in business courses. A. B. degree. Ph. B. degree. B. L. degree. B. S. degree. B. C. E. degree. 1 B. M. E. degree. B. E. E. degree. Other first degrees. United States _ 50,918 54.85 9.40 8.26 21.32 1.89 1. 18 1.87 1.23 6,442 5, 880 North Atlantic Division.. 18,486 57.44 9.42 3. 18 19.87 3. 13 2.22 3.55 1.19 511 483 South Atlantic Division. . . 4, 566 77.31 4.18 2. 02 11.19 2.39 1.18 .29 1.44 814 371 South Central Division - 5,077 54. 09 4.63 7. 68 29. 56 .67 .89 .29 2.19 1,213 1,221 North Central Division... 19,036 48.44 12. 44 12.38 22. 73 1.19 .44 1.32 1.06 2, 809 3,394 Western Division . . . 3,753 48.28 6.63 20.81 22.46 .48 .19 .45 .70 1,095 411 North Atlantic Division: 100. 00 386 51.04 18.91 30.05 331 41.99 15.41 42.60 3,083 85.96 .26 13.78 13 531 52.35 38.61 .94 3. 77 4.33 32 2, 178 66.25 30.67 .05 3.03 New York . 5; 053 41.84 9.82 8.23 19. 51 3.72 4.95 9.54 2.39 134 264 1,135 60.26 29.43 9.69 .62 4 Pennsylvania . . 5,133 47.89 6.12 1. 91 31.17 5.06 2. 67 3. 27 1.91 345 202 South Atlantic Division: Delaware . . 65 50. 77 4.62 15.38 9.23 20.00 Maryland . 830 96. 15 .60 .48 2. 77 95 36 District of Columbia.. 369 77.51 22.49 52 Virginia.. . . . 451 92.24 5.54 2.22 135 59 West Virginia . 248 24.60 20. 97 35.08 19.35 15 128 North Carolina . . 1,192 66. 86 i0.'23’ .25 17. 20" 5.46 161 95 South Carolina . 472 86.23 .42 13. 35 131 9 Georgia . . . 852 77. 58 7.28 13. 61 1.41 .12 223 12 Florida . . 87 81.60 9.20 9.20 2 32 South Central Division: Kentucky . 828 44.20 2.54 16.55 28.86 1.09 4.35 _ _ _ 2. 41 12 333 Tennessee _ _ 1,152 54.69 4.43 4. 16 34.98 1. 74 637 369 Alabama . 716 70. 67 .14 27.79 .84 .56 14 75 Mississippi .... 354 53. 11 3. 39 43. 50 78 66 Louisiana . . . . 510 46.08 40.00 13.92 239 152 Texas . . 856 63.08 .35 19. 63 14.95 1.99 192 151 Arkansas . . 652 42.64 22.70 5.52 25.76 .31 .77 2.30 41 75 Indian Territory . 9 33.33 66. 67 North Central Division: Ohio . . . 3,576 46.00 14.04 13.20 17.08 2.32 1.15 3. 86 2.35 521 613 Indiana . . 1,974 74. 97 4.56 5. 17 10. 54 1.16 .61 .41 2.58 334 106 Illinois . _ . 3,394 46.90 14.20 6.22 32.12 .56 381 779 Michigan . . 1,820 37.25 26.21 20.00 16.54 182 131 Wisconsin . . . 1,366 28.18 7.03 35.80 28.99 99 45 Minnesota . . 1,241 35.60 1.53 24.10 26.11 2. 10 1.93 6.13 2.50 253 129 Iowa . . 1,803 31.67 28.51 2.99 34.94 1.83 .06 437 513 Missouri . . . 1,756 54.44 5.81 14.41 19.13 3. 47 .40 1.71 63 146 310 North Dakota . 86 81.40 8.14 10. 46 20 62 South Dakota . . 132 52. 27 .76 17.42 25.76 3.79 93 98 N ebraska . . 785 66. 11 .26 .89 32. 74 112 157 Kansas . . . 1,103 73. 80 7.52 6.80 11.88 231 451 Western Division: Montana . . . . 23 21.74 13.04 13.04 52.18 15 17 Wyoming . . 20 10.00 10.00 30.00 15.00 35.00 25 Colorado . 305 43. 28 24.92 4.92 20.00 1.31 5.57 New Mexico . i 13 Arizona . . 23 100.00 Utah . 4 50. 00 50.00 320 Nevada . 133 61.65 38.35 94 44 Idaho . 42 21.43 21.43 38.09 19.05 Washington . . 347 27.95 35. 45 31.12 1.73 3. 75 112 74 Oregon . 188 39.89 7.45 24.47 27.66 .53 94 51 California . 2,668 52.85 .82 26.69 19.64 434 212 1938 EDUCATION REPORT, 1895-96. Table 8. — Preparation of freshmen of universities and colleges. State or Territory. Institu¬ tions report¬ ing. Number of fresh¬ men re¬ ported. Per cent Prepara¬ tory depart¬ ments of colleges. of freshu Private pre¬ paratory schools. ien prepa Public high schools. red by— Private study. United States . 262 11,008 39.63 16.95 41.45 1.97 North Atlantic Division . 49 3,520 28.84 27.30 41.02 2. 84 South Atlantic Division . . . 26 521 59. 50 25.91 13.44 1.15 South Central Division . . . 40 1,298 40. 76 24.04 33. 97 1.23 North Central Division.. . . . 122 4,674 44.80 8.15 45.36 1.63 Western Division . . . 25 995 41.61 7.74 49.04 • 1.64 North Atlantic Division: Maine . . . . . 3 200 17.00 21.50 61.50 2 110 .91 30.00 69.09 Massachusetts . . 4 643 7. 78 39.50 48.06 4. 68 1 200 100.00 Connecticut . . . . 2 123 0 56.91 39.02 4. 07 New York . . . 20 1,515 44. 49 19.41 32. 87 3.23 New Jersey. . . . - 2 60 51.67 10.00 36. 67 1.66 Pennsylvania . . . 15 669 33.63 39.02 25.11 2.24 South Atlantic Division: Delaware . . . . 1 23 4.35 21.74 69.56 4.35 Maryland . . . . 4 81 75.31 13.58 7.41 3.70 District of Columbia _ _ 2 26 100.00 Virginia . . . 1 2 100.00 North Carolina _ _ _ 6 112 70. 54 21. 43 8.03 South Carolina _ _ 4 51 37.26 52. 94 9.80 Georgia . . . . . . — 6 179 50. 84 36.31 12.29 .56 Florida . . . . . 2 47 65.96 6.38 25. 53 2. 13 South Central Division: Kentucky . . . . . . . . 5 146 43. 15 45.21 11.64 Tennessee.. . . 10 329 25. 84 50.45 22. 19 1.52 Alabama _ _ _ 3 49 100.00 Mississippi . . 4 193 51. 30 11.40 36.27 1.03 Louisiana _ _ _ 6 147 64.63 12.92 22. 45 Texas . . . 412 30.34 7.77 59.71 2.18 Arkansas . . . . 2 13 46.15 38.46 15.39 Oklahoma . . . . . . i 5 100. 00 Indian Territory . . . . 2 4 50.00 50.00 North Central Division: Ohio . . 22 876 49. 77 0.36 39.38 1.49 Indiana . . . . . 11 312 51.28 8.01 37.50 3.21 Illinois .. . . . . . IT 1,032 46.90 10. 95 39.63 2.52 Michigan . . . . . 7 259 54.83 .77 44.40 W isconsin . . . . 7 187 51.34 5.35 43.31 Minnesota . 6 476 12.40 1.05 86. 55 Iowa.. . . 18 614 37.95 11.40 49. 67 .98 Missouri . . . 11 314 66. 56 12. 10 18.47 2. 87 North Dakota _ . 3 50 76.00 24.00 South Dakota. . . 3 34 85. 29 14.71 Nebraska . . . . 4 62 46.77 4.84* 48.39 Kansas . 13 458 39.08 7.21 50.44 3.27 Western Division: Montana _ _ _ _ _ 1 7 57.14 28.57 14.29 Wyoming _ _ _ _ _ 1 3 100.00 Colorado . . 2 86 32. 56 12. 79 54. 65 Utah . . . 2 114 73. 68 8.77 17.55 Nevada . . . . 1 65 100. TO Idaho . . 1 27 59.26 7.41 33.33 W ashington . . . . 4 164 62.80 .61 34. 76 1.83 Oregon . . . 5 53 98.11 1.89 California . 8 476 26.05 10.50 60.72 2. 13 Table 9. — Degrees conferred on men by universities and colleges. UNIVERSITIES AND COLLEGES, 1939 •a 'wi 1-1 1-1 ! ! ! ! ! ! ; ! 1-1 I | I ; •a Td 03 03 COOrHCCt- H rH rH OHWH CO 03 CO o CO 03 CO 04 rH a ■ vd * rH rH 'H Vd rH rH ■j£v W * 1 - i "K 33 a CO co '3 'M CO rH CO rH rH •s W 3 COl>TjiOi> lO rH O CO OS CO 03 rH rH 03 iO tH 03 "K ' V 1,064 HWCOOiO CCOIOIOW ^OH-CJClONrHOD 03 t- CO 03 CO O t— 1 rH rH 03 CO rH CO O! O CO CO 03 03 rH COO tH tH CONN •P9d '3 i t-O 1 '3 -stipi 10 * CO •0 ‘V “ * o •qojy g 8 03 03 o 03 03 •aSy '3 d 1 CO ,©4 lO - M '3 lO cs o ; OS '3 'nIH rH T— 1 CO '3 -g pnB -g -g -g CO 00 t- 03 CO r-H iO 03 cot- 03 03 tH CO tH 03 ! •g -h pun -g -h g 8 •g -o Pub -g o ‘3 rH S CO 03 -H lOCO CO rH CO 03 t- 03 rH IO rH -H XO rH 03 LO CO rHCSXO - *Q I •3 3 o 03 o rH rH OS rHCO^HCOCO NH03O t— 03 j '3 '33 754 g§38|S3 iO CO 03 t- SO cococo rH co 04 8 rH cot- OrH iO j *S '3 1,381 lOCOOHCO CO O CO t-£- lO tHO t— rH GO iH03C0 »f5 © OS CO 03 1- C Cl CO Cl C5 HCOi>WH?Ol-W i>oo ct o> CO 03 < O CO CO rH CO rH tH ' State or Territory. United States . North Atlantic Division . South Central Division 1 North Central Division . Western Division North Atlantic Division: Maine _ _ « £ P £ cfi ,tE ; > : « Ifc Vermont- __ _ _ Massachusetts _ _ Rhode Island \t j.c |'£ is i p C New York . . New .Tersev Pennsylvania . South Atlantic Division: Delaware J'C IS !i cc 2 £ 1 jc ;t *i P- i H- i.2 j ! ! i > ) 1 > . > R ! e ! tu i.£ !i> K P '5 Da i a £ t !| < QZ 'C if ! « ! P jt >1 j£ ;! G-eoreria Florida, South Central Division: Renin ekv pi • ; i a II ii i! K £ !*5i |JS b 5 « } a i P j? ! iS || Xi c 7 iS ) f- l< Indian Territory . . . I Table 9. — Degrees conferred on men by universities and colleges — Continued. 1940 EDUCATION REPORT, 1895-96. UNIVERSITIES AND COLLEGES, 1941 Table 10. — Degrees conferred on women by coeducational colleges and universities. State or Territory W < oi PQ w a Ph hi pq hi ft S | B. Arch. 1 ffl m a | B. Paint. | B. Ped. o pq a < GQ a hi a a A ft a nd ft ft •d ft ft d 01 ft ,d ft 706 277 271 348 15 1 43 8 39 6 123 30 8 12 7 2 3 22 North Atlantic Division. . South Atlantic Division.. South Central Division... N or th Central Division . . . 143 43 64 19 1 4 4 35 4 4 7 2 3 15 46 14 2 6 4 8 3 46 36 21 15 1 2 10 1 1 384 171 187 264 33 3 12 4 65 21 Y 7 5 87 13 18 38 1 1 27 5 1 4 2 _ .. _ _ _ _ North Atlantic Division: 20 1 10 3 6 2 35 8 3 1 4 5 2 2 2 9 8 37 11 30 7 1 4 4 15 4 4 7 2 3 4 35 27 6 12 3 12 South Atlantic Division: 21 2 District of Columbia. . 6 1 3 Virginia 2 2 W est. Vi rgi n i a 1 1 4 N orth Carolina . . 11 13 2 South Carolina _ _ 1 2 Georgia . . . 2 Florida . 3 3 South Central Division: Kentucky _ 2 6 3 1 2 1 Tennessee _ _ 16 8 5 2 Alabama 2 3 2 Mississippi . 1 Louisiana _ _ 8 8 2 Texas 10 5 13 5 5 Arkansas . 8 6 7 1 i North Central Division: Ohio . . 77 14 54 67 5 3 15 2 2 Indiana . . . . 52 12 19 9 1 4 1 1 Illinois . . 57 52 18 42 7 1 9 5 1 3 Michigan _ _ _ 35 14 28 42 1 4 3 Wisconsin . . . 12 5 5 38 Minnesota. . . 19 12 7 28 1 2 1 Iowa . _ _ 26 27 39 11 3 7 16 11 Missouri . . . 37 13 10 15 3 Y 4 1 1 North Dakota _ _ 6 South Dakota _ 3 2 2 1 Nebraska . . 24 14 2 4 6 1 1 Kansas . . . . 36 8 5 6 12 2 4 5 1 Western Division: Wyoming . 2 1 Colorado . . 10 5 2 Utah . . 2 1 Nevada . . 6 Idaho . . . . 1 1 j _ W ashington . . . 2 2 1 2 20 Oregon . . . 13 3. 6 1 California . 53 u 11 28 1 1 4 1 4 2 1942 EDUCATION REPORT, 1895-96. Table 11. — Honorary degrees conferred by universities and colleges. State or Territory. Q Q LL. D. Q h4 Q 3 Q EH CO Q d p S Mus. D. cri Q Q < cd S ►4 M. E. L. rd PL. M. Paint. | m <7 02 rd PH S Q 310 147 8 G 2 2 23 3 5 217 10 2 1 1 1 4 8 2 1 2 2 North Atlantic Division .. 89 G1 4 2 G 1 76 4 3 7 2 1 South Atlantic Division . - 54 25 1 1 6 37 South Central Division. .. 41 3 26 1 | ' North Central Division .. 122 50 3 2 i 8 1 5 76 6 2 1 1 1 1 4 4 i 1 2 North Atlantic Division: Maine . 3 1 5 New Hampshire . 3 3 6 Y ermont . . . 3 2 Massachusetts . 6 1 8 Rhode Island . g 1 1 1 Connecticut . 9 10 1 1 New York . 19 3 i 2 2 1 12 1 7 2 New Jersey . 3 3 Pennsylvania . . 41 17 1 3 35 2 2 1 South Atlantic Division: Delaware . Maryland . 8 3 6 District of Columbia.. 4 6 1 3 3 9 4 1 West Virginia _ 1 4 l 1 8 North Carolina . 20 3 6 South Carolina . 6 2 2 9 G-eorgia __ . 6 1 4 Florida . . South Central Division: Kentucky _ 3 1 8 1 Tennessee _ _ 19 1 3 7 Alabama _ _ _ 6 G Mississippi - . 1 1 Louisiana _ _ _ O g 1 Texas?,.. . . . 9 1 2 Arkansas. _ i 1 2 Oklahoma . l__. Indian Territory _ 1 North Centra'ldDi vision: Ohio . 37 11 3 i 2 12 4 1 Indiana . . . 11 5 1 12 i Illinois . . . . 22 14 3 5 11 Michigan . . . . 10 8 l 5 1 i i Wisconsin . 7 1 1 2 o 1 Minnesota _ 2 1 Iowa . . . . 11 3 11 1 Missouri _ _ 14 2 8 1 i i North Dakota _ 1 South Dakota . 1 Nebraska . . 2 5 l 3 Kansas _ _ 6 2 11 Western Division: Montana . . . . Wyoming _ _ Colorado . . 2 1 New Mexico. . . Arizona . Utah . Nevada . . . Idaho . . Washington .... 2 1 Oregon _ _ _ 2 2 California . i 1 UNIVERSITIES AND COLLEGES 1943 Table 12. — Property of universities and colleges . State or Territory. Number of | fellowships. . Libraries. Value of scientific apparatus. Value of grounds and buildings. Produc¬ tive funds. Ja “ jj! O t 01 Bound volumes. Pam¬ phlets. United States . --- 336 6,335 6,453,677 1,969,308 §15,986, 780 $118,106,655 $109, 562, 433 North Atlantic Division.-- 160 3,149 2,984,474 1,233,173 7,392, 891 46,531,952 58,137,482 South Atlantic Division - - - 33 681 697, 305 149, 776 1,317,491 13,684,637 8,585, 712 South Central Division - 33 895 466, 026 86, 286 973, 336 10,151,400 7,038,397 North Central Division - 114 1,371 1,998,432 408,596 5,151,488 37,842, 146 30,142, 009 Western Division . 6 239 307,440 93,477 1, 151, 574 9, 896, 520 5, 658, 833 North Atlantic Division: Maine - 0 205 106, 412 10, 800 205,000 950, 000 1,368,838 75,000 20,000 100, 000 500, 000 1, 076, 622 Vermont - - --- 0 145 67, 077 1,000 200, 000 705, 000 783,890 Massachusetts - 49 642 686, 310 893,725 1, 416, 000 7,596,000 13,579,666 Rhode Island. . - 2 100 82,000 20, 000 122, 350 1,177,967 1,113,021 Connecticut - - 13 101 313, 500 25,000 641, 755 6,991,780 5,808,060 New York - - - 61 1,485 831, 731 148, 854 2, 883, 352 15, 557, 745 21,996,091 New Jersey... . 7 98 221,159 5,200 720, 400 2,530, 000 3,750,000 Pennsylvania. - 38 373 598,285 108, 594 1, 104, 034 10, 523, 460 8,661,294 South Atlantic Division: Delaware . . . . 0 30 7,590 7,198 44,056 82,200 83,000 Maryland - - 21 190 171, 500 32, 500 361, 906 2,003,859 3,052,000 District of Columbia.-- 6 119 113, 800 50, 000 250, 000 4,250,000 1,024,532 Virginia . 3 103 150; 700 17,000 199,250 2,462,000 1, 941, 938 West Virginia- . 0 0 14; 465 5,358 79, 000 495, CC0 114, 750 North Carolina - 0 197 91, 450 21, 150 203, 300 1,506,093 664, 629 South Carolina . - 0 18 69,800 2,400 82,000 852, 000 547, 700 Georgia-. - - 3 16 62,250 9, 220 70, 175 1,678,000 832,363 Florida - - - - 0 8 15, 750 • 4,950 to 00 r ' 354,885 324,800 South Central Division: Kentucky . . . - 0 215 68,044 15,113 125,400 1,118,400 1,353,877 Tennessee . 14 364 150, 550 24, 765 331, 875 3, 352, 000 2,290,335 Alabama - - - 0 44 41, 850 7,000 130, 800 1,022,000 366,500 Mississippi . - 3 16 30, 500 12, 500 111, 800 480, COO 689,000 Louisiana - - 0 196 104, 152 10, 200 108, 000 1. 755, 000 1,510,571 Texas . . . . 3 32 45, 738 5,394 116, 986 1, 725, 000 676,000 Arkansas . . - . 3 18 22 142 10, 414 40, 125 612, 000 150,500 Oklahoma . _ _ 0 0 2, 000 800 7,000 50,000 Indian Territory - 0 10 1,050 100 1,250 37,000 1,614 North Central Division: Ohio . . - 3 243 40-4,296 77,321 864,400 7, 507, 038 7,592,177 Indiana . . - 1 21 187, 840 10,250 344, 000 4, 047, 422 1,977,643 Illinois - - - 81 374 519, 647 112, 774 841, 700 8,080,338 8, 993, 605 Michigan . . - 3 359 206,367 69, OgO 948, 350 2, 111, 793 1,601,292 Wisconsin . . . 12 65 116, 146 24,245 654, 200 2, 276, 000 1,422,862 Minnesota . . 2 18 85, 130 20, 750 235, 800 2, 682, 740 1,609,751 Iowa _ _ _ 7 135 146, 670 21, 100 355, 772 2, 506, 705 1, 543, 171 Missouri . . . 5 110 154, 162 41, 597 402, 200 4,455,000 3, 454, 839 North Dakota...- - 0 0 7,300 2,500 28, 000 208, COO 30,000 South Dakota . . 0 18 14, 893 4, 081 23, 300 429,050 89, 485 Nebraska... . 0 11 63, 460 6,197 205. 866 1, 827, COO 1,271,184 Kansas . . . 0 17 92, 521 16, 705 247,900 1,731,000 556,000 Western Division: Montana . . . 0 10 4,110 5, 325 11. 750 215,000 0 Wyoming. . . 0 0 3,382 2,150 50, 000 150, 000 0 Colorado _ 1 7 45,968 16,328 138, 083 1, 260, 080 467, 492 New Mexico _ _ .. 0 0 36 L 38 1,000 40, 000 0 Arizona . . . 1,720 46, 272 74, 587 0 Utah.. . . . . 130 18,500 10, 600 37, 100 840, 000 96,427 Nevada . . . 0 2 4, 892 3,115 24, 409 120, 000 0 Idaho . . . 0 0 3,500 9,500 25,000 125, 000 5,461 Washington . . 0 0 21, 622 13, 617 44, 610 862, 000 45,000 Oregon _ _ _ 0 36 25,360 11,304 42, 600 634,000 363,689 California _ _ _ 5 54 178, 025 21,500 730, 750 5, 575, 853 4,680, 764 1944 EDUCATION REPORT, 1895-96. Table 13. — Income of universities and colleges. State or Territory. From tuition fees. From produc¬ tive funds. From State or municipal appro¬ priations. From United States Govern¬ ment. From other sources. Total income. Benefac¬ tions. United State . . $6,685,097 $5,241,358 $2,803,671 $872,810 $2,315,238 $17, 918, 174 $8,342,728 North Atlantic DP ision. 3,026,349 2,815,323 495, 186 142, 500 992, 012 7,471,370 3,606,650 South Atlantic Division. 569, 935 357,655 168, 825 224, 054 181, 733 1, 502, 202 267, 988 South Central Division.. 583, 364 427,067 203, 406 124, 398 166, 066 1, 504, 301 151, 699 N orth Central Division . . 2, 259, 266 1,444,729 1,493, 138 201, 858 733, 404 6,132,395 3, 755, 186 Western Division . 246, 183 196, 584 443, 116 180,000 242,023 1,307,906 561,205 N orth Atlantic Division : Maine . . . 52, 731 62,887 0 0 0 115, 618 19,904 New Hampshire . 34, 091 36, 960 0 11, 587 82, 638 Vermont - - 10, 512 30, 532 8,400 36,000 15,000 100, 444 1,000 Massachusetts . . 760, 815 713, 405 0 0 202,036 1, 676, 256 304,389 Rhode Island . . . 90, 211 55, 843 0 0 4, 882 150, 936 28, 000 Connecticut . 518, 936 283, 560 0 0 49, 650 852, 146 72,373 New York - 871, 328 990, 159 151,046 34,500 529, 363 2,576,396 1,003,755 New Jersey. . . 72, 500 205,000 0 36,000 0 313, 500 1,353,000 Pennsylvania . 615,225 436,977 335, 740 36,000 179, 494 1,603,436 824,229 South Atlantic Division : 1,582 4,980 0 31, 800 o 38, 362 Maryland - 177, 112 55,300 20,575 0 2,050 255,037 15, 786 District of Columbia. 137, 928 49, 909 0 98,500 7, 749 294,086 25,400 Virginia . . . 124,267 108,575 65, 500 0 41,950 340,292 85,232 7,000 6, 708 21,200 31,000 16, 690 82, 598 North Carolina . 62,524 38^04 20,250 0 64,297 185, 275 101,805 South Carolina. . 20,260 27,193 28, 000 16,254 18, 119 109, 826 7,700 Georgia . . 26,557 46,969 3,800 21,000 18, 722 117,048 31,065 Florida . . 12, 705 19,817 9,500 25,500 12, 156 79,678 1,000 South Central Division: Kentucky . 63,956 64, 703 35,556 32,955 18,039 215, 209 32,750 Tennessee . 149, 912 122,758 20,600 36,000 104,873 434,143 50,565 Alabama . . . . . 69, 255 30,060 5,950 0 8,814 114,079 6, 462 Mississippi- . 21,700 41,843 5,500 0 7,600 76, 643 15,200 Louisiana . . 86, 713 103,503 11, 800 25,170 13,161 240,347 6,225 Texas . 132,886 52,100 75,000 0 5,988 265,974 38, 732 Avhfl.nsas ... 51, 740 12, 100 25,000 30,273 4,900 124, 013 Oklahoma _ 1,000 24/000 25,000 Indian Territory. ... 6,202 0 0 2,691 8,893 1,765 North Central Division: Ohio. . . . 311,336 371, 756 185, 785 21,000 169,486 1,059,363 282,394 Indiana . - 237, 773 117, 787 40,000 0 40,500 436, 060 100,000 Illinois . . . 579,107 344, 996 333,300 36,000 301, 777 1,595,180 2,578,519 Michigan . 232, 858 95,495 194,333 0 39, 560 562, 246 48, 723 Wisconsin . 84,985 65, 401 282,000 37,000 56, 274 525, 660 103,289 Minnesota . . 106,387 73.361 110,071 37,000 42, 136 368, 955 31, 477 Iowa . 200, 170 93,187 65,500 0 28,548 387, 405 96,438 Missouri . . . 318,478 176, 167 77,577 34,858 16,841 623, 921 420,072 North Dakota - 2,699 3,500 33,000 0 3,046 42,245 5,367 South Dakota . . . 16, 531 2,255 0 0 6,700 25, 486 25,200 Nebraska . . . . 51,203 72, 820 63,572 36,000 11,952. 235,547 11, 746 Kansas.. . . . 117, 739 28,004 108,000 0 16,584 270,327 51,961 Western Division: Montana . 12,500 0 10,500 0 3, 900 26,900 8,000 Wyoming. . 316 0 3,600 36,000 910 40,826 0 Colorado . . . 26,540 24,675 60,000 0 13,812 125,027 51,430 New Mexico . 220 0 14,000 0 0 14,220 0 A fi /nn a. 0 0 8,897 36,000 1,708 46, 605 Utah . 6,700 15,000 52,000 0 0 73, 700 5,150 NbyrcIr o 0 69,000 36,000 0 105, 000 Idaho . 106 235 5,410 36,000 151 41, 902 100 Washington . 35, 735 1,000 70,000 0 19,570 126,305 46,300 Oregon . 24, 616 20,342 30,000 0 4,372 79,330 24,025 California . . . 139,450 135,332 119, 709 36, 000 197,600 628, 091 426,200 COLLEGES FOR WOMEN. 1945 II.— Colleges for Women, division A. Institutions. — The number of institutions included in Division A for the year 1895-96 is 14, the decrease of one being due to the omission of the Cleveland Col¬ lege for Women, the statistics of which are included in the report of the Western Reserve University. This action was taken to avoid duplication of statistics. Professors and instructors. — The number of professors and instructors in the 14 institutions was 514, an average of about 37 instructors to each institution. Of the total number 221 are men and 293 women. But 20 instructors, all women, were employed in the preparatory departments. Students. — There were enrolled in these institutions 4,328 students, of which number 3,718 were in regular collegiate departments, 192 were pursuing post¬ graduate studies, and but 254 were in preparatory departments. Of the students reported in undergraduate degree courses, 88.96 per cent were pursuing courses leading to the A. B. degree, 7.92 per cent to the B. L. degree, and 3.12 per cent to the B. S. degree. The number of students in pedagogical courses was 78. Ten of the 14 institutions reported the classes of institutions in which their freshman students were prepared for college. From the statistics given it is found that 47.1 per cent were prepared in public high schools, 40 per cent in private preparatory schools, 10.43 per cent in preparatory departments of colleges, and 2.47 per cent by private study. Degrees. — The number of degrees conferred was 639, as follows: 459 A. B., 27 B. S., 105 B. L., 40 A. M., 5 Ph. D., and 3 Mus. B. All of the Ph. D. degrees were conferred by Bryn Mawr College. No honorary degrees were conferred by these institutions. Property. — The total value of all property reported is $10,460,052, of which amount $4,412,537 is productive endowment and the remainder is the value of the property used for instruction purposes. The number of fellowships owned by these institutions is 16, of which number 14 are held by Bryn Mawr College. Income . — An examination of Table 6, page 1948, will show that the students of these institutions pay a much larger proportion of the expenses of the institutions than do the students of colleges for men and coeducational colleges. In the last two classes of institutions the tuition fees paid by students amount to but 37.3 per cent of the total income, while in the 14 colleges for women under considera¬ tion the tuition fees are 59.1 per cent of the income. These institutions receive neither State nor municipal aid. The benefactions for the year amounted to $339,545. DIVISION B. Institutions.— -The number of institutions from which statistics were received is 148. Two institutions — Pittsburg Female College, Pittsburg, Pa., and Cumber¬ land Female College, McMinnville, Tenn. — were reported during the year as hav¬ ing suspended operation. Of the total number of institutions, 117 are located in the Southern section of the country. Professors. — The number of teachers employed was 2,038, of which number but 457 were men. The average number of teachers per institution was about 14. Students. — There were reported by these institutions 20,335 students, of whom 1,581 graduated or completed their studies during the year. Of the total num¬ ber of students, 10,321 were reported as collegiate students, 4,891 as preparatory students, and 1,937 as elementary students. Only 4,689 students were reported in courses of study leading to some bachelor’s degree; 8,272 students were reported in music, and 2,451 in art. Degrees. — While it was reported that 1,581 students had graduated, there were conferred but 944 degrees, including 147 degrees in music and art. There were conferred but two honorary degrees — one A. M. and one D. D. Property. — The total value of all property owned by these institutions is $10,416,014, an average of $70,378 per institution. Only 25 of the institutions report endowment funds, the total amounting to $896,021, showing that these insti¬ tutions must depend for existence almost entirely on the tuition and other fees paid by their students. Income. — Receipts from tuition fees form 83.9 per cent of the total income of $2,267,050, and receipts from “ other sources,” including, as a rule, profit on board¬ ers, comprise 11.6 per cent of the income, leaving 4.5 per cent to be made up of State appropriations and income from endowment funds. Four institutions received aid from their States during the year. The benefactions to these insti¬ tutions amounted to $271,700. 1946 EDUCATION REPORT, 1895-96. Table 1. — Professors and students in colleges for women, Division A. State. Number of institu¬ tions. Professors and instructors. Students. Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Total number. Preparatory. Collegiate. Graduate. Total number, j Male. Female. Male. Female. Male. Female. United States . If 0 1 20 ] 221- 1 281 221 293 j 254 3,718 1 192 4,328 North Atlantic Division. .. 10 0 9 1 196 236 198 240 23 3,333 186 3,633 South Atlantic Division, 2 0 0 21 18 21 18 15 330 5 350 North Central Division _ i 0 8 0 10 0 18 175 33 1 225 Western Division . i 0 3 4 17 4 17 41 22 0 120 North Atlantic Divison: 1- - Massachusetts . . 4 0 0 115 146 115 146 0 2, 279 89 2,368 New York . 4 0 3 44 74 44 77 8 788 45 932 New Jersey . . . 1 0 6 16 5 16 6 15 20 0 35 Pennsylvania. . . 1 0 0 21 11 21 11 0 246 52 298 South Atlantic Division: Maryland . 1 0 0 13 14 13 14 0 226 5 231 Virginia . 1 8 4 8 4' 15 104 119 North Central Division: Illinois ... . . 1 0 8 0 10 0 13 175 33 1 225 Western Division: California . . 1 0 3 4 17 4 17 41 22 0 120 Table 2. — Students in courses of study in colleges for icornen, Division A. State. Students reported in under gradu¬ ate de¬ gree courses. Per cent of students in undergraduate degree courses pursuing courses leading to— Students in peda¬ gogical course. A. B. de¬ gree. B.L. de¬ gree. B. S. de¬ gree. United States _ _ _ 2,463 88.96 7.92 3. 12 78 North Atlantic Division . . . 2,128 280 33 99 89.52 100. 00 6.91 3. 57 68 10 South Atlantic Division .... North Central Division... . . . . . 96.97 72. 73 3.03 W estern Division . . . 27. 27 North Atlantic Division: Massachusetts . . . 1,166 711 10 241 226 54 33 22 84.22 94. 94 70. 00 100. 00 100.00 100.00 11.84 .84 30.00 3.94 4.22 64 4 New York . . . New Jersey . . . Pennsylvania . South Atlantic Division: Maryland . . . Virginia . . . . . 10 North Central Division: Illinois . . . . . . 96.97 72. 73 3.03 Western Division: California _ _ _ _ 27.27 COLLEGES FOR WOMEN. 1947 Table 3. — Preparation of freshmen of colleges for women, Division A. Per cent of freshmen prepared by— State. Institu¬ tions re¬ porting. Fresh¬ men re¬ ported. Prepara¬ tory depart¬ ments of colleges. Private prepara¬ tory schools. Public high schools. Private study. 10 690 10.43 40. 00 47.10 2.47 r> 571 2.98 45. 55 42. 56 30. 69 51.66 22. 77 2. 80 .99 1 101 1 13 61. 54 15.38 23. 08 W estern Division . . . 1 5 20. 00 80.00 North Atlantic Division: 2 269 0 5.02 33. 46 64 68 1.86 3 219 43. 01 50.23 2.74 New Jersey . . . 1 4 50.00 50. 00 1 79 5. 06 74. 68 13.93 6.33 South Atlantic Division: Maryland . _ . - 1 101 45. 55 30.69 23. 77 .99 North Central Division: Illinois . . . - . 1 13 61.54 15.38 23.08 Western Division: California . . . . 1 5 20.00 80.00 Table 4. — Degrees conferred by colleges for ivomen, Division A. State. A. B. B. S. B. L. A. M. Ph. D. Mus. B. United States _ . _ 459 27 105 40 5 3 North Atlantic Division _ _ _ 432 27 98 33 K i 0 South Atlantic Division 37 2 North Central Division 4 W estern Division . . 3 _ _ North Atlantic Division: Massachusetts . 231 22 95 19 New York . . . . . 150 5 3 15 3 New Jersey _ 4 Pennsylvania _ _ _ 37 4. 5 South Atlantic Division: Maryland . . . 37 Virginia 2 North Central Division: Illinois 4 Western Division: California . - . . - 3 Table 5. — Property of colleges for women, Division A. State. Num¬ ber of fellow¬ ships. Num¬ ber of scholar ships. Libraries. Value of scientific appara¬ tus and libraries. Value of grounds and buildings. Produc¬ tive funds. Bound volumes. Pam¬ phlets. United States . . - 16 214 158,512 9,650 $518,191 $5,529,324 $4,412,537 N orth Atlantic Division ...... 16 183 139, 662 7,900 450, 691 4,202, 872 3, 803, 553 South Atlantic Division. . . 0 12 8,000 1,500 47,500 801, 452 482. 667 North Central Division.. . 4 5,850 250 10, 000 125,000 51,317 Western Division . 0 15 5,000 10, 000 400,000 75, 000 North Atlantic Division: Massachusetts . . . . 1 134 78,316 181, 982 2, 167, 050 1, 193, 630 New York. . . 1 23 36, 494 400 198,709 1, 195, 917 1,359,923 New Jersey . . . 0 3 2,000 500 25, 000 Pennsylvania . 14 23 22,852 7,000 70,000 814,905 1,250,000 South Atlantic Division: Maryland . . 7,000 1,500 45, 000 686, 000 380, 000 Virginia . . . . 0 12 1,000 2,500 115,452 102, 667 North Central Division: Illinois . . . . 4 5, 850 ‘250 10,000 125,000 51,317 Western Division: California . . 0 . 15 5,000 10,000 400,000 75,000 1948 EDUCATION REPORT, 1895-96. Table 6. — Income of colleges for women , Division A. State. From produc¬ tive funds. From tuition fees. From other sources. Total income. Bene¬ factions. United States. . North Atlantic Division . South Atlantic Division . . North Central Division . Western Division . . $229,066 $702,973 $257, 894 $1,189,933 $339,545 196,929 26,896 2,136 3, 105 581, 620 33,575 33,478 54,300 227,953 27,300 2, 641 1,006,502 87, 771 38, 255 57,405 274, 980 63,210 1,355 North Atlantic Division: Massachusetts . New York . New Jersev . . . . 69, 971 74, 170 435,444 108, 376 8,000 29,800 22,375 11, 200 33,478 54,300 33,785 189, 168 539, 200 371, 714 8,000 87, 588 58,521 29,250 38,255 57,405 209,611 35,610 Pennsylvania . South Atlantic Division: Maryland . . 52, 788 21, 146 5, 750 2,136 3,105 5,000 15,000 12,300 2,641 29,759 55,000 8,210 1,355 Virginia . . North Central Division: Illinois . . . . . Western Division: California . Table 7. — Professors and students in colleges for women, Division B. State. Num¬ ber of institu¬ tions. Professors and instructors. Students. Male. Fe¬ male. Pri¬ mary. Pre¬ para¬ tory. Colle¬ giate. Gradu¬ ate. Total num¬ ber. Gradu¬ ated in 1896. United States . . 148 457 1,581 1,937 4, 891 10,321 192 20,335 1,581 North Atlantic Division .. 14 70 219 90 1,179 954 24 2,583 229 South Atlantic Division . . 51 186 494 665 1,028 4,320 69 6, 903 571 South Central Division . . . 54 129 513 964 1,682 3,593 71 7,271 458 North Central Division. .. 28 71 334 193 951 1,445 26 3,490 319 Western Division . 1 1 21 25 51 9 2 88 4 North Atlantic Division: Maine . . . 2 9 13 4 246 53 1 304 49 New Hampshire _ _ 1 4 8 129 15 232 14 Massachusetts. . . 1 11 21 0 8 144 0 152 26 New York . . 1 6 53 43 557 143 16 759 43 New Jersey 1 6 7 14 10 17 41 Pennsylvania . . 8 34 117 29 229 582 7 1,095 97 South Atlantic Division: Mar viand . . 4 21 44 38 17 194 7 ■ 399 40 Virginia . 17 59 153 189 310 1,037 9 1,789 73 W est V irgi n i a. 1 0 3 18 17 35 North Carolina . . 8 20 77 79 188 635 8 1,186 104 South Carolina . 9 37 85 63 227 831 20 1,309 103 Georgia . . 12 49 132 296 268 1,606 25 2,185 251 South Central Division: Kentucky . . 11 25 102 186 231 799 11 1,380 80 Tennessee . 13 45 158 289 477 1,039 22 2, 113 99 Alabama . 12 22 105 135 1Z9 800 11 1,423 132 Mississippi- . . . . 12 26 98 198 441 654 21 1,538 96 Louisiana . 3 6 20 101 104 121 1 327 11 Texas . 2 4 20 30 200 130 5 365 36 Arkansas . . 1 1 10 25 50 50 0 125 4 North Central Division: Ohio . . 7 11 107 14 243 356 2 994 92 Tnrlia.n a. 1 1 12 75 25 100 5 Illinois . . . 4 10 53 55 91 187 3 494 37 Wisconsin . . 1 0 13 0 145 31 2 178 0 M inn p.snt.n. 1 o 7 5 24 35 1 Missouri . . . 12 44 121 95 307 764 19 1,442 175 TCa.nsn.s 2 5 21 29 85 58 247 9 Western Division: California . 1 1 21 25 51 9 2 88 4 COLLEGES FOR WOMEN, 1949 Table 8. — Students in courses of study in colleges for women , Division B. State. United States. North Atlantic Division. South Atlantic Division. South Central Division... North Central Division. . Western Division . . North Atlantic Division: Maine . . . New Hampshire. . Massachusetts . New Jersey . Pennsylvania _ South Atlantic Division: Maryland . Virginia . . North Carolina . South Carolina - Georgia . South Central Division: Kentucky . . . Tennessee . Alabama . . Mississippi . . Louisiana . Texas . Arkansas . North Central Division: Ohio . Indiana . Illinois . . . Wisconsin . Minnesota . . Missouri . Kansas _ _ _ Western Division: California . . © © tig ag ® © 60 © © © 4,689 389 2,090 1,779 401 30 13 140 139 313 712 786 501 221 302 566 97 47 45 51 25 55 19 19 177 55 30 Per cent of students in degree courses pursuing courses of study leading to — 58.54 62. 73 70.62 41.09 71.32 26. 67 100.00 62.60 35.72 100. 00 81.79 76. 12 62.21 50.30 76.47 23. 84 30. 74 38.14 36.17 22.22 100.00 100.00 100.00 15. 79 36. 84 50. 85 100.00 26. 67 1.26 .51 *2. 92 16.67 .54 6.62 5. 65 16. 67 i-l be . © 18.70 14.91 10.38 29. 57 15. 71 43.33 85. 71 14.09 7.14 10 22 8.43 14.63 13.37 13. 12 51.00 42. 58 15. 47 42. 55 68.42 42. 11 23.73 43.33 15.95 18. 00 11.44 23.50 4.24 13.33 14.29 18.70 28.57 7.02 18.96 36. 33 10. 41 14. 90 16. 61 45.36 21.28 44.45 15. 79 21.05 5. 65 13.33 CO CO u © cfl © 5. 55 3.85 7.56 2.92 8.73 4.07 28.57 7.99 8. 43 4.20 3.64 4.42 1.03 33.33 19.77 cd © © CO •3 8 11 © 508 43 252 184 9 20 34 1 4 41 202 6 30 21 127 8,272 820 3,279 2,635 1,452 86 100 30 98 10 582 212 744 610 611 1,102 617 450 568 639 86 225 50 100 35 282 37 11 898 89 86 2,451 183 975 852 401 40 24 25 8 5 121 76 218 141 246 294 164 128 156 322 21 36 25 93 21 3 232 30 40 1950 EDUCATION REPORT, 1895-96. Table 9. — Degrees conferred by colleges for women , Division B. State. M. E. L. or B. L. A. B. ' B. S. A. M. Mus. B. B. Paint. < 02 M. S. M. L. A. 1 Honorary A. M. Honorary D. D. 244 419 82 35 118 » 4 3 9 1 1 1 North Atlantic Division. . . 18 25 11 10 4 3 1 Sonth Atlantic Division... 23 235 22 12 36 15 South Central Division _ 148 110 44 12 40 9 2 1 1 North Central Division _ 55 49 1 11 31 3 4 1 2 North Atlantic Division: Maine _ _ _ 1 4 3 New Hampshire _ 3 1 Pennsylvania . . 15 24 11 10 South Atlantic Division: Maryland . . 4 1 3 Virginia . . . . o 28 8 6 N orth Carolina _ 2 30 2 5 6 2 South Carolina. . . 4 66 4 5 Georgia . 15 107 20 2 14 7 South Central Division: Kentucky . . . H 27 15 1 4 1 Tennessee. 29 <> 13 2 1 Alabama . . 51 38 1 3 6 4 Mississippi . . . 50 14 13 1 5 Louisia-na _ 9 Texas . . 2 14 10 _12 5 Arkansa s _ _ 1 3 North Central Division: Ohio _ 4 Illinois _ 1 9 6 Minnesota . . . 1 Missouri . . . 55 30 1 11 25 3 7 Kansas _ 5 Western Division: California . 4 1 2 COLLEGES FOR WOMEN, 1951 Table 10. — Property of colleges for women , Division B. State. Volumes in libra¬ ries. Value of scientific apparatus and libra¬ ries. Value of grounds and build¬ ings. Produc¬ tive funds. United States _ _ _ _ - . . - - 255, 960 $326,578 $9,193,415 $896,021 North Atlantic Division . . 51,994 74,908 1, 179, 415 240,000 South Atlantic Division-- . . . .. 72, 955 82, 795 3. 105, 500 157,925 South Central Division - - - . - . 65, 961 77,000 2, 246, 500 62,000 North Central Division. . . . 60,050 71,875 2, 477, 000 436,098 Western Division . . 5,000 20,000 185, 000 0 North Atlantic Division: Maine . - . - . 10,500 12,325 220,000 140,000 New Hampshire _ . _ _ _ _ _ 3,000 4,000 75, 000 25,000 Massachusetts - - - - . 2,100 2, 500 140, 000 0 New York- . ... . . 6,594 23,983 219,415 40,000 New Jersey. . . __ . . . . . 2,700 6,000 25, 000 Pennsylvania. ... . . . - 27,100 26, 100 500,000 35,000 South Atlantic Division: Maryland . . 11,400 13,100- 250,000 1,000 Virginia . . . . 18, 305 13,375 1, 024, 000 3, 425 West Virginia . . . . 500 8,500 North Carolina. . . . 14,300 18,700 503,000 11,000 South Carolina. . . . 9,850 13,200 346,000 40,000 Georgia . . . 18, 600 24,420 974, 000 102,500 South Central Division: Kentucky . . . . 11,000 10,000 392, 500 0 Tennessee . . ?. _ 25,587 33, 700 677,000 30,000 Alabama . . . . . . 12,824 9,350 490,000 0 Mississinpi . - . . . . . 11,250 18,300 437,000 2,000 Louisiana . . . . . 2,000 2,050 80, 000 30,000 Texas. . . . . . . . . . . 2,800 3,300 145,000 0 Arkansas _ - . . . . ----- '500 300 25, OCX) 0 North Central Division: Ohio . . . . . . . . 23,300 32,000 740, 000 167,096 Indiana. . . . . . . . . . 1, 200 3.500 120, 000 Illinois . . . . . . 8,500 9; 400 470, 000 7,000 Wisconsin _ _ _ _ _ 5,000 5,000 75,000 150,000 Minnesota . . . . . . . . 2,000 4,000 25,000 25,000 Missouri . . . 15, 050 15, 175 657,000 87, 000 Kansas.. . . . . . 5,000 2, 800 390,000 Western Division: California . . . . 5,000 20,000 185,000 0 1952 EDUCATION REPORT, 1895-96. Table 11. — Income of colleges for women , Division B. State. From produc¬ tive funds. From tuition fees. From State or municipal appropri¬ ations. From other sources. Total income. Benefac¬ tions. United States. . $48,368 $1,902,902 $53,700 $262,080 $2,267,050 $271, 700 North Atlantic Division . 10,863 270, 896 100 114,022 395, 881 14,722 South Atlantic Division. . . . 6, 570 582, 090 23,400 32, 494 644, 554 134,200 South Central Division. . 5, 860 546, 084 30,200 68,964 651, 108 53,000 North Central Division . 25,075 473, 832 0 46,600 545,507 59, 778 Western Division . . 0 30, 000 0 0 30,000 10,000 North Atlantic Division: 6 300 8,900 600 15,800 4,500 1,000 4,000 0 15,000 20,000 Massachusetts . 0 15, 000 0 60, 000 75,000 0 New York . . 1,663 78,837 100 2,122 82, 722 2,122 New Jersey. _ _ 3, 118 3,118 Pennsylvania _ 1,900 161, 041 36,300 199,241 8,100 South Atlantic Division: Maryland . . . . 64, 000 64,000 600 Virginia . . 170 156,215 0 9,929 166,314 8,800 West Virginia _ 3,500 3,500 N orth Carolina . 500 106, 675 0 6,825 114, 000 0 South Carolina . 0 91, 500 0 5,000 96, 500 101,800 Georgia _ _ _ _ _ 5,900 160,200 23,400 10, 740 200,240 23,000 South Central Division: Kentucky . . . 0 128, 100 0 5,200 133,300 0 Tennessee . . 2,800 161,500 0 32, 600 196, 900 0 Alabama . . . 0 134, 400 0 7,500 141, 900 2,500 Mississippi . 60 69, 684 27,000 19, 664 116,408 20,000 Louisiana . 3,000 11,900 3,200 1,200 19.300 500 Texas . 0 37,000 0 300 37, 300 30,000 Arkansas . . . 0 3,500 0 2,500 6,000 0 North Central Division: Ohio . . . 9,825 150,425 0 500 160, 750 11,028 Indiana . 0 11,000 0 5,000 16,000 1,500 Illinois . . 150 100,000 0 18,000 118, 150 5,000 Wisconsin . . 7,000 25,000 32,000 27,000 * Minnesota . . 1,500 1,050 1,000 3,550 1,750 Missouri. . . . 6,600 165, 157 0 13, 100 184, 857 2,300 Kansas . . _ «• 21,200 0 9,000 30,200 11,200 Western Division: California . . . 0 30,000 0 0 30,000 10,000 III.— Schools of Technology. Institutions. — The number of institutions included under schools of technology is 48, three less than the preceding year. Four institutions heretofore classed as schools of technology have been transferred to the table of universities and col¬ leges, while one new institution, the New Mexico School of Mines, has been added, making a net decrease of three institutions. Professors and instructors. — The total number of professors and instructors reported was 1,118, of which number 1,041, or 93.1 per cent, taught in the regular collegiate departments. There were but 80 women employed in these institutions as teachers. The proportion of instructors in the several departments as com¬ pared with the proportion of institutions was as follows: Division. Institu¬ tions. Prepara¬ tory in- struct- ors. Collegi¬ ate in¬ struct¬ ors. Total number of in¬ struct¬ ors. North A tlantic Division . . . . . . . Per cent. 25.0 Per cent. 13.0 Per cent. 34.5 Per cent. 33.0 South Atlantic Division . . . . . 22.9 19.6 18.1 17.9 South Central Division. . . . . . 10.4 19.6 7.8 8.3 N orth Central Division . . . . 22.9 28.2 27.4 28.3 W estern Division . . . . 18.8 19.6 12.2 12.5 The average number of instructors per institution in the several geographical divisions was: North Atlantic Division, 31; South Atlantic Division, 18; South Central Division, 19; North Central Division, 29; Western Division, 16; and for all of the institutions, 23. SCHOOLS OF TECHNOLOGY. 1953 Students. — The total number of students enrolled was 12,816, of which number 2,217 were women. The proportion of students, by sex, in the various depart¬ ments of the institutions of the several geographical divisions was as follows: Division. Preparatory departments. Collegiate departments. Graduate departments. Total number. Male. Female. Male. Female. Male. Female. Male. Female. Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. Per ct. . United States.. . 80.1 19.9 89.3 10.7 75.9 24.1 82.7 17.3 North Atlantic Division . 100.0 0 94.9 5.1 94.3 5.7 94.9 5.1 South Atlantic Division. . 94.5 5.5 99.6 .4 100.0 0 98.6 1.4 South Central Division... . 90.5 9.5 96.5 3.5 100.0 0 94.5 5.5 North Central Division . 71. 5 28.5 83.0 17.0 63.6 36.4 68.3 31.7 W estern Division _ _ _ 64.7 35.3 69.3 30.7 40.0 60.0 67.2 32.8 The proportion of students in the several departments compared with the pro¬ portion of institutions was as follows: Division. Institu¬ tions. Prepara¬ tory stu¬ dents. Colle¬ giate stu¬ dents. Grad¬ uate stu¬ dents. Total number of stu¬ dents. N orth Atlantic Division . . . . Per cent. 25.0 Per cent. 10.4 Pet cent. 32.4 Per cent. 12.8 Per cent. 26.4 South Atlantic Division _ _ 22.9 16.3 16.0 18.2 15.0 South Central Division _ _ _ 10.4 21.7 9.9 8.4 11.4 North Central Division.. . . 22. 9 19.6 30.6 55. 1 32.9 Western Division.. . . . 18.8 32.0 11.1 5.5 14.3 In many of the schools of technology the only degree conferred for the comple¬ tion of an undergraduate course of study is that of bachelor of science, technical degrees in many instances being conferred only on the completion of graduate courses. Of the number of students reported in degree courses, 76.48 per cent were reported in courses of study leading to the B. S. degree. The question asking for the classes of institutions in which freshmen were pre¬ pared was answered by 22 institutions. Reference to Table 3 will show that 70.57 per cent of the freshmen reported upon were prepared in public high schools, a much larger proportion than are prepared for universities and colleges by this class of institutions. Degrees. — The total number of degrees conferred by the schools of technology is 1,005, of which number 911 were conferred on men and 94 on women. Five honorary degrees were conferred by 3 institutions: 1 M. S. by the Colorado Agri¬ cultural College, 1M. E.,1 Pli. M., and 1 Sc. D. by the Maine College of Agricul¬ ture and the Mechanic Arts, and 1 E. D. by Stevens Institute of Technology. Property. — The total value of all property was reported at $24,105,242, of which amount $10,384,293 consists of productive endowment, the remainder being the value of the material equipment. The proportion of property held by the institu¬ tions of the several geographical divisions was as follows: Division. Institu¬ tions. Libra¬ ries. Appa¬ ratus. Grounds and build¬ ings. Produc¬ tive funds. North Atlantic Division . Per cent. 25.0 Per cent. 40.5 Per cent. 37.4 Percent. 45.7 Per cent. 26.4 South Atlantic Division . . 22.9 15.9 7.1 13.4 6.3 South Central Division . . 10.4 7.2 4.4 7.3 6.4 North Central Division _ _ _ 22.9 28.2 42.8 26.2 58.6 W estern Division . . . . . 18.8 8.2 8.3 7.4 2.3 Benefactions. — The total amount of benefactions received by the schools of technology was $96,133, of which amount $89,444 was given to the Massachusetts Institute of Technology. Income. — The total income of the 48 institutions was$3,526,018, of which amount $1,667,703 was appropriated b}^ the General Government and $734,629 by the sev¬ eral States and Territories. Of the $460,603 derived from tuition fees, almost half ED 96 - 62 1954 EDUCATION REPORT, 1895-96. was reported by the Massachusetts Institute of Technology. The proportion of income derived from various sources by the institutions in the several geographical divisions was as follows: Division. Tuition fees. Produc¬ tive funds. State or munic¬ ipal ap¬ propria¬ tions. United States Govern¬ ment. Other sources. Per cent. Per cent. Per cent. Per cent. Percent. United States. . . . .. . . 13.1 13.9 20.8 47.3 4.9 North Atlantic Division . . 26.7 9.3 10.5 49.3 4.2 South Atlantic Division . . . . . 6.4 5. 1 21.9 60.8 5.8 South Central Division . . . . .9 17.6 25.2 49.0 7.3 N orth Central Division _ _ _ . . . . 8.0 34.1 26.4 26.8 4.7 Western Division . . . . . . 1.5 2.9 37.3 54.4 3.9 Table 1. — Professors and students in schools of technology. o Prepar¬ atory Colle- piate Total Prepar¬ atory Colle¬ giate Graduate depart¬ ments. Total State or Territory. m O depart¬ ments. depart¬ ments. num¬ ber. depart¬ ments. depart¬ ments. Resi¬ dent. Non- resi¬ dent. number. a 5 ft Male. © 'a 3 r© Male. Female. Male. Female’. | Male. Female. | Male. Female. © Female. 0 Female. | Male. Female. United States . 48 80 12 979 62 1,037 81 1,863 462 8,379 999 171 52 37 14 10,599 2,217 North Atlantic Division. . 12 12 0 348 11 358 11 241 0 2, 886 155 32 2 1 0 3,205 172 South Atlantic Division .. 11 17 1 188 1 199 1 359 21 1,492 6 48 0 2 0 1,901 27 South Central Division... 5 17 1 81 0 92 1 456 48 901 33 21 0 2 0 1,380 81 North Central Division. .. 11 21 5 254 31 271 45 326 130 2,380 486 67 48 29 7 2, 881 1,337 Western Division . 9 13 5 108 19 117 23 481 263 720 319 3 2 3 1,232 600 North Atlantic Division: Maine . . 1 0 0 23 1 23 1 0 0 243 10 4 0 0 0 247 10 New Hampshire . 1 0 0 17 0 17 0 0 0 73 19 1 0 0 0 119 34 Vermont. . . 1 0 0 7 0 7 0 0 0 60 0 0 0 0 0 60 0 Massachusetts- . 3 0 0 169 1 169 1 0 0 1,472 75 20 0 1 0 1,493 75 Rhode Island . 1 0 0 17 6 17 6 0 0 62 33 7 2 0 0 69 35 Connecticut . . 1 0 0 8 3 8 3 0 0 120 18 0 0 0 0 120 18 New York . 2 0 0 75 0 ■75 0 0 0 472 0 0 0 0 0 472 0 NewJersey . . 2 12 0 32 0 42 0 241 0 384 0 0 0 0 0 625 0 South Atlantic Division: Delaware . 1 1 0 2 0 3 0 32 6 10 6 0 0 0 0 42 12 Maryland . . . 2 1 0 78 0 79 0 32 0 331 0 0 0 0 0 363 0 District of Columbia.. 1 0 0 10 0 10 0 0 0 53 .0 5 0 2 0 60 0 Virginia . 2 4 0 38 0 42 0 33 0 484 0 26 0 0 0 543 0 North Carolina _ 2 7 1 25 1 26 1 55 15 167 0 16 0 0 0 238 15 South Carolina . . 2 3 0 30 0 33 0 172 0 327 0 0 0 0 0 499 0 Georgia . . . 1 1 0 5 0 6 0 35 0 120 0 1 0 0 0 156 0 South Central Division: Alabama. . . 1 1 0 26 0 27 0 33 0 249 7 9 0 0 0 291 7 Mississippi. . . Texas . . 2 15 0 24 0 33 0 378 8 254 1 9 0 2 0 643 9 1 0 0 22 0 22 0 0 0 351 0 3 0 0 0 354 0 Oklahoma. . . . . 1 1 1 "9 0 10 1 45 40 47 25 0 0 0 0 92 65 North Central Division: Ohio . 1 0 0 18 0 18 0 0 0 932 0 4 0 3 0 229 0 Indiana . . O 0 0 71 5 71 5 0 0 679 48 15 19 7 2 701 69 Illinois . 1 10 2 24 5 '36 18 199 78 136 18 0 0 0 0 380 742 Michigan . 2 0 0 46 1 46 1 0 0 429 27 24 4 3 0 456 31 Iowa . . . 1 0 0 33 11 33 11 0 0 350 115 6 6 0 0 356 121 North Dakota . 1 7 2 22 1 22 2 105 44 19 8 2 0 0 0 126 52 South Dakota . . 2 4 1 21 3 26 3 22 8 141 59 4 0 13 5 214 94 Kansas . . . 1 0 0 19 5 19 5 "0 0 404 211 12 17 3 0 419 228 Western Division: Montana . . I 2 1 7 2 9 3 65 31 15 17 0 0 0 0 80 48 Colorado . . . ooo H 51 o^oooow o! _o o ooo o ! 1000 rH C2 | • J (M Graduate de¬ partment. Non- resi¬ dent- •exuuioji © ooooooo o '< o o ooo oo ooo •aiBH © OOOOOOO O’ o o ooo oo ooo Resi¬ dent. •oxuuio^ IS OOOOOOO O i o o ooo oo ooo •QX^K OOOOOOO O ; tH- O OOO OO OOO Collegiate depart¬ ment. •axnuio^ © COOOOH^^CO OH CC O OHH CO CQ lOOH COO rH LOOr-1 t-COO •8X^W 1— UOHCOOOCO O CO O O O O CO CSrH 0 ® &JD > — < cu EuoO ®-~ ^ g o SZ- ® «8 .pg'Hs-sss £ ® ciA >>> g £PQ £ 2-g 5 -p £ O « -S ^ ^OOCOHHOOSOiOOOWCO O tO rH © COt- tO rH CO 1— I 0000000000 0 o HOO Ot o 00000 OOOOOOOOOOOOO CO o 0005 occ NOOOOOOOOOOOO o o OOO Or NOOOOOONOOOOOt- O O 1300»0) rH t-COrH ©to ©©© 0 0 OCOOOtr ©©cccorHt-t-fc-t-t-©co© CO rH CQ05J>- ©o 04KO 0 CO © tO rH CO © rH rH r HHHW O OS rH co 01 rH CO NCON c<* rH rH © rH tO . MOOOOOOOOOOOO (M 0 000 00 OOO © © 00000 i 0000000000000 3 O 050W to °t2 ©©CO 00 © to 77 0 67 0 53 0 OCOHiOr-TOHOOOOCOC5 CO O WCOH ©CO © © © 0 0 OCNOOrH t- ©COCO©''HCOCO©rHrHCOCO© 05 IN t-05CO rH Oi ©rHrH Oi CO CO 0 © COrH rHtO© 0 OCOHiOHOWOiOOOflO f~ O IdCOrH ©0^ OOO 0 ©• O (N O O O b- OOOOt-MiOMt-t-OriO 0 CO |H-|dSoSooHS H ffl m ui'tx a a § dp m a d 40 ©„ 1 CO ftflCo a s P O O Sh 0 fc « eg ° . . O rH C5 00lOtOi>tf5l^COHtCHHH 05 C000N10C0C000O0510OC005 ' 00 00 co 00 co co 00 co 00 00' 00 cx) co co 0 88 05 co t- rH rH i>- 00 co co co 00 rH 00 © 00 00 NMO 00 CO t- rH 08 © 00 CO o5©© S© rH HHHHHHHHHHHHH 1-1 r“l rHr-irH rHrH riHH 1-1 SSinS00 *a o I &tA§ © o as ; © 3 "S d __ , OCL 1 fcC 'S|.|o§£§§^°!'2 S C8 “'S.g § ®.g *«°«$bS£|b?3 1 0 ® &J3 e8 p fl '431-5 .2 P ’d % O 0 s a a? w rrt 1g o a d © ®Q d su . Q o 2-13.3 a 4 .J H 5 d./n >a a o.a h 0 4i'c8 43^4i g d® PlPfiiPOaiOoQE-iceajpP -m 5° d eg* >1=2 i P m O hr® 0^0 >=pp g > > suP a t) hoh P p © cs a « r .SJS © C ©s-s'Sl -a d a ^ ? c d-'5?’© a a o oPC >/? M ® d © © d H hf) &D dJ : ■g. g gS a a Orrt § S^OPh s §®iDS>^^|,§'ipjs=2 , M ™ fc rH 43 d |Zj OO^ O Jj'C k O ?H r© ^ d-a © P p o o p 2 o 3 s £ N^NNNNNNNraCOmeS ED 96 - 62* ©i>»CO 050 COCOCO CO rH * Statistics of 1894-95* Table 8.— Statistics of universities and colleges for men and for both sexes — Continued. 1962 EDUCATION REPORT, 1895-96. Students. Total number. •exuuxe^ « CO t— 1 OOC5 *-H CIOOON O O 03 rH CO 03 COO C3 xo 00 OCO t-CO 0510^ o rHC3 rH rH i-H '0l'BM e* c* n nich o woiarHO! ^-^oioin -hh ^coio 1-1 NrHCOOCO OOtkoo 00 1-1 !-t rH NCOt-H N rH Profes¬ sional depart¬ ments. •axunie^ e> « oo ooo o ooooo ooooo o ■9XUK oo ooo o egooooo aooooo o rH Graduate de¬ partment. Non- resi¬ dent. •eX'Bxna.j oo ooo o ooooo ooooo o •8X^Et L2 oo ooo o ooooo ooooo o Resi¬ dent. 'OX'BtUO^ 2 p* OO OOO rH ooooo ooooo o :0TO oco ooo o ooooo ooooo o Collegiate depart¬ ment. •exunia^j 2 COO WOO CO O CW O i- ooooo o CO rH rH 03 CO r-i rH CO rH O CO COlOi-H rH OOf-HO^ OCOCOO^ CO _NrH rH g^«Nt- CO^ rHCO N Prepar¬ atory depart¬ ment. •8XUUI8J 14 1 1 OU3 -#OC0 b- 018S4Q0 OOlfHCO ,C0 ^ ^ g^N ■0X'BI\[ 2 §§ 3 sssss 3 Professors and instructors. Total num¬ ber. •eX'EUie^ « H NO ifON C5 OjHOOOOOC\lOOOr-IOOO iWOOCixD^OOOO oo OOOOOOOrHOO O loOOOiOt-OOO^HOOi^T-iOOT-HxHOOOOOOrHOOOO ' T— i 05 oo OOOHOHO^OH o ' CO O^OHOOOOOOHHOOHCOCOICHOCOOHOO | rH CO 1-i r— i oo OOOHOtMCOOH rH lOrtOooioooinooioiaecicooPNCfflHONraooofflot-Hj CO CO r-MM i- 2IC5lCO^HOlOCOCOCOC5 COC5WH(MHOCOrAHiOCCHHi>NlOC50WWOOtO(MHOWCOCOW^ t— 1 iCHiOWH CO rH HHH C3»© lO N LO H CO H H O NH OD(MOiOOi>HC:HOQOOOOiMH^HCOHCDOoOi>iOCOTH C5COOCO C> r-UC-H 0> HHiHHNNWOHOCi^OHHCQHNHQLOO HH HCIH CO rH HHH rH Bhco ONHNHNOCOC5(M OLOIOOWCOOOCO OCOO^iHi>ON^C(MNLOiOOOHOHHCOOLCOHOHOiOCOi> H CO rH rH COi>- IOOOHLO^>COCQCO(M .-I— uoioci»n'^oooococ3=o»oiococsij>.iqvoot-c3i00505cocoojcqcoi-i i-HCOCO c-mo HO i— 1 i-t^Jji-1 1-1 i-i iOO aQcxDQOooaoooooaoooooaooocooooooooocooocooococoaococococoooaooo l-H i—l i—l rH rH i— li— 1 1— 1 i—l i—l l—l I— 1 r— 1 r- 1 — H i— 1 1— i l— i i— 1 rH rH —1 i— 1 i-H i— 1 i— 1 1— 1 1— 1 1— 1 1— 1 1— 1 1880 1894 ONC5HNW010C50 WWCOHCOCOiCiOlO iO cocococococococococo HHHHHHHHHH ■ *2 ^ : a o-g- ■tS 5=J3® ' J © ^ sliUfH S'sSiSMilr*5 a** Sod © G * > J &c >,©,2 > 5te ‘d ® Eo ©r2 i 02 © :o J ^ He© '.-g otrq • S’, d °" © © © © .„rtg38flj8,S38|g>| -l5o|g|lpas||| ^jNfgSssSgss ^|£qg|®gScep^ ^lia^paioiaeg-gg ® E ®*a svq u IJ^Hl^a! 1 11|| | a ggg-g- -j p ©* q o £® o S-S © © © ® - . - r-H /— j ,— | rO prH C^ CO 03 C£ •% % O.^ H rj OT43 05 q-npq^fe &r?0g^ >50 so •§1 q © q >5 CS Pi 3 © hB : &c 6c ; Sr© “ © © &D© ft© , © & Sfe ©.So > ® oS-d ® o So-So t&%fsu 111as|ls°i .3 n O rtQ. O4J © q ^ ril§g©^1l§ S^o^QMHpq^^ ©-P ■-3 m AS © 8 *$8 *8* «»=;=».'*> : igs : ■*• ° q £ •£ &c d o 1 g £ sl-s j J 1!^ g>|-sl sn a l| © If 1 f J §1 S Jill I B Jl jl^ljf I q a -1-3 cc H ■4J w r1 T3 OPi^.ScS^PhO q > m to o >-p> q © 2f.S oggq®gs> fflOpR^OffiKM o > © hS T-iejco^iccDt-ooci OOOOOOOOO' 88 Statistics of 189L95. Table 8. — Statistics of universities and colleges for men and for both sexes — Continued. 1964 Total number. 1 •ei'euie.j C-rHiOOffJ ©©wmOffi^NHlONiO^TH^iOiOHlO© iff ^ s i~3i03c$'0^ •OfBK » 576 132 75 110 165 57 89 68 122 200 94 506 93 276 231 58 235 1,093 21 146 327 41 124 83 168 Profes¬ sional depart¬ ments. •aiumo^ « 00000 000000^00000^0000^ O ,0rBw wi « HCOOOW3 OCOOOOO^OOOOO-#iOOOO-# 00 i— I lO Tfi CO CO T— 1 T— 1 (M t- O Graduate de¬ partment. Non- resi¬ dent. •epma^ § ooooo ooooooooweoooooooor-i o ,0rBH 19 OOOOO OOOOOOOO^HCOOOOOOOOOi-l o Resi¬ dent. •eiumo^ H OOOOO OOOOOOi-iOOii-li-lOOOOi-lOO o •0I«K 17 NNOOO OOOOOO-#OOcfHO00OO«OO o Collegiate depart¬ ment. •axmna^ OOOOO 05NOOOiCTH^NHH©OOONC5iOiC OH H CO H O i O CO H O H O i JO lOO H 8 ,0I'BH LO 153 107 15 60 30 40 2 22 24 80 52 86 58 96 118 38 40 339 3 64 168 18 51 S3 Prepar¬ atory depart¬ ment. •exuino^ 14 OCiiO 1 03 HCOHOOOiCiOCOOCOOHOHHiOOOHOO nO *C 04 CO 04 1 H H HH H S Total num¬ ber. ■0XUUI8J * ©cowoifl t— i o co o io m r-i t- o in oo ia o -»*< *o co t- 10 t- ■0rBPi 111 CO iO H CO O COcOOiCOCONOOiOCOiOOiHHWCONCOOiO GO H H H H H H H 04 © H H Profes¬ sional depart¬ ments. •exmnoj Ol o joo ’ ooooooooooooeoooooo o '0X'BH 05 'on ' OOOOOOt-OOOOOrHi-IOOOrH I-H | ; CCt~£~COt~i©CO-3!t-Oi» ; © g>3S * &Cr^O P -J& ©rcS ?oU*> £•0 © C3 pj ® as imi PHPhOOH ® s o 0 ^5 I w . w tD 6cB bofl ®<5 © © 03 © o3 Mr £ o «w o © >»s> So SSJSKifgiyliSeP&Ss fsS6.§|°y|°-g°16s|Sl §®-p © g ?h6 g-S S ® 08 8 ft® a ce fl-& g 83gJi38Saj&S8Jlm*S8| Oo£^PPAfc&fijd8aQdJi3oOfcC>S Q o^.SdS © S © ® g '©S >> lo P3 a ^jlllopg-gi ■a ® m^.£j &S ft£ OOOOQP a 2 . © ; .§ p : °-go Ss*3 n ^ o -P o s ■ - : . . o § O 3 3 ©.2 P-tcn H©”3T(no >*>-C005OH04C0Hi0C0l>*C0CS>OH©3C0Hif3 ihhhnnnnwnnnnnwww co co CO iHHHHHr-lrHHHHHHHHrHH HH H UNIVERSITIES AND COLLEGES. • COOOOSOfflN Ci 1965 - Y CO 1C NHN (XJCOOiOOOiOOl OOClCOiOUO OOOOOOOOO ooooooooo oooooooo ooooo ^eooooooc ooooooooo oooooooo OOOOOOOIM ooooooooo oooooooo ooooo OOOrHOOOO ooot-oooo- oooooooo ooooo OOOONOOOO (JiOOOONOOi OOOOOOO-# OOOOO (OOCOOOO! IOOOOOi-IOOt ooooooom >-IOOOO ecoDOffitowNiomot-ONCC! 1—1 O^HCO COOO t— I 1 — I C HOOOHNI t-OOOt- NNNOOCOOO^HOt' tOtOOHi# CD rH CO £8 O05 00THi0i> COOOOCOOOOOCOHO^COCOOJOJIO lONOOQOOOi^CO WOOOOCO CD0O5^CO^O5OH?OCOOOiO»ONCON COCONNWHrH ^COOOGOCOCOCDC^r-iGO H 03 05 CO lO 05 W0005' 83 cS ^OCOiOCOiO-^COi— ICOiOOCOO-^COr- UC NCOOONCOlOO OOOOO OOOOOOO^HOOOOOOOOOO OOOOOOOO ooooo MMOOOOO-HOOOOOOOOOO OOOCOOOOO ifNOOO MOiOCSCOW^mOONOHOlMi '© ooooo C0C0O'*Hr-'^CC00^l05t-OC0C0C0t''<#00 OiOffiOJNt"# iO®t-N NONNCOiCl^OOCJNONOi (MiHOOCOt HO O-^HOOO IC5C®» ©-dr**) &c o © © © s . idg-s >> o^kS ® >» , 'PK Ph-P . >3 rj ■ £ P^,2rgoO©_g3>fco£>> P © SC © Ch O k®'rH © © w-w - £>mOOC3j3Q«j WofflceM ! O :o 1 a <3 •apnna^ § 0 CHOO OCOO 0000 ioooooo 0 0 0 p-© M -^-1 © (-1 P “o 8 •91 S» 0 WSNH OOO 000*00 O ate de- nent. Non¬ resi¬ dent. ■einnia^ 0 OCOO 000 0000000000 O itudents •9[T3R © C2 OOOO 000 0000000000 CS rt 1 "co "g •opsniaj 0 0 0 0 68 000 0000000000 O m '9rBM 0 OOOO 000 ocooooooooo (M n Collegiate depart¬ ment. •ainiiia^ 2 0 NNOiO 04 0 OO— 1 ot- 000 0C500 0-^-H n X 0 •oi-BR 15 195 0 coco 0 02 1— 1 X) «rtH coojpoocjjeoxcox P s b P-g p. 0 s n •axmrta^ 14 0 ROCOCO HT^LCN CO OOO ooooiHoooiacc C<1 rH ^ c ©2 »© ^ « © a Ph ^ •ep3R 13 117 823 3?° OOO NOiOlOOOHNOHLC 1C COHNXXOWO 0 3 a * •oX'eina^ | « w 0 1 ^SP^J OOO OOOCOHOOO’JICO O 0 +2 •9I^M H s PS^S c8PP -^joco^o^ooicp 8 u -p COf-J 03 <2 g C8rt •aynmaj © 0 omo OOO 00 00000000 0 .3 go ft© Ph'^-S 3 •ep?H © O 1 01 0 0 ; r-H (M ^HOO 050002000^00 02 0 0 ci © ©"g-P r-H rrt Cd ^ ■aX'exna.j QC 1 0 H H CO O OOO OOOWHOOO'jlS 0 O 0 2 CO o.5a° 0 bo 0 2 rd •9I^R 1 s CO 18 11 15 OOiOCOOOOOtHO rH X HH rH 8! © *o Sm£-s CL S c3 w •apjina^ © 0 | OOSIO OOO OOOi-Hr-iOOOCOOO OOO COOCOM®0)^OHH 0 ■Suinoj^uoo noiq.'Buxuxo'uap snoiSr[8£[ R. C . Nonsect-. M.E- . Cong - Nonsect.. Cong . Bapt . Bapt . Nonsect.. Nonsect.. R. C . M.E _ Nonsect.. R. C . R. C . R. C. . Presb _ M.P . Cong . •Suiuado jo .reaR W N CO OCOO^J NNCDCO co co co co HHHH 1802 1863 1818 C5C002C0 02£^XXCOC5 X l- 10 1- CO iOHC -HO t-XXXi^XXXXX H 02 X I J '55 £ « © © fH P g > ©-a t> o^©^p ® oS £'3 a 'o^® ©i3 P« O JPcgEh >» bo > ^ 'o be © Q © ► sort |qp T3 03 >a ffi'8 bep : bo . (D i-H ®r9 o bsp ) O g£ 0O1 'III 'smOh 5P3 P efi •“ A IS-sS-gwa^s ^ oJ^^JJ© '£ 2.S© 5 ter-*-3 S©£ e*a gt *|l !2 jssll b -g o-g^ a d4J'rtrrt “o'rtsM h Ph < « a) *th . p: (T) « *_d^ • O OtZ -ooooo< °I00S0< xO C3 CO 0001-0 0000 ooooo O Cv» O O lCCJOOHCOiOXOHN 03 i>* 03 O'M ^tHOCS^iCHH COH Ob* -^xOH*^£-03T-Hfc-©^T WOOOMMCOIO i O CO X03rH03 COCOOMHCDOCO' ) CO CO lO CO CO ^ ^ >0000.000 ooooooooooo >000000 ooooo 000300000 COOO-HOOO^COO© COWCOOOOOO 0000X0 003 O 03 H O O O xOHCOC3HrHOC30C30 C000^ 03 03tH03 ■COCN i 03 r-H OOiOOOO^OQOONCO 03 CO 03 CO rH X CO C5 03 000030C 03 C3‘H< OOCCO03HH03 CO O O H* 03 H 03 t <000X0©- COxCxCOrHOCOOr 03 CO 03 X © 03 X iO © r 03 t-H XO CO O O O • . w CD '3 bD © £ pi 2 &co ©,a 3,20 03 © % © *£ BB| n» P3 mmw£eh£o8 o © %8$ §,© Jsjf&o&o.g'sSPI? ■3^,2 © OrS |ll?l|llll| ^j-Q S ft r-H *W ( — I H fl c3 0 © O ©O © ■ b® 0 rj m 8, 'Aft HfJ SPa_.®&COOi 03 2? © to © fl fe bJD 2 * g §^to ■glgsIslS^aS *->•£ ° a &£■§ o g-s-g 300 c« 3 fB g • cS J3 g ggM M^fc'OccSMM ! o .O fc£ © |i£8£ ogle's .5*? 3 03 ?-( 1 — j Pt^i jo © H cS © .2 of^-g §6mS£ bC^ &§& ^®3 ^°o rS-EJO oil 1|l -ts-ip+a Ssg oMoj a bo ^ ®t3 © o t! - Ph t>D^ 3 © _ O g M.g © O 4^rW d ^ !“j rH ^ CQ « d d ^ dn O • & ! H 1 O rH 4^5 d § g J<1© o-grg g §■§ g-sagTiS Cf _L, © © =3 O O M 2 . . '© S3 eg >crt P3 2 Ord a^f cS-S QH MS IM MM_§ 4a-t>L U1TS1& 05 01 05 C5 05 05 C 05 CO tHiOONOOOOH 0505 05 05 05 05 05 05 05 N 05 00 05 05 05 05 05 t>5 1 Os PI o g 03^3 £ <1 :m * Statistics of 1894-95. Table 8. — Statistics of universities and colleges for men and for both sexes — Continued. 1968 EDUCATION REPORT, 1895-96. 2* o B EH d d g|J ■»P»K (M WOlCOWQO OO^.coaa UOCOCO- lOOOCOCOCOiOr • O Oi Ol i-H *o CO Oi c Ol ^COOHHr O O ft© OOOOO O OOOO 'O OOOOOOOOl— IOOOO O OOOO O 0000000000005 © . -u s a g-53s 5§s! | © OOOOO O OOOO o ooooooooooooo '9^1 000C>0 o o»ooo O OOOOOOOOOOOOOO to a © 0 ‘8X'Bta8lJ 2 OOOOCO O r-iOMO o ooooooooooooo oooot- o IONO 'O O ’OOOO©©©© (MO L+3 t>o c8 a (Do© ^ © i Or© o •aX'Buie^ s«s a Cm •eX'Bxne^ 5 COCJ^O •OX^H OOOOO CD OOb-O ’CO OONOMOOiOiOClMOi (MO O eo OMNN ’ rH QWIMOMHOOiOONn- O I C5 rl NHiflH •aX'erao^ (M HOOCOhH OiOONOMOO®(OSm« -#COOMOCON-*Nffl e3 §•£&§ •eXBnie^ € ‘9X'BM « MNHOO (M (OMH <0 ONHNOOHOOOOCONMN (M00-#0 1 rH i> t> O " ) 05 CO O* < d « \4 dH'SOd -B O . I ■ CQ « I o ® ' ' '5oo ' o CQ ‘ gpH ! ’ Iflcetc 'co Wgga’ftg ■RaHHSHddSg’SfflH •StituqcIo jo (MCOiOCO (M 00 GO iO ^ ^ co co co oo co CO CO CQ 00 rH 050t>COCOlOfc'-’-HC50aCOC005 o 00 00 co o y? *g i>* co co ) 00 co oo 00 00 00 00 00 co 00 00 00 c ; o , ■O >,©£0 ; -,-p be i|.g§: © © d ® 0 BTm mill © ©■r,J>.cSS (1,^002 £> be© : d , 43 a> © 1 4J d be be ; m d © © , d bp-! h 1 Oo Q S'— > 2 ©'6 03 J, © wo © ,® '3-§CZ2;S ;P3 bc^-S-go g a ® ? 9d w S o ' d HO r-H ^ rT ©hi rH tsi oi aj 06 l>-l l^'Sb 8)||^ ^P'dP 1 lsgl®al-a! *. §'g i^6|!! ®.g O'f^ CO 9 d 8 1 s; 2 o ! d isyil S © 9 „ d ^ 2 d p*5 O t3 c3 O ;2g, ^dl^Sg t3S»|S| >*-2 c8 ® , c3 P § ^ 4-> bbo o © fflOOQO H J^S^CLiCCcC Boo g’.s.g g O rH (M CO ^ i.O fflN( NCOHUO(ONOOO>OhN95H( NHNMNNNHNNNNN UNIVERSITIES AND COLLEGES, 1969 sssasis"! t-OOO 00< 000000:0 iNOrHiOCONiO IHH GO 0303 OOOCO ONH 00 iflWOOONOCO O 0 0 00 00 O 0000 000 00 lOOOOOOOW fc- HH fc- *0 O 0 CO 0000, O CO CO 00 000 00 ooooocooo O 0 0 0000 O 0000 000 00 x©000©a5©0 O 0 0 oot-o O 0000 000 00 ooooocooo O tH ©l 0000 O 0000 000 00 t— 1 O O T— ) O X© O O O ©i 0000 O 0 21 0 0 000 CO 03 x©Ox©Oi©t-x©OC 1-1 OS ^ rH x© 8 50 S GO 3 0 0000 O 05000 000 coco ®Qi©SiOff!iO®C ©i ©5 1 — i x©l — i t-H xoc c S’-1 ^ e • 03 03 00 386 003 03 57- 10 oocp fc- tH 0 O ©$|$SS coS©i ss 20 a 33 38 21 27 133 59 0 al75 i s 0 0 °§°° 3L g I00 000 22 74 COCO©©ircie®x©88 e ^ i-i^ : 5 §§ 0 8S°8 CO co !ho L- i03-H 1 CO 229 83 216 ■rfi LO tH i-COC©r-li-lt-x©OCO 03 CO O OIOOO CO x© O O CO 000 xffl^ ^ ^Meoosx©gt.cgco ' CO 10 CO CO 03 CO CO CO J7-rH 10 CO CO 05 03 *H 03 00 OOOOOOOOO 0 0 0 0000 0 OOOO 000 00 3jCOOOO?30COC r-i t-H CO • 0 0 000c© 0 CO'cHOO OOO H< iO COCOCOt-(t-H'*x©OCO • ©l CO O 0000 0 iOOOO 000 lO rH lOOCOOiOHNCOCO rH CO 'H CO lC37-GOi7- 03 Jt— 0 03 iO GO 05 t-OCO lO '#Ox©rHrHx©x©OcO ©l ©1 0 O x© O O CO x© jOCO 000 x©^< _ HiMOOSiOcONNCC T— 1 1 CO CO 0 1-1 OOOCO 10 rH I CO t— H -H ; CO I ; o _o ® h 1 'A jjg ;|- &o§6o!z;6p3^ po . 6 o3 -J l£ O IZ2 g ® o eg §,£ o o « P & ! ?H ;> ■ ce m >> 4P *03 ) © • cS ■ ^ © ® p\ ^ cj _ 1 (T +s g ^ © >1 «w © &0 bJDgS =« ® H © © s ce s gs 2!^ gjaJ&g •S-g-Sg~31s£©-£o o§,.^® CC © p|ro t^o mjP|| «2PhPh02 O fig S^coA-p £ © o m £ A Its 07! © 083 ^ S d O _c ^ 'q £ 5 p/3 2 £ s 3 O^-^-P O J* O 72 ^PQic *h . . ^ rn . . g ^-p-p Oh-p-p c3 -dtCCfifc 02CCO bD 73 P 5 © © QP aS i : ; : : :S ►> ^ ® ^ P fl © ■ © ^ rj -» ©,||1®'£§.^t> * '©'©ro2'cS-S[®Ss o pqeqoofcPPoP t* fl rj C3 xZgo o®Ss 'A'AQicn X S © £1 EL cS P © bJD ££gg <5 x©£Ot~CO ©i®ic5©i S!H * Statistics of 1894-95. a Estimated. Table 8.— Statistics of universities and colleges for men and for both sexes — Continued. 1970 EDUCATION REPORT, 1895-96. a 8 •ax-eina^ « CO o o o o o o COONCCOON CO CO tH lO OOO^iOCOO^OO tjh i.-- »o o co rH N 5 pi •0inpi W « ^oaioo^o 05 1C OO 03 Id H (M rH CO O -rH COCOO^pO^COCv! CO O rH 'Ci C\» r-H C\! ^ O o O O O JO N H o CO © C3 ?h ^ ■exnino^ e? ,0000^00 OwOOwOON oooooooooo 5- H C~! Cu rt p o & © 6- a,§a ■ei^H « « *65 w ° S o w w 1,042 0 934 0 83 0 0 105 30*1 0 0*0*000 00*1 t-H © rH.rH 4^ % GO pj •oX'Bizia^ © « 00-^000 oooooooS 00000*10000 © 40 "S © SlB| © OOOOOOO* 00*0000000 d d •rH 4-S ■0X131110^ 2 00~0^00 ooooooooco oooooooooo 5 ■®tbw; NOOOh®° co0S00^03 1^0*0000000 © 4^ ^ *£n b ~r\ •0X131110^ ^°lDO 18 ! 0 0 0 0 0 0 397 OOO^L-WOOOO HCOr-N *H © 'o . O p^© © g •8I33H w OOOQt- CO O'! ^0 lO j£j CO CO CO O O -tOCOTHrHCECO© OcOl-GOOQtO^ O «-i <-i HrKMCl WNH»dp d d d 1 •©Xnate^ 2 0.000000 000=0000 OOOCN^OtHOO O ©£ ft© d© a PH ^ M ^3 OOOCiOWO ON OOOOOO OiCOONri^OOO) 1 ^ S ^ o O CO i>- lO rH CO W CO ir- HI co 3 a ^ •exnra©^ 1 « rHOOOrHOO OOOOOOO^ OOOOOOrHCOOCO O EJ © H ■QX^K 1 f=N ^CO-HXOO^ HHWCOddO iCN©NNiCOO) i- 0^ riW ^ t-H (M (Ji O! r-< 0*1*0^00*0 id o 02 «W C! r-t ©Xnina^ 1 © i T=j OOOOOOO 0 0 0 0 0 0 0 0 oooooooooo o O ft© 03 © 3 r© M ,0rBM H- C* CO CO 00 CO CO CO CO i' ^MHHOOLCr- ococO'HiO*ooi'- - co co co co co i- cc _ _ i— CO CO GO C ^ - - NHOQt CO a *C to » 1 CO CO CO CO CC CO a © p bp, ! 53 ^ IIS I f*} ; as o Jo >> _ j?p!;£ , I'STSgS A Sd o 2 vo£>>^$ sot^ pi 3^ gga^'g's t^-S* ©* © © kJ d rpj h ta O to bB-S pgj&g©® o ■ 3 d Oq ooo^ OQtEiKOOOO • th O 05 03 0J)f-i ©* o f-> ©3 bc«> q ©* > © &P3 .£ro‘Pl* g © > HQ.fl o.£* sx-S PI o © « oS O ^ W § © fl § d fe; •-* bD ^ .2 JS CS © -.g'S'fl 'S. : &o ■<§ © W cd ; be ^ ?„ © ©A © © © 70 *© *— H ^>|ooo £*1? © P* tJ3© ^ “Abx , o SoA © j»W -3 g piO ' ©-Srrj !> >^r'3 pi* © S •gnd £•£ c>'r3 s 68 05 +3 ©£ ° d pi s Ssg oj* © d.3 © ' ■ ' < i-HOob- qDowss : : : : 1 ISflSSSiif 11 -. . Id ON CO C50**lC**»ft0 WWWWWW W W W §! §! W W W NCOOOHClCO^iO© cc cc c; _:. :.: ::: o O O O noTflu3ioowifflio icq qoo^oscooffl xo co o t-oigtj mowra ooNicog HOOffltCMICOlS^ONHNHHlSllOffllSHN: CiO'Tooooocoo ot'aioooobo ooooo lOOOOOOOOOOOCOOOOOOOOOOOi— IOOOi-HOOOIOO OOIOOXOOOOOOOOOOOOCO; joooooooooor-icocooei— io ooooo OOOOOOOOOCOOOiOOOO^HOOOOOOOOOlOOiOOOOOOOlOO ooooo OOOOOOOOOt-OCOOOOOO^HOOOJOOOOOOiOCOOOOOOOOOO Ol 05 ^ O >-0> oioci'inoiONOOcoooaiooooint xOCO ^03 Ol CO CO r KK5COOO I O 1-0 1 o o 01 lT-101 C5COCO'#COOCOONCOHlONCO!-'HOONOXOOOai«lCtCOC3T)U>t-'THXNHiOCOOO l^r-l coo ffllSCOHOO^H ^ L- CO t-OlOOCOO CO CO xO CO i-l Om^OOMt'H 1 — 1 1 — I ■ — I 1-1 O 01 i — I t— 1 01 1 — I I — I fc-COOOOlOlOi Moooia (tt 000000 NCNOO OOOOOl 0lC3ONfflONCONOOiOOOH!>HOOClNi>OOi#OHe3OO03nONC0i CO CONOCO !>OCOOC!>l(lTilt OHCOOC3 tH(MO^C3 0(MOCOOOOOOKHOHOONNOOiOONO«KOHS3H®N03t NCOOCCO (!>Oi>Oi>«>CO®i>OH-iHOCOO^®^l'l-HCOi>iilOHm0^fflCOOe5Tili :sj ; : p • > o © W i cO p gP-PH Pi S1^ ’pH -p -p © © © phh; O cD © © S" ;jt.85 3 > os © >pd3^£ : Fl >> ' "o-tn \M s : * © !rp'8 :-gP • © l>» : 525,3 Sog O-rH © a £ > o ©2 c3 h 0 frppd bn *X, ^3 O SOais®H co ^ bcP bjO.p ®n ©-p © ©A'odSO* o jfa| ".Agog's &o» SOrtSflcSQooQ^fflffl© pOMipls ©©PpS'^.Jx? CQ3 t>> ■s g © 3 &c bn t» S, h ^ © ®.S bn J °s ) bn u Ph o >x S t» £ © w 6fl £h -i-i . 0 ■p'S >^c Qgl&O •p^ © ©BJpxP^ 500 ° Hp.p'-' D^^'Sdd^o-00 p£ 3^ ^ pO © p BFb P - -<-p ©£ hd gvr9-pp p p o eg S'l'S'll $ §l|| i|i 5-8E »C55 a a © © P P 5+x+in p o ®« o &c-p^ 'P'PrO ©V © ^.P Soar ■■ 1 o>>oV &»©£ © g ^3-38 Pd Pd t/2 .§§ 02 4-> ^ 0 O © Pt bX)^;^ 16^ 02 ri U R ® S P c3 B as o P.B o Cgr-H © ©^3 OS'S — " hlPrPP U 'Cp P m-p © > ©.a ;00 w 1 1 p 1 ^ ?h . i ,w 03 1 ■ .P ■ © o3 >>,® PJ ,ijp ■3 O o go g ^45,3 ^ a g± ^"8 8 p £ p g ^ ^ ©=2^g 0 o-bg gddp jo ;QQfrO0Kb§£6ooPdPd ,TS 0 © y p paoi co-p © i f o 1 © © .a cs ■ ■ ;o ■ © P s o © bbiL,C» "S> : © ^-9-2 ^ .3 5:1 Mr© 9 O © . rrt — ^ 0; ;o CO CO CO CO CO (MCOtH UOOt-OOO cocococococococococococooScoco CO CO CO CO CO OHClMMUOONCOaOHIDCO'iHOON® £J£i£5£^£3!SSSS2S323£2£2S2?2?,2g2cococo NCO-rmOfflKMQOr- COCOCOCOCbWTOTOWTOTOCOOTC*; * Statistics of 1894-95. Table 8. — Statistics of universities and colleges for men and for both sexes — Continued. 1972 EDUCATION REPORT, 1895-96 Students. Total number. •exuniaji H S 00 °g0308° 8°S I— 1 CO d r— I •aiupi w « 3 cSSS^g^gp S 82SSP838 ggs COrH CO rH lO H CO tH CO rH rH CO Profes¬ sional depart¬ ments. •ojmuaji « « O CCOOOMOtKH CO OOOOOrHO OOO •9I*K iN 5* *° JOOOHOOO S oooocogo HOO Graduate de¬ partment. Non- resi¬ dent. ■opmteji I O OOOOOOOrH 0 OOOOOOO OOH •ei«K C5 O OOOOOOd0 O CO rH -H d rH CO CO CQ d rH 1— 1 rH d d rH Prepar¬ atory depart¬ ment. •axuraa^ 14 rH NONOSCONOH O OHOCOOCOO NOOO O MfflHHHHHOO -H CO rH d •9X^W 13 0} CO t- 0 1— 1 tH ^ CO iO O HHOiOOCOO OOO t- H00HWi>HOt> lOCOOiO t- ^ i>- O Professors and instructors. 1 Total num¬ ber. •aX'Buieji | 5* d HUOCCNNHQO© O OlOCHONO -HOO •0I«K 11 lO 00 O CO CO lO CO CO CO CO d CO rH CO lO lO UO CO lO 01 HH CO rH d «H rHdrH Profes¬ sional depart¬ ments. •ex'Buie^; 2 O OOOOOOOO O OOOOOOO OOO •a™ $ O HOOOHOWCO rH OO^OCONO lOOO rH CO CO Colle¬ giate depart¬ ment. •axuraa^ 00 O HNNNHOCOH O OHOCOOHO OOO •9X^K *» m H< CO CO CO CO CO -H lO 00 05 U5 £- £r »o CO lO HQON Prepar¬ atory depart¬ ment. •eX'Buia^ d CO CO d »3 © ©„ o® O btedS -, lo^O©^ 0.3 :^0°g O S ©h^ d-~ -■ r c3 _ bo O ©'S.S u a (3 Dr PlrR r( d ^ rS © §fl5®e3.S®'& g-g^ ''h ^-2 ^ j.h 2 ® d i^10 ^rd S? t> 2 ^ bS)-r-l Jj ^PtnP^QP PPP £ 1 1 1 1 1 ■ I • 1 • 1 > 1 1 1 ■ ■ 1 > 1 © ; J ■ O > 1,2 . O H < H O IH l . rt-2 > &)-£ > ij H i_, 2-p © § © d ' £ Ifeplllfifflp ^ s p ■g. ® Igls^'S® © d © ©1-^ O d © OS0 UNIVERSITIES AND COLLEGES. 1973 MCOOfflN 05 O O CO rH NOOO^OfflOCOHiONO O ON 05 CO 05 t- O 05 O ^ojocojoco -H rH r- 1 JO (OH CO pH O rH i — l 05 rH 05 CO 05 r- 1 CO pH CO CO CO pH rH 05 rH rH NH rH rH rH rH rH rH *H 05 CO CO (MOHNH NNHN WONiOiOCOCDOO 05 CD iO HNCONHCON 05 lO 05 © CO CO CD 05 rH t- ^05 01^0^00^1-10^0000^-0 CO COO CCNHCOOCDD OlHiOCDWH CO CO OlrHOlOl rH i-H o»oa (Miocot-coo5 OOOOrH oo OO OOOOOOOOOOOOO O OO OOOOOOO OOOOOO oooom OCO OO OOOCOOOO5OOOCOOO o OO COtHOOOOO OOOOOO iO OCOOrHrH OO HH NOOONOOONWOHO O OO O O O O O OpHC005 i-g® i i : : :©2 • : ',o H EC fiij -JO O ,fcf)AD,,,,,,,,,',, 1 •' i • 0 i i • i iiiiii 1 h rf) H3 1 -4-5 -4-5 * 1 -4-5 -4-5 ^ 1 -4-5 l i -4-5 i i -4-2 j. i 1 -4-5 — . 1 • • » -4-5 I ; g ^o'ooj'oarfilO' ■ o • m On, 1 1 ' ! ! • o ' ^ F (fi 'mm _h ^ w m ja m o ,_s m .j^h o 1 1 hr\ cc hn R O'g eg © cS?h . ■ • ■ © . © © .puuj^ •'-'fn 0.00.000'^ m*&&8 O® o rH -H CO t- CD CD-H L— GO CO CD CO Hi iD CO 00 CO CO CO ONIO CS» CO N O H CO • CD OS CD CO C5 05 . lOHiO uO CO CD H< 05 t- • CD kO CD Hi CO O cococococo COCOCOi^OOCO * CO CO CO CO CO CO t-co CO CO CO CO CO GO c )OiOfc-N(M ) 05 CO CO CO CO ) CO CO CO CO CO Hi nai s?l|| 3 2 1 i g t» :»■ : g s-g^apt? PI ?a§jh bco ® o alp : a s :*h I © ! &£> is iljjflk, ltPj!|!ls|lg- I2?tiaisi|83f ©Ig^ssos-a^is-sl ! ° ! © : tm ■ © Pis o o -so §>*j 8g £?+= S r.S^s gSS § 3 r g-g § £33£ ar M.’SiS'fSgas TOKO 3 §3 ££334*0 a^-i«.gg.>?&a9SSS © © a ^'s s-i « s ® >» co &C+H = . 1 o A - ts K5 ^g.S^sg,®a'gSb cS.SS m R ?h © flSo fn.g 1S.9 O © % S33 Sq.h ° 'h-i-’q-.-! Piq[D t>>RO O fl s-^C - SSsSSg.gg&E Isisiisiif «rd ' © >, |-P £*5 -X- £3 S ®-S © 9 © £ bJD^ &o Jh O © © q_i © go OS aagS&3 ^lU ^ OCR >,*4 fi © ►rfrT-j.rt R 24^3 © a S fccqp^|D>H ©i^R fs||i d © ^ £ oj © > © $ © © O >S)j pj t ^43 © es OPKi-sP : p< © ► Sfifl a^ - p a o:a © | II fccg £~33S3-S-g-S aSp © .a o ® © - „ po< © 2®3S£ g SP^S^-S § « a - ;o)oA?^ P •OQOQG CCf>t>l> a 3 CO rj So e8 a aa &0 60 SUSjg a Sill S3®8*S6l a s* qo o :qp£oo2 ◄ Eh O M © 6c ft a a , i a W ®'Saa2s Eh q, P< ® *© 3 ® o u a m a © © a HM^K»h NCOtHO® N l> {> N i> COCOCOCOCO t'XroCr-i 05 CO pH JO CO t- 00 05 O rH ©5 CO - {RiaiRSS00 co co co co co oo co co 05 05 05 os c cococococo co co co co co co co co co eo co co c COl— 00 05 O i — 1 03 CO - 88 S88SS33S j£>cotp< * Statistics of 1894-95. Table 8. — Statistics of universities and colleges for men and for both sexes — Continued. 1974 o g EH £ OO Q NM • lOomNpNMcaopoo cs 5 0 t- O -<*l •91 I <0COOHLOCO^?O*>O^ai>T!HC5OC =2 ^ ci d O o P,§ £■*.8 0 •eX'exne^ O O O O N! OOOOOC5OO04r-IOOOO O •91 VW OO ®3OOOOOO«ffll>OC0HOOO o 50 05 CO 1— l— 08 00 3 a ! O co fl |B| •8X'Bta8kj ■9Xm •SX'Bine^ P3-S •8X^IM OO o oo ooooo< >000000000 o OO O OO OOK( >0000000000 O O OO 01-10000000000040000 O >o O CO c I OOO O •aX'Bina^ Jfcg n © P, D •9 V3M r-i 04 SCO c©^ COCO LO 00 t- mfflr(IC>HOr-IC5 5D--ICli!>05C5NinN o t- HP 04 04 T— IC0OC0t-^*Ht-a0i-li0 04i^a0C0i000C0 04 T— I i— ( 04 1 — 1 OS'— It— I a cj g $ g-s Jr1 a ® fl •0X'Buielj t— i^HOOOOOO vwon 04 t— 1 04 CO CO 04 •9X43R OOO COO' ?4uOTOt-^OOC0 040a> CO •©X7JUI0JJ OOOCOCOO^CO^H04*OCOOOiCC404 CO •0[^K .© c? b- S's-S a •0X43 in© _>x OO O OO ot >ooooooooo< 5000 o •9M © OO 1-IOOOOOOC •0X'eui0l3; ® OO O 0.5 p.® o &c® a •eiBH I i> 105 lOvjOCOCOoCL'-iOO'ft-O: !>>,+£ w 2 p.© *0X43010^ •9Xt?H OO O OO CDC >04nOHCOrHOiOCOO. 1 04 WOC0Ht|U0H©'#i01fflC0O'^H'H04 r-< •Snixxoaxttoo noiX43uiiiiou0X) snoi§[[0jx m m © © 'f-i u CHCl. h: I ' 40 CO r, 1 © © t® ! 5h f-t © ''fHP-i 0 I o o 'lo > ©02 ■ rt - CHgaa|o^PtH « 1_:® |3 O H -p oj.; O c3 ©.j . ,D © ?h Jr© r® •Suiaodo jo J430X GO iO 03 c* fc- lO-^NOOHWHCOOHiCiOQOCOHH lO OO O -H N^HlOHNXlOCDCDCDOONOHNO) O) COCO 00 COCO OO £*• 00 GO OO 00 CO CO CO 00 CO £"• CO CO CO CO in* 3>» ■ © >5 : w±> am .a Sp-^EH §ssgl SC'S a g* am 62 >»§ © £ $ fc» fl w 0 > ! © ! &D^ •be .©® • o :o m w S* bD © flu ; 3 i u > 40 IS P cS £jeg Wtc Mco $3.§? ;a^ 26 ^ ^ , O' W , HJ lb 2 ® (D 1 V ©Eh« ■ ©p > m ©3 a ffiP!-g ^® g.-e bed a on- iJto ©rSfe; 3 co o©r ^ r") Ur3 ©o£b> 3 Sh-3 ^ 32 P © 3 u >a 333^05 r9'd © ®p! >>22 >/o ®® © p 2x22 S o .sgpa r-H ^ hhjiT1 ^ a 0.2 32 lllfE! s| § - O CO aa . r. -3 a ns's 0 fl p-P © a®*?! rP -1-5 H , ^ tu o a cs Mb 1 0 O c3 O oj 1 % 1 ! ! ! ! efi GQ :£ E"* LCO NCOO CJOH^CO^iOONQQaOHWfO UNIVERSITIES AND COLLEGES. 1975 COOONOO^ifl NOi^CO IO 0 0 100 73 o ^ J^iO 28 rg 8 g:R©00S00 OCOO O O iC CO o. OHHCO OCOHH ^WOQ oo L— lO O t- J- O CO >0 CO CO SISKIN O O0 lO N O eooowcacsw 2 ooo t- SS1NC3 HO r-lN-HCO HHW rH CO CH 03 ^HH OOO j o o ; oooo oo oo o o ooooooo OOO ooooo °S5° :£° : CO [rH ; OOO ICO oo oo 185 o 00l00°s ^ o o OOONO OOO j O O O oooo oo oo o o ooooooo ooo 0.0000 ooo i o o o oooo oo O rH o o ooooooo ooo ooooo ooo * o o o oooo oo OO - o OO ; OOOO ooo OOO iH o ©COO 'OOO oooo oo ON o OO loo NO ooo O O O I— 1 o O^MNOOOO COH00 o o OO CO CO 030 OO-HOO OCOO CC! O iO H O t-h rHir GO 0 03 i>-rH oo IO CO O^r-i O c^ a co HN r-i t— 1 rHiO hHO o Jr— GOCOOOnN t-rHcO OWCOC5G OH Os o CIrilOQOCi IO rH Cv! rH OCOiO CO H X LO CO 9 89 0 U__ 99 0 0 OO^JO CO rH 92 08 OiS o o Ooooooo ooo 38 40 20 0 1 o O O CO 1 ?>• IO rH 03 ► IO rH | Ci Cn> CO H OOOO o®co^ 201 5.1 II o o is°as00 °n« NW>OOlO HIOCO rH CMC^NCOON O ON O ON rH oo o o OONOOt^OO ooo CONONO 00 t- O CC -H CO -H CO rH CO CO CO rHCO ^$3 CO o 1CONOOCON CDHH NXi>OX t -HrH 03 i-i rH 03 CO H* rH rH rHrHrH OOO loo ; O oooo oo oo o o ooooooo ooo ooooo O — i o ' O O • O O O O r— { 03 ;o ooo NNNOO COMONCOOO OCOr COWrtOi R.C . Nonsect. Bapt _,.T N onsect . M.E . R.C _ M.E. So. M.E . R.C . Presb ... C.Presb. Christian Bapt . A. M.E... »43 J © m © . 02 Q H o HiZ( Nonsect.. Nonsect.. M. E. So. Bapt - Nonsect. M. E. So. Presb ... Nonsect. Nonsect. Bapt . Luth . Nonsect. . Nonsect. . Bapt . 7-Day Ad. Nonsect- . R. C . HXOWHHXMHOOX XXQOJXXNNOiOON cococococooocooooocococo HHHHHHHHHHHH coo O O 03 03 IO CO CO CO O CO CO 03 CO O * - rH CO CO CO CO GO t- 1832 1853 1693 03 IO 03 03 Jr- rH CO CO GO n s 8 c: x as X x CO CO CO CO CO ^ r'i mg © a >P ; > : a ;£> la +3 © a o Sgp _a a eyas's IS a-t3Pnoa.?2:»a^7S>-'). P P gm^OO>s©g»QPfl t>- p;g w£ £ a-g^s ®P -|J P O © ©43 oi>43 P a'© © eg eg ccDKKfecccop-cc^EH^ WPw o,n QJ >4 >> S 2 a fe rjJ © • a I s ® • -+?'o j §2* ggS, © £.2 5R bD © t> cr© O SO;2 o © sa.^6wJ o © t> S &D 2 ^ oQ1^ © a £ a tj'aH s'© eg a cS43 a^ ©-p a fe'S 'S.S © £p hK K a ^ C'd a ip=i I'd ; a © ! a ||| ||g a © o ©-*$ © © © bxi £ §) © a © ft"© >, „ _, - &&gi£&m$g8 © fc-D eg C- S^'ga ,© Cgr-i K, [SI Sa cs 'S S S^oJohA ._, (D O ©-(3^-143 S Cg M IfJ |l^ J s ; a eg o a ©a ©a) ©tS S t-.QOOTOr-lWCO'^incO $83593333333! COtHOONXO lOiOLOiOOLOlO ^ rH rH rH rH tH rH 99$ * Statistics of 1894-95. Table 8.— Statistics of universities and colleges for men and for both sexes— Continued. 1976 Total number. ■ejunieji « ^S8°§ 46 33 35 0110000030030 10 CO '•H CO H-< OJ •0I«K w « 209 408 100 1,151 | 77 231 | 115 220 151 t- © CIS ^4^ ■eX^nie^ « « 1 0000 000 ooot-oooo O O O o ft© fn-lft © rj Ph “’d a •®I*K e* 0000 0005 00 ooa«oooo a 0 0 © fd •0X'BXU0t!J 9 0000 OOO OOOCOOOOO 0 0 w © 4£ d © a sis! ’9I'BH 19 ONOO 000 000 0000 O O »d £ c3 •i-S • 0X^010^ 2 0000 000 OOOCOOOOO 0 0 W. P 0 5 © P3nd •0I^H P 0.-H00 ooi-h ^-oowoooo 0 0 © depart¬ ment. •©Xuxu©^ 16 COHOiO t~com coco HiCCiOOOOO ^ CO 1— 1 rH 01 os © 'o O «3 r COiC'dHt- rH 5 Ph % a a •exuuie^ 14 diNON H CO l© loo ^ooomo»o CO § ©. 5h Pft g a© §5 3 '®TBK w fN COWOlC WOCOiO !o^2 «M®O00NCCO t-ow ^0® CO 03 iO CO 43 18 h •0XUUI0J S| iCiOOO 1C ^ rH Hh 0 0 00 CO 0 CO 0 0 -iOO(M HNHO HHH 03 0 a +3 CO ©aid .2 £ a d •©X'BUI©^ ® (M^HOO -^(MO HOOCOHOOO 0 £8 ■®TO 1- lOO^N O3COO30HCCOCOt- rH 03 0 O i ^ 1 © 5M o f4 a Ph >.■£43 fe ad •©Xunioji |9 COHO® rH OO COOOOWOiOO 0 N ! Ph ©. Jh Pd 2 a© §5 3 ■0XUK CO ©ICO 03c0030c0i0i>*0 HH 0 •Suniojc^noo uoijT3uiuiou0p snoiSixea * Presb .... M. E . R. C . Cong . M. E. So.. Christian Nonsect.. M.E . Nonsect. _ Ref . Nonsect .. 7-Day Bpt R.C . Cong - R.C . Luth . Nonsect.. ■Suiuodo jo ;ree& M 1890 1890 1856 1866 1888 1841 1867 03 i>» 03 03 ’’H rH CO CO HHiOHHOOiOiO cooocogococoooco HHHHHHHH 1865 1887 O^iOO A aOO 82|I ■a ©i?.-e X) g>^|,d ^PhOQ^- OgP © ©.a S'o.S o a5 ^ 'Prd m f- +2 © C3 ©K. WPQ^ ; &» 2 2 i >* i ■ 40 2 d .£ • *s i © ©^ © mi © ! u 1 © : > 4H • ’S § . n 2 ’55 a © * I s D :.a \*> £ © gq-l g'o ©^ P j^Mgofcwg | 8!3W.-2g|’3 jj 8 §2§lg!“lil iiillllgsi § a o ce a 8 < s O ■— < ■ d sa 5? : £ £ g*| ^ a d § QQ O S3 H r?,d g> b tf ®p QQ fc 8 g M -2 Slgja •Sa 511 «jp8£s§§Eaa £ 00 05 OH - 5 i - J>- dco-rH fcOlPfr- t~ t- fr- t~ t- 00 CO c tJH ^ -*H -^n •># -^1 Tj( S8 SS * Statistics of 1894-95. Table 8. — Statistics of universities and colleges — Continued. UNIVERSITIES AND COLLEGES. 1977 •saaanos 9^'BAt.ld UIOJJ p 8 A 1 0*0 0 J spunj puB ‘juatuAiopua ‘Ajjadojd jo junouiv © M 1 O’ O ' o O i lO © • 00 8 : :8 : •; ; co | § 8 | •suoijo'ejauag <*> ' o o ' o > o ■ CO 1 €©= '° ' co ' 5; j Income. amooui pejoj, w QQOQOO OOO kO S8888£ 888 8 ssss-- “fV $ 9,000 3,100 4,000 4.700 66, 873 15,000 3.700 4, 090 5,900 saojnos j a q j o ui o .1 j£ © M O > kO > cc ! €/> i 2,314 0 3,000 1,708 § '§ ' o 8 - of •juaui -uja ao-q sajnq.g pajinjq uiojji K5 M OO ; 0 0 0 $36,000 CO N o CO ° ■snoxjnijdojd -du pedihiunui jo aj/ej's' moj^ M $5,200 0 0 400 350 0 0 0 8,897 lO O spunj aAijonpo jd nio j^j M M 0 $60 6,000 0 0- 24,000 0 OO 88 o o o o •saaj uoijinj uiojji « M $1,500 11,500 7,000 4,000 2,100 2,406 755 +40,000 0 ■ 0 iiilliiii cT tH Cs? CO rH kO t-T^TiO spunj aAijonpojd T=* M 0 $1,500 64,000 0 0 300,000 0 0 88 kCkC 8 r-H OO ; i •sSuxppnq pun spunoj-Sjo anpeA © M $7,000 85,000 85,000 100,000 15, 000 5,000 25,000 *400,000 300,000 74,587 50,000 70, 000 25, 000 25, 000 60,000 227, 000 60,000 30, 000 15,000 50, 000 •Aj'ejq ip pus sni/ejuddu o p 1 j. U 9 I o s jo supBA. © « $6,500 8,000 30,000 100 1,20 00 *35,000 50, 000 46,272 2,500 2,500 2.500 1,000 5.500 20,000 5,000 25 500 600 Library. •sjaiqdurej -II j! 300 4,000 2,000 100 500 1,000 300 2,500 4,864 500 100 500 50 •samnioA punog * 50 1,700 1,000 10,000 300 800 16,000 12,000 1,720 900 3,000 3,000 1,600 3, 700 7,242 1,000 500 800 400 •sdiqs -jiqoqos jo .laquxnjq * ° |9 I />'*H ! o '1 . 1 1— 1 ;«0 ;0©5 O •sdiqs -AAOH8J jo' aaqum^p i « « 1 O | ; 1 1 o ' o coo ! o Name. « ALABAMA. Blount Colleere . . . St. Bernard College . Howard College. . . . . Southern University. . . o « i fcu ! A ! c c ; c ■»*> l SI 8 o' o g m ■ © © © © © © HO os OS ■ © © O O© 0 1— iO CO |ON O OiO © © © ©T '©OS o' del -4©' r-T (M ;co O Oi «5o i L'* CO r 6,000 300 4,000 10, 675 © ©in oo ©<>- CO © rH cT©'i>4 C\! O © •sooj uoiqinq mo-ig « ©oo CO o o 8 o o 8 © © © © © © © !© © 8 8^ g 88 |8 « S S’-1 S S*1 © © r-H ©ss ssg •spunj OAiqonpojj W 0008 os in© o o' O OS lO CO r-irft 05 g O of tH 3 i° © ■ § I 2,500,000 80, 000 6,000 80, 000 187,492 °8 883 © © C<> 8 8¥g Csi L-r-i © rHCO •sSuipxjnq pun spuno-iS jo onp-BA 111! oV)od • Sp-8 . 40,000 60, 000 250, 000 75, 000 800, 000 95, 000 25, 000 2,000,000 150, 000 8,000 200, 000 499, 950 10,130 200, 000 350, 000 1,200,000 541,780 5,250,000 ■Ajnjq -iq pun snq'BJBdd'e oi jiquoios jo ouj-ba © « 8888 OCCi>0 1-0 of o' • 8 1,500 1,000 20, 000 40, 000 100, 000 80, 000 3,000 100,000 10,000 750 35,000 47,000 1,083 20, 000 35, 000 15,000 126, 755 500, 000 Library. •sqoxqduiBd GB \ « oo 8 CO 11 OS rH 1,000 3,000 300 10,000 1,000 200 1,500 12,000 828 1,000 1,000 25,000 •soumxoA pnnog * « § 8 oo ICO O cT 3,000 5,000 10, 000 2, 500 30, 000 18,000 2,000 30,000 4,000 1,000 12,000 19.428 1,540 8,000 5,000 37, 000 46, 500 230,000 •sdiijs 1 -.i-BToqos jo .loqtunjsX OS © CO oo o o ON - © COC0N ^ iO •sdiqs -M. o xi 9 J jo aoqurn^ W « o ° ° i ooo o o oo rH tH i (M 88 O Cl © -8 ©.2 a §p-= Ji'sSSoD~s^§ ^ p? -1h -2 o -3 v Ph +5 js§ ^ ^ S 0.2S § OS'© jDpMpHpOoQO'JQRceaQPH H m > SO • SOCM COSO < ' fc- O • ' o\~T ■' J COr-H ; ; I CD CD Oi ■' 1 * J>- i (M « jcDoi j ! 18 883 :' SO Or-HO | « CO I CO . co o Q O SO CD sOO O 800 ,100 OOOO cowoo NDHG 888888 CONOCO so so 901 OOOJOOCHO HHOOONO OCOOsOOHO t-h soj>T^h' • SO | ico co" co" oi'rHrH ioo'hhh CDWrlV ofr-T Oi CO ©irH O 1 ! !o o o * > OO WHO « ■ OOOO ; OOOOO OO O o oco • O SO1 : :8 Q O « O CO « • OO « oo O CD I (MH | 3 go oog SB oV • 88 j 1 « O ; :g 8 g j 1 S3? OO . I 8^ : • so" co ! :§38 ■ SOSO sooco' cot- Oi H8 »0 ooo 888 ooo' 88g O lOOO o o O CO o o oo O OOOO oo 8 ©J10 ©5 csfcS > O JO ©i *0 >ooo >ooo >o oo _ OOOO WOOD ©i ©2 rH sO 8888888 oosooocTo O ©i t- CO ©i o -hoo 888 OOOO 8888 LOO O O O' o o o o O Q O O CD O Q 00*00000 CO *o T-T o o' *o" *o 1- ©i fc-t- CO o I'-T is ; o ■ o" iso ooo T 2,100 1,000 500 OO SO O ©irH .ooo 1 O' o o * OCOH 2,000 3,000 3,000 88 9,500 1,000 2,000 2,000 2,000 88 050 0 05 7,590 88 COC 4,000 75, 000 9,000 13,000 6,000 2.500 1.500 2,000 750 3,000 20,000 9,400 1,000 300 5,000 8,000 16,500 1 . 500 >oo 3,500 1,500 6,000 5,000 3,000 5,000 28, 500 19,000 O CO HC C rH ^ ) O i ) o ; O CO J rH ! ' ° ' • t— w»> o j O HWOsOr ©i IDO o O o I o o j | 0500 j i i^ O ; O 1 1 l°° , rH O 2* og >>© © t> ' r— H > £.£; ©* fi £5) ? gjM?13 S'S'S® S'S O S g § o S > ej O o3 © O O oo©e>e>w IU o &o® ◄ o © o E© © £ uggls >>3 O o S &0 o » d © 4J ■h) ©3'm ^ © fn „ a) flS ® ©-S © bljcS O t> bJ0d3 d. © >;0‘3 ©I— I O S ® ce^^O o|S ^ g &,-gi -S.2 OS £ 2 rrj o JT* ^ r^H r h#. ^ g-g.5™ ©a.^3 d s ,J KmCCPQoDcC 888 t- CO 05 O r ©i 00 lO O ooo ooooo COOJOHtMCO^ * Statistics of 1894-95. Table 8. — Statistics of universities and colleges — Continued. 1980 EDUCATION REPORT, 1895-96. •saojnos TO O J J P8AI809J SpiIUJ pnu’ ‘juauiAAopug ‘Ajjodojd jo junomy ■suoijo'Bjouog; GB eo $2,200,000 co ! o s ;s co | aT §8 rH(Nf WH 43,000 3,000 250 10,000 10,000 0 _ I W O CD C D iC I g j j CO (NTcD^t-H rH ! Income. •0TOO0UI pBJOJj M H O CO Q CO CCONON GO IO CO C\* 00 » * CO iiiiiiisii WCOiOCOCOCOlOiOt-T(Nr rH 1-H o rH rH COOOOCOOrH coo CIOHQNCH O O H O CO O CO O Oi C'iO ^8888^ **** •soojnos joqjo too •ijp © W )OO^ON OOHCCO iO iO O io'howh iC N “ rH rH :88S |r-HC50 jofosTeo CD O rH O O O CO rH - O CO COOH O 1 rH CO 0^ IO -H CD « CO CO ^8 r-T Ci ; •JXX0OT -UJ0AO-0 SOJ'BJg P0JIUX1 TOO.I^ i3 M o ° ‘ i \\i 000 j j° ■suotjipjdo.id -d'B j'BdxbinnTO AO 0JT3JQ- TOOJq H W o ° i i * o o o ! > ! ! o iii i ,ii i •spunj 0AijDnpoAd raoj^ « M § IO CO CO °ss Ci ^ 600 9,925 12,000 2,000 8,000 33, 000 1, 957 3,000 7,000 5,000 OOOOOOCO jo §3 osioco eo H- <*? ■S00J uotjinj raojjj; M 83S88 lOOr^iO^ CD%8%8'i>^'^8' ^ IO 3,000 13,810 2,500 6,000 8,000 35, 008 3,647 230 8,000 4,000 OOOOOOO (M O 88^888^ 8© —T t- co r-T o' in •spunj 9Aijonpoj(j 8 ° w 8 ic °P1 IOHH AA CD 173,850 175, 000 40,000 130,000 550, 000 25,000 50, 000 100, 000 85, 000 OOO 'NOW ^8 O O 'WOOD rH O 1 IO O 01 CD o ■sSuippinq pm? spunoaS jo gnp?^ © M $2,660,000 30, 000 70. 000 *97,000 1,455,000 25, 000 100, 000 200, 000 60, 000 40, 000 175, 000 600,000 60, 000 40, 000 100, 000 85,000 50,000 100, 000 135,000 195, 000 100,000 100, 000 20,000 128,338 25,000 12,000 •AjBjq -q pne snq.BJ'Bdd'B 0TJIJU0T0S jo onj'BA © e» $340,000 3,000 200 *8,000 45,000 2,500 1,000 10, 000 6,000 3,000 llii CO ^8 CO C> ?3 jQ •sjoipdrauq » 1 lC IO ^80000 t- *C o o o OiiOO-H r-T O rH • o o ;ss 2,000 500 4,000 500 400 1,000 300 5,000 2,000 1,500 750 100 •soranpoA punoq ! « o8Nom8888o§888o88oo888om 88 OOOCONOCOOOIOWOOIOOCOIOOCOOONIOCO O gc4r-T<*fr4ed cdiP'(^ro'co«doi'gc<5NN H'oioodoic© •sdiqs -■rejopos jo .I0qranj«i © o O « l> j° ' AC ; O ; jo jo^ooo jco oo •sdiqs ! -AAOIT9J jo aoqranK ; W « *>■ O j CO i° o jo ' jo ioooo ! ! O' >CO 05 A3 - O © J) . AT— I SSsIg •d co O © “lit1 * fifi|g II is afe5 13 |I|S§5||| I <* hO Z. p-2 S© © o &o© £^r© ce So ©.a ^ ^«J°-fl£'§'3p'S:S*1PS3 _ . . „ „-gS g a $ aAw I st®^ S| s £ 5 > 30 M fl 5 £P3is 0.9 O o.,^^ £> !> ® cs ■p fl © s >> C3 r-i II w v— ww v _ < i — i '\m'Z ~'%J t lO O N CO O O v-i v-h. w j- NL-t-t-t-COXXCOCOXXQOGOGOQQCiOiOSOJOQCi UNIVERSITIES AND COLLEGES. 1981 :g ;§ : i ii i i ii :i i! i ii ill :31 ill il ;i IIIII I I Mi j j ill iSS :S :S ii :3I :R8 |s| . o' ;3 ;g 3 j ; j i |°1§ i i i ii 1 ill i§ § i M iiiii il | ill il il is§ 3 ill! j- ! is i ::g5> In N i | ; wcocot^ ;0i j , OO ! ® ' o 1 rH O . CO o illiiiiliiiiil! 's 3 «" . s“ Illil 05 ^ GO~ CO <^fcO CO NO mi t-'co'co't^' NH 8§ ISs NHCOH COttflO 1 a'gss s>_": -* lOrH | C-l CO ci ^'T-Tg ! COCOrHeO'^'r-Tr-H' o' o' VO illiilill rH N O^VO t^rH C^" r-T m" N N N H C4 ®CO OS ® N OO C M H H iO 111! i 111 §ii§ii§°i ||sa|s¥ b liiiiiiiiiiliiii 8 iiiiiiiiiiiiiii liiiiiiiiiiiiiiiiiiiiii iilsi §= §s§ §m ss‘"'a g-rHg-Mrfg- §§liiiiiiiiiiiniilisi§ 1 O N CO O W-O O «1C mVo' rHOO'aOC3C3 cooo co i i ii i iisiii ini in i iiiii in i i§§ ii 500 000 500 600 1311 i III || H ** | » rH- | I^VTnVT | 1— T— T 1 |r-TlO |r-T | t— h't-h' HH | IlllllllSililll I 1 iiiii 11 111 §1 1 111 §111 1 11111 oo co o' co t-h nV cvTc^t- o^co o t-T s Name. KANSAS— continued. Highland University . C0 ? c3 i 02 i rt* !«h"S ;U > CO p & Bethany College . Ottawa University . St. Marv’s CaTIap-a Kansas Wesleyan University. .. Cooper Memorial College . Washburn College . Fairmount College . St. John’s Lutheran College _ Southwest Kansas College . KENTUCKY. Berea College . Ogden College . I nnllAcrA a b a J > P i! >g > % la Liberty College . . South Kentucky College * . . Agricultural and Mechanical College of Kentucky . Kentucky University . Central University . Bethel College. . . 1 . I Kentucky Wesleyan College.... NCCOO' lOjCOJO CO i— 00 Oi ocoococo UNIVERSITIES AND COLLEGES. 1 1 !§ i jig ; 11 i O 1 1 Q > O O 1 • • i > CO 1 i i i i i iHOCOO i O i i iCJOCJO • * i it- 10*0X0 1 ill coV-T j i i L— i CO • i i 1 1 •cococo'co' 1 J J [ gj H H 3 oo o lOO OO Cl CO CO of 888 oo :j c: CHO O 8 ! o '* • lO ' 1 1 O ON 1 1 o O i ■ H-i O 'H COL- t- CO L- rH HOqo °i !oo ! ' o I • O O ' * 1 1 H lO 1 1 1 ! o i § ,’CQrH '. 00 -rH ! O > i£Z (M ' O O ' 1 0 CO CO~ rH 1C GO HNOQ COL- 0 16, 000 1,900 3,950 ■ HOW H-i lO 01 OO « O O O ■ CO O CO CvOi>- oo >t-oo | 01 O CO COCO O OO • oo 1 O uOH 1 O O ; 0 1 co co 'oo » 0 ico'o' icTof I 0 |(W(W '0(M r > L- 1C 'COCO j H j* 00 |rH 0 85,000 225,000 80,000 250, 000 100,000 75,000 40,000 170,000 100, 000 125,000 745,000: 500, 000 250,000 200,000 200,000 838,859 250,000 50, 000 60, 000. 65, 000 200, 000 200,000 20, 000 120, 000 650,000 400, 000 * 706, 000 4, 000, 000 40, 000 500,000 500,000 8 888 O OOO cT oiocT O 25,000 10,000 500 1,500 1,000 3,000 1,000 56,000 100,000 30,000 75,000 10,000 236,206 50,000 4,000 3,000 4, 500 50,000 1,200 3,000 250,000 5,000 *28,000 1,000,000 3,000 70, 000 60,000 10,000 1,500 43,000 20,000 oo ! 88 : O 1 0 O O O i O OO i i i i 8 ;§88 8 ;8 88 ; ; ; ; 01 j rH lO i O O > 1 i 1 1,000 1,000 15,000 840,000 225 15,000 15,000 1.500 7,000 200 4.500 10, 809 18.500 15,000 3,000 1,052 15,000 1,000 5,000 2,600 43,000 58,169 17,643 30,600 6,000 77,000 40,000 2,000 2.500 7,000 15,500 16,000 ! 2,000 3.500 64,000 30,000 15, 000 466, 410 850 33,000 38,050 16, 000 23,000 6,000 10, 791 14,233 N3H "6’ 187 91 44 70 75 72 7 10 O ' O 10 CO O CO ' CO CO 0 10 1 1 GO 1 Cl HIOOW • 10 CO Cl 1 1 * Ol -.o : >> •’m 1 © f>> >>>£ . >> ! A &•£ b © S W f~l C fJ.L 2 © Sb^-pH-1 f'S&g'BO’Sg !-©'o © © ©£ f3 'Mo. b£o2b £ d I15 fn P3 o.S ^ o 'o &c © o®£ •§ob P3 CO >> £2:2 O c3 O MHO 6jo Sb \S s©g a isiSlS a ? ^ o a ,©53 ^ I, >3 °'5 ©^C oOfc O-s^o RO Bf w b p) ^ 3 ^§0° pi 3 g-5^rioO|o^ Pl'hj 1983 55 11 o o 88 <*fib © >> © ^ g © ■3 ©5 *3 ©® g g.§ ’ojf ®*3 © &>o ©H n-H-Hh d ©Q > ^ o d •uJ •d'y l^lSoiSS sssSg'Bg.s's ^pqpqffifrb^OO UJU ^ r2 © &D ^ © °6g IS« : o o _ > Cb o i rH rH rH Cl r— I 01 CO _ c c WWW * Statistics of 1894-95. Table 8. — Statistics of universities and colleges — Continued. 1984 EDUCATION REPORT, 1895-96. •sgoanos 9 J T? A l J d TH O J J P9AI909.I spnnj p U V ‘ JTI9UIAi.OpiI9 ; Ajjgdo Jd jo junoray COKO 8j|s53 533 SS CO C5 05 CO •saoijo,Bj9U9g ccooo «!88o 05 02 10 CO •9UIOOUI I'BJOX *» M $404,698 28,378 3,000 8,000 16, 783 6,338 16,449 20,500 20,000 14,613 4,700 268,409 22,172 8,461 10,000 12,000 6,000 O O O O CO 888J 8 35 o^^o't-hoT •s90jnos j 9 q j o uioij | ■' © 1 M $20,623 1.300 0 2.300 SI .04 00 8 1888888 *C 'OO^IOOO co ico'hoco'co'h O io 1 1 8 ;s ; ; 05 i l© j j •JU9TH -TU9AOQ SQJ'BJg pgjtufl moa^ go° o •suoxj'Bijdo.id -dB x'Bdi’oxumn jo oj'BJS ’ uiojg H M $194,333 *||| o jgoo j : :8 • i o i • i o' ■spunj oAijonpo Jd uxo j,j 1 M « 8 oco*ot-p CO 0! CO O ^ Ol t— 1 *0 H^VoV 888888 >OWQOOMiO TfciHO* *0 r-1 O O I 8 8 j Ol j O CO •S99J ixoxjxnj Tnojg « W NCOOO iCOiOO O r^NOO iHOlO O NCOJ>0 • rH 05 O O — TcCt-HOO ' ofcO CO p lOCI ' Ol ' S8888888 88888 0*0*00^-00^ OOCOOO O of CO t-H r-T CO o' t-H O •spunj gAijonpojg H M o • Ol ' o> ; *C i *C ' ^ ; °83^8 CO JOOIO ofcooTo cocooo Ol rH Ol OONOWO t-H O CO O CO O t-H O O O O O 8g"g8® * t-H t-H Ol oi o ! o o j of of » O tH I is OO rH O •sSuipimq PUB SpunoTS JO 9TVP3A © W &383833& 888888^888 88888 CONOOOOON ooooo ou-ooo OOOOO csVnoVo'oco' o'io'co ot-~o~ofo*o *o ooo'ocT ONC510 000COOCW iOMOOO Or-H rH Ol rH CO t-H OW Ol rH Ol t-H •.Lrejq -q put? snj'Ba'Bdd'B ogiju9ios jo onj'BjY © « § CO CO t- 8 '8 ' '8 8888888888 88888 io ■ O 1 1 0 OOOOOOCOOOr- 1 Ot-ONO jo j jg inioV-^inoVmo co" ^'ho Library. •sj9iqdm'ec£ G© « § 8 Q ’• O O fc- Q 8 j88S8 rH jNNCO'uf O ' ' O 'OOOO *pooo O • ' p '0*000 'OOOO O ' ' O 'H^HOOi '00*00 r-T • Ii> • 01 • oof of CO III 1 •s9xnnxoA punog *• « t-OOOOOOO OOOOOOOOOO PQOOO ^QQOCOOO ooooocoocoo OOOOO 000*030000 000*00 01*0*00'’^ 0*0*00*0 wVo0iC5q*0)0 COCO *01 CO CO O -H Ol rH •sdxqs -jxqoqos jo .igqTnnjq © 1 C< O O ! t-H j OX j * • j o j j C5»0 COO •sdxqs -jAoqoj jo jgqxnnjq u? ** O 1 ' 1 1 O 1 1 1 Ol 1 0 1 : ° i jco A &J),© ' O © -|5|2|gla s a-g : &c , © ;'o :o : pi ■ eg >J43 S.2 ►»& £ £ 3 2 5 5° P:r-! 6o ; ®P£.hhH) ' l^lSss £®®Nsti^|o •Stiisl-gollll SliS^SuaclliS a; cc >> '34S.-S O'P ® ; a £ > aCTg *5) m cd ^ pi Sow sa !* 5E m 05 05 O ! 05 Ol 05 Ol C 05 05 05 05 05 0505050105 05 CO -+ O CS Ol Ol 05 Ol 05 05 05 05 Ol 05 iddif UNIVERSITIES AND COLLEGES, 1985 .OO . o o •OO Ctt8 |-H( BN I ■ 00000 OO O O OO OO QCO lOO 8 ID i| ! 0 ! 1 J8 : : ; || ;§ 1 1 O O O 1 » O 1 1 O O 5> « O 1 1 0 O O 11 11 O O ^ 1 O 1 iOON 1 ' ' ■ O O CO ' O !o ! :8 : 0 •« 0 » 0 ! ■ CD 'OOO j O jS | 0 j s • ID ;N ; ; i i« : 1 ! ^ ^ ! ! ! 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J r O K^r-, Tlv 'IlJrd 0 d 1 ' © K*5 Oo©Qord0o^i) ■ ©^ © O 0SS0I4 § § f % ©£6 1^1?ii*lS'S3S|j1g*S|l •)©h>PHNc8d^3®oc«+3-d+ifc>Jiic3>;© O^diOt-l^^S^cCftiCCOaQ^QEH^iO fl c3 &§ c3 g-g s g eg !>i ® ■§J§S o >1 o«% 60 J © iZt & e3 >g 1 g t» S.13 ■ Ogdd •S5t>00^ © © fl ®t fl’o c! 1 5Srf£?co;S cS£r22SQrr,IJ?t9'^l©'®!tTc®csO'-HNco^H iNNNNN 1 0 ' o 1 1 1 ooooog CO •snoij'Biadojd -de x'edihinnui jo ejujs ' taoj^ W $69,000 o 0 001 0 9U 000 ‘f I oogoo i ■spunj oAijotipo jd tnoj^ M M 0 $36,960 ° 8 i§ §° CO | CO CO 1 CO* r-T 0 16, 726 20,000 12,967 46,588 I 319,246 'S99J uotjinj moj^ « M 0 $34,091 220 2,570 9,875 0 96,782 15,354 28.500 11.500 1,942 5,000 3,558 12,530 117,449 •sptmj 9Aiq.onpo.i(j \m *=» M ° 1 to N o O • — i oo CO ' 05 Q 00 ! © © i is * 0 337,130 350,000 345,530 1,704,373 6,276,975 ■sSuipxjnq puB spnno’jS jo orquA 1 © M $120,000 500,000 30,000 40,000 80,000 241.500 254, 800 570,000 156,000 320,000 252.500 100,000 300,000 162, 300 604,000 1,723,135 Aa'B.iq -IX pun snju.i'eddu bpi juetos jo onx^A © $24,409 100,000 400 1,000 25,500 16,200 700 26,300 12,000 4,900 28,900 16,000 100, 000 63, 750 65,000 1,021,460 Library. •sj9xqdni'B(j QB « 3,115 20,000 200 5,000 38 3,582 500 1,000 1,055 3,000 500 5,701 13,000 5,933 30,400 •seuinxoA punog 4,892 75,000 2,600 33,559 175, 000 10,000 361 10,222 7,313 14,000 7 222 4* 100 7,200 19,500 11,830 35,000 32,301 24,757 186,683 ■IV - M. •sdiqs Xoqos jo joqranjsx © e* ci ! 1 : ! GO . C5 O ! C\* *HrJ4Cvl *» CO O O ic GO • -rfl > 1— I Oi HO • ' H CO ■sdiqs OXX9J jo jeqxnnjq i « i ?» o ot- o ooo oo 0 1 0 '22', •9UTB]sI « NEVADA. State University of Nevada - NEW HAMPSHIRE. Dartmouth College* . . NEW JERSEY. ) D ) ) _ } C !c J a. 3 f- 3 ? J £ > +- J > c a i| ill ! i ) & A A >c 1 > p I c ■ c iff NEW MEXICO. University of New Mexico . NEW YORK. Alfred University . St. Bonayenture’s College . St. Stephen’s College . Polytechnic Institute of Brook¬ lyn. . . . St. Francis College . Canisius College . 1 St. Lawrence University . Hamilton College . . . 1 Hobart College . 1 Colgate University . | Cornell University . O O — 1 03 CO CO ^ ^ i— 03 03030^03 03 loot- 00 L— t— t— 03 03 03 03 t- GO CO CO 00 CO CO 03 Ol 03 03 03 03 03 UNIVERSITIES AND COLLEGES. 1987 1 §§°r= ’8IS | iliii i iiii ill i § i§ ll ■ is il i i • i ii 1 *£ g sii s li§§ i ■of of i : 53 i- 8 iS & j is ;§ ; ; i i ji p of r-T rH ; ; ;of 1 °lcloc ill § i in in in ill i i i : ll i il il 1 : i ill r— l i i ”°¥ CO j :8S i" ; S • cofcf ; lO j » ”¥ ; l1-1 is ; ; a isspiiSA ” p~ of if lffloo cocfcoco r-f 5 813 illitlSi COCO CO CO JfOCO r# OO NCO i °sSsi§ii§ a ssgs^sfss IS COr# II frrog-si -as co t-ojofr-T IS co¬ co ’lisiiiai iii§iiiiiii§3li ri iifiisii gof CO O^ijCOj# J2'd3'eo©ilocD01COi-5' ofcfr-T xcfcf iH t^OeO'^fcfWr-HCO II of i ll=g° i|IS iiilii i i§§i°i§ i 1° i II iliii i in j “1 1 . o iiii : r? tW$* i sss -2 j 8 : is iiss¥ i ll” iiiiilii 1 §11111111 IS¥lSS8S83SS8|' « of 32, 800 109,000 735, 000 23,041 117, 884 64,000 18,000 116,204 87,000 199, 713 150,000 500 5,000 4,000 1 CO III ofioof 3,000 2.500 25,000 300 1.500 25,000 1,500 25,000 10,000 IIII 8“? §1 *1 l iiii°i i ii I il " S" 3 S’ 000 ‘I 09 003 1 1 ill ill il of jco j of jrH 000 ‘8 009 o 1,000 2,000 i siiisiiii iiiiiiiiiiinii ill iiiiiiiiiiiii 8§ C^l^cf^ScO^ gcd-TroT-Tof r?*®“ & ©go.g««jjgeg gOH o o is is j i ;° i S° oo *0 Or# o J O O^OCOOOO jr# O j i o o oo j oo i° o O ; o l :!s U CD f* ft B cgc niil„ op uS^cn'&SSm 4>S Ji _ _ _ „ oSl | If §s* 3 £ ^8|f||g°§«K| !l|^i||l3||a| m iiiiiiii iiiiiimiiiiis C\?CO~H eo co co LCS Of — Statistics of universities and colleges — Continued. 1988 ■seojnos eqBAiad inojj peAieoea spun J ft pne ‘qu8uijA.opu8 ‘Aq aedo ad qo quriotay •suoiqo'Bqoueg T, : M \ 88 oS t< 0000000005000CM05 eoooooNOtnoooHO^HO of o' gf CO co o' of r-f of H id o' o' o' * coot C\t H(M OOQiCOOOOOjC iO QWOOOCOW OS OiOOCO^CON CO OiCiCCcToio'rH OHOOOOV.O o o o* o o OCOOJOOlOH co'ooco'csTo GO www^wOONO oco^cowo§88^SSoio^ ifd c\T coco — T cc of oT t-h idcdcd^^ •spnnj eAiq.onpojcj OO! o ooooooc aT d'd'oiood': CO XHNWr^Oi •sSnipxiuq pire spuno’jS’qo enx'B^ >oooooo< 588888S< 588^ >1111 )^ONiCOOC5iCOC'i^OOOOOOiOiCC»00( 8S^c0*cc305'°8C085 -A.re.iq -il pue snqeaedde opiqueios qoetqeA 88888888888 COOCOOOOOIOOOO 588888888888 >oiocooooooooc: iio CO r-T lt£- ^ *o CO C •sqeiqdureg 'seraiqoA punog ;is8§8 88 .|| •sdiqs I S® | -jeioqos jo JQqmnjq [ C* [ •sdiqs i$ j -Aionaj JQ JeqTunjsE W [_ £ ® W t> > -->P , ® K.® &D aOJH -P&O® tJD&C'o ®'5q. '+3' £ >2 35 . ® 53:t£ r-< 88£ 88880 88888 888 88 8 8 lOOBOOONCOOOOOOO^iflONfflO © i'cfod'o o'c-fcf ^H'lc'co'r-i'cf cf C'itdirf C-fo t— r*”i vi i»v ” ^ 1 7 w w* r— UNIVERSITIES AND COLLEGES. 1989 .0000 » .00000 • j^ooo ; .OO j88 . O i> 10S .O 1 , O * •O ' > . 0 ! 1 0 »o ;8 • 0 I § !o ! : :§ : i 'COt^HO 1 >1> H 0 ' t-To • CC3>» lies : : ig l| is ig“ : 1 1 0 • » < 1 Oi » 1 rH O ;co ; | j i>- j O ;m 1 • 1 10 ' 1 15,925 1,000 5, 900 1,200 Sco CO 00 88 °^o3 i O c: O if O 8 <*? 88 0 CO 00 ii is § 5,645 1,020 28,000 11, 905 1,000 4, 400 2, 700 1,375 9,450 6,500 107,379 13,738 8,360 14,000 6,300 38,843 14,611 27,000 20,997 8,350 17,000 51,500 15,000 * 50, 000 38,923 88 t-ds 8“ 100,000 16, 000 426, 670 11,000 10,000 12,400 COXO 88 »0©l O W O O r-H CO CQ XC C5 co 0 0 CO XC t-o r-H O tHO CvfrH 88 xO ICO CO 0 £-rH COIC O O O of 0 CO 8 OO CO 0 of O 8 sf 88$ OO^ iCtfcO rH r-H 0 a* 83 8 CO c§ §1 ofcO rft Ci C CO CO -rH fc^rH 'rH OI CSJ CO 0000 8 ggc OOOOOXOO 888 8£8 >138 >QOOO®< >®8S88< ^°°88S88 ^8 8 8 8 ^8 88 8 8 8 8 88 888 8 8j *3 888 8S^8^8t^8888<^8^88©ii88c t— I tH rH COHHCOd rH tH rH (M: Oi Oi CO C <00000000 5 8888888 8888888 wiom«3iooo CO CO 03 Ol iiOHiOO :®g ^SSS09 CO 883888 10 1— 1 O iO -1 1 1 1 1 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 1 1 1 1 . . xO 1 0 1 0 O Oi 1 1 ! ! i w <0 1- co os o 8888888 co eoeococococo88eoa5eoa5eococococoeo88888c§8888eo888eo * Statistics of 1894-95. Table 8. — Statistics of universities and colleges — Continued. 1990 EDUCATION REPORT, 1895-96. •SQDJtlOS oq.'BAiad Tnojg: P0AI9O0J spnnj pas’ ‘juaraAiopTia ‘Aq.iado.id jo jnnoray - - 9 •suoijD'ejaiiag; •atnooni I'eq.o jj •saojnos aaq^o raoj^ quant -njaAO£) saj/ejs paqtuxi xuoj^; 03 OOOOOO^C o t-vr 03 01 •stioijm.ido.id -du x'Bdibmnnx jo ej-ejs" uioj^ % •spunj aAiqonpoad thoj^ •saaj noijinj raoa^ >00000 ;£8j38£ r cdoicoco l^rMClCO S8 8 88 8c !>• O ^ O O O - rHO of CO r-T 00 •spunj eAupnpoj^ 00 88 •sSmpxmq pirespimoAS jo anpLA •Aj'ejq -tX pire snq’BA’Bdd'B o p t j u a xo s jo exu^A 000000 888888 8 S8888 OOOOOO - - “) O O >00 UO lO lO CO >0 O 0( IS 8 Si OO O OO Q c Q O O OO OC OO O OO OC CO of O T-H CO 00" •s^eiqdTH'Bj •seuinxoA pnnog •sdiqs -.nqoqos Jo .iaqninj^; « •sdiqs - aa 0 xx 0 j jo jaqranjq « © a c3 « £ >000000 [888888 d'rtiflVHN lOf-OOO irHlOWOO iNHHb o' . O Ph 0 o tn © Ho a o . 3 Q_ O © © 'tfs §3]?° ® m U ^20 OP ■ o '-m © >j >,q 1 to - •PU $ ^ 0'S ? issgsiS •m MQp >> SO w jb r 3 § £ © ■©>>'" S ® O © coS V, &p:G be U -g^sbo >=0 £-1 o ^ rj c3 ppqQPPt* bfl P. c3 pq So ^ £ n® ^|g| bC^M '3 © fc P 1 o -M &C©-M 2 ■3 2 § |. ®0l£,s'g l£li 02 SPlii1 2 © 2-S © o -US 8 III II PM«2 <1 Pec M Ol- MCSOHMM j! 88 8888888 10 O t- CC o o UNIVERSITIES AND COLLEGES. 1991 8,000 1,000 1,000 100 o 3 02 0 coof 00 >0 1 00 ' 0 ' OO ' 0 ' xo ccT n-T > 100 1,000 88 00 rHi>T O 8 § :°S : S 1 ie*' j : 5, 000 150 1,000 2,050 70,129 18, 600 3,000 13, 450 COOOO^OCCOOO QO OOOOOOOCOOOO OQCO OO O^H COO rfiOOCOHOQCOOO OO o^oooooi— oooooxo 00 Or* CO CO i>iOHC3HOOOOCiO xO CO COIOOOOCOOOOOQOOCO XO 02 O ^ rH^t- rficV^HOO r*xO0f Of Of ^^^^^of o' ^^^0 of O rH i^Cg HO xgof h* O 1 O CD ■ O CO 1 1- of ; OO COO 1 if jl Of > xO ' r* co j r* ; 88 Ol ^ 00 000 too O 00 t 0 cot- • 0 COH 1 * ; 00 1 xo T— 1 $ 02 of o 3 CO of 00 :S i^ggS Igo | ; ; £ g :88 : i : i i 188 i i 8° 88 COO r* 0 • O ‘OiCOrHCO • 3> zD it 1 0 0 'OxO * 1 1 1 1 i COCO ' ‘ O xO O xffr* 02 1 O • rH r- 1 I xO CO 1 » • 1 10 1 1 1 txO 111 1 r* 111 1 111 1 1 1 CO CO 1 1 111 11 s CO h* xoooo 'COOCM^OOCOOO 00 JOOOrfH 1X00003— JOOOOO 00 8S88888* 88888 S 88 002 O rH OO CO xo OOOt- 1 ^ 02 O 02 H O C O O XO COt- OxOOxOoOOOOt— t— OOCO X0<02 XO O COO-2 CO'^HCOCO [ -^coofxo r-TxO xocoxoof of rH xo^f^tf'ofofco co'oo'co o'ofo'r-T Oi iHCtf xOOf CO ! 0 -OOOXO 1888 ! ! • cooo « « • O loo ! ! : ; ; ;00 ; ; ; t- I :g ;g888 • 0 • O 1 0 0 • • • • 0 0 1 • * 1 1 <88 • 1 • » $ 1 ! 0 1 CO !0nH« •COQ'rH * ! 1 r-H • 1 1x0 1 co xo • 1 » 1 N » • 1 • • icTco' 1 1 1 1 1 1 CO CO • 1 • CO' I °3 • ! T : j • xO 111 ■ 111 c o 88 O CO l¥ oo co ooooooooooooooo oo ooooooooooooooo oo ooooooooooooooo oo co c o o oo »o oo d 0V0 d coo' 00 O 02 O xO H i— »— I »0 o O O O 02 02 CO XO r— 1 T— I H CO Oi CO IQ Cl OO 88 > oi oj i— C2 cfcOrH r-rCCTcfr-r Cf Oofcfxo' cf o' oV xo rH oVT xo > ■ 02 O O xo C<2 O • 1— CO '02 « xO 11 rH • 0 02 | j rH 000 ' j P j i i ®* i 0 i 30 100 xo ' 1111 0 O 1 O O 1 1 CO O 1 1 1 0 oeoo j j j ° j 1 ! 0 ! O ; 00 m rfi © ?h 3 ® 5fli be © 35 f3 ■ ^ r^j ?H Zfl DS® ffl 515,3 ©H ^iill fllllHi ■’°i“ Pffl o-d .'oo Sui.li-r’ — -x. iw rtO.'-i ns fl 3p, p!&’w,P 53 P 3 > l|i&siiiSii|s|!i 3 5 © s ©is o 3 § 3 3 I AS® qEh © ©jr. 3 >£• ,b'3 s ; > ;'3 *P >» 3 2® So I u/ >=&? iipfiiiiifi gf'g<3|&|&sp^§ei ,,, >d © C3 b^ArS fl HA £ g-gS-e ■ 3 © +3 r;H q-f'rt O o go w £h A fH © © ©4jJ3 SCO -3 £ S S o^d « ®o £ 45 n 3< 3 a A ■dm SS8S}883> 88oi88'8coa3co co 1-HC3CO'# ^ -+-4H -# CO-hH IT i-O * Statistics of 1894-95. Table 8. — Statistics of universities and colleges — Continued. 1992 EDUCATION REPORT, 1895-96. •S90JUOS 9 j n a i j d ui o j j peAieoej spnnj pue' ‘jueuiAiopug ‘Ajjgdo jd jo junouiy C w © » ' O CO i O « O © ' ' O CO • © * © CO ' ' lO CO ' © • o © i 1 l>- i lO * Oi T— 1 1 I TjH O • CO 1 ti j p01 p ; 250,000 100,000 50,000 0 350,000 894,010 •snotjo'Bjanag 00 u- ioicooo ! oo 5 iqsssss ; b th' i ccT COCcT ■ CO 1 1 ; i 2,500 3,500 40,000 _ 0 82,000 8,000 1 8,090 Income. •einooni pajoj, *» W $148, 466 8,000 8,300 9,261 45,500 23,700 8,560 20,639 7,705 1,800 12,900 70,000 7,300 9,500 10,000 3,200 69,398 13,436 30,340 2,325 •seoanos j 9 q j o raoj^j « M ii i HO i i© i © iO lO © lO O (M © | • - © © ^ © S> g 1 > UNIVERSITIES AND COLLEGES. I^OCOO^ S888^ >OOOOC 3QOOOCO JOiOOOt- > O H o »-0 CO )co of cocoon QOOSOH^K t- t- 00 CO GO c ^ ^ ^ ^ - ED 96- 1993 ■63* 1994 EDUCATION REPORT, 1895-96. Table 9. — Statistics of colleges Location. Name. Year of first opening. Religious denomination con¬ trolling. Prof essors and in¬ structors. Students. Number of fellowships. Pre¬ para¬ tory de¬ part¬ ment. Colle¬ giate de¬ part¬ ment. Total num¬ ber. Preparatory. Collegiate. Graduate. Total number. ’ © 73 Female. © 73 © 'es a © rR © 73 Female. 1 3 3 4 5 6 7 8 © 1© I1! P 13 14 15 CALIFORNIA. 1 Mills College... Mills College _ 1871 Nonsect 0 3 4 17 4 17 41 22 0 120 0 ILLINOIS. o Rockford . Rockford College. 1849 Nonsect 0 8 0 10 0 18 175 33 1 225 MARYLAND. 3 Baltimore. . Woman's College 1888 M. E _ 0 0 13 14 13 14 0 226 5 231 of Baltimore. MASSACHU¬ SETTS. 4 Cambridge .... Radpliffe College . . 1879 Nonsect 0 0 94 0 94 0 0 314 44 358 0 5 Northampton . Smith College _ 1875 Nonsect 0 0 13 41 13 41 0 875 875 1 6 South Hadley. . Mount Holyoke 1837 Nonsect 0 0 0 36 0 36 0 331 331 College. 7 Wellesley . . Wellesley College. 1S75 Nonsect 0 0 8 69 8 69 0 759 45 804 0 NEW JERSEY. 8 Princeton. . [ Evelyn College*.. 1887 Nonsect 0 6 16 5 16 6 15 20 0 35 0 NEW YORK. 9 Aurora .... Wells College 1868 N onsect o 3 o 18 0 21 8 76 84 10 Elmira . . Elmira College _ 1855 Presb . . 0 0 4 14 4 14 0 98 158 11 New York . Barnard College.. 1889 Nonsect 0 0 28 2 28 2 0 81 35 147 ""’6 12 Poughkeepsie . Yassar College _ 1865 Nonsect 0 0 12 40 12 40 0 533 10 543 l PENNSYLVANIA. 13 -Bryn Mawr _ Bryn Mawr Col¬ 1885 Nonsect 0 0 21 11 21 11 0 243 52 298 14 lege. VIRGINIA. 14 Lynchburg _ Randolph - Macon 1893 M.E.So. 8 4 8 4 15 104 119 0 Woman’s Col¬ lege. * Statistics of 1894-95. COLLEGES FOR WOMEN. 1995 for women, Division A. Number of scholarships. Library. Value of scientific appa¬ ratus and library. Value of grounds and build¬ ings. Productive funds. Income. Benefactions. Amount of property, endow¬ ment, and funds received from private sources. m CO a 'o xi PI o ffl Pamphlets. From productive funds. From tuition fees. t From other sources. Total income. 16 17 18 19 20 21 S3 23 24 25 26 27 15 5,000 $10,000 $400, 000 $75,000 $3, 105 $54,300 $57, 405 4 5,850 250 10,000 125,000 51,317 2,136 33,478 $2,641 38,255 $1,355 7,000 1,500 45,000 686,000 380,000 21, 146 22,375 15,000 58,521 55, 000 $1,111,000 9,650 12,000 75,000 235,000 10,300 55,000 65, 300 8,160 310, 000 100 6,000 27, 249 649, 188 595,698 42,310 93,518 33,785 169,613 40,040 1,382,333 16,000 42, 733 335, 062 241, 675 13, 251 74, 071 87, 322 54, 411 29 46, 666 100,000 1,107,800 121,257 4,110 212,85*5 0 ,216,965 107,000 1,429,057 3 2,000 500 25,000 8,000 8,000 10 5,612 300 5,000 190,000 200,000 9,283 8,300 25,755 43,338 10,110 200,000 3 6,000 30,000 182,000 73,000 3,000 25, 244 28,244 10,000 265, 000 3 750 100 55, 700 594 17, 000 17, 594 24, 132 163, 709 823,917 1,031,223 61,293 57, 832 163,413 282, 538 15,500 2,018,849 23 22,852 7,000 70,000 814,905 1,250,000 52,788 29,800 5,000 87,588 29, 759 2,064,905 12 1,000 2,500 115,452 102,667 5,750 11,200 12,300 29,250 8,210 218,119 1996 EDUCATION REPORT, 1895-96. # Table 10. — Statistics of colleges Students. Location. 1 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 ALABAMA. Athens. . Bailey Springs. . . East Lake . Euf aula . . Florence . . Gadsden . Marion . . . do . Talladega... . Tuscaloosa. . _ do . .. Tuskegee . ARKANSAS. Conway . CALIFORNIA. San Jose . . GEORGIA. Athens . College Park . Cuthbert . Dalton . Forsyth. . Gainesville ...... La Grange . _ do . Macon . Milledgeville .... Rome . Thomasville . ILLINOIS. Chicago . Jacksonville - _ do . . Knoxville . . . INDIANA. Terre Haute . KANSAS. Oswego . . Topeka . KENTUCKY. 84 Bowling Green.. 35 Danville . 36 I Hopkinsville . 37 ! Lexington . 38 ! Millersburg _ i 39 i Nicholas ville _ Name. Religious denomin tion controlling. Year of opening. Professo: and i structoi Primary. Preparatory. Collegiate. Graduate. Total number. Graduated in 1896. 0 3 0 a G fe 3 3 4 5 6 7 8 9 19 11 13 Athens Female College .... M.E . 1842 1 13 24 125 1 150 12 Bailey Springs University East Lake Atheneum . Nonsect. . Nonsect. . 1893 1890 2 1 5 10 "o 11 19 0 30 187 0 21 Union Female College _ Nonsect.. 1853 2 10 20 22 30 87 4 Synodical Female College. Nonsect. . 1845 1 3 6 8 25 39 6 Jones College for Young M. E. So.. 1850 1 16 13 110 123 22 Ladies. Bapt _ 1839 2 8 106 10 Marion Female Seminary. Nonsect.. 1836 1 7 15 20 45 80 4 Isbell College . . Presb _ 1849 1 6 14 15 60 89 2 Central Female College * . . Bapt _ 1857 2 7 14 23 106 ""2 145 5 Tuscaloosa Female College M. E. So.. 1860 0 10 38 36 121 2 197 9 Alabama Conference Fe- M.E . 1855 8 10 15 20 159 6 190 37 male College. Central Baptist College... Bapt . 1892 1 10 25 50 50 0 125 4 College of Notre Dame _ R. C . 1851 1 21 25 51 9 2 88 4 Lucy Cobb Institute. . Nonsect. . 1858 0 15 15 26 109 1 151 30 Southern Female College. Bapt . 1843 8 22 35 206 12 243 20 Andrew Female College.. M.E . 1854 4 8 "40 20 100 160 1 Dalton Female College _ m:e . 1872 2 7 40 20 80 140 9 Monroe Female College * . . Bapt _ 1848 2 4 20 30 40 90 8 Georgia Female Seminary Nonsect- . 1878 ' 4 12 50 30 150 2 232 35 La Grange Female Col lege M. E. So.. 1833 6 12 39 12 152 6 209 35 Southern Female College . Bapt . ... 1842 6 14 30 10 110 _ 150 10 Wesleyan Female College. M. E. So.. 1839 8 9 8 204 212 45 Georgia Normal and In¬ Nonsect.. 1891 3 16 "62 22 240 324 26 dustrial College. Shorter College . Bapt _ 1877 5 10 35 150 2 187 25 Young Female College.... Nonsect. . 1870 1 3 20 65 2 87 7 Seminary of the Sacred R.C _ 1858 0 20 120 10 Heart.* Illinois Female College _ M.E _ 1847 2 14 37 51 80 2 170 10 Jacksonville Female Acad¬ Nonsect. . 1830 4 9 18 15 32 103 8 emy. St. Mary’s School . . P. E . . 1868 4 10 0 25 75 1 101 9 Coates College . . Presb _ 1885 1 12 ... 75 25 100 5 College for Young Ladies. Presb _ 1888 3 7 4 10 33 47 4 College of the Sisters of P. E . 1859 2 14 25 75 25 200 5 Bethany. Potter College . . . . 1889 2 18 215 215 9 Caldwell College 1861 0 12 141 3 Bethel Female College _ Bapt _ 1854 3 8 67 67 8 Hamilton Female College. Christian 1869 5 11 16 27 141 184 24 Millersburg Female Col¬ M.E . 1851 o 11 37 45 81 163 13 lege. Jessamine Female Insti¬ Nonsect. . 1854 1 11 20 30 70 0 120 9 tute. * Statistics of 1894-95. COLLEGES FOR WOMEN, 1997 for women, Division B. Volumes in library. Value of scientific ap¬ paratus and library. Value of grounds and buildings. Amount of productive funds. Income. Benefactions. Value of property, en¬ dowment, and funds received from pri¬ vate sources. From productive funds. From tuition fees. From State or mu¬ nicipal appropri¬ ation. From other sources. Total income. 13 14 15 16 17 18 19 29 21 22 23 275 $400 $30,000 0 0 $2,500 0 $5,500 $8,000 $2,500 1 250 300 20,000 4,000 2,000 6,000 0 2 500 30,000 7,500 7,500 3 2,000 *3,000 *15,000 10,000 10,000 4 631 *5,000 0 5 4,368 2,500 75,000 0 35,000 35, 000 0 0 6 1,200 70, 000 0 18,000 ’ 18,000 7 500 600 20,000 8 400 300 20,000 3,000 3,000 0 $25,000 9 200 250 100,000 10 0 1,000 20,000 6 0 9,000 0 0 9,000 6 0 11 2,500 1,000 85,000 0 0 19,000 0 0 19,000 0 0 12 500 300 25,000 0 0 3,600 0 2,500 6,000 0 2,500 13 5,000 20,000 185,000 30,000 0 30,000 10,000 14 *4,000 *50,000 *18,000 *18,000 15 5,500 QC § 53,000 16 500 500 30,000 0 6 5,000 5,000 10,000 500 0 17 0 0 20,000 0 0 2,000 0 3,000 5,000 0 18 200 200 20, 000 19 500 75, 000 35,000 35,000 10, 000 20 1,200 1,800 70,000 $id,66o $500 27,000 6 0 27,500 0 80,000 21 500 300 40,000 2,500 8,000 $500 500 9,000 2,500 43,000 22 3,000 8,000 250,000 50,000 3,000 20,000 0 0 23,000 10,000 300,000 23 2,200 3,320 200,000 3,000 22,900 2,240 28,140 24 1,000 2,000 130,000 40,000 170,000 25 300 36,000 15,000 15,000 26 2,500 2,000 250,000 27 2,000 2,000 60,000 7,000 150 5,000 18,000 23, 150 5,000 70,000 28 2,000 1,400 . 60,000 29 2,000 4,000 100,000 0 0 40,000 40, (XX) 0 2, 700 30 1,200 3,500 120,000 0 11,000 0 5,000 •16,000 1,500 120,000 31 1,000 1,800 40, 000 1,200 0 7, 000 8,200 32 4,000 1,000 350,000 0 0 20,000 0 . 2,000 4 22,000 11,200 300,000 33 3,000 1,500 75 000 30, oooj _ 1 30,000 34 *400 * 75, 000 * 10, 000 i * 10, 000 35 *30.000 * 3. 500! _ _ *3,500 36 1,000 2,000 75,000 o . 6 1 . 1 0 37 1,800 350 17,500 u.oooi I h,666 38 300 0 20,000 0 1 0 I- . 0 39 1908 EDUCATION REPORT, 1895-96. Table 10. — Statistics of colleges 40 41 43 45 46 47 48 4‘J 50 51 53 53 54 55 56 57 58 59 60 61 63 63 64 65 66 67 68 >69 70 71 73 73 Location. Name. Religious denomina¬ tion controlling. Year of opening. Professors and in¬ structors. Students. Primary. 0 -p c3 Fh a P. ® £ Collegiate. Graduate. Total number. Graduated in 1896. Male. | Female. 1 2 3 | 4 5 ®l 8 IO 11 S 3 KENTUCKY— COn- tinued. 1890 3 4 18 83 101 0 lege. Pe wee Valley _ Kentucky College for 1872 3 g 30 20 35 _ 85 4 Young Ladies. Russellville ....... Logan Female College _ M.E.So.. 1846 2 10 21 56 47 11 135 7 Nonsect. . 1871 1 6 30 35 47 124 0 -Winchester . Winchester Female Col- Nonsect.. 1889 3 3 14 18 13 45 3 lege.* LOUISIANA. i Clinton . Silliman Female Institute. Presb .... 1852 2 9 97 43 61 0 131 9 Mansfield - - Mansfield Female College. M. E . 1855 o g 14 16 20 1 51 0 1 Minden . . Minden Female College... Nonsect.. 1853 2 5 60 45 40 145 2 MAINE. Univ _ 1834 3 6 4 40 40 1 - 85 20 M.E . 1821 6 206 13 219 29 College. MARYLAND. Baltimore _ Notre Dame of Maryland . R. C . 1873 6 16 50 4 54 3 Frederick . . W Oman’s College . . Ref. . 1843 3 14 38 17 53 2 133 6 Hagerstown _ Kee Mar College . . Luth . 1852 6 8 120 22 Lutherville . Maryland College for Luth . 1853 6 6 91 1 92 ~9 Young Ladies. MASSACHUSETTS. Auburndale _ Lasell Seminary . . Nonsect. . 1851 11 21 0 8 144 0 152 26 MINNESOTA. Albert Lea _ Albert Lea College Presb .... 1885 0 7 5 24 35 1 MISSISSIPPI. Blue Mountain ._ Blue Mountain Female Nonsect- . 1873 6 10 207 17 College. Brookhaven . Whitworth Female Col¬ M. E _ 1857 3 7 30 10 60 2 102 9 lege. Clinton . . . Hillman College _ .. Nonsect. . 1853 1 6 20 30 50 5 105 3 Columbus _ Industrial Institute and Nonsect. . 1885 1 17 207 117 0 339 7 College. Jackson . Belhaven College for Nonsect. . 1894 1 10 10 20 80 10 120 5 Young Ladies. McComb _ McComb City Female In¬ Nonsect. . 1894 1 4 22 23 38 0 83 7 stitute. Meridian _ East Mississippi Female M.E . 1869 2 8 30 30 70 0 130 9 College. _ do . . Stone College for Young Bapt . 1893 9 6 12 8 66 1 89 19 Ladies. Oxford. . Union Female College* ... Cum. Pres 1854 1 10 SO 40 75 145 12 Pontotoc _ Chickasaw Female College Presb _ 1852 2 6 20 40 20 ""6 80 2 Port Gibson _ Port Gibson Female Col¬ M.E . 1843 1 7 14 28 42 0 lege. Water Valley _ Hamilton College _ _ 1894 0 •7 10 33 50 3 96 6 MISSOURI. Columbia . Christian Female College * Christian 1851 3 l i 25 20 100 8 153 31 do _ Stephens Female College . Bapt 1856 5 li 20 50 97 167 21 Fayette . . Howard Payne College . . . M.E. So -. 1844 2 li 0 51 53 ”’4 148 15 Fulton . Synodical Female Col¬ Presb .... 1872 1 li 0 15 67 0 119 11 lege.* * Independence ... Presbyterian College _ Presb _ 1871 3 9 30 21 24 2 77 3 Jennings . St. Louis Seminary _ _ Nonsect.. 1871 1 1 5 30 _ * Statistics of 1894-95. Y olumes in library. COLLEGES FOR WOMEN. 1999 for icomen, Division B — Continued. c3 ^ o £ ™ c3 CM QQ o PJ- 2 ns . £3 33 o 5 Income. 0 . ^,2 O 'd ft d cm ■S o ill si a cs © fl 2 09 ® ^ © 5,0X130 o g > © 2 £ g ® J2 o © c3 Cu'Pi r-t !> 13 600 GOO 1,500 1,000 800 1,000 1,000 3,500 7,000 5,400 2,500 2,500 1,000 2,100 2,000 1,500 1,500 1,000 250 300 2,000 300 1,200 2,000 100 300 500 500 1,025 725 700 2,000 14 $1,000 950 3,000 1,000 1,000 250 800 4,000 8,325 10,000 500 2,600 ,500 4,000 2,000 800| 5,000 3,000 300 1,000 4,950 1,000 *200 50 175 1,500 1,500 3,000 15 10 17 18 19 SO SI $30,000 20,000 35,000 5,000 10,000 50,000 15,000 15,000 100,000 120,000 $2,800 $1,200 $30,000 $3,000 25,000 115,000 1,300 5,000 4, 800 2,500 2,500 8.500 2. 500 900 2,400 6,500 1,200 $3,200 600 50,000 50,000 50,000 140,000 25,000 30,000 75,000 *30,000 100,000 40,000 5,000 25,000 12,000 75,000 *10,000 15,000 20,000 60, 000 100,000 50,000 32,000 40,000 60,000 0 1,000 13,000 25,000 1,500 25,000 15,000 1,050 10,000 4,000 60,000 1,000 ,000 ,000 0 20,000 0 0 1,200 0 0 500 8,000 3,500 5,000 4,284 12,000 *3,000 2,400 7,000 20,000 15,000 15,457 5,400 6,300 27,000 2,500 7, 000 0 3,564 600 0 MOO $4,000 4,800 2,500 2,500 12,700 2,500 4,100 4,300 11,500 13,000 18,000 25,000 75,000 3,550 10,000 10,000 30,000 15,000 3,500 5,000 7,848 12,000 *3,000 3,000 7,060 20,000 16,200 15,457 11, 500 6,300 $500 0 4,500 500 100 1,750 20,000 2,000 $85,000 0 250,000 1,000 50,000 20,000 0 40,000 54 55 2000 Table 10.— Statistics of colleges Location. 1 MISSOURI— cont’d. 74 Lexington . 75 _ do . 76 _ do . 77 Liberty . 78 Mexico . 79 St. Charles . . NEW HAMPSHIRE. 80 Tilton . NEW JERSEY. 81 Bordentown . NEW YORK. 82 Brooklyn . NORTH CAROLINA. 83 Asheville . . 84 Dallas . 85 Greensboro . 88 Hickory . 87 Louisburg ... _ 88 Murfreesboro ... 89 Oxford. . . 90 Salem _ OHIO. 91 Cincinnati . 92 Glendale . . 93 Granville . 94 . do . 95 Oxford . 96 _ do . 97 Painesville . PENNSYLVANIA. 98 Allentown . 99 Bethlehem . 100 Carlisle . 101 Chambersburg . . 102 Lititz . 103 Mechanicsburg. . 104 Ogontz School... 105 Pittsburg . SOUTH CAROLINA. 106 Columbia . 107 . __ do . 108 Due West . 109 Gaffney City . Name. Baptist Female College . . . Central Female College.-. Elizabeth Aull Female Seminary.* Liberty College for Young Ladies. Hardin College . Lindenwood Female Col¬ lege. New Hampshire Confer¬ ence Seminary and Fe¬ male College. Bordentown Female Col¬ lege. Packer Collegiate Insti¬ tute. Asheville Female College* Gaston College . . Greensboro Female Col¬ lege. Claremont Female Col¬ lege. Louisburg Female Col¬ lege. Chowan Baptist Female Institute. * Oxford Female Seminary . Salem Female Academy . Bartholomew English and Classical School. Glendale Female College. . Granville Female College Shepardson College* . Oxford College . Western College and Seminary. Lake Erie Seminary . Allentown College for Women. Moravian Seminary for Young Ladies. Metzger College . Wilson College . Linden Hall Seminary... Irving Female College... Ogontz School. . Pennsylvania College for Women. Columbia Female College Presbyterian College for Women. * Due W est Female College . Cooper-Limestone Insti¬ tute. Religious denomina¬ tion controlling. Year of opening. Profess o r s and in¬ structors. >» c3 g £ >> Ph O -P pH cS P. © Ph PU Stu( © .£h ‘So 0) g lent © c3 0 1 *5 CG Total number. Graduated in 1896. © Is 6 a a © & 3 4 5 6 7 8 9 i© “i 12 Bapt - 1855 3 6 10 30 60 100 22 M. E. . 1869 5 11 150 13 Presb - 1859 5 9 10 20 47 3 80 6 Nonsect. . 1890 4 11 50 101 1 152 19 Bapt . 1873 10 15 30 175 205 22 Presb _ 1830 2 11 20 40 """i 61 12 M.E . 1845 4 8 ... 129 15 .... 232 14 M. E . 1853 6 7 14 10 17 41 ..._ Nonsect. . 1845 6 53 43 557 143 16 759 43 M.E. So.. 1854 3 7 27 123 160 5 Luth . 1879 2 3 19 9 27 94 4 M.E. So.. 1846 3 12 150 ~~7 157 27 Nonsect-- 1880 2 8 20 20 40 80 0 M.E . 1857 1 5 15 25 35 — 75 3 Bapt _ 1848 2 6 80 11 Bapt _ 1850 1 7 25 25 55 .... 105 5 Moravian 1802 6 29 82 205 435 49 P. E . 1875 1 13 12 16 82 110 16 Nonsect.. 1854 2 11 2 19 51 1 93 10 Presb _ 1827 0 8 75 7 Bapt _ 1887 3 10 115 51 240 5 Presb .... 1849 4 22 210 29 Nonsect.. 1855 1 22 53 91 1 145 13 Nonsect.. 1859 0 21 0 40 81 0 121 12 Ref. . 1867 3 9 16 23 47 115 9 Moravian 1749 6 14 90 9 Nonsect- . 1881 3 14 112 2 Presb .... 1879 4 23 56 220 4 280 29 Moravian 1794 2 11 ”6 7 28 0 35 9 Luth . 1856 7 6 0 0 100 0 117 10 Nonsect-. 1883 6 22 13 13 127 2 155 21 Presb _ 1870 3 18 130 60 1 191 8 M.E. So- 1859 6 8 4 114 2 120 3 Presb _ 1890 4 12 20 100 3 123 4 A.R.Presb 1858 5 10 30 35 110 3 178 23 Bapt . 1845 2 6 20 29 94 2 145 8 * Statistics of 1894-95. COLLEGES FOR WOMEN. 2001 for ivomen, Division B — Continued. 13 2,000 2,000 1.500 1,000 2.500 3,000 2,700 O c3 cd ‘-3:2 d--1 ®-d u a o d ©-§ d u o.s frd 60rH 14 $2, 000 500 1.500 2.500 2,500 4,000 6,000 6,594 23,983 1,000 500 3,000 1,000 1,-000 1,000 800 6,000 1,000 3,000 900 3,000 500 7,500 500 5,400 8,000 5,000 700 6,000 2,000 2,000 2,600 800 10,000 3,000 800 200 800 350 1,200 '6, "665 5,000 *15,000 12,000 1, 500 10, 000 3,000 2,000 6,000 500 700 1,500 15 $25,000 50,000 8,000 75,000 82,000 75,000 75,000 25,000 219,415 100,000 8,000 100,000 20,000 10,000 50,000 15,000 200,000 40,000 60,000 20,000 90,000 50,000 *200,000 280,000 60,000 100,000 *30,000 100,000 20,000 40,000 150,000 50,000 60, 000 10,000 35,000 o d M So © £ tf'd -M > 2, 122 11,028 5,000 1,300 500 23 $15,000 15,000 139, 500 325,000 r5,ooo 45, 000 100 101 102 103 104 105 106 107 108 109 2002 EDUCATION REPORT, 1895-96. Table 10. — Statistics of colleges Students. Location. Name. Religious denomi tion controlling. Year of opening. Prof esse and i structo Primary. Preparatory. Collegiate. Graduate. Total number. Graduated in 1896. 6 '3 | Female, j 1 3 3 4 5 G 7 8 © 1© IS |l2 SOUTH CAROLINA —continued. 110 Greenville . Greenville College for Nonsect.. 1894 4 8 10 76 86 14 Women. 111 do . . Bapt ... 1854 5 8 23 113 146 11 lege. 112 Spartanburg _ Converse College . Nonsect.. 1890 8 99 70 140 10 377 34 113 Union _ _ - Nonsect.. 1881 1 5 i.3 6 34 0 54 114 Williamston . Williamston Female Col- Nonsect- . 1872 9 6 0 30 50 80 4 lege. TENNESSEE. 115 Bristol . . Sullins College . M. E. So.. 1869 4 6 19 32 48 5 94 3 116 Brownsville - Brownsville "Female Col- Bapt _ 1851 9 6 30 39 18 2 89 lege. 117 Nonsect. . 1852 5 11 31 68 56 6 161 5 118 Franklin . Tennessee Female College Nonsect. . 1856 4 9 30 50 30 110 5 119 Gallatin . . Howard Female College .. Nonsect. . 1837 1 6 10 39 30 79 8 120 M.E . 1843 5 25 18 63 235 316 15 male Institute. 121 Knoxville . East Tennessee Institute * Nonsect.. 1835 1 9 • 26 34 32 92 8 122 Murfreesboro ... Soule Female College _ Nonsect .. 1852 1 8 35 25 40 """6 120 1 123 Nashville . Nashville College for M.E . 1880 9 20 214 15 Young Ladies. 124 _ do . Ward’s Seminary for Presb .... 1865 6 26 50 50 200 _ 372 12 Young Ladies. 125 Pulaski . Martin Female College **._ M.E . 1870 9 15 10 12 138 3 163 126 Rogersville . Synodical Female College. Presb _ 1849 3 13 20 17 161 6 203 "ii 127 Winchester. . Mary Sharp College Bapt . 1851 g 4 10 48 51 1 100 6 TEXAS. 128 Belton . . . Baylor Female College _ Bapt _ 1845 3 14 180 100 5 285 30 129 Chapel Hill . Chapel Hill Female Col¬ M.E. So.. 1852 1 6 '30 20 30 80 6 lege.* VIRGINIA. 130 Abingdon . Martha Washington Col¬ M.E . 1860 3 9 31 20 95 1 148 lege. 131 _ do . Stonewall Jackson Insti¬ Presb .... 1869 9 7 29 12 60 101 0 tute. 132 Bristol _ _ Southwest Virginia Insti¬ Bapt . 1884 8 12 222 2 tute. 133 Buena "Vista . Y oung Ladies’ College . Luth . 1894 3 7 20 30 40 90 0 134 Charlottesville .. Albemarle Female Insti¬ Bapt ..... 1857 9 6 0 8 43 51 0 tute. 135 Danville . . Danville College for M.E. So.. 1883 3 5 15 57 72 5 Young Ladies. 136 _ do . Roanoke Female College.. Bapt _ 1859 1 6 14 46 71 9 137 Hollins _ Hollins Institute . _ Bapt _ 1842 81 20 19 146 .... 166 138 Marion _ Marion Female College _ Luth _ 1873 21 7 26 43 69 "2 139 Norfolk . Norfolk College for Nonsect.. 1878 g 14 24 "48 137 2 211 15 Young Ladies. 140 Petersburg . Southern Female College. Nonsect.. 1863 4 8 10 15 75 100 8 141 Richmond . Richmond Female Insti¬ Bapt _ 1854 7 11 75 100 3 178 20 tute.* 142 Staunton . Staunton Female Semi¬ Luth _ 1870 4 6 12 38 60 nary.* 143 _ do . Virginia Female Institute. P.E _ 1844 9 14 46 40 86 0 144 ... do _ Wesleyan Female Insti¬ M.E... 1848 3 8 8 50 .... 59 9 tute. 145 Winchester Episcopal Female Insti¬ P.E 1874 9 6 10 14 37 61 4 tute.* 1 146 _ do . . . Valley Female College _ M.E. So.. 1874 3 7 5 8 30 1 44 6 WEST VIRGINIA. 147 Parkersburg _ Parkersburg Seminary _ . . Nonsect.. 1878 0 3 ... 18 17 — 35 — WISCONSIN. 148 Milwaukee . Milwaukee and Downer Cong, and 1895 0 13 0 145 31 2 178 0 Colleges. Presb. * Statistics of 1894-95. Volumes in library. COLLEGES FOR WOMEN. for women , Division B— Continued. 2003 > rd . Pi m pi 6D O fl ^2 °.s Amount of productive funds. Income. Benefactions. Value of property, en¬ dowment, and funds received from pri¬ vate sources. From productive funds. From tuition fees. From State or mu¬ nicipal appropri¬ ation. From other sources. Total income. 16 17 18 19 20 21 22 23 0 0 $8,000 $8,000 *$40,000 35,000 35,000 $100, 000 0 0 0 0 3,000 3,000 0 o 6,000 0 $3, 600 9', 600 0 0 4,000 0 0 4,000 0 0 9,000 9,000 $2,000 5,000 5,000 28,000 26,000 10,000 10,000 0 0 7,500 7,500 0 0 0 0 0 0 0 23,000 20,000 43,000 0 0 30,000 $2,800 4,000 6,800 80,000 8,000 8,000 16,000 0 0 35,000 35,000 30,000 2,000 300 2,300 8,000 0 0 0 0 6,000 6,000 0 0 0 0 0 4,000 0 0 0 3,050 0 3,429 6,479 0 0 0 20,000 20,000 0 o 1,800 1,800 800 0 13,000 13, 000 0 0 15,000 15,000 3,425 5,365 500 5, 865 4,000 4,000 150,000 7,000 25,000 32,000 27,000 223,000 13 14 15 500 200 3,500 500 3,000 400 1,600 9,857 1,200 580 6.250 400 1,000 1,500 300 1,000 1,500 2,500 300 1,000 $200 5,000 300 5,000 500 1,800 20,000 500 300 4,500 600 1,000 2,500 2,000 1,500 $20,000 25,000 120,000 6,000 20,000 50,000 15,000 80,000 12,000 25,000 50,000 30,000 To, (Min 150,000 150,000 50,000 30,000 20,000 135,000 10,000 50,000 5,600 100 350 1,200 2,000 220 285 2,000 1,000 500 1,200 250 1,100 500 500 5,000 800 500 2.500 225 1.500 160,000 40,000 14,000 30,000 25,000 150,000 20,000 150,000 65,000 200 1,000 200 200 250 5,000 75,000 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 Table 11. — Statistics of schools of technology. 2004 p •einuie^ 1® t- HHOONOONOSOH t- i — i r— i ^ CO CQ N f— 1 228 [ 10 OOCpOH CO oo 05 CO SS o -1 pi •a™ <£) 291 g||^gg|gg| 05 t- 245 118 176 1,112 205 362 94 328 100 t-H CO CO 119 no SS 0 4-5 c3 S3 g’S-g •QlWtO^ o t-HOOOOOOCQOO oo oooooo oo oo o o >2 © © A -IrcJ •ai^H <© o OOOCWOOiCNO coo ooohob 0 T3 cS •4h -4-5 •exuraa^ t-? o 55000000®0!0 fc-O rH oooooo OO oo o o a? rj O 5 8 Phts ■oi«K 14 • OCOOOOHOIOOO 1-4 OOWCOtOH th oi 003 oo o do +3 © rt . .gj •exnine^ 13 t- OnOO0OOX^OjO r— i 211 10 OOOjJON oo o o -H CO O -H lOOHlOOOiO 1®SSS® '•H CO CO o s c3 O Q« o © n3 •eX«K « H 3 (M N cj P tory depart¬ ment. •oxuniaj ! ° MCOOOOCCOOO oo oooooo oo 8 31 o o P S3 ^ooNOicaooo co co co OS oo t-io © & •ex^H © H °S0000 s gq Total number. •exuraa^ |® o 1 ^OCOOOOOOOOH tH rH lOH OOOHOH oo oco o o o 4-5 o PS 4-5 •QX'BH 1 aOCOCOO0COO5^CO rH'i-H t-H CO CQ CO 19 23 WN05000 0HHC5COCO 16 20 coo t- rH CO m ILt-e •exuuio^ 1 ° 1 ^OCOOOOOiCOH rH X5H O O O r-H O »-H oo ON O o 0 0 m u 'o O ^5 2 W « ^2 -S a •0X«H ?® S cooco.QOco COCOGOCOOOQCCOCOOOaD t-H HHtHHH rH i— 1 t-H tH 1863 1868 icot-icaot- LO co CO CO iO CO 00 co 00 CO co HHHHHH 1886 1880 1871 1893 1867 1 1871 1 >>% bn£ ,2 2 °ia 1 © (D &§ ©S ►»' r9 2c; o-g gH S l SB° © &p ° 2 C P _ 6C o32 JP O © i 4s ©^ tf-P fn -p cg3 , bfl . w © O ' hr H4l &§§|!° m g Jj O p * cl_i r* ?H lOpOH? lllllf gl*J-*- °g _§B © Pi too cS ©rd P5 o o © Og Id i ^ © ro-£ 02 Sxl±f f © &> 4§ >» CO CO -’3 3 § n °.2 jD^gg^g &c.2 || .If, r0 tfi Sfi om® gg": O o © ©£ m pa .£52 3hL* © a i ; ®g© M 02 o o of 6 3 1 a- u i o ©43 'd a df-C So R v PPq o ©43' ■3 ,ofi &p o ISs • _- ©h2 ■S§&w W 4-» w S 3 £ _-©i§ o "ifi 0^+33 cS m a Pi c3 M d I* 1 1 R o ITS 30 8^-3 S' S 0 S S3°o^3csSS SfoSS|5^5fe^ MC3o2Q^HOMH£ fljjpsf. fl~ao£§s| o-p ®a iapa .3 «8 -S R co co 2 SflO r/)-L3 M WCO^OCONOOOiOr ^iCCNCOO NW §^N ©S SCHOOLS OF TECHNOLOGY. iO CO C^0^^050?0l>00 01 C\T C5 i^ioco WN00C01CWC0C0O05 rH (M rH rH CO rH COCO CO 05 rH OO OOOO O OOO <000 OOiO oooooo OO OOOO O OCOO CO OO ooco oooooo OOOO O OOO 0005 0005 oooooo OO OOOO CO 05 ^ O O Ofc- O O ^ COOOtHNO 0*0000' OOO OOiOt-*C 05 CJ05i> <0*005 < 05 rH CO CO rH *0 rH 05 rH 05 CO 05 < rH t-H CO rH 05 r— I t— I C . . OOlON WNtOJ-OOJ >0i OOOr 'tfiOCD OOCOOOWOOOW ooic maot-o 8 85 Jlflr-UCCJCOe-t-lOCS OIM 00; HOO 'tfOiO OOCO )WOOOH fc-io COOOt'CO NOONCOIOIO ONO OO. OOOOOO 1H1H (MOOO ooo ocoth .orao^o )00 OOCOOOCD bo J) o O i — ! H CNO mcO^i'tOOTHNOiN rococs theses THCBco«t-.ra wt-mffl oocooo co co oo co co co ao oo co co co oo co ® o ■gao -P 0 r-A a>T3rd c3 0 QQ C$ O Pj g H . O bfi S s? ® H S CD jjj8 . r*3 ^ CO © ot, |Sf gfc.3 © © o _.d O ® 2^33 Q Srrt ^•2fl So «S pj co 2.® h ps5 bC i-^> 3*3- o ® © O p p 3,-p be o3’-PhO fcfc § O b£ ® © o o o ^ ° £§° fcd-2 -30 0 cS, O fl CO 3 6e :o ; ;m 3 beifcob © p o _r l§fl°RjS«tlS Ph g O-rH CD C3- (H H o Cl,' — 1 hn Ohk M 3 CBPh4j O [j;H rCJ^ ^ CB o O ©Dm © 13 coEn^b Ph feOcO OooM OOffiPnOH^PQbSli ON ®OOh OCE CO^lO 0^00 05 O rH cm CO -* i© O J (M(M OiOECOCO CO CO COCO CO CO CO CO ^ ^ ^ • Statistics of 1894-95. Table 11. — Statistics of schools of technology — Continued. 2006 •S80 JUOS O^tJATJCl TXtOJJ P9AI808J: spurij ao ‘paeTnAiopne ‘. HOC 05 O 1 CO CO O' O <0~ rH' t—T o' o' io' ■ ■h' t-rHCO^C^ rHH^C^CO • •S88j uoijinj uxojg « 1COOO T— IOOOJOO OO OOlOOWOOO o O lO 1 S3 °8§.ot28 iggsss 8 01 41 d S gS3 ^ ^ i •spunj 9Aijonpo.ig §8 coo £3 oco 05 iO ^ O Cl < cot- com •sSuipxmq putt spunoiS ’ jo onj'BA coooo O O O' o < S 88^ lOCOCOOOOi ss >0-10 0 OlO HiOOOOOO^CCI b- icroto o ohnooiocon oo OCOH CO 01 r-I^H NOOt-OH t— I •-i.re.iqiX pun stijej/ed ^ -d'B oijijuaios jo oiq^A •sjgxqdureg g 88 OO oooo oo »o 8888 So o lOCOxOJO ©KO CO CO CO Cl b— rH Cl hH ->HC1 HH OOODO OO 8838 38 ! - O «H 88 oco O-HOO-rHb- 888888 388888 Cl 1— I . 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OOH OOO 005 05 88 §S8j3 8 888 SB8& S3 :S8®- 888^ 8 cT 05 OcT H05rH 05 05 CO hV H05O 05 cT CO CO • 05 O O O 1 O CO i i i ii 1 0 O O 1 0 O • 1 o 1 CO ' ' ' 1 1 II 0 0 31 200 4 0 o o o o 1 o • O' O ' O © i 1 © © © © CO© © •d © pi >> -p bJD .© w 0 'o Pi be O 3 So Vn C SO l>rd ,2 £ §£•£.§ 1£ Ik ©3' o 8§?g -8-g © © ©^ © § Pl bc+3 OcSO §© o J w xnWfr {z? £00 Ofctf uiOV2cn< aS^o-b^flg'g^d - ■ -sP53s,3is. bfl ! 4-3 >0 £02 : o ;u i§>£| ' r-H CO^ iol-g ;-rd‘8 ^ ;g^ sill CD 2 U ^ lEH &0O.33 ^t> u 0X3 Pi 8 <1 118 220 130 127 66 190 Average attendance j at class. | 1 Average number of ; I weekly papers. Passed examination. 1 | Rejected. 13 1 73 45 ....j ' 193 296 358 158 430 213 1 243 29 150 115 30 219 74 _ 12 3 162 43 140 169 165 280 286 132 255 86 65 62 189 160 3 150 129 2 150 149 146 100 195 136 152 147 24 19 102 102 100 84 88 83 3 3 50 46 "T 51 362 300 92 88 112 148 148 134 521 207 99 84 168 100 214 225 44 7 2 143 108 205 40 8- 2 50 500 395 C csi 125 85 120 100 90 180 110 8 175 150 175 150 135 125 82 193 117 7 ... Location of center. AMERICAN SOCIETY FOR THE EXTENSION OF UNI¬ VERSITY TEACHING — C’t’d. Milford, Del.. . . Moorestown, N. J . ... Mount Holly, N. J . — Do.. _ _ _ Mount Joy, Pa - - New Brighton, Pa - New Hope, Pa . . . . New York, N. Y . Do-... . . . . Norfolk, Va . . . . . North Philadelphia, Pa - Do . . Ogontz, Pa . . . . Orange, N. J. . . Do . . . . . . Paterson, N. J - - - Peirce School, Philadelphia, Pa. Phcenixville, Pa _ _ _ Pittsburg, Pa.... . . Do _ _ _ _ _ Do _ Portland, Me - Pottstown, Pa Do... _ Pottsville, Pa . Do . . Reading, Pa... Richmond, Va . Riverton, N. J. Saco, Me . . Subject of course. Between the Two “Wars. . . The Making of England . English Poets of the Revolution Age — Shakespeare : the Man and His Mind _ Between the Two Wars . . . . Representative Americans.. . . Age of Elizabeth _ _ _ _ The American Citizen _ _ _ Representative Americans. . . . . The Development of Music _ _ do - - The Making of England . . — The Reformation and the Revolution... Dynamical Geology, Part I . . . . The Making of England . . The Development of Music _ _ Development of the United States . . Shakespeare: the Man and His Mind _ Representative Americans . . . Representative English Authors _ General Astronomy . . . . The Causes of the Unequal Distribution of Wealth. English Poets of the Revolution Age.... Shakespeare: the Man and his Mind _ English Poets of the Revolution Age — Shakespeare : the Man and his Mind _ Historical Conception of English Char¬ acter and Citizenship. The Development of Music . . Between the Two Wars . . . The Causes of the Unequal Distribution of Wealth. English Poets of the Revolution Age.... English Literature . . American Literature.. . . . . Political Economy . . . . Municipal Government in Philadelphia English Poets of the Revolution Age _ Municipal Government in Philadelphia. English Poets of the Revolution Age _ _ do . . . . . . . Great Leaders of Political Thought _ Florentine History . . English Poets of the Revolution Age _ Browning and Tennyson _ _ English Literature _ _ _ Puritan Revolution _ _ _ English Poets of the Revolution Age — Shamokin, Pa . . Smyrna, Del _ South Philadelphia, Pa. - Do.. . Spring Garden Institute, Philadelphia, Pa. Stroudsburg, Pa . . St. Timothys, Roxboro, Pa.. Sunbury, Pa _ .'. . . Tamaqua, Pa _ Tarry town, N. Y . . . Washington, D. C. . Wayne, Pa . . . . West Chester, Pa . . West Park, Philadelphia, Pa West Philadelphia, Pa . West Spruce street, Phila¬ delphia, Pa. Wilkes Barre, Pa . . Wilkinsburg, Pa _ _ Wilmington, Del. . . Young Friends Association, Philadelphia, Pa. UNIVERSITY OF WISCONSIN. \ Evansville, Wis . Economic Problems of the Present Day Stoughton, Wis - - - ! _ do . . Waukesha, Wis... . I _ do.. . . . . Berlin, Wis . . . I _ do _ _ _ _ _ Hudson, Wis . . . . do . . . . . River Falls, Wis . . . do.. . . . . . . . Menomonie, Wis... . . do _ _ _ _ Fox Lake, Wis . . I Studies in Shakespeare . . . . . Sheboygan, Wis . ' . do . Representative Americans . _ do _ The Making of England .... Great Englishmen. . 2012 EDUCATION REPORT, 1895-96. Statistics of university extension — Continued. Location of center. Subject of course. Number of lectures in course. Average attendance at lectures. Average attendance at class. Average number of weekly papers. Passed examination. Rejected. UNIVERSITY OF ’ TCONSIN — continue. Tomah, Wis_. . 6 93 50 Eau Claire, Wis.. . . do . t . . . 6 155 25 Neillsville, Wis . . do... . . . . 6 75 Wausau, Wis . . English Life and Literature . 6 250 125 _ Tdo . . 6 70 67 Cedar burg, Wis. . _ do . . . j 6 60 60 5 G 130 Clinton ville, Wis . _ do . 88 60 Antigo, Wis . . do . 6 100 75 _ do . 6 65 50 Merrill, Wis. . _ do . 6 63 39 Marshfield, Wis . . .. do . 6 40 15 Milwaukee, Wis . . . _ do . . 6 350 Green Bay, Wis _ Aspects of Evolution and Heredity 6 95 60 Chicago, Ill _ _ . do . 6 26 19 Sparta, Wis. _ _ 1 _ do . . . . 6 115 25 Chippewa Falls, Wis _ do 6 160 60 Oshkosh, Wis _ American Development from 1789-1839 . . 6 146 67 Janesville, Wis _ 1 _ _ do . . . . 6 300 Necedah, Wis _ _ _ . do . . 6 60 Augusta, Wis _ _ do . . 6 150 50 Hartford, Wis . Astronomy . . . . 6 214 59 Racine, "Wis _ do . . . 6 163 63 Milwaukee, Wis _ _ do . 6 100 Stoughton, Wis . . . . do 5 81 Milwaukee, Wis . . . . Greek Life . . . . . . . 6 40 Do . . _ do . . . . . . . 6 271 Joliet, Ill . . . . _ do... . . 6 400 75 Sheboygan, Wis.. . _ do . . . . 6 175 150 10 Povnette, Wis . . American Writers . . G 82 10 Black River Falls, Wis _ __ do . - . 6 90 50 Chippewa Falls, Wis _ .do . 6 125 75 Milwaukee, Wis. . do . . . - . 6 200 50 Tomahawk, Wis . . . A Group of Social Philosophers . 6 125 75 Oshkosh, Wis. . . . . _ do . . . . . 6 200 100 Waseca, Minn. . . . . do . . . . . _ _ _ 6 100 50 Merrillan, Wis _ _ _ The Constitution . 6 74 79 19 12 Rice Lake, Wis.. . . . do. . . 6 67 67 Pewaukee, Wis . . . Problems in Ethics . . . . . 6 30 30 Milwaukee, Wis _ do 6 50 Grand Rapids, Wis _ _ A Few Current Problems in Economics . 6 69 39 Janesville, Wis _ _ _ do . 6 120 103 Racine, Wis . _ Esthetics . . . . 6 185 16 Milwaukee, Wis.. _ _ Modern Views of Plant Life . 6 145 39 1 Watertown, Wis _ _ Political History of Europe in the Nine¬ 6 98 8 teenth Century. Milton, Wis _ _ An Introduction to Economic Problems . 5 26 26 Cedar burg, Wis . . Historical Survey of Political Economy . 6 45 34 La Crosse, Wis England of the Tudors and Stuarts . . 6 200 Milwaukee, W is Physical Education . . . . . . . 6 100 Austin, Ill _ Epics of the World . 6 University of Chicago , Chicago, III. — The following statement concerning the university extension work of the University of Chicago was furnished by Mr. Newman Miller, correspondence-study secretary: Along with many other features in connection with the University of Chicago, the idea of university extension has from the first played a very important part in its organization, and when the plan of this institution was formulated the uni¬ versity extension department was one of the prominent features, and the work received recognition in the shape of a separate division on an equal standing with the other divisions of the institution. In so doing, the university was the first institu¬ tion in this country to recognize university extension in all its forms as an integral part in its organization. All nonresident work in connection with the university is done through this division, and three methods of work are recognized; First, STATISTICS OF UNIVERSITY EXTENSION. 2013 lecture-study courses given in Illinois and adjacent States; second, classes given in Chicago and its immediate suburbs; third, correspondence courses. The officers in charge of the work are as follows: Prof. Edmund J. James, director, university extension division; Mr. Walter A. Payne, lecture-study secre¬ tary; Mr. Ira W. Howerth, class-study secretary; Mr. Newman Miller, corre¬ spondence-study secretary. In previous years the work of the class — and correspondence — study departments has not been recognized and therefore a complete summary of the work from the beginning is given in the accompanying pages. In the lecture-study department a large variety of courses are offered in the fol¬ lowing departments: Philosophy, pedagogy, political science, history, sociology, anthropology, comparative religion, the Semitic languages and literatures, romance languages and literatures, Germanic languages and literatures, the English lan¬ guage and literature, biblical literature in English, physics, chemistry, geology, zoology, neurology, botany, music, and art. Aside from this, courses on litera¬ ture and history are offered in the French, German, and Norwegian languages. The work of the department for the past year is summarized as follows: The lecture-study department. Location of center. Subject. Average attend¬ ance at lecture. Average attend¬ ance at class. Atlanta, Ill . Aurora, Ill . . . Do..-. . . . . . Austin, Ill . . Austin, Oak Park, Ill. . Burlington, Iowa. . Do . . Chicago, Ill. (Armour Institute) . Chicago, Ill. (Columbia School of Oratory). Do . . Do . Do . . . . Chicago, Ill. (Cook County Nor¬ mal School). Do. . . Do . Do . Do . . . . Chicago, Englewood, Ill. (Pil¬ grim Congregational Church). Chicago, Englewood, Ill. (Stew¬ art avenue). Chicago, Ill. (Free Kindergarten) Do . . . Chicago, 111. (Garfield Park) . Chicago, Ill. (Hull House). . Do . . . . . Chicago, Ill. (Kenwood). . Chicago, Ill. (Klio Association) .. Chicago, Ill. (Lake View) . Chicago, Ill. (Leavitt street) _ Chicago, Ill. (Millard avenue).. . Do.. . Do _ _ _ Chicago, Ill. (Newberry Library) Chicago, Ill. (Oakland). . Do . . . Chicago, Ill. (Public School, Dis¬ trict 8). Chicago, Ill. (St. Gabriel’s) . . Chicago, Ill. (St. James’s) . . Chicago, Ill. (Sedgwick street).. Chicago, HI. (Sixth Presbyterian Church). Chicago, Ill. (Stein way Hall) _ Do. . . . Do. . . . Chicago, HI. (The University). .. Do . . . . Do . . . Do . . . . . . Do . . . . . Do.. _ _ Chicago, Ill. (University Settle¬ ment). Thought and Imagination in Shakespeare . Stories as a Mode of Thinking _ _ _ Shakespeare’s Tempest . . Shakespeare’s Tragedies . . Pedagogical Studies . . . . Shakespeare’s Tragedies _ _ _ History and Civilization of Egypt . Our Food . . . . . Painting and Sculpture . Studies in American Literature . Shakespeare’s Tempest, etc . Stories as a Mode of Thinking . The Growth of the Brain . Pedagogical Studies . . Evolution of the American Continent . Tragedies of Shakespeare . . Shakespeare’s Tragedies . . History and Civilization of Egypt. . Social Reform in Fiction . The Growth of the Brain . Educational Psychology . . . . . The Lyric and Epic Poetry of the Bible _ Six Live Problems in Municipal Sociology. Pedagogical Studies . . . History of Judaism . . . Shakespeare’s Tragedies.. . Movements of Thought in the Nineteenth Century. General Literature . First Steps in Human Progress . Stories as a Mode of Thinking . . . . Painting and Sculpture of Our Time . . Stories as a Mode of Thinking . . History and Civilization of Egypt . Special Course . . . . Educational Psychology . . . Social Reform in Fiction...., . . . Studies in Fiction . . . . Social Reform in Fiction . . Studies in Fiction . . . History of Old Testament Prophecy . _ do . . . Some Topics of the Larger Politics . . History of Old Testament Prophecy . _ do _ _ _ Science and Art of Teaching . Six Live Problems in Municipal Sociology . General Astronomy . . Science and Art of Teaching - - Prophets of Modern Literature . 500 500 278 150 219 126 125 73 101 134 134 160 463 475 200 150 110 125 60 78 83 214 130 140 12'.! 137 73 200 200 443 95 100 84 450 300 166 5t Ml 450 75 50 200 40 57 200 200 63 40 91 73 73 214 100 34 250 36 75 75 40 2014 EDUCATION REPORT, 1895-96. The lecture-study department — Continued. Location of center. Subject. Average attend¬ ance at lecture. Average attend¬ ance at class. Cincinnati, Ohio (Walnut Hills)- Sociology . . . . . . . 150 150 321 100 375 tute). 440 150 Do 300 35 250 204 Do.... . . . Movements of Thought in the Nineteenth 70 70 Century. 350 200 Do 1 . 200 100 Dixon, Ill . . English Literature . . Do . . . . . Native Races of North America.. . Educational Psychology . . . 70 Flint, Mich 151 30 137 113 Men AVho Made the Nation .A . 145 135 200 35 75 Do--.-.-- . - . 75 Hinsdale, Ill . . . Sociology . . . . Do . . . 100 77 75 40 130 Do _ . . . . 65 33 Do . - _ do . . ", . . . 65 33 Joliet, Ill . Lyric and Epic Poetry of the Bible . 357 130 Do . . . . Elements of Sociology _ _ 400 141 Kalamazoo, Mich . . . . . Social Ref orm in Fiction . . . . . . 275 50 Kankakee, Ill . . . English Literature . . . Keokuk , Iowa - . _ Men WTho Made the Nation . . . . 190 La Crosse, Wls _ Social Reform in Fiction — . 265 230 La Fayette, Ind _ History of Art. . . . . 110 La Grange, Ill _ Native Races of North America . . 225 La Porte, Ind . . . — Social Reform in Fiction . . . 137 20 Do American Statesmen . . . . . . 153 140 Lebanon, Ind-- . . English Literature . . . 140 140 Lincoln, Ill . . . . . Thought and Imagination in Shakespeare. Lockport, Ill Social Reform in Fiction . . Mazon, Ill Introduction to Study of Sociology. 44 23 Minneapolis, Minn . . Biblical Literature of Prophecy . 900 Do . . . . _ do . . . 1,000 Minneapolis, Minn. (Stanley Shakespeare’s Tragedies . . . Hall). Moline, Ill . Stories as a Mode of Thinking . 315 240 Do . . The Beginning of Christianity _ _ 265 Morrison, Ill .. _ _ Social Reform in Fiction . 170 170 Mount Carroll, Ill _ _ Early Representative Americans . 128 Niles, Mich _ _ . _ Social Reform in Fiction . . . . Ottawa, 111. . . . Social Life in the American Colonies _ 150 Do . . . . . Introduction to Study of Sociology. . 75 75 Owosso, Mich . . Social Reform in Fiction . Park Ridge, Ill _ do . . . 84 84 Pekin, Ill . . English Literature . . . . . 86 27 Peoria, Ill . Shakespeare’s Tragedies . . Polo, Ill . . Early Representative Americans _ Rockford, Ill . . . Shakespeare’s Tragedies _ _ _ 374 177 Do . . . . Plain Talks on Bacteria . . . . 322 Saginaw West Side, Mich _ English Literature . . . 174 150 Saginaw East Side, Mich _ _ American Literature . . . . . 385 142 South Bend, Ind . . Six Live Problems in Municipal Sociology . 65 40 Do., . Shakespeare’s Tragedies . . . 235 93 Springfield , Ill - . . . . Poetry as a Fine Art . . . . 214 190 Streator, HI _ Shakespeare’s Tragedies 245 150 Do..- . . . Character Studies in American History. ._ 156 80 Sterling, Ill.. . . . Six Live Problems in Municipal Sociology . 76 Tremont, Ill . . . Thought and Imagination in Shakespeare- 45 16 Valparaiso, Ind . _ _ Early Man in Europe. Do . . . Native Races of North America . . . Waukegan, Ill.. . . American Literature . . 200 170 Winona, Minn . . . . . Social Reform in Fiction _ _ _ 193 193 Do . . . Studies in Biblical Literature. 363 170 Note.— Where the table is incomplete the local secretary has not yet sent the official report. Each course consists of six lectures.- STATISTICS OF UNIVERSITY EXTENSION. 2015 GENERAL SUMMARIES. Centers and courses. Number of centers active during the autumn quarter _ _ _ 61 Number of courses in progress _ _ 71 Number of centers active during the winter quarter _ _ _ 41 Number of courses in progress - - - - 46 Number of centers active during the spring quarter . . . 4 Number of courses in progress _ _ _ _ 4 Total number of centers active season 1895-96 _ _ 81 Total number of courses in progress season 1895-96 . . . 121 Number of courses by States. Illinois - - - - - - - 82 In Chicago _ _ • _ 42 Outside of Chicago... _ _ _ 40 Michigan. . . . . . . . . . . . . . 7 Indiana _ _ _ _ _ _ . . . . . 15 Iowa _ _ _ _ _ _ _ _ 9 Minnesota . . . . . . . . . 5 Ohio _ _ _ _ _ _ _ _ 2 Wisconsin. . . . _ . 1 Total _ _ _ 121 Total number of States represented _ _ _ 7 Number of courses by departments. Sociology and anthropology. . . . . . . . . . . 30 English language and literature _ 45 History _ 9 Biblical literature in English . . 12 Semitic (Egyptology) _ 3 Art _ 4 Geology _ _ _ 1 Philosophy and pedagogy _ 10 Neurology- _ 2 Astronomy _ 1 Botany _ _ _ 2 Chemistry _ t Political science . 1 Total _ _ _ •_ _ _ _ _ _ 121 Total number of departments represented . . 13 Attendance. Average attendance at each lecture . . . 209 Average attendance at each class _ _ _ _ _ _ 162 Total attendance at lectures (121 courses) . . . . . . 23, 345 Lecturers. Number of lecturers engaged during autumn quarter . 24 Number of lecturers engaged during winter quarter _ 18 Number of lecturers engaged during spring quarter _ 2 Total number of lecturers engaged during the season . 30 CORRESPONDENCE-STUDY DEPARTMENT. Correspondence instruction is offered in the following departments: Philosophy, pedagogy, political economy, political science, history, sociology, anthropology, comparative religion, the Semitic languages and literatures, Biblical and patristic Greek, Sanskrit and Indo-European comparative philology, the Greek language and literature, the Latin language and literature, Romance languages and literatures. 2016 EDUCATION REPORT, 1895-96. Germanic languages and literatures, the English language, literature and rhet¬ oric, Biblical literature in English, mathematics, astronomy, botany, and church history. The work of this department for the past year is summarized as follows: Summary of the icork by departments. Department. Number instruct¬ ors en¬ gaged. Number courses in prog¬ ress. Enroll¬ ment. Philosophy and pedagogy . Political economy . . . . . Political science . . . . History . . . . . . . Sociology _ _ I.... - - Comparative religion . . Semitic languages and literatures . . . Biblical and patristic Greek . . Sanskrit . . Greek language and literature . . . Latin language and literature _ Romance languages and literatures . Germanic languages and literatures _ The English language, literature, and rhetoric Biblical literature in English — . . Mathematics . . Geology... . Church history . Total . . . 6 5 10 1 2 10 12 6 6 1 1 3 1 1 4 3 3 4 4 2 3 1 1 46 9 25 2 2 1 1 6 104 3 49 1 3 5 9 17 53 3 9 5 18 10 85 4 32 10 48 1 1 1 1 87 466 Enrollment. Total enrollment in all courses . . . 466 Deduct names repeated . . . . . 40 Total number individual students, July 1, 1895, to July 1, 1896 . . 426 The work of the correspondence-study department of the University of Chicago has always been maintained upon an equal footing with that of the university proper. This close relation has deprived the work of what might be called popu¬ larity, and for this reason the enrollment has never been as large as might be expected for work of this kind. The following statistical table will be of interest with reference to the development of the work in connection with the University of Chicago for the past four years: 1892-93. 1893-94. 1894^95. 1895-96. Number of courses in progress . 28 29 34 87 Number of instructors engaged . . 13 17 27 44 N umber of students not matriculated . _ 634 520 178 138 288 Number of students regularly matriculated . . . . 61 153 202 It will be noticed from the above table that the number of matriculated students has gradually increased, while the number of those not matriculated has gradually decreased. When the work of the correspondence-study department was inaugu¬ rated, there was a very large number, of nonmatriculated students enrolled in divinity subjects, especially in the Semitic languages and literatures. The much better advantages now afforded for residence study along these lines has served to greatly decrease the number who desire this work by the correspondence method. The persons most interested in the work have been teachers and ministers of the gospel, and a large majority of the students have been classed as “special.” During the past year 87 courses, representing 680 minors, have been in progress in 18 different departments. The total yearly enrollment has been 426. CLASS-STUDY DEPARTMENT. One method of extending university instruction, obviously the best method when it can be employed, is that of organizing classes outside of the university to pursue the same lines of study that are followed within its walls. The great center of population in which the University of Chicago was located, presented a favorable opportunity for the practice of this method of carrying higher educa¬ tion to the people. This opportunity has not been neglected. From the beginning STATISTICS OF UNIVERSITY EXTENSION. 2017 the university has sought to form in convenient parts of the city and in suburban towns Saturday and evening classes, in which persons whose occupations or cir¬ cumstances prevented their matriculation as resident students might still enjoy the benefits of university instruction. Class instruction is offered in the following departments: Philosophy, pedagogy, political economy, political science, history, sociology, sanitary and domestic sci¬ ence, Latin, French, New Testament language and literature, Italian, English, chemistry, biology, botany, physiology, zoology, and archaeology. The working terms of this branch of the work correspond almost exactly to the terms of the public-school year. The work for each quarter of the past year is summarized as follows: AUTUMN QUARTER. Location of class. Subject. Enroll¬ ment. 28 20 Romantic Poets . . . . . 23 7 4 6 Do 7 Do . . 14 Do 6 Do . 4 Do . 5 Do . . . . Greek History . . . . . . 2 Do Cicero _ _ _ _ _ _ g Do . Elementary Greek . . . . 6 Do Vergil . . . . . _ _ 4 Do . Latin Course for Teachers _ _ _ _ 22 Do _ __ _ _ _ _ Elementary Algebra . . . . 3 Do . . . . Shakespeare _ . ■_ . 4 Do Political Economy 6 Do . . Sociology . . . . . 6 Do _ . . . . Middle Ages . . . 4 Do . English History . . . . . . 2 Crown Point, Ind _ _ _ _ _ Political Economy . . . . . . . . 40 Cumberland Presbyterian Church., Elementary French . . 2 Englewood. Dore School _ _ _ American History . . . . . 9 6422 Drexel avenue _ _ _ General Historv . . . . . . 2 3646 Ellis avenue _ . Elementary French . . . 8 Galesburg, Ill . „ . . . Beginnings of Society . . . . . 15 Hammond, Ind _ _ _. _ English Literature. . 100 Haven School, Evanston _ _ _ do . . . . . . . 40 Loriug School- . - _ _ . do . . . 20 5100 Madison avenue _ _ .. .do . . . . . . . 21 Newberry Library _ Latin Course for Teachers . 8 Do . . Caesar. . . _ _ _ _ _ . 11 Do .... French Literature .... 2 Oak Park, Ill . . . English Literature . . . 36 Do . . Shakespear e 13 Sixth Presbyterian Church _ Elementary French _ 5 South Evanston, Ill.. . . _ do _ _ 6 Suite 6, Superior Block _ _ English Constitutional History 2 Turner Hall . . . . . German Prose . . . . . . . . 20 do 20 Walker Museum _ _ Mineralogy and Petrology . . . 5 Western Union Building . . American History 3 Do . . . . . Latin Course for Teachers _ 7 Do . . . . . . American Literature 4 Do . . . . . . English Rhetoric and Composition. 8 Do . . . . . . . . Political Economy . . . 4 Do . . . . . . Plane Geometry _ 12 Do _ .... _ _ _ Advanced Latin . . . . . 22 Windermere Hotel . . Elementary German . . 5 SUMMARY BY DEPARTMENTS. Department. Number classes. Enroll¬ ment. Department. Number classes. Enroll¬ ment. Philosophy . 1 7 l German 5 54 Political economy . 3 50 English . 11 289 Sociology . . . 2 21 Mathematics 4 35 History _ _ _ _ 7 24 Geology 1 5 Greek . 1 6 T .atm . . . . 10 107 Total 51 625 French . . . 6 27 ED 96 - 64 2018 EDUCATION REPORT, 1895-96. WINTER QUARTER. Location of class. Subject. Enroll¬ ment. Beginning Latin . 26 American History. . 14 Beginning Latin . . . 7 Do . . _ do . . . 6 Do _ _ _ _ Elementary German . . . . . . . 5 Elementary French _ 2 Modern German Prose. ... 2 Do . . English Literature . . . . .... . . 4 Do . . . Plane Geometry . . . . 3 Do . . . . Beginning Latin . . . . . 13 Do Mediaeval History. 2 Do . Elementary Greek . . 7 Do Vergil .. . . . . . . Do . . . . Mediaeval History _ _ _ _ _ 4 Do . . . . . . American Literature _ _ 2 Do . . . . . Algebra _ . _ . . . . . 2 Do . . . . . . Rhetoric and English Composition . 5 Do Solid Geometry .. _ 7 Do _ _ _ _ Political Economy . . . . 4 Columbia School of Oratory Parliamentary Law _ _ _ 48 Cumberland Presbyterian Church, French _ _ _ _ _ 4 Englewood. 5214 Hibbard avenue _ _ _ . English Literature. .. . . . . . . 25 Holden School _ _ _ _ _ Latin . . . . . 18 Do American History . . . 9 Hull House . _ do _ _ _ _ _ _ 8 Newberry Library _ . ViriRomae. . . . . . . . . 7 Do Beginning Latin .... 6 Oak Park, Ill English Literature _ _ _ 36 2' Suite 6, Superior Block . . English Constitutional History . . . Western Union Building . ... Romantic Tragedy . . . . ... . . . 5 Do . . . . Analytical Geometry . . . . . . _ 2 Do Advanced Algebra . . . . . 7 Do English Literature _ _ _ 3 Do . Political Econom v . . . 2 Walker Museum _ _ Physical Geography _ _ _ 23 SUMMARY BY DEPARTMENTS. Department. N umber classes. Enroll¬ ment. Department. Number classes. Enroll¬ ment. German o 7 Latin 8 88 Geology . . . . . 1 23 Political economy . . . 9 6 Greek . . . . o 9 Mathematics . . 5 21 - 6 75 1 Wench . . . . . . - o 6 I Total _ _ 35 : 322 History _ _ _ rr 1 87 * SPRING QUARTER. Location of class. Subject. Enroll¬ ment. Burr School . . Chicago Academy . Chicago Preparatory School ... _ Cobb Lecture Hall . . . . Do . . . . . Do . . . . Do _ _ Do.. _ _ _ _ _ _ Do . . Do _ _ _ _ _ Do _ _ _ _ _ Do . . . . Do. . . . . Cook County Normal School. . . . Me Allister School . . . N ewberry Library _ _ Superior Block, 77 Clark street _ Von Humboldt School _ _ Walker Museum and Chicago Athe¬ naeum. West Division High School . . . Western Union Building _ Do . . . . . . Do . . . . . Do . . . Do _ _ _ _ American History . . Beginning Latin . . Rhetoric and English Composition . . Social Economics . . Social Selection . . . Psychology . . . English Masterpieces . . . Elementary Greek Course . . Caesar . Trigonometry . . . Solid Geometry . . . . . Analytic Geometry . . Plane Geometry . . . Botany . . . . . . Elementary Latin . _ do . . . . . Political Science _ _ , _ _ _ American History .. . . . General Morphology and Physiology. Chemistry . . Analytical Geometry. . . Review Algebra . Advanced Algebra . . . . Plane Geometry . . . . . Political Economy . 5 12 1 3 20 3 4 7 2 2 1 2 36 8 6 2 32 20 3 2 7 4 2 2 STATISTICS OF UNIVERSITY EXTENSION. 2019 SUMMARY BY DEPARTMENTS. Department. Number classes. Enroll¬ ment. Department. Number classes. Enroll¬ ment. American history 2 41 Political science _ 1 2 Latin _ 4 26 Psychology _ _ _ 1 20 Greek _ 1 4 Botany . . . . 2 56 English _ 2 15 Chemistry _ _ _ 1 3 M qth arn o Ft /» c* 8 22 JALcb ulloiJLlcL tlbo - - - Political economy . 3 6 Total . . . . 25 195 GENERAL SUMMARY. Enrollment, during the antumn quarter - . . - - - - - 625 Enrollment during the winter quarter. . . . . . . . 322 Enrollment during the spring quarter . . . . . . . . 195 Total _ _ — . - _ _ . . . 1,U2 Number of classes during the autumn quarter . . . . 51 Number of classes during the winter quarter . . . . 35 N umber of classes during the spring quarter . . . . .*. . 25 Total. . . . . . . . . . . . . Ill Average number per class during autumn quarter . 12 Average number per class during winter quarter . . 9 Average number per class during spring quarter ...'. . 8 Average number per class during year . . . . ... 10 Number of instructors engaged during autumn quarter . . . 24 N umber of instructors engaged during winter quarter _ _ 20 Number of instructors engaged during spring quarter _ 15 Total number of instructors conducting classes, 1895-96 _ _ _ 35 Tabulated statement of nonresident class work, 1892-1896. CLASS-STUDY DEPARTMENT. a No courses offered. 2020 EDUCATION REPORT, 1895-96. SUMMARY BY DEPARTMENTS. 1892-93. 1893-94. 1894-95. 1895-96. Total for four years. m 0) in in s Enroll¬ ment. in CD m in c3 s Enroll¬ ment. Classes. Enroll¬ ment. m CD in in rfg 8 Enroll¬ ment. Classes. Num¬ ber en¬ rolled. Philosophy . 2 10 4 34 2 27 8 71 4 38 5 52 8 62 17 152 Political science _ 2 4 4 21 1 2 7 27 History . . . 1 10 1 3 8 65 16 152 26 230 Sociology . . . 2 34 2 21 4 55 English . . » 2 ir 5 46 11 109 19 379 37 551 Greek _ 1 3 3 8 4 19 8 30 Latin . 2 38 3 34 11 78 22 221 38 371 French . . 1 11 1 4 6 26 8 33 16 74 German . . . 6 53 7 61 13 114 Scandinavian literature _ 1 7 1 7 Mathematics . . 1 10 5 17 4 30 17 78 27 135 Astronomy _ 2 6 2 6 Physics _ 1 4 1 2 2 6 Chemistry _ _ 1 3 1 3 2 6 Geology _ _ 2 26 4 124 2 28 8 178 Zoology . . 1 14 3 66 4 80 Physiology _ _ 1 4 1 4 Biology 1 13 1 2 2 15 Botany . - . 2 13 8 242 2 56 12 311 Total . 11 129 29 192 84 960 111 1,142 235 2,423 A glance at the first table shows that the number of classes, as well as the num¬ ber of students, has gradually increased from year to year. The total number of students enrolled during the year 1895-96 compares favorably with the number of students in residence at anytime. The probability that in a few more years nonresident students will outnumber those in -actual attendance, will strike many as an interesting proof of the importance of the work. From the second table it may be observed that the most popular subjects, esti¬ mated by classes, have been Latin, English, mathematics, history, and political economy, in the order named. If estimated by actual attendance, English takes the lead, with Latin second and history third. History, English, Latin, French, and mathematics are the only subjects for which there has been a continual demand. The total number of classes for the four years is 285, with a total attendance of 2,423. CHAPTER XL. STATISTICAL REVIEW OF PROFESSIONAL SCHOOLS. There were 144 schools of theology, with 869 instructors and 8,017 students, a variation of only 33 from the number of students in attendance during the pre¬ ceding year. Of the students in attendance, 2,953, or 36.8 per cent, had received the degree of A. B. or B. S. Theological schools reported grounds and buildings valued at $12,648,216. and endowment funds to the amount of $17,969,906. Theo¬ logical libraries contained 1,204,889 volumes. Law schools continue to show a rapid increase in the number of students in attendance, the 73 schools having an enrollment during 1895-96 of 9,780 students, an increase of 830 over the previous year. In addition to its regular law depart¬ ment, and not included in the statistics of law schools, the New York University has a special course of law lectures to women, which had an attendance of 80 in 1895-96, of whom 47 received the certificate of completion of the course. These lectures are designed to meet the wants of business women who ‘ 4 desire familiarity with the existing law, either for practical purposes, to assist their judgment as litigants, witnesses, and custodians of trust estates, or as a higher study for their mental development. They also furnish preparation for entrance upon the pro¬ fessional study of the law, with a view to active practice at the bar.” There were 116 regular schools of medicine, 20 homeopathic, 8 eclectic, 2 physio- medical, and 9 graduate. Students in regular schools lacked but one of numbering 20,000; homeopathic numbered 1,956, and eclectic 634. The proportion of students graduating in medicine was smaller than in any of the other classes, excepting theology, viz., medicine 22 per cent, law 30 per cent, dentistry 24 per cent, and pharmacy 28 per cent. The North Atlantic and Western States had exactly the same proportion of students of regular schools of medicine and of homeopathic students, but the North Central States had a much larger proportion of homeopathic and eclectic students than of regular students. On the contrary, both the South Central and South Atlantic States had a much smaller proportion of homeopathic and eclectic students. In other words, homeopathy and eclecticism have their strongest foot¬ hold in the North Central States, and are weakest in the Southern States. These facts are clearly set forth in the following table: Percentage of students of different schools of medicine in each section. Regular. Homeo¬ pathic. Eclectic. N orth Central States . . . . . 39 61 68 N orth Atlantic States . . . . . . . . . 31 31 13 South Central States . . 14 3 0 South Atlantic States . ' . . . . . „ . 13 3 7 Western. States, . 3 3 13 w The number of dental students in 1895-96 showed an increase of more than 1,000 over the number in 1894-95, viz, 6,399 in 1895-96 and 5,347 in 1894-95. Pharma¬ ceutical students numbered 3,873, with a difference of only 14 from the number in 1894-95. The course of training in schools for nurses heretofore occupied two years as a rule, but there is a tendency now to lengthen the time to three years, fifteen schools reporting courses of three years in this report. 2021 2022 EDUCATION REPORT, 1895-96. Table 1. — General summary of statistics of professional and allied schools, for 1895-96. Class of schools. Schools. Instruct¬ ors. Stu¬ dents. Gradu¬ ates. Per cent graduat¬ ing. Theological.. . . . 144 869 8,017 1,681 21 Law . . . 73 658 9,780 2,981 30 Medical . . . . 155 3,936 24, 437 4,947 a 22 Dental . . . . . . . . 46 854 6,399 1,515 24 Pharmaceutical . . . . 44 354 3, 873 1,083 28 Y eterinary . . . . . 10 139 382 134 35 Nurse training _ _ _ . 177 5,094 1,773 35 Total 649 6,810 57,982 14,114 a Students in post-graduate schools not included. Table 2* — Summary of statistics of schools of theology, for 1895-96. State or Territory. | Schools. In¬ struct¬ ors. Students. Volumes in libraries. Benefactions received dur- ihg the year. Value of grounds and build¬ ings. Endowment funds. Professors. Special or assistant. In attendance. Graduating. Students h a v i h g A. B. or B. S. a United States . 144 676 j 193 8,017 1,681 _ 2,953 1,204,889 8883,349 812, 648,216 $17,969,906 North Atlantic Division.. 45 263 81 2,940 725 1,482 711,560 343,432 6,243, 816 9,837,789 South Atlantic Division.. 19 87 26 870 158 134 153,335 35, 985 1,120,200 1,712, 700 South Central Division . . . 17 56 16 898 149 344 59, 753 49,100 628, 200 1, 040, 000 North Central Division .. 57 1243 62 3, 197 625 954 241, 741 249,332 4,164,000 4, 570, 417 Western Division . 6 27 8 112 24 39 38. 500 5,500 492,000 809,000 North Atlantic Division: Maine . . 2 10 84 21 7 23,000 29, 000 150,000 225, 000 Massaclrase|£a».^-. _ 7 43, f)Q 413 70 269 106.845 83,562 . 764, 3661 . — L‘t*6A n«ft Connecticut . . 3 1 24' 10 liiu. 51 " i D1 i 89 dsrcr 16,8.18 227, 500 520, 000 New York. _ , 1? 77 19 890 207 370 , 171,160 79, 729 2, 860, 800 3,244,983 New Je€iep*rr. _ ATT Pennsylvania . . 16 26 83 8 19 479 884 140 234 312 383 139, 655 181,400 129, 323 1, 431, 150 810, 000 2, 167, 389 1,721,417 South Atlantic Division: Maryland - 4 35 4 415 59 24 54,400 2,500 358, 000 7,200 District of Columbia.. 3 9 12 74 29 9 15,350 23, 100 325, 000 495,500 Virginia . . . . 4 15 3 164 35 50 36, 000 3,285 207,200 383, 000 North Carolina . 3 12 3 56 8 10 13, 785 2, 100 82, 000 0 South Carolina . 3 10 1 49 11 27 22, 000 5,000 50,000 276,000 Georgia . . . 2 6 3 112 16 14 11, 800 0 100, 000 551,000 South Central Division: Kentucky . 4 21 6 564 102 252 34,000 46,000 350,000 916,000 Tennessee . . 8 27 6 220 42 92 22,300 3, 100 260, 000 116, 000 Alabama . . . 2 "4 0 ' 53 5 0 3, 250 7,200 8,000 Louisiana . . . 1 1 0 12 0 Texas . . . 2 3 4 49 203 11,000 North Central Division: Ohio . . . . 13 53 18 490 94 141 62,334 48,264 659,000 987,804 Indiana . 4 13 5 149 14 1 6,100 30, 000 110, 000 60,000 Illinois _ _ 12 66 23 1,321 254 556 97, 957 128, 620 2,106,000 2,893,127 Michigan . . 4 12 5 76 10 i4 11,000 6,642 22,000 150, 800 Wisconsin . 4 22 2 223 57 2d 28,400 10, 595 290,000 100, 000 Minnesota . 7 31 0 272 72 30 20, 700 12,800 463, W0 311, 000 Iowa. . . 5 12 0 209 30 14 5,200 g$f00 42, 686 Missouri. _ _ _ 5 23 7 410 83 162 9,050 4, 811 450, *00 25, 000 Nebraska . 3 11 2 47 11 11 1,000 7,600 14,000 0 Western Division: Colorado . 2 8 3 37 7 9 12,800 4,500 215,000 100, 000 California _ 4 19 5 75 17 30 25, 700 1,000 277,000 709,000 a So far as reported. STATISTICS OF PROFESSIONAL SCHOOLS. 2023 Table 3. — Summary of statistics of schools of law , for 1895-96. State or Territory. Schools. Instruct¬ ors. Students. Value of grounds and buildings. End o wm e n t funds. Bound volumes in libraries. Professors. Special or assistant. In attend¬ ance. Graduat¬ ing. Having A. B. or B. S.a United States . 73 371 287 9, 780 2,981 1,854 $568, 000 $491,000 197, 799 North Atlantic Division . 12 92 124 3,342 783 1,092 307,000 365,000 120, 271 South Atlantic Division . 17 64 28 1,458 455 131 115, 600 1,000 12,100 13 34 25 566 220 48 10,424 25 140 91 3,927 1,389 491 146, 000 51,254 W estern Division . . . . 6 41 19 487 134 92 125, 000 3, 750 North Atlantic Division: Massachusetts . 9 18 12 822 146 446 135, GOO 380,000 38,000 1 27 224 86 9,000 New York . . 7 51 75 1,870 437 597 172, 000 5,000 58,125 Pennsylvania. . . . 2 18 10 426 114 49 15, 146 South Atlantic Division: Maryland . . 2 6 0 122 33 603 District of Columbia _ 5 29 21 874 262 74 115, 000 3,700 Virginia . . 3 6 229 68 37 1,000 5, 803 West Virginia 1 3 0 92 39 1,000 North Carolina . . 6 0 64 1 9 1,500 South Carolina 1 1 0 17 7 G-eorgia _ .. _ 3 13 5 60 45 6 South Central Division: Kentucky _ _ _ 1 3 1 44 19 Tennessee . . .. . . 6 12 17 221 93 7 7, 0G0 Alabama _ _ _ 1 3 0 20 18 Mississippi 1 1 4 40 20 1,624 Louisiana _ .. 1 5 0 62 28 5 0 ' Texas . . . . ... 2 6 1 157 36 32 1,800 Arkansas . . . . . . . . 1 4 2 6 4 0 0 0 North Central Division: Ohio. _ _ .. 5 36 7 389 75 60 107.000 7,570 Indiana _ _ _ _ 4 14 6 300 97 36 5,000 3,000 Illinois 6 32 15 1,066 370 147 1,379 Michigan _ _ 2 18 23 776 352 127 11, 805 Wisconsin . . . . . 1 1 225 95 34 3,000 Minnesota . . . . 1 3 12 372 104 16 25, 000 3, 000 Iowa . . . . 9 6 299 136 40 9,000 0 9,500 ■ Missouri _ _ _ . 2 15 6 296 81 10 11,000 Neb^a?§i§ei _ _ 1 4 10 83 — & is ! 1, 000 Kansas? . 1 ...... 2 5 121 35- - 3 Western Division: Colorado _ 2 20 18 73 19 7 Oregon . . . 2 16 0 97 45 5 “ 150 ~ California . 2 5 1 317 70 80 125,000 6G0 a So far as reported,. 2024 EDUCATION REPORT, 1895-96. Table 4. — Summary of statistics of schools of medicine, dentistry, pharmacy, and for nurses and veterinarians, for 1895-96. Schools. Professors and in¬ structors. Students. Volumes in library . Value of grounds and buildings. Endowment funds. Regular. Special or assistant. Men en¬ rolled. Women en¬ rolled. Total at¬ tendance. 4-3 o3 ^ bi) $ c3#rH O A.— BY CLASSES. Regular . . 116 1,763 1.139 19,002 997 19,999 4,261 64, 912 $7,483, 795 $419,150 Homeopathic . 20 318 175 1,619 337 1,956 495 41,350 1,625,200 120,000 Eclectic . . . . 8 123 43 576 58 634 169 5,272 171,000 Physiomedical . 2 31 12 85 14 99 22 250 8,000 3,670 Graduate . 9 212 120 1,684 65 1,749 0 0 243,000 Total medical . 155 2,447 1,489 22, 966 1,471 24,437 4,947 111, 784 9,530,995 542,820 Dental .. . 46 448 406 6,256 143 6,399 1,515 Pharmaceutical . . . 44 212 142 3,733 140 3,873 1,083 177 433 4, 661 5,094 1, 773 Y eterihary ..." . 10 87 52 382 0 382 134 B.-BY STATES AND CLASSES. Regular medical. Maine . 2 25 3 147 0 147 28 15,000 New Hampshire . „ . 1 8 5 143 0 143 30 0 1 7 18 185 0 185 52 Massachusetts .. . . 3 66 62 737 57 794 45 1,800 30,000 Connecticut . 1 9 3 125 0 125 25 75 000 20 000 New York . 9 109 144 2,417 109 2,526 622 8,237 1,053,500 7, 500 Pennsylvania . - 5 87 92 2,075 156 2,231 475 2,500 1,451,000 157, 650 Maryland . . 6 77 82 1,172 51 1,223 303 4,300 333, 000 District of Columbia . 4 68 41 389 16 405 58 600 175, 000 Virginia . . 3 34 36 499 0 499 107 140, 000 North Carolina . . . 3 15 1 107 0 107 12 1,350 40, 000 6,000 South Carolina . . 1 8 2 90 0 90 20 Georgia . 3 28 21 339 0 339 47 3,000 70,000 0 Kentucky . 4 46 41 1,115 0 1,115 2,29 4,200 340,000 0 Tennessee . . . 9 95 48 858 5 863 193 1,580 134, 440 19, 000 Alabama . 2 18 17 155 0 155 18 Louisiana . . _ 2 15 13 357 1 358 68 2,800 230, 000 Texas. . 1 9 12 207 7 214 33 1,685 300,000 Arkansas. . . 1 15 11 86 0 86 14 Ohio . 10 172 73 1,334 77 1,411 321 3,500 665,000 145,000 Indiana ... . . 3 62 22 337 23 360 80 3,000 21,000 3,000 Illinois . 6 159 131 1,512 150 1,662 376 1,960 587, 855 51,000 Michigan _ _ _ 3 48 57 759 72 831 171 11, 500 50, 000 Wisconsin . 2 43 19 170 0 170 29 0 100, 000 0 Minnesota . 2 54 17 284 24 308 57 1,000 153, 000 Iowa _ 5 61 16 615 55 670 153 5,100 110, 000 Missouri . 13 236 81 2,020 56 2,076 455 2,500 710, 000 10, 000 Nebraska . . . 2 48 8 154 15 169 43 0 130,000 0 Kansas . 1 18 7 52 13 65 g 0 20,000 Colorado . . 3 50 20 158 33 191 42 1,800 Oregon . . . 2 27 5 77 19 96 40 500 10,000 0 California . . . 3 46 31 327 58 385 106 2,000 540, 000 North Atlantic Division.. . ~22 311 327 5,829 322 6, 151 1,277 12,537 2,6,24,500 185, 150 South Atlantic Division. .. 20 230 183 2,596 67 2, 663 547 9,250 758, 000 6,000 South Central Division _ 19 198 142 2, 778 13 2,791 555 10, 265 1,004,440 19,000 North Central Division _ 47 901 431 7,237 485 7, 722 1,694 28, 560 2,546, 855 209,000 Western Division . 8 123 56 562 110 672 188 4,300 550,000 United States . 116 1,763 1,139 19,002 997 19,999 4,261 64,912 7,483,795 419, 150 Homeopathic. Massachusetts . . 1 17 20 125 58 183 33 3,300 200,000 40,000 New York. . p 45 12 121 25 146 34 2,850 360, 200 Pennsylvania . . ... 1 8 4 275 0 275 75 10,000 600,000 0 Maryland . ... 1 13 26 G 32 4 500 0 District of Columbia . 1 10 6 24 1 25 10 STATISTICS OF PROFESSIONAL SCHOOLS. 2025 Table 4. — Summary of statistics of schools of medicine, dentistry , pharmacy , and for nurses and veterinarians, for 1895-96— Continued. Schools. Professors and in¬ structors. Students. Volumes in library. Value of grounds and buildings. Endowment funds. Regular. Special or assistant. Men en¬ rolled. Women en¬ rolled. Total at- 1 tendance. | Gr aduat- ing. B.-BY STATES AND classes— cont’d. Homeopathic — Cont’d. 1 17 22 19 41 6 0 Ohio . 2 34 18 160 26 186 59 1,000 $90,000 $10,000 Illinois . . . 4 77 63 599 136 735 190 14, 400 310, 000 70,000 1 5 3 25 3 28 6 7,000 1 17 9 27 4 31 8 1,500 1 10 5 67 12 79 19 500 35,000 2 31 23 113 15 128 38 27, 000 1 18 4 16 16 32 2 0 0 California . . . 1 16 2 19 16 35 11 300 3,000 North Atlantic Division. . . 4 70 36 521 83 604 142 16,150 1,160,200 40,000 South Atlantic Division... 2 23 13 50 7 57 14 500 South Central Division _ i 17 22 19 41 6 0 North Central Division _ n 174 120 991 196 1,187 320 24,400 462,000 80,000 Western Division . 2 34 6 35 32 67 13 300 3,000 United States . 20 318 175 1,619 337 1,956 495 41,350 1,625,200 120,000 Eclectic. New York. _ _ 1 20 15 63 14 77 14 3,572 46,000 Georgia _ 1 7 41 1 42 4 0 Ohio . 2 26 6 211 14 225 63 1,800 60, 000 0 Illinois . . . .. 1 24 7 85 10 95 30 500 40,000 0 Missouri . . . 1 13 2 56 6 62 16- Nebraska . . 1 13 6 50 3 53 12 0 0 California . . 1 20 0 70 10 80 30 200 25, 000 0 North Atlantic Division. . . 1 20 15 63 14 77 14 3, 572 46,000 South Atlantic Division _ 1 7 7 41 1 42 4 North Central Division _ 5 76 21 402 33 435 121 1,500 ioo, ooo Western Division . 1 20 0 70 10 80 30 200 25,000 0 United States. . 8 123 43 576 58 634 169 5,272 171,000 Graduate. New York _ _ 2 72 76 869 29 898 Pennsylvania . . . 2 37 13 137 24 161 8,000 Louisiana . . 1 13 13 43 0 43 25,000 Illinois _ _ _ _ 3 73 18 620 12 632 110, 000 0 Missouri. . . . . 1 17 15 0 15 100, 000 North Atlantic Division. . . 4 109 89 1,006 53 1,059 8,000 South Central Division _ 1 13 13 43 0 43 25, 000 North Central Division. . . . 4 90 18 635 12 647 210,000 United States . . 9 212 120 1,684 65 1,749 243,000 Dentistry. Massachusetts _ 2 21 42 269 6 275 64 New York . . 2 18 27 523 3 526 110 Pennsylvania . . 8 19 51 1,032 30 1,062 282 Maryland . . . 2 11 31 410 1 411 86 District of Columbia _ 3 21 7 120 2 122 23 Virginia . . 1 8 2 36 0 36 13 Georgia . . 2 13 5 252 0 252 45 ED 9G - .64* 2026 EDUCATION REPORT, 1895-96. Table 4. — Summary of statistics of schools of medicine, dentistry, pharmacy, and for nurses and veterinarians, for 1895-96 — Continued. Schools. Professors and in¬ structors. Students. Volumes in library . Value of grounds and buildings. Endowment funds. Regular. Special or assistant. Men en¬ rolled. Women en¬ rolled. Total at¬ tendance. Graduat¬ ing. B.-BY STATES AND classes— cont’d. Dentistry— Continued. 1 4 141 0 141 32 4 32 7 243 3 246 49 1 7' 5 36 0 36 6 5 35 14 377 384 81 1 14 8 153 4 157 43 6 107 100 1,320 46 1,366 356 2 14 251 5 256 77 1 12 2 60 0 60 6 1 4 12 81 3 84 14 1 15 8 208 7 215 35 4 50 33 490 8 498 127 1 16 32 1 33 3 1 9 24 4 28 8 1 8 10 27 0 27 3 1 7 9 171 13 184 52 7 58 120 1,824 39 1,863 456 South Atlantic Division _ 8 53 45 818 3 821 167 South Central Division _ 6 46 16 420 3 423 87 North Central Division _ 267 199 2, 972 81 3, 053 742 Western Division . . 3 24 26 222 17 239 63 United States . 46 448 406 6,256 143 6,399 1, 515 . — Pharmacy. • Maine - _ - 1 O 5 10 2 12 0 Massachusetts _ 1 5 5 258 7 265 21 N e w Y ork _ _ _ _ 4 18 23 556 6 562 172 New Jersey _ _ 1 4 27 0 27 9 Pennsylvania _ 2 10 rr 692 19 711 242 Maryland 1 4 2 124 - 0 124 42 District of Columbia . _ 2 7 2 99 4 103 27 Virginia - _ 2 7 5 19 0 19 6 N ortli Carolina 1 2 0 10 1 11 2 South Carolina 1 3 1 13 0 13 7 Georgia 1 3 0 12 0 12 5 Kentucky 2 8 3 57 15 72 19 Tennessee 2 8 4 32 4 36 15 Alabama 1 12 0 18 0 18 1 L ouisiana 1 3 3 37 6 43 9 Texas 1 4 2 30 4 34 9 Ohio 4 27 10 360 11 371 120 Indiana 1 ~3 5 72 2 74 25 Illinois 3 12 11 538 16 554 139 IVY i r»Ti i o'a.ti 13 8 110 8 118 35 W" isconsin 1 3 5 42 5 47 10 Minnesota 1 12 6 44 1 45 15 low 2 11 6 93 7 100 23 !MiSftOTiri 2 11 5 281 5 286 68 Kansas 1 10 15 60 3 63 14 Colorado 1 4 3 14 1 15 4 "W ashin pt-on 1 1 1 20 5 25 18 California, 1 5 5 105 8 113 26 _ North Atlantic Division _ 9 39 40 1,543 34 577 444 South Atlantic Division _ 8 26 35 10 ’277 5 282 89 South Central Division _ 7 12 174 29 203 53 1 North Central Division 17 102 71 1,600 58 1,658 449 1 . vision 3 10 9 ’l39 14 153 48 United States 44 212 142 3,733 140 3,873 1,083 . L: . . 1 STATISTICS OF PROFESSIONAL SCHOOLS. 2027 Table 4. — Summary of statistics of schools of medicine , dentistry , pharmacy , and for nurses and veterinarians, for 1895-96 — Continued. Schools. Professors and in¬ structors. Students. I >> pH ci js Value of grounds and buildings. Endowment funds. Regular. Special or assistant. Men en¬ rolled. Women en¬ rolled. Total at¬ tendance. ci *3 Pi cS 'rH O 01 © a "o > B.-BY STATES AND CLASSES— COnt’d. * iVurse training. 0 37 37 18 3 0 32 32 14 1 0 19 19 9 23 60 670 730 226 1 7 43 50 15 4 0 135 135 48 39 131 1,129 1,260 452 New J ersey _ 8 64 222 286 90 Pennsylvania _ _ _ 26 32 763 795 276 Maryland _ _ 4 0 116 116 39 District of Columbia _ _ 4 0 87 87 46 Virginia _ _ o 0 42 42 13 West Virginia _ _ 1 0 6 6 6 North Carolina _ _ 1 0 15 15 0 South Carolina _ _ 2 11 27 38 10 •Georgia _ _ _ 1 0 41 41 5 Kentucky _ 3 0 41 41 17 Tennessee _ _ 1 0 7 4 Texas _ _ 1 0 16 18 2 Ohio _ _ 5 24 121 145 48 Indiana - _ 1 0 20 20 11 Illinois- _ _ It 23 399 422 150 Michigan _ _ 5 3 145 148 65 Wisconsin _ 3 0 80 80 1 32 Minnesota - _ - _ 10 47 217 264 93 Iowa ~ _ - _ 2 30 40 70 11 .... Missouri . . . . 6 1 86 ' 87 25 Colorado _ _ - . 1 0 25 25 4 Oregon _ _ 1 0 23 23 8 California _ _ _ 2 0 57 57 36 ! N orth Atlantic Division ... ToT 294 3,050 3,344 1,148 South Atlantic Division _ 15 11 334 345 119 South Central Division _ 5 0 64 64 23 North Central Division _ 46 128 1,108 1,236 435 W estern Division _ 4 0 105 105 48 United States _ 177 433 4, 661 5, 094 1,773 2028 EDUCATION REPORT, 1895-96. Table 5. — Statistics of professional and allied schools for five years. Schools. Instructors. Class. 1891-92. & ejj* g 1893-94. 1894^95. 1895-96. $ S3 00 1892-93. 1893-94. 1894-95. 1895-96. Theological . 141 142 147 149 144 855 862 963 906 869 Law . . 58 63 67 72 73 487 594 621 604 658 MEDICAL. Regular . . 95 96 111 113 116 2,440 2,511 3,094 2,738 2,902 Homeopathic . . . 14 16 19 20 20 299 390 478 476 493 Eclectic - - - . 8 10 9 9 8 132 171 161 187 166 Physiomedical . 2 2 3 2 2 39 34 62 46 43 Graduate . 8 8 10 7 9 413 384 400 462 332 Total medical . 127 132 152 151 155 3,323 3,490 4,195 3,909 3,936 Dental . - . 26 29 35 45 46 546 513 794 968 854 Pharmaceutical . . . 29 31 35 39 44 216 264 283 317 354 Nurse training _ _ 36 47 66 131 177 Veterinary . . 8 7 8 9 10 105 114 118 132 139 Table 6. — Statistics of students and graduates of professional and allied schools for five years. Class. Students. Graduates. 1891-92. 1892-93. 1893-94. 1894-95. 1895-96. 1891-92. 1892-93. 1893-94. 4 g 1895-96. Theological . . 7,493 7, 836 7, 658 8,050 8,017 1,370 1,502 1,462 1,598 1,681 Law . . , . 6,073 6,968 7,311 8,950 9, 780 1,976 2,471 2,454 2, 717 2,981 MEDICAL. Regular . . 15,381 16,178 17,645 18, 660 19,999 4,277 4,324 4,486 4, 196 4,261 Homeopathic . 1,272 1,445 1,666 1,875 1,956 339 394 399 463 495 Eclectic . . 570 • 773 803 732 634 164 178 205 151 169 Physiomedical . 48 64 92 87 99 2 15 30 17 22 GraO n a.t.fi 1,201 1,292 1,596 1,533 1,749 13 0 Total medical . 18,472 19, 752 21,802 22, 887 24,437 4,782 4,911 5, 133 4,827 4,947 Dental . 2,985 2,852 4, 152 5,347 6,399 1,282 a 507 877 1,297 1,515 Pharmaceutical . 3, 133 3,394 3,658 3, 859 3, 873 796 827 988 1,067 1,083 Nurse training . 1,862 2,338 2, 710 3,985 5,094 582 786 970 1,498 1,773 Veterinary . .. 533 564 554 474 382 171 201 171 155 134 a First class graduating under three years1 course. Table 7. — Statistics of schools of theology, for 1895-96. STATISTICS OF PKOFESSIONAL SCHOOLS. 2029 •spimj paaraA^opug; 8S 8 8 — © = — oo © © © 888 <8 8 •sSni -pjmq pun spunojS jo enp3A §1 1 ooo o 8 8 8 £ 8 S •96-S68I u i p8Ai908J suoicpujouag S8 8C -A.re.iqn m seumpA 8 888 IN OOO - t-O O to lO p£g HflO •queqSISSe JO X'Bpadg tC HN 50 CO N ICO N iN H CO •sjossejoj^ j N d do ■B -Bd as d E d © r O . 3 > 11 fl 1 8 A* Hpa dal a .a © bo ®d 1 0 © O pa oS Hot> ©8 PJ ©Jr* P ^P'gp.ap^^ O H H pi-s g ® u p S)3d3 . S g|d Ip •Suiuado qsji; jo .leo^. 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O A K A PH AP •Suiuodo ^sip jo .reo^ C5 i-l t~ 1C O t'lO 1-1 CO O O'# OS ' r-1'# (M IO Oi O GO O O CO GCJ^CO ^ co o *o 1 QCO IO GO 00 GO CO CO COOO CO CO CO coco CO CO 1 COCO CO C3 g £ ‘ K- 2 fee f-l o .a ® H |2. §o.g io 1=5 O w © O eg 73 d 7!' .£? .m P_ i'—' eg '®-a o +3 :1a. £2 51 rir ■h' .' OH -P^ ' ^©A.2©2®^— ^ S H A £ P 3 8£«S fee's ffl o £ PSA £ u o 3 OH2 OP o c - „ O 03 ® las Cw ^ ^-7 Sslo ,l!g£ pp o P £o2 O^ eg ' O ® ; o '1 : o ® o| EH P’fec Ssfc! Am •o’S.SH o3g;» ©.-g c3 © i1 ciP o_. A > — cj ^02 'm OpZ-A a •>« - S g d • o o ©g-g O ® o OP P ffiH © HA M fl ® II II ^ fee A © ^ o’p, fee— (v- CO o A M S O 7h ©o . A j§B©^ om o o fee eg p do _ do _ o •d <£ © O i +3 i M O S-o III Ja’g (1) 73 C£h |§ .S © A ; C3 > 1 eg eg o p, ^ o i P p : P^P w® CO O Ol cS Soi CO o 0^ c\> ■dnS is ii ^ A -p H cep c8 ; ^ c3 A ^ , o .!«• Og M'o © A A ^ Cj M A 2 OP STATISTICS OF PROFESSIONAL SCHOOLS. COCO COCO P g *0 ^ go dp B © '~\0 t1® § t 00 0000 88 8 8 8 8 r-TxC l6 H O O T-i C<> Oi *> 0 »o 225,000 4,000 3,200 809,000 500,000 200, 000 /450, 000 20,000 83,200 45,000 30, 000 20, 000 40, 000 40,000 270,000 O 8 O 10 200,000 150,000 6,000 215,000 293,000 60, 000 196,366 0 0 10,000 1,000 30,000 0 b 15,000 9,000 c 20, 000 0 2,500 750 OO (M 88 So s¥ © 0 i 0 I ^ OO O ‘ O O OOO ■ Q O co 10 0 - co 0 co' ccT t co 10 1 c CO © © O CO r— 1 r-1 (M 8 8 : (M j ^co j O -tH Oi 48 90 8 §« O H 0 05 0^ CO 50 0 18 3 40 3 15 s s° O :p °pq P ©9- 2* o •§W3 0s • *> B . B P © ^ ,PM ^ J g . S n a l’g ® V g B k^Bk,B 2 © c8 J £ id 3. £ a a o XS1 b d • -B> con ^ 0 M 0 |q^ ^ H be 'C'd o © M © 00 a. Ml !U © d T O g ■d B © 3 >> © > O W .© C$ • ?H.Q^ H Pi-S <{ Q (+5 M ; - CO co 00 00 o a .a O « £ ©A ® © p.f S - e|_, £ a^ o © lOid a d i o JR d © "So o o © ,d Eh _ eg © © “ oq aj © ’be ,_, p bD O c3 .a a ® e ©~ -tc £ a g>I©|s 3 be be be p) ,2 0® O rt ®q ® s I^B B^ a s'® -t_> °e| .s ^ Ph Cm d © m 00 ©3-i oS >-g © d © ® d£j Eh B 02 ■p 5 di*^1 ag-g-^ ,§ '§> ^ o ^*.s !§f ' ^ O Po2 'olg o o ©■§ mS ,_ o o 2 ’be ^ d o eg o S'So 32^-= - ® • S a?Q’§£®M“~’3B > c^A^Pn^-g >>a -g o || 3 |p © d © © g | ^ m MOB B S l£ «j |«l B - © s- © a £0 o> m p be © © O SBdS2 SH rl ©O Zto2 a o > o >>© fe. © -e © p,® — © © =w n ® O « be d o .a -o^a 2o © B &2 .-«j . be^ Si'5' ® ^ © fo ct © . o _ © g eg O-dg P®0 <1 K ^ O a dS =}> Jsa ^d® ,-0 0 ?A 02 0 ©6 ■p © © 2031 iQ d © 0 ^ £ . © S’iS eg ©-eg 0 A JO P 2 CQ nd -IP Cfl O eg 1 1 ^ cg-d 'd J. 'o p p p : I25 PPM n O ! ; fc B ffi W coco 8 w CO Jg 47 48 0 3 99 19 O IO IO CO iO -id® 8 <= bed eg ® m , > Q © © s-j d d r © 133 •3 O r S a ® d ’3’-§2 ^ Mdd S >i®K o do 2 °.. .'S §!• B -nd O •d |’£ d * . &ClJ © "© f-1 be © w •11 rg o © {S t-JS Is. ^ ® ® © ^ © -^©l|« «M ' d O o^H O 0 3 |-a|^5 0®0j ®=m'o O g.'g ^ o 0- ©Sto -JO d So^j»g -a . 8n" 01 2"^ © © a§ b : .a^id .&u ©■£ ^?pJd “^?©3 12; d s<^ © U$ £;? . © -d .Bhri Og JJHH -©d-^MCgHHa+J • ?h r; ^ n: . ~ O jH-p. • rH^id ?r3 S I © £ SB I a£od^o IP bH00© V hrff .ig+a tv, d^ ®K CD ■— J - • P< 'S^H ® QAJ(^ h Z IP1 . 2=2 OM M ^ © — i (D . ■ O Ph Ph Ph © © © ft-S'S s Ph JS 0) % Pnj i3gQ ft © © ■H Cfl .. 05 ^ d © be •d .03 "£ .bo i © i gS MT* O 03 • aft ©gg Srrt §s«ii © . • ©s <1 Q 0 ft ® M N S | M ffl ft «i ^2 ^ . oQ ^ ©i-3 Q O H aj •Suiuado jsjp jo aeaj^ t- t-OOSOS COW^CO® >o 00 >OCD®l> !>0OO5«CO ' >0 00 OOCOOOOO OOOOOOOOOO 'OO -^cOfH O CO CO 05 i - OOOOCO 00 d~5ft ftoJg . "".a — .s >> >5© >0 beg PhCG Ph © 2- g ►* £-2 >5 .5-tf.s 5s g'S a£ © g «jQ&c^g © Is^lSo •i © d ©ft d cfltC^Pn 1-3 ! !.S id © o wa tfS.3 C- ?3 &e tio 8«g IS6* © eg CO To .=3 ^ lllf fc*gj 02 0QO oga oi ©^ >><§£ I- w '-2 2 : a ^ ; © w :«2 73 d 5C Pft5 © Ph rrH CO OS o ©^-o rj.g S OCfl >3© eg d >0® og Ph^S 8§2!3&aH .2 72 © _, © a.«3 ft.a® © ■Sg^a-S&U a'5 > eg^'a « OHPh H 75 o-| bC O JU.2 © § bcgP-1^ 2 § a^ £ dO Ph 5s © © eg Ph •0 d Q +<< O d .g o IS CO ,d *1 d^ ■rH © beS eg CO 02 Sd^.g ^d ©S.^ .73 -u" o be > -d p. d 'd , 5 3 =3 Ph d-d O eg 2o «!s! d-2 eg d O 91 O :5o2 d ►Tl © . ■; CO ^ ^ 3 4. ® o H g>y Sil I Pn.a eg d © O 73 ££ a cgj^l O Cg ^WO 01 fP ^ ©^ CO CO CO CO co co co co t- STATISTICS OF PROFESSIONAL SCHOOLS. CO O O OCO NHM 10 O OHO > L*8gQ pq g.~' O fcB mR-s - ■ • -1 ft rtM ID HlJ j • ■ i i • ^ • i i i i j • 1 1 1 r- * • d ; • 1 * * 1 * : : ;Qq : fed ^ • A ' ddn ■ 2 m . Q o - ri If) CQ ?«-« 2 I^‘B§ gal* £|d^ H2dd S o dd 2 Q o I 5 “o° I 1^1$ Sri flH > 5 w c3 >> ft D ^ >> D D O dl P £ O o '& O SI D D 4-> 'So o 2033 as ■ as i53 '-h< §8 : § ;S :e 8 : §f is iss- CO > |«0 ;rH ** i i : 1,010,848 | 1,400,000 • OO i S i 1 I 1 • 1 1 1 1 o 60,000 320,000 0 80,000 100,000 200,000 75,000 28,000 124,804 506,150 90,000 241,500 300,000 1,300 50,000 125,000 1,353,000 500,000 1 1 250,000 40,000 75,000 7,000 50,000 162, 000 75,000 125,000 40,000 85,000 75,000 25,000 10,000 12,000 i ill « o CQ > GO 1 1 1 lo 1 § '• i i CQ ii ! . i . 1 III 1 III 64,514 '•ICO o 1 05 p 2,100 0 4,000 28,000 4,959 6 9,000 2,305 57,000 3,000 3,581 24, 114 1,523 9,000 26,367 70,000 28,659 6,000 1,916 4.500 8.500 785 8,000 17,500 8,200 4,000 2,200 10,000 5,000 2,000 5,434 CO O O CSt-H ONIO CO Oi CO OlOO O ccn.d orfi® Q d Ph ai < \ ai< OOE O £> fi 02002 com m O ^fflOco h PQ o £ H £ X ^.d s s' >< ><.Hd dd s" _cT d-S jib s 3 £3 ^rO 5fcj g 9 .9 oS a © .S 2 ft O s' E OO lO o QO O xn s * In 1894-95. a Approximately. 6 From Abraham Dickerhoof, Nimisila, Ohio. Table 7. — Statistics of schools of theology , for 1895-96 — Continued. 2034 EDUCATION REPORT, 1895-96. •spunj juaxuAiopug; o o 8 8 8 f l O O 8 8 CO o •sSui -ppnq pm? spuno j3 jo ani^A 8 o '96-9681 ui paAiaaaj suoup'Bjauaa Aj'ejqq UI saranpA 8 8 8 § §_ 8 CO 8 8 8 8 •A-BaA UI S?88M CO CO 'd* •SA'BaA © CO COOiCOCO s -a jo a 'v -ap SuiA'eq sjuapnjg; •SuiX'Bnp'BJ^) j ® j S§ •aou'epuajj'e uj *» •juejsisspe jo [maads | £ •sjossajoja j « XO ■>*< O CO iO •Suruacto jsjtj jo j'boa Q : ; q i : © I Q Sh N rj s sa a g-g* * £co£o §| W *03 .d5 OC3 Cg . rg 22 >>* - h 3 ^ D ©O pi J § bra g HW» ©a i © O 05 ,- fi oa *"5 H Q b * 1 O 1 § .Hp f®QP a Eh t-j Eh op ,G oo 6CO ~P <3 .2 P Q : ha a? °.s b8 p a gs '-'i.ast >/« go &J3 ; o -o O 2 © o P Cp o >> 3 •S * gp oo o CO £ ®ros.k®rt • p tshlo •w a H^nik fl o ^ o © 2 ©_d ® PEhTIC.©^ £ P.5 « cc 2t* . 2 ?-S o 2 £ s ® £ £ > © a «-S *?g-2 S £®i£>£g-53 2!>§® ©S ^02^— ^ o g Sh ®co 2£ CP ^ od^IoP coH Eh P is I 1 © oq ^ -H bA *S) £ Pi >P 2 D © ®, eg o 0Q 'o >> eg__; po >>«a CO "So So 5 © q-i OT3 >»s So P a* eg Hp,® P ^ ^J§ 8 S; o CgjOj S- £ 2 © +!bw Eh © ©P^H P , * eg fl c,oCO > C3 I n . ! ! ! ! ! «8 1 ; ; > 1 eg P eg I 1(2 j P -P ! 1 8 g i i | eg ! : j> £ ^ ° .- eg © P © - £ b. £ 6 C o i III© sB eg +J © © ffl-d o CQfflOP © © 03 a p A 1(2.1 s ^ > ic ^ STATISTICS OF PROFESSIONAL SCHOOLS. 2035 i 1 § Si !1 1 ;S 50,000 0 305, 000 8,000 70, 000 _ I ii sf 0 0 200,000 ii ° jo 50,000 11,000 75,000 2,200 30, 000 100,000 40,000 75, 000 150, 000 25, 000 5,000 0 °o o 04 8 | ° r-T j i §1 j ©4'r-T 1 j° O ; 2,000 1,800 0 10,000 0 500 5,000 5,000 203 i n § iii§ l£ 50 lOHON 8 8 - S ^ § S § § § S 3383 i i i i i i i i i i i i i Fees. •esjnoo ejijua eqj jo jsoq CO lO O N ICO 1C lC Oic OO lCiCICiC CIO »C O CO ICO 1-40 t-t~ t- CO 05 O M ICO €^1-4 1-4 COM H 1-4 i-4 r4 r4 iH •S80j uorjuntuiu -X8 JO UOTJUtipUJ-Q 14 OT 1C O (M ;0 IC1C OO CO O OOlOiO 0 1C •eaj uoxjmjj Is $50 50 0 0 25 75 al50 100 80 80 0 80 75 75 60 60 75 60 Length of course. •juaA m s3f89M IT CO lO CP CO COCO ^ lO CO CO OOWO CO CO CO CO CO CO COCO COCO COCO CO CO CO ^ CO CO coco •sju0a 1-4 (M CO ; M M (MM M(M (M A d j 3 • © ® fn g pH-dp ^-d 2 ® dp-£p5a g £ pq , p< ,-g co © co*. g?P © fe d ^ .£ I a i Hp^p & <1 » ® .3 > m d A & c3 O ’d . d jj t> d ?§s^ a 'M 4^ 'd O,, . g o £ O c3 02 g fe > 5 d i& 'g os o; . pH h*. r-4 O 5 §d ® ,dPP i Oq_,5M jCC o o iP'tl'o eg O o O O P -do ..a m -d a © P'S ** 4P -J CO c3 P !>, >»£ P co I'Sfe > .•d>^’SP CO od oip » dl ©_T CO’S h .fc'S c3- dO-o' P P K ItSSsg & .5 © «a o p d.aPS-K 'd ^a&s^ ;^a o d £ PP ;P 'r2 ! d co >HQ OP M •g)ppcc'a|^ g ^ ^Pp6«ad!fe® Sflo'Sod®^ -2 .2 S t> d o C ©+s ©t-< 03 a dp © o|> ®^Q p P<1^ffl MP d ^ © -d P > o *d M .2 5 o o P <5 3 'd §P Pd § l^d| || 02 02 MP £;f> 5-h o| 0°rh&c ^ cc ..a ? 8-e d a «> Jadgd o' PP C8 d 2 - CO 1,079 STATISTICS 01 8 88 8 : : ° 8 i>- coo io ; ; o ©f H 00" 1 1 1 PROFESSIONAL SCHOOLS. S 11 ;§ 1 i I 1 ! 0 Si ■ i 80 !«" p ffl ^ i ffljffl i ill 1 O O 1 1 1 1 1 1 1 1 1 1 1 1 i,i»i 1 1 1 1 1 1 360,000 0 0 ° ; ; ; 5,000 . 9,000 1 » 1 O 1 1 1 1 g O 1 1 O * 10 • 1 if£ 1 • 1 1 of 1* 1 CO 1 1 05 1 1 • 1 05 11 § §is O T— UO fc- IO O 1 O rH OO 05 O 1 J>- 05 rH r-H tH • rH 1 >ia OlO 10 O O 0 O 1 IOIO O < <05rHiOOCCOOi-H • ON rH < J rH HH i-l rH rH rH rH j 05 -H 05 o loioioioo ioic t- io o o o T—t T— 1 C<1 ® °H 2S o O O O O O low O O ICON O 0 000 O O O O lO O ""H *0 O 00 CO t- 125 150 35 50 45 50 50 80 45 100 100 100 150 1 100 CO coooco C0 Oco CO O 00 CO H4 CO ^ CO CO 05 05 CO •H4 C5 CO t-HCO CO C0 05 CO *>• -rH iOCO CO COCO CO CO CO CO CO CO CO COCO CO 05 0505 05 05 05 05 05 CO COCO 05 CO 05 05 05 05 rH 05 05 CO *05 of of tH 30* ;HO co ; i—i 7 19 40 3 5 69 377 115 12 16 10 18 22 26 169 249 §S Sc5 S S S §§ §8 ^ H-1 1- iO)H4 O tH O H4 OO -H HH CO OH COO 05 H H H 05 CO CO iO 05 r-i OOOOO 5 eg ®®:Sffl te: dA ® £ j-3 ®°^ © . £,ffl0o 3A O d d 2 ®S S S s ©fflAA o dffl m S * O ’ l— i a W +3 t .O ®-g >= ■-rH 0.15 £ 9 d ffl o ^ b O +3 - M»1 ffl ftffl £ ©t dQ o 0 3 t» H g g ® ^ > l.^oiS g > _£ ftdffl flCO rjl 3 02 0 0 EH V. •gll ns , §*© Qo • £-§ 2 A d CO I A o S O ft ffl ® £ s d d ffl. 60 >.3 IS o £ i d 8 ffl S Jjp ® ° © t> >. 3 g 1 m 5 g £ s 2^ °; 15 -0 S’sffl0! • 2 § £ 9 £ u d o3‘43 eg pq > >> '3 S -ffl £ op © 2 § §®1q £02 o 0 ffl © ^ £o| £ i 0 £H •g’55 © gH tras M0 O 2^ I ® a o 00 iS !>,« is© d_ ffl o «M 2 Offl _, o occ o ffl t», ffl._g> 0215 ►>£ 15015 ® m ^15 te j ffl f3 05 fl-H D I» P” £!>§ffl£££.g £0 d £ o£ 0 0 W 0 m © 5 d is -ap p d . S ,y ffl 00.3 12 , Odftffl .3 © a +J$H d g Ei d ^ ’ffl d® o3ffl © ffl OO 0 nd .ffl H i ffl ’ £ Hi 60-- 3 r.£ ©10 s3 X' «T c 0 .3 a go “ffl d.2 as. © 0 SCO o a *& H d \y* J0 d> 3 i © d12 d o on t— ( CQ o ffl ® d sa d d t ffl ® | JGWQ0 ^0 o ffl ffl PQ cq o<*S 0 O OQ J ^ pq S0i S IOCO 05 05 t- 05 CO 05 C5 05 8 CO 05 CO CO CO mm 8co 8 8 § H 05 CO 44 45 CO H4 2037 * In 1894-95. d Approximately . /Three years hereafter, a Average. e A diploma is given at end of second year, bnt the g Number in senior class. b Also five received LL. M. _ degree of B.L. is not given until end of third cAlso forty-six received LL. M f or completion of year, third year’s course. Table 8. — Statistics of schools of law for the year 1895-96— Continued. 2038 EDUCATION REPORT, 1895-96. :° 8 •AAeaqii ux ssnmpA j 8 8 8 05 CO CO spunj jxxoxnAiopxig; •sSxix -pimq put? spxinojS jo oxq'eA •asjnoo ajxjxia aqj jo jsoq >3. P 200 ^c? ©i^-i io i ^ 1S5 § 081 O 88 T— 1 Tt< coo XH 116 1C t-H rH ■saaj uop'Butxn'B ** o»a 1C o ^ ICO ic ic O o o ! coc CO 1C -xa ao uoi^'enp'e.if) ^ ! «-H •08j uoxjmj, | 1 $100 100 § pic 128 o o o § o o o o X1C t-H 40- 50 8 100 WB9A ui sq0©Ai c> >o o CO CO 8* 8 8 o CO ©1 CO 8 o CO coco O CO coco 8 8 •SJ'BOA j fl CC103 1 ^ ©i COCO CO 05 CO CO (M « 05 CO 05 05 ©4 'S'a Jo-g-y aaj£ ! © 1 o OCi ^rH CO io ; 05 t- 1 ; CO ; -ap 2§xriA'Bq sjxiapnjg 1 2 ©i r-H ! 1 •j'eaA jo I OCO Oic HN ©* ic o 05 P PXI0 J13 SXlXJ'Bnp'B.I£) ft 1 s (M CO ^ o 1-1 L- •xi0xxioa\ ® 10 0 O O CO O oo ® o •now X 0_}4 OH id o O X t-r-4 o X 1 S'* lO o p CO X HCO rH t-H O •JU'BJSXSS'B JO J'BIOadg - ”p ° O 0* — CO ® o O X©^ O C3 ic o •sjossajojd j’BxnSeg : ■* j p- ©*©* X L- ■* 2 xo O't ©> eP ; | : 4 :Q Q i ,_r p flP Q o o xn Irfl p i 'o CO Q fl © h o ,40 ►4 Ob' ■q § P j b£ :q :P w. Q ' 4 2 p.s fl ffl ,© _ fl ci in . -+J fl o H fl © s | Ph A ® © ^ 44 © .yp p : © ; a ■ O £ ftp f-1 © be fl P P © © © h © m S CO P S- co g cS c3 © © a PS rCd! o o op pp 42 rH gi c8 © bo •m o M !h fl © 'o fl g a a _g a '©'o ■go fl Jh Q © .43 - co 43 M * 0 >>Q fl ap5 Oi_] a cs 5 co g $ HP ‘m ^ ^ © fe fl ^ © fl fl.ES © a> bf^ £ > © a 02 ° o >. 2 * a (4 ■p o t/3 t-f © a ° Sg° M J >> H- < *ce ' fl >) 1-1 2 co © fl fl Jt3 n © 0) © rl bcs © og^N§ ■§*,$? &gs p -a 2 O C$ H a^l «U' oil I|s! .a s^sp 33 app OP O £ p ^ © O o.rt w . . E © o- © S s ®.-s M if SIS sis J ill If 1 j| 1 fl QP 02«j P O ^szr T! © ° 2 fl o £ fl3 boO © ef fl'fl •fl ° Og o 3 o _o O be © O be © ’ii fl fl a 42 fl" o fl O •S'© a fl a a > a 3 3 © "S o © 3 58 o p M 02 28 S 3 § fl O A CD g M C/2 H ^ ^jft ©3 cdr© r* C3 •| i |s offl STATISTICS OF PROFESSIONAL SCHOOLS, 2039 p lO o o o o 0* (M n i3 0 0 lOO O o 1 OS g o o 15 g • ®g O 50 1—1 1-1 o co 0 0 o cs co 0 CO CO CO CO CO coco . co BE at c> Cfc CT CQ OI CO- r-T HH <2A rH. o o> CO !^h lO CO 1-1 ; Csl CO CO o COCO ca lO CO CO CO oa rH o O o o p oo o o 0 CO COO CO o lO T“+ rH ^ r-4 d o | |a | £ &£ o o g m a! &CQ .2 ^ ’2 o G "H CS m 5 0 < Weeks in year. Tuition fee. Graduatioh or examination fee. Cost of the en¬ tire course. 5 6 7 § 9 10 11 12 13 14 15 16 17 18 12 260 0 61 4 26 $100 -$S0 $470 $150,000 500 45 12 11 0 36 8 4 28 100 30 430 15,000 0 300 46 31 0 92 21 13 4 36 125 30 545 30, GOO 1,500 47 IT 40 507 0 4 34 200 30 a 750 48 18 22 138 32 4 32 100 30 430 300 49 16 22 389 65 51 4 300 10,000 50 21 24 0 80 4 ' 28 60 so 275 51 11 11 95 7 40 4 26 50 25 290 50, GOO 0 1,500 52 23 8 60 4 12 4 32 65 0 220 3,000 0 0 53 31 9 224 20 45 4 32 100 10 400 150, 000 1,000 54 7 0 -3 42 (&) 200 55 17 119 0 29 3 31 c 60 20 200 20,000 56 30 5 271 0 53 3 29 c 50 20 183 30, 000 0 57 12 17 0 17 1 3 26 55 20 185 0 58 18 4 70 o 17 3 26 45 25 160 .20, 000 0 0 59 15 0 41 4 11 3 24 50 25 188 75,000 $10,000 250 60 22 6 399 0 70 3 26 55 25 a 160 125, 000 0 61 25 7 85 0 26 3 28 c 75 0 220 40, 000 62 20 7 339 0 73 3 24 50 25 210 75, 000 0 300 63 18 11 236 0 61 3 24 100 0 305 100, 000 64 18 10 280 0 68 28 60 25 205 75, 000 1,500 65 20 1 129 0 35 3 .28 90 0 305 150, 000 66 16 8 0 35 8 3 32 75 25 a 225 0 250 67 26 2 60 3 28 70 0 290 I5§, 665 * 0 -Q 68 22 8 94 12 22 4 26 85 £ > 25 230 ooo 0 0 69 8 5 143 . 0 * 30 3 82 25 a 390 _ 0 - 70 ; 13 12 210 0 50 3 29 100 25 380 37, 000 7,500 71 10 20 281 0 65 3 26 100 25 475 225,000 72 IT 12 50 0 *18 3 29 85 25 a 300 51, 500 0 660 73 14 16 251 23 51 cl 3 30 100 30 330 160,000 0 4,952 74 9 15 461 0 98 3 26 170 30 a 550 100,000 75 11 20 709 0 234 4 34 200 25 850 0 76 9 23 378 0 78 d 3 31 155 30 540 325, 000 0 0 77 11 10 0 79 5 4 32 cl20 30 515 75,000 0 825 78 15 16 77 7 23 d 3 32 80 25 282 80,000 0 1,800 79 4 1 20 0 eO (e) 38 90 (e) 1,200 80 4 40 0 2 3 32 75 25 260 o 150 81 0 47 0 10 4 20 60 10 310 40, 000 6,000 0 82 15 1 72 0 14 3 26 40 25 83 11 10 300 0 66 d 3 24 ? 75 25 330 84 15 10 94 0 26 4 26 100 25 430 20,000 85 19 1 0 40 9 4 28 50 25 310 20,000 86 19 5 134 0 27 o3 33 125 0 500 •300,000 145,000 2,000 87 19 15 87 6 *25 4 26 100 30 0 0 88 c Average. e Does not confer degrees. d Four courses will be required hereafter. 89 90 91 92 93 91 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 111 115 116 117 118 119 120 121 122 123 121 125 126 127 128 EDUCATION REPORT, 1895-96. Table 9.—, Location. 1 Name of school. reg ular — continued. Columbus, Ohio . _ do . . . . . Lebanon, Ohio . Toledo, Ohio . . . Portland, Oreg . Salem, Oreg . Philadelphia, Pa _ . do . . . do . . . do . . Pittsburg, Pa . . Charleston, S. C . Chattanooga, Tenn. Knoxville, Tenn - _ do . . . . Memphis, Tenn _ _ do . . . Nashville, Tenn _ . do . _ do . . Sewanee, Tenn . Galveston, Tex . Burlington, Yt . Richmond, Ya . Ohio Medical University . . Starling Medical College . National Normal University, College of Medicine. Toledo Medical College. . University of Oregon, Medical Depart¬ ment. Willamette University, Medical Depart¬ ment. Jefferson Medical College of Philadel¬ phia. Medico-Chirurgical College of Philadel¬ phia. University of Pennsylvania, Depart¬ ment of Medicine. Woman’s Medical College of Pennsyl¬ vania. Western Pennsylvania Medical College. Medical College of the State of South Carolina. Chattanooga Medical College, U. S. Grant University.* Knoxville College, Medical Department . Tennessee Medical* College . . . Hannibal Medical College . Memphis Hospital Medical College . Central Tennessee College, Meharry Medical Department. University of Nashville and “Vanderbilt University, Medical Department. University of Tennessee, Nashville Medical College. Sewanee Medical College . University of Texas, School of Medicine . University of Vermont, Medical De¬ partment. Medical College of Virginia* . 1892 1847 1889 1883 1887 1865 1826 1881 1765 1850 1886 1828 1895 1889 1889 1879 1876 1875 1876 1891 1823 1854 _ do . . University of Vir¬ ginia, Va. . . Milwaukee, Wis . - do . . University College of Medicine _ _ _ University of Virginia, Medical Depart¬ ment. Milwaukee Medical College. . . Wisconsin College of Physicians and Surgeons. 1893 1825 1894 1893 ECLECTIC. San Francisco, Cal.. Atlanta, Ga . Chicago, Ill.. . St. Louis, Mo . Lincoln, Nebr . New York, N. Y . Cincinnati, Ohio _ _ _ do . . California Medical College . . Georgia College of Eclectic Medicine and Surgery. Bennett College of Eclectic Medicine and Surgery. American Medical College . . . Cotner University, Medical Department. Eclectic Medical College of the City of New Yprk.* American Eclectic Medical College . Eclectic Medical Institute . 1879 1877 1867 1873 1890 1865 1879 1845 HOMEOPATHIC. San Francisco, Cal.. Denver, Colo. . Washington, D. C _ Chicago, Ill . Hahnemann Hospital College . Denver Homeopathic Medical College. .. Washington Homeopathic Medical Col¬ lege. Chicago Homeopathic Medical College.. 1884 1894 1896 1876 * In 1894-95. a Four courses will be required hereafter. b Approximately. STATISTICS OF PROFESSIONAL SCHOOLS. 2045 of medicine , for 1895-96 — Continued. Instruct¬ ors. Students. Length of course. Fees. Value of grounds and build¬ ings. Pro¬ ductive funds. Vol¬ umes in library. Regular. Special or as¬ sistant. Men. Women. Graduating. Years. Weeks in year. Tuition fee. Graduation or examination fee. Cost of the en- j tire course. 5 6 7 8 9 io If 12 13 14 15 16 17 34 3 225 20 59 a3 25 $50 $10 $199 $50,000 500 89 14 10 287 0 76 4 28 70 25 350 250, 000 0 90 10 1 58 5 3 24 40 10 b 225 0 0 91 18 17 77 6 19 4 24 50 25 265 25,000 1,000 92 5 62 18 40 4 26 500 93 12 0 15 1 0 4 24 130 30 500 10,000 0 94 23 13 623 0 227 4 30 150 0 605 450, 000 95 12 10 272 0 54 3 30 140 25 440 500,000 0 200 96 22 26 878 0 88 4 36 200 0 6825 *400,000 *$52,500 97 8 23 o 156 23 4 33 cl29 0 516 101,000 105, 150 1,800 98 22 20 302 0 83 4 25 115 0 480 500 99 8 2 90 0 20 3 20 c 90 30 300 100 11 11 110 0 15 3 26 50 30 270 0 101 6 0 4 2 0 4 25 25 10 135 0 0 0 102 16 2 71 0 15 3 24 100 25 305 23,500 9,000 0 103 9 3 6 0 0 4 24 30 25 175 940 480 104 10 10 265 0 64 3 25 75 25 300 50,000 0 105 12 2 111 3 ■ 11 4 20 30 10 140 30,000 10,000 600 106 Id 5 134 0 49 3 26 75 25 320 107 9 6 110 0 23 3 28 100 25 315 30,000 0 500 108 8 9 *47 0 *16 3 26 75 25 275 109 9 12 207 7 33 3 30 0 0 85 300,000 1,685 110 7 18 185 0 52 3 80 25 330 111 10 15 139 0 34 3 28 85 30 6285 100,000 0 112 18 i 17 189 0 29 3 28 100 30 330 40,000 113 6 4 171 0 44 3 36 c95 0 6300 114 24 6 111 0 13 3 26 .100 30 300 100,000 0 0 115 19 13 59 0 16 4 26 <795 30 6300 0 0 116 20 0 70 10 30 4 32 100 40 390 25,000 0 200 117 7 7 41 1 4 3 26 70 25 270 o 118 24 7 85 10 30 3 32 110 340 40,000 0 500 119 13 2 56 6 16 3 26 75 6245 120 13 6 50 3 12 4 26 50 25 275 0 J) 121 20 15 63 14 14 3 32 100 30 325 46,000 3,572 122 12 3 34 7 12 3 26 75 25 250 0 0 500 123 14 3 177 7 51 3 34 85 25 265 60,000 0 500 124 16 2 19 16 11 4 28 100 40 300 3,000 300 125 18 4 16 16 2 4 26 75 30 245 0 0 126 10 6 24 1 10 4 30 75 25 350 127 19 18 171 0 67 4 26 65 25 260 125, 000 2,000 V>> c Average. (INo tuition fee charged the last year. 2046 EDUCATION REPORT, 1895-96. Table 9. — Statistics of schools ' Location. Name of school. Year of first opening. Dean. 1 2 3 4 homeopathic— continued. 129 1859 C. H. Yilas . 130 _ doUl . Hering Medical College . . 1892 Henry C. Allen . 131 _ do . National Medical College _ 1891 J. J. Thompson . _ 132 Iowa City, Iowa . State University of Iowa, Homeopathic 1877 W. H. Dickinson _ Medical Department. 133 Louisville, Ky . Southwestern Homeopathic Medical 1893 A. Leight Monroe. .. College. .134 Baltimore, Md . Southern Homeopathic Medical College - 1891 Henry Chandlee _ 135 Boston, Mass . . Boston University School of Medicine. .. 1873 I. Tisdale Talbot _ 136 Ann Arbor, Mich _ University of Michigan, Homeopathic 1875 Wilbert B. Hinsdale. Medical College. 137 Minneapolis, Minn__ University of Minnesota, College of 1888 A. P. Williamson _ Homeopathic Medicine and Surgery. 138 Kansas City, Mo _ Kansas City Homeopathic Medical Col¬ 1888 William Davis Fos¬ lege. ter. 139 St. Louis, Mo . Homeopathic Medical College of Mis¬ 1857 William C. Richard¬ souri. son. 140 New York, N. Y _ New York Homeopathic Medical College . 1860 Wm. Tod Helmuth . . 141 _ do . New York Medical College and Hospital 1861 Jennie de la M. Lo¬ for Women. zier. 142 Cincinnati, Ohio _ Pulte Medical College _ _ 1872 J. D. Buck 143 Cleveland, Ohio . Cleveland University of Medicine and 1849 William A. Phillips.. Surgery. 144 Philadelphia, Pa ... . Hahnemann Medical College. . 1848 Pemberton Dudley.. PHYSIOMEDICAL. 145 Chicago, Ill _ _ . Chicago Physiomedical College. _ _ _ 1891 J. E. Roop _ 146 Indianapolis, Ind _ Physiomedical College of Indiana* _ C. T. Bedford . GRADUATE. 147 1 ! Chicago, Ill . -a,— . . Chicago Ophthalmic College* . . : H. M. Martin . 148 do _ _ . . • Chicago Polyclinic. . . . . .. isso" Truman W. Miller. _ . 149 _ _ _ _ JPostgradnate^IedicaUSchool . . 1889 W. F. Coleman _ _ 150 New Orleans, La _ New Orleans Poly clinic . . . 1887 J. H. Bemis . 151 St. Louis, Mo . . St. Louis Postgraduate School of Medi¬ 1882 P. G. Robinson. . cine. 152 New York, 1ST. Y . New York Polyclinic Medical School _ 1882 J. Riddle Goffe . 153 _ do.. . New York Postgraduate Medical School 1882 Daniel B. S. Roosa. . . 154 Philadelphia, Pa _ Philadelphia Polyclinic and College for 1882 Max J. Stern, secre¬ Graduates in Medicine.. tary. 155 _ do . Philadelphia Postgraduate School of 1890 James T. Kent . . . Homeopathics. STATISTICS OF PROFESSIONAL SCHOOLS, 2047 of medicine, for 1S95-96 — Continued. Instruct¬ ors. Students. Length of course. Fees. Value of grounds and build¬ ings. Pro¬ ductive funds. Vol¬ umes in library. Regular. Special or as¬ sistant. •d CD Women. Graduating. Years. W eelts in year. Tuition fee. 1 Graduation or examination fee. Cost of the en¬ tire course. 5 6 7 S 9 1© 11 12 13 14 15 1© 17 15 23 187 72 76 4 26 $70 $40 $360 $185,000 $70,000 12,000 129 56 31 20 4 26 75 0 300 300 130 27 17 185 33 27 4 24 25 300 100 131 10 5 67 12 19 4 26 30 20 176 35, 0C0 500 132 17 22 19 6 4 26 0 3S0 0 133 13 26 6 4| 4 24 100 30 440 0 500 134 17 20 125 58 33 4 39 125 30 510 * 200, 000 *40,000 *3,300 135 5 3 25 3 6 4 36 35 10 240 7,000 136 17 9 27 4 8 4 32 a 90 0 360 1,500 137 9 17 43 10 19 3 26 50 10 220 K> 8 O 0 0 138 22 5 70 5 19 ■ 4 26 60 25 265 15, 000 139 25 9 121 0 29 4 29 125 30 635 360,200 2,600 140 20 0 25 5 4 26 100 30 460 250 141 16 8 42 4 14 4 .26 65 30 305 30,000 0 142 18 10 118 22 45 4 24 75 25 336 60,000 10,000 1,000 143 8 4 275 0 75 4 30 125 30 530 600,000 0 10,000 144 14 „ 37 6 11 63 29 95 35 265 3, 670 250 145 17 5 48 8 11 3 26 75 25 c275 8,000 146 130 8 ' 147 35 3- i 2&Q L 0 - ^ - 100, 000 i 1 148 38 15 1 290 6 10, 000 0 149 13 13 43 0 25, 000 150 17 15 0 6 50 100, 000 151 30 76 350 6 0 0 152 42 519 23 6 153 33 9 127 16 154 4 4 10 8' 8,000 0 155 1 b Four courses will be required hereafter. c Approximately. Table 10. — Statistics of schools of dentistry, for 1895-96, 2048 EDUCATION REPORT, 1895-96. ‘8SJTIOO $295 360 275 300 180 215 270 277 305 315 240 300 315 315 325 QO^OOvOOtHCO 88roi?888o5 OQWIO 8ro^8 ejx^ue ©qx J° ^so0 V4 m # CO CO O UO CO if5 -p* CO I— I CO lONTHfflNNOOOi -pHi'-COCO IG t-I -p* (DON uO P< COCO'P'pH'*(MiOrP r-1 p< 'pH •ei'eme^ i » OM^OHH 'ONOt'HCOOO'# t^OHOfflOiflO COOOOO •divjsi COt~OiCOt > o o5 as” >-i h o •^.u'B^stss'B jo imoodg © •j'BX^Sey; 13 m!>>0!Ol3SNTtlO -pHC5fc-CO fep I § - „ co o p a. • i ' eg © ©^ >> a us S,a £ a cCp£pPspi-oHlli BijUJ llll^M wC®’48** oS^t-sJj |h4 '©a £gg1 !> P<-— i O •S^M «||w ass.9 oM^j a •Smuodo ^sag jo J'Boa. m oor-niracorPcoeot-coeococoiocoos ncd@«oonoh ao o o ph OS QO CO 00 CO CO C5 CO GO CO os go CO SC Jp GO CO CO SO CO CD ip 05 GO GO 05 05 00 00 GO GO CO CO 00 CO CO GO CO GO CO CO 00 00 CO 00 00 00 00 00 00 00 00 00 00 t>> p p . .2 43 -p Ph H salsg alll! 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Pi 1 o3 d C3 *i_( efi O S +13 p PI ■d § *'S g o r 02 O' >^2 if 3 .. r £•3 S(S S02 Pi •S ^ O b'K*11 >> ^ ^ ,-t; ffi 5^ liii odd s § s d g d O d o d hj pi xi § O S ^ "oS ^Ahi532 d £ 'o >* >>"0 o >i g d ^ ^§S|38Q S^ t SSo® d d p.d'y ro 2 o ° ^S)°dd^ § o o4?5j o O S'W d &C b£-d pf bun 3 ° 'n'o'o S^oS'n CD dSSllSIdg S- ' |s 1g rd -SAh Otw 03 o ™ o s OQ g-SlL i^d'Sd-S JSooPSti®S® so P^M ■ i ■ i r i • i • i i i i i i • III' i i i • i i i i 0 ! 5 ^ ! O ;o ; ; ; \ 1 q i > £f ■ 1 ! 03 J : ;d o S i i i i 05 - • g3 §t0 if Mi-si ;d ;S i Id c8 8 r-l C/5 J9 0- : j ‘ s=I'-'m w« : s i ■'H - ^ ,^H .52 ^ <1 -s , &JD Pi 0 Q r— 1 cf’S O 0 0 d d i.s Hf dd > -P fl-P ■ o‘oo ijpl O 03 03d 0- O 6 8 pi S.i 0 O ‘ ® hAd g.O 0 Cfi O 0 0 2 n§ ci eo^iosot-Qo os o * co *ra «o t~ co 03 ssa iM (MN STATISTICS OF PROFESSIONAL SCHOOLS. 2051 OOlO COCO o o 00 fc-C5£-0 CO o 00 C<1 CO £5 *s L#,#niTtioTii!oo O ooco o o o coo^d o CO O C^Ci^ (M CO ^ Oi Cvi Oi Oi CO J o jlh o bc’3 g ^ O 4^ /*n - Qj ^c8 Si QJ rv ip !m%l^ © © fcj P f3 P M p. a 4 ns *3 S Eh £ ^ £ . o U m'Ap'lp 3 §,«*«" | sw lull I 3 wrj 5.^4 jg gh-i m -t « :H^02^W Q PP£3p d iSH . o H a S (3 , © ap'^ c3 .* COWHHCOOSH^ COC5COC5COOiG5aO COCOOOGOCOCOGCOO 00 CO 00 00 o s%lfi ‘S^'S © >>£ ft-£ A © © § ££p a 3*3 oB gn | g o a £ «D § „ |£a|pa^ Sol^ljll 'S 8^ °P §*£ cj* © fi | (— i p-i ?p ° &jo o 3 ®0 ID o Tj ^-hh Ao wrf §,< o >.a a a£ © I oJ^'cCgg .3 ”U «o o a § pi © >A?o ©ujz O1^1 flrisJTg ^!> 4 p >, 03 © 4 P £ ?H \>3 © O , _ a^ a ^ -pp a f-'tM P ® O 3 o a a ^ © : o a is I •§ P o p S &A ©£u © s g fiscal o •sQo^o'a© Sica'S S5= -g 0.5 © p.&cA'gEH ©l|^6|^|| a c^oHo^rS^Sil'^ a sn-sA-aE A™ a £ © © ! E— < r=3 a.S^A'sS^ ©<» _ O OtfJPPQ o P'SQ^'S Hf >>>,© >, •rH 4^ 4^ 03 45 .'■P'S’S a « K^J ^ ?*H Or2 © © S © Gj ^ ^ a § *3 ‘3 P-i 'S &>£>£> & 1=1 ^ © M w Pi t>s © © © i> C3 > a a -a £> P :tn : r^j 1-^ k/ K^i O r^ JscSlxSo H Sj§ gsS 2 ® a ©i; 0 © es'd CL, :° iS®. gi’o.ijl golll w - e3 co !h 4 ©^3-!^ 0 X © ™ Ent> flV o a " o $g£ m r r- ' m d 0 0 © O © 8 © 353 ns >,0 t> n-« • Pi U OP.HP ,"w ' W -rH O OcfiUnPMQ ^ :C5P3 > ai P tfi (M CO 40 CO t- !MO<8^=1 p © © sap. o o X o © c8.9'3 o ^ -3 © © a 513 ,ri fto © a a © 8p 4 0 HSfe -0 ©"S P CM o • © © © a +j tacS • © a IO0 H . az "-> © J, © X S, 35 g g 5© _ o &> 3p<:<} * 5J.O O Table 12. — Statistics of schools of veterinary medicine , for 1895-96. 2052 EDUCATION REPORT, 1895-96. m © ® fe •osjuoo oax^ -ue eqq. jo (js’oq M r $355 235 250 175 a 475 125 370 295 65 323 •S08J uoryeurarexa jo 'uoipmp'ej-0 « r gsss j S 88° ° •99J UOI^IUJj v*! $100 100 80 75 150 50 100 75 0 100 Length of course. •JueA uiS3f99M © r «SwSn §§ Sloieo co •sjuej^ © C003C0C3C0 oa COCOCO CO Students. •Sux^unpujo *> ojo^coeo co «do|-s Q-r.g d © *8-2 © ©-g £ g O eg'g © g SPg os >.2 g.g > ’3 Is 3 'S a d-£ o ® ©f> bD CO bC-d © A S® ro~ d ., ■ e6 © &c£f4sSp 8 g.s fc.2 r-H P3kT Q O vy o ►>3lSs.g:B >> 43 fH g Ojg 5 £ £ © ’o d ’£ ^ s Sh’t 2 £.2«S£'E '©©©d©'^^?!® A <150 b *30 o-Q d be - p,^ fc S5.aairf ^•SS-SS J co^O^PQ A 3 c-h d a Approximately. Table 13. — Statistics of training schools for nurses , for 1895-96. STATISTICS OF PROFESSIONAL SCHOOLS. 2053 Amount paid pupil. •uoxj'Bnp'BjS jy M ¥4 0 > < • 0 1 0 0 * 'ill O 1 O » O O 1 O 1 O • 1 1 1 1 O 1 O 1 1 1 O • •juoA puooas ‘q juoui .loj « H 0-0 ^rH HHH rH COCOOOOO COOOONiOCOCOCMH^ rH rH rH 3 •j-boI jsjp ‘qjuoui jqj 11 OCOOOOOCO x005t-0 rH rH rH rH IQOIOOOO CO O 00 CO 10 CO 00 00H _ i 3 Length of Course. •juoA ut scsroeM © vi SS jSSS S? wcoS^SSSm^ •sjuoy 9i NCdOClCilMiN ®355^oia>J5ioHiowcpo _|_Sp j eo op (M > j c

co op Sr-00 1 O O O ’ ■ r-l M CO r-l r-l M M r-H O mm ;moj55 ; ; oci m m ^.g p, : ® ^‘5s:a £.2© c3 SHHcO pfl'a g 2^5 g a-g <» ® ff J. £ 8 * § g § s S.S’i ._ © q ■ r1 fl o CD .CLj^ 2® -H .2 8SC m2 ©^ Eh Eg | ►bOHS rd +3 ©*_, !-Qm ■p 1 m b r -r g 2^ ^ isl|§r2 ' • - UH • 3 © 2 q1 ,d o CO ©*? o.S 4 Eh a q. cS': 1 © i btoO . q q,q r3 cc rj .q -i-i o •Ifilsl® o ®~_H2h.2 W^j-2-g.S SS o StH £>10 .2 m - q Op3^ - •3 o ©o o „ _ £ .P CO O XI -g .2 H ic-gco JjcbOH o 5 s.g bn.g.2ri o o .P O CO £>Cr rH A O oqo o p.p_ - - 1 o o ^ w Jco o^ ®EHbrgg bft-i Sn)«H coooooooooaoooocco O • O Co'S £3 be P P £ ©J bD’J} o P O 3 •rt o.S be •ftSl.2'S;2-2 o’pEH.2’«3 S’E-qa.2 S®0 W.^H 0-2 P.53.2 2 p,?-hh o 3 2-2 g-q.-gP1 co t»W>- °eh-S 2 22 po S’ 2 coEHML j®®2 m §w mW‘32 I'M ft^-g *■ m o« e« a+3 §53 S’Ss-s allies OMoqMMo ^6mOM^m66■ 00 JOrHC^CQ^lCCDt-OQ *In 1894-95. a Male nurses, $6.50 first year; $8 second; female, $4.50 first year; $6 second. Table 13. — Statistics of training schools for nurses, for 1895-96 — Continued. 2054 EDUCATION REPORT, 1895-96. 1^* flog ® o J © •uoiqenp'e.iS qy > 'ooo oooo •.reeA puooas ‘qquoui J8(j • m r— t rtHrtHHHHHHH o •.reeA qs-rg ‘qquoui j;8 ■ 'OOOOO ©aiOtOtONOOOffiOOO I tH i— ( i — 1 1 — 1 I HH e *- •j'eeA hi s?88M © iTfcoiocoeowi Nt-OOOO^O^NNOO 55 HH HHHHHHHHH T— I e 055555555555555555 55 55C555C5 COr-l55 55 55 55 55 55 55 55 55 55 55C® 05 l p8Aiao0j[ spdnd ej'B oSv jo s-rijaA q^q-M. iieaAiqeg; 05v®i®o«5i®i®>®ooi®i®if5»® 5^o5coco5icocococococo®pcoc® 3g3*^g33S3S3a£8ig3gy * rr iTj • rr i r? -’-p *rj > . i.. . . C0(>iC0CCC0C0C0C0C0C06pC0C0 £3^55 55 55 ^555^55555555 •Sniq,Bnp'Bd[£) < 05 COO C CC CO 05 r Oi-^'^O'^OOOO'^COICC •8X'BUI8Li j <3 | •© OOC10COOCl£~55iOeC'^«Di® 05 05 OOOOOOOOOOOOOO OOOOOOOOOOOrHi — IO S >5 fcpO w r> , , rtS :oJ fl'3 1N|Sil| i|| 1 6-j trOfl 9 _S . C3 S •_© a m r- ci m . ^5-h © CL ® ci © _ © _afl w-n1 g § ® a tiiri r © g “SB S U & g m ©£ .© § W4 ci a gj SM © ’« JgS g a a ◄◄> . . ® ■ S £ !Q£§»S^.2.2*b a Hs3lsl^sssg(g g O gfi* oKr© . S : •— I (D © O ^ a § % ®?1‘2 •Siirasdo qsjp jo .reoA ^ CO CO o ) 60 00 00 00 60 OO OO 03' 00 00 OO oB ai ci oi co ci ci oi oi ao ao oo ai co co ^ CO CO CO CO CO CO CO CO CO QO 00 00 CO CO CO 02 5© 02 E© 11 'S cio 02 O u o 9 &La a © E©t>>, §>■3 ■s eg g)bS'S'S « © n r< hr &n S r-i •■■a © o'ci © f-| . . ©EH 002 - 2 E©« ©.2 a 02 g-© E© ,g 2 a to Sp-S-s-s £© Sr-©c«o3'|2cco3oa hc5s's S& gsgW § fcc S o • o o © o 02 O r= 2 £ a^ '©r-J O S 5 ,2 2 o a j O r! S £ o ‘ ski- § _g ss-s^0©-. g-3 2^all^S'3o^ S3©&®flH_'S_fH?f6liCCbc2ri .13 .Sec s §<•©•?; tS^M-3 h §4 12 .2 »=S h2 r? ^--©13 p! Sp IkWMlF* P'S st ® I o ;o Eh .S © bJ3 g " ‘Pir-H.S'S fl'fl co ci ci-© . C fl'HA S Q.— . I .© © © a L 9 a -5 o p»©.s a a a s-s M m ^ m Ph -© w acS-g n.C 2-2 ^ ® o a ©So >=© © 2 -2 ^.13 g 0.25 04^ g g’Sio® ® ir&| g gfl^s g &aw £53°wg ||§.*w o^. - . cbtri ?°aa c o .0^ ga2.S 2©^h H m a a go1 g-5 aOSS ?,rr§S a ©fl on-S £i a ?2 fn a ® ®mo2 n>© S as as a^W as g «Jffl.2^lo©a)r-'©®gc3ciW^©iPHo®©ciA)oa'g^©a5 s^aa5caab>M°®gfe&fH®SoSr?S>Ja^a2J^ ^S-S § S5 § § § 1-S” IS a g o g § fcs^.s l&l’i a'S'iJsl Ss 3 O © £ o S o ^ tSu^HspqgHSSp^pqSg^ ojfeOQffipqfeMO! -a a Qa^^^ati m"~l 'dfl&S&fl >,aa a -a o a, GO O.^ P o-p> 02^ m 5M -4S) S| o sir “2 S , © r^J ID a a 2 a . . 03 11 O aA S O 0,0 o o o o ■2 giS'O’O S^’c"'“ ■ Ci o ci ; ;flO IWPhPQ. I luffl II »™ ™ . . ig. load’l gS|Sgg|a»^sg| ®gs.ggss.§sjssJ dSggll’S'g^gnl o p e5 m P .isISlifilili! ■ Di^aci.13aOcio >=.2 ® ® Ph ) OtH CQ CO^IOCO t>- < 10 10 10 10 *o O 10 IO STATISTICS OP PROFESSIONAL SCHOOLS, 2055 1 lOO 'OOOO 1 1 'HO i i > OOOxO ' ' ' ' 'O 1 OOO 'O ■ 1 1 1 1 1 1 1 1 1 1 IIOOOO 'OO 'OOO 1 » 1 1 1 1 1 03 JO ;HjOOC®9«O®NHjT(iOONffl(»^C0 E5^32hS I 22 ©t S i rH H 1 Ci oEE^lEffl;051^00^ s®o4 s CO O H(00®0©c ts © s i S« o! s >coaoo^coaoOipcc co cccoocootr- ‘ t— 1 C> r—i 1—1 s S S’ J5 asgo^NOiONti® Eao s O WOONOCDNO CO lOCOiCiO-rtH^iOO C^OOrHO^OOO^CDO (MOO^OO^O'f 'NNOiOOWN OOOOCO CO^OiOiO^iLOiOCOOiCOiO ^fH O 1C CO CO COCO CO 1 lO ^ lO ©i XO lO iO 02 02 02 02 02 02 02 03 02 ©2 02 03 02 02 CO 02 CO 03 02 02 03 04 ©2 ©2 CL ©5 ©2 ©2 ©2 CO ©2 ©2 51H ©2 ©5 CO CO ©2 CO 1-1 020 COHMCIOO ©2 ©2 ©2 ©2 ©2 02 ©2 ©2 0202 moiowLoinmo CO COMM CO CO CO CO CO oScocYpcocoScococsScococoopwco coS^opco ciHCONHHCOejCOONCflSIOOHH HHHMO 03 ©2 (M ©2 ©2 ©2 1-H OT T-i 02 ©2 ©> 03 ©3 ©2 ©2 ©2 03 02 03 03 03 X© C0tr03O=5SOC0L0 03.C0C5C0OC0C0' I0-^000303 0t~ffi03t-c00303k0r 1-1 Tf(i>OS3cOO!>0>OiOQOOQCO'*00:D--lt003 00050^000000c003c0c35000c0»0c0 O XO u© CO < 03 t— i^iCOi— tOCOi— ICOt— ti— t03i— t03i — ‘02 03COC003 t-I CO CO CO rH COr-H^CO' ohooocoooooioocoooo»; 5g000200< ©> m W Si eS , , co cd — 3 . ^tr-i <§ISjslU O © S S+3 :q o ra • 1 1 4J I _ . ,3 S .22 !Td pjE-tr^ Si , eg o i Si Mi ©+» g eg, HH CO 03 i) s « a>>- £ o a Td.3 •■ - a s ®f! s,a : £ ^ : : : : : E "td dd © S I . I -tc ^’aS’S®^ i gi% > ^SaS&f^OSiaiS®! o © •1 ® Wo ^aj ^ d y ^ ^ 1 ; ^ ® J C •) £ 3 6fldi m CQ O'S i XJ^ £,-i «> Rfij S5.2^)J «3 ® ®.22e& c3r®^ $E S © ?H S^M h S SUE sd,a u « : Up, ® g5 © g f E ©i ©t_l . dd c5 2 ©[>■ .o’E . s S o K •SEE^d • .(SdsoiSe'S . CO 02 02 CO 1 o &c-§ S-SEU^EE £’31h £dd-Ri fl o fl g g So &i ‘ C$ C3 r— "Eh r ' O r ■ CD O rg _£5 Ua EJT L_j n!iP't!0O.ScHhiHCHC|Tj-i:5-SS'SEr,OU Sffi I* ® i ®^5u-S-S05 !_, .U ^ CT 4-> • rr) ^ g 6£ O ’ci'S's oi.s oj so geeffi-g^ 2'EEh fcp.S'g sh ° l»i ex) u o C eg •— 4^> C_i " ' .tns s tfE- 9*'S «a.ZUr“ iifli® » bi! si e © 8 © § tf s s 53 o g © g'ffl oj ® ■g j S- fc Lc^ S S--5 P.E 5 PI S P'O53^ c3 gp® U e+ii ^^^t>febaDt>oDfe<10t2iccQcoa2cc^a2p CUPStoo ca^Tp©Els.S^-S-E5trlS g gE- S-S E E4 -1 Sle S w"f— P-'cS S-03E aE-S E .M a'g fTCHO&OcSM^O+a+a s^slss^gSwifegHggg, w § So _§w^®s>i § tl ^ ° ° ° CO g o3 60 •S 1«|,2 I «|m3 ^ | Jd eg |£| g-S-S O O lS'g||||ro,d co co^l^^Q 00 05 c: 02 CO -I*! 10 CO t~ CO ®> O — 10 lO OOOOCOOOOOfflfflNNt ® © J © P^o J^’cg © £ rt Sffl' ' o o ffflp3c0O^K^Hc0^iOCU^OPPCqS 1^; 9 ° ° I o 2r§rS'£ =® bc£sS-§3 o o >E °3 ® c3PP® ® Si tfE Si Si co ; iqKMqw^^oPhDh^cq o O O O'P o nS'^r®5tHr® © eo .SU pH D CJJX i rQ O •S2eI§ Spqo^-g l_T 2 H §^‘3 6d Is © &M m ; ^ t^ebco cS © >5 Td Pl ; OTd Td e es *!§ 03 2 gss gE §U E’S- W5aa 11 SPSS'S sglSSff snem g^cofflpq . O CH^COrHi t- CO CO 00 CO GO C lONOOQOHWWrUlCCO )COCOCOCOa5CiC5C^C5C^C5 Table 13. — Statistics of training schools for nurses , for 1895-96 — Continued. 2056 EDUCATION REPORT, 1895-96. j Amount paid pupil. •uoijnnp'BaS jy W OOO 'OO • » » O O O • i i i O 1C Ji » O i i i i i O i i • i iii i 1 • 1 1 H 1 1 1 1 III 1 1 III <^1 1 1 1 1 III 1 1 0 i 1 o 1 1 1 •aua^C puooes ‘qjuoui aaj « NNglONONjOOiONOiONNiC CO 00 2 g 05 ^ 1C 50 H »-H >CS HNN s~,T_l •auaj£ jsap ‘qjuora aaj 11 OOQOWiOaNpWOiONOOOONO O CO OOOON ^ r— 1 WHH 1—Ht-HrHi-H rlH O 0500 00 7-1 3 Length of course. •auaiC ui s^aaM ® OOOWOOOOifl^NOOWOO C5 'OCONOOOOO ^COiOiOCOCOrO^^H^iOiO^iOiO^ lO ^ lO CO 1 Tin CO »0 CO iO iO lO •sana^ SS OlOlNOlOsMMOl^H'oiOlOKMOlOiClN CO 05 OlOlCOClOi ipaAiaaaj sjidnd eau aSu jo saual juqAi uaa-M-jaa ac 22- 35 20-30 19- 32 23- 35 20- 35 23-35 18-40 18-35 18-30 20- 35 18-30 21- 35 18-30 21- 35 23-35 23-33 22- 35 25-32 23- 35 23-35 20-33 23-40 22- 35 23- 35 20-25 20-35 Pupils. •gUTJ'BnpUJQ COCOiC-^liCCO 1 1 ic CO 01 !>• C5 CO 50 O 00 O 0©0©0^©00®050 •ejuxua^j OOOCOOWOONOOCiCCOOOOS^O O 05 CO ic CO CO COO (MIC© CO CO —i COHH - u'o'o'o 3 ?h ^^^O^CO-g ® bJD'g tfE-1 &p O O &C’3 .5 Eh "es S' g p S-gTs -A &C &JO'S Eh 'S '3 ss'2 a h-h (H fl cc ;J C H m o a _S .5 "S ^ ^ It1 © o g£.s.sli®t:“-§.w ft In P?’3 cc^E_;f-3rs ss ©.tse-s a oJ*GO 9 •all ,s |Pn ft 5?^ $> © orft £ B-g a -go a-ftftW SWft.S a 3°^o ffg- § fl-ois sa fe “) v^w ri rTi L_1 W O ClJ-* _ Kj o ® o s>u PM, . - -'m ©SJ,W © ©«w w .d ^ ®^MW II § |.§ © p I © I £5 ,®-s § g| p| *■§ * g^f 3st> 31-g-gsi aJ3fM©ac>^.'SEH©cli®L5SL2©^®i:3®,3®EHJJ jJ.4 O O O O Ok 6 £ fcfcaQOQaQaQ^tfMW^ > nfl „ .ojj O O . . . jg-^ ©Sh 1 1 . . 73 o o o u SRg*^ oooooooo grCj,dra-g 2^ ^'d'drarararar©ra s 1 I ! 3 9-3 © § : : OOOOOOOJOoO nzJ nj ^ ^ ^ ^ ^ rft ;88lo8S5 INM^HiOON C-J co m in iin'^mco'^' 04 04 C4 04 04 04 0404 0404 04 0404 04C00404C004.— '040004040400040404040404 04 0404040404040404040404040404 oininoooininooiominminin iin co co co co co in co co co co co co co co co co -co 0404 04 04 W 0404 04 04nSc4c3c4 04N '04 COCOCOCCC^COCOCOCOCOCOCOCOCOCOCOCOCOCOC\?CO^riCOCOCO .coop HC'H^QOCOCOh^COOOOHOOHOM - ■' • ■ ^ . ...OHHN ’ r-H O iOOCOOHCDCOCOHCONt^tHNC^ 'lOCOOpcqiOJ^jOiO jOiOt-rH^iOCOxC ip^(M05J>*COCOt^>^0 OOO^HOCOiOOOOrHOOOOOOOOOOOO -OOOOiOOOOOOOt-OrHOOOOOOOOO & * - 1 o,_, S0j £> £> o ® ^ . S ^hn ®®«8 . © ■8 g0*^ | t&'i siT*^V II IIS'?! sills §1 PI fe gl § si!« 1 II fe if fell I g Ife la 0! io co -*- — :r :c — -r 04 -?• -!■• co , i ‘ i . > < i >0 i *Tc3 hfrS © OOOOOOOOOOO 0^-0 bo tfo C*^ ® ©4J mjo f3M ^r^rt3o3rC'drOrCSn3rCirOr43^rOi ©'ci O th 55 ri fn 'r— i R !<-S D (jo 5'H ' ' ' i . . i . . . . SS^oo i i i i ; i i i i i j CCaOCOCOaOCOCOCOro- rH r-H t— 1 r-H r-H HHHtHt ED 96 - 65# • , , , r-, ©+sPhG0 . 't>t stiSo^Vr.« m S' §3.3 3 oS g .&§ += bfl fi M .S 9rd$rit® d "t? ri rZ ■ j-; a ^ s *ih .— i ^■3 3*131 &S ■^^03 1 X L ' O CC , - 1 -H ^ £ rL - 1 1 rH )CDNC0C5OHWC0^lCONC0 05OH^CC^l0?0i>C0 05OHWC0THi0ON ^^^rHlC»0»mOiOlOiOlOlOlfl50COCOCOOCOCOOCOCONi>b.NNNNi> * In 1894-95. d Sixth to twelfth month, a Board, lodging, washing, and uniform are furnished. e Male nurses, $20 and $25; women, $10 and $15. b Male nurses, $25 to $28; women, $16 to $19. /Male nurses, $15 and $17; women, $10 and $12. c Male nurses, $12 first year, $15 second year; women get uniform and hoard. CHAPTER XLI. COMMERCIAL AND BUSINESS SCHOOLS. Returns from 398 commercial and business schools are tabulated in this report. Schools failing to report for two years in succession are dropped from the list. In the 398 business schools represented in the report for 1895-96 there were 1,913 instructors and 80,662 students. The total number of graduates in the commer¬ cial course was 10,481 and in the amanuensis course 8,836. The number of stu¬ dents in the day schools in all the geographical divisions was largely in excess of the number in the evening schools. The total number of students reported in the day schools was 64,901 and in the evening schools 15,911. It will be seen by these figures that the day schools contain nearly four times as many students as the evening schools report. The total number of students in the commercial course reported by the 398 schools was 37,630— males 29,869 and females 7,761. The total number of students in the amanuensis course was 19,250— males 8,312 and females 10,938. In the English course 11,870 students were reported — males 8,630 and females 3,240. In telegraphy there were 1,434 — males 1,164 and females 270. In addition to the 37,630 students in the regular commercial courses of business schools, there were 51,182 commercial students in universities and colleges, in nor¬ mal schools, in private high schools and academies, and in public high schools. This was an increase of 7,954 students in the above-named schools since the report of this Bureau for 1894-95. (See the statistical summary on the two succeeding pages. ) The North Atlantic Division reported 116 schools, with a total of 639 instructors and 27,487 students. There were 3,963 graduates in the commercial course and 3,526 in the amanuensis course. The number of male students was 18,259 and the number of female students 9,228. The day schools reported 20,667 and the evening schools 6,790. The total number of students in the commercial course was 10,493 — males 7,911 and females 2,582. The total number of students in the amanuensis course was 5,609 — males 2,181 and females 3,428. In the English course the number was 2,317 — males 1,665 and females 652. In telegraphy there were 219 students — males 183 and females 36. The South Atlantic Division reported 28 schools, 134 instructors, 5,364 students, and 1,255 graduates. The- number of male students was 3,718 and female stu¬ dents 1,646. The total number of students in the commercial course was 2,437 — males 1,848 and females 589. In the amanuensis course there were 1,830 — males 889 and females 941. In the English course there were 1,647 students — 1,110 males and 537 females. In telegraphy there were 75 students — 70 males and 5 females. The South Central Division reported 33 schools, 160 instructors, and 6,414 stu¬ dents — 5,053 males, and 1,361 females. The number of graduates was 1,748. The total number in the day schools was 5,525, in evening schools 889. In the com¬ mercial course the number of male students was 3,373, female students 554. In the amanuensis course there were 733 male students and 735 female students; in the English course, males 883 and females 186; in telegraphy, males 175 and females 42. The North Central Division reports 47 per cent of the total number of commer¬ cial schools, instructors, and students represented in this annual report. The number of institutions reported was 186, the number of instructors 788, and the number of students 32,455. The male students numbered 22,167 and the female students 10,288. The number of students in the day schools was 27,083, in the evening schools 5,552. The number of students in the commercial course was 16,013 — males 12,880, females 3,133. In the amanuensis course the number was 8,745 — males 3,703 and females 5,042; in the English course 5,121— males 3,911 and females 1,210; in telegraphy 817 — males 670 and females 147. The Western Division reported 35 schools, 192 instructors, and 8,942 students. The number of male students was 5,976 and female students 2,966. The number of students in the day schools was 7,258 and in the evening schools 1,684. The number of graduates reported was 1,989. The number of students in the com¬ mercial course was 4,760 — males 3,857 and females 903; in the amanuensis course, 1,598 — males 806 and females 792; in the English course, 1,716 — males 1,061 and females 655; in telegraphy, 106 — males 66 and females 40. 2059 2060 EDUCATION REPORT, 1895-96. Summary of statistics of commercial States and divisions. Number of institu¬ tions. Instructors. Pupils. Male. Female. Total. Male. Female. Total. Day schools. Evening schools. 1 2 3 4 5 6 7 8 9 io United States . 398 1,338 575 1,913 55, 173 25,489 80, 662 64,901 15,911 North Atlantic Division . 116 445 194 639 18,259 9,228 27,487 20,667 6,790 Maine . . 6 16 9 25 989 458 1,447 1,279 168 New Hampshire . 3 7 3 10 143 77 220 180 40 Vermont . . 2 3 1 4 99 46 145 97 48 Massachusetts . 15 60 44 104 2,010 1,862 3, 872 2, 966 906 Rhode Island . - . - 4 16 5 21 470 264 734 571 163 Connecticut . . 10 27 20 47 1,020 615 1,635 1,320 315 New York--. . . 30 116 55 171 5,255 2,447 7,702 6,338 1,334 New Jersey . . 7 32 13 45 1,311 552 1,863 1,081 782 Pennsylvania . 39 168 44 212 6,962 2,907 9,869 6,835 3,034 South Atlantic Division . 28 84 50 134 3, 718 1,646 5,364 4,368 996 Delaware . 1 4 6 10 236 83 319 226 93 Maryland . . o 8 1 9 327 105 432 319 113 District of Columbia . 4 13 18 31 731 566 1,297 1,020 277 Virginia . . . 6 16 9 25 512 174 686 606 80 West Virginia . . 2 6 3 9 335 151 486 305 181 North Carolina . 5 11 3 14 309 113 422 405 17 South Carolina . - . 1 1 0 1 5 0 5 5 0 Georgia . . 6 22 10 32 1,206 444 1,650 1,427 223 Florida . 1 3 0 3 57 10 67 55 12 South Central Division . 33 128 32 160 5,053 1,361 6,414 5,525 889 Kentucky . 2 11 2 13 564 194 758 693 65 Tennessee . 6 21 3 24 886 242 1,128 1,054 74 Alabama . - . 1 3 0 3 110 45 155 105 50 Mississippi . 5 31 4 35 698 55 753 748 5 Louisiana . 1 9 2 11 339 73 412 297 115 Texas . - . 15 45 18 63 1,955 666 2,621 2,261 360 Arkansas - ~ - 3 8 3 11 501 86 587 367 220 Oklahoma _ _ North Central Division . . . 186 554 234 788 22,167 10,288 32,455 27,083 5,552 Ohio - . 31 72 28 100 2,462 1,081 3,543 3,067 476 Illinois . 36 131 53 184 6,220 3,026 9,246 7,831 1,415 Indiana . . 20 70 33 103 2,576 1,572 4, 148 3,344 984 Michigan . - 16 46 15 61 1,833 829 2, 662 2,113 549 Wisconsin- . 16 32 20 52 1,184 383 1,567 1,183 384 Minnesota . 15 39 15 54 1,484 768 2,252 1,892 360 Iowa . . 20 63 35 98 2,320 975 3,295 2,930 365 Missouri . 14 48 17 65 1,765 676 2,441 1,886 555 North Dakota . 1 6 0 6 94 68 162 140 22 South Dakota . . . . 2 5 1 6 124 60 184 147 37 Nebraska . 8 26 9 35 1,601 666 2,267 1,958 309 Kansas . . 7 16 8 24 504 184 688 592 96 Western Division . 35 127 65 192 5, 976 2,966 8,942 7,258 1,684 Montana . 3 14 5 19 520 206 726 528 198 W y oming _ _ _ _ Colorado . 1 4 7 7 14 582 313 895 546 349 New Mexico _ Arizona - . . 1 2 1 3 50 24 74 64 10 Utah . . . 2 5 1 6 271 163 434 315 119 "K evfl.d a, - - _ _ _ _ Idaho . 1 2 1 3 30 12 42 39 3 Washington . . 3 8 3 11 366 278 644 508 136 Oregon . . . 4 15 10 25 495 312 807 735 72 California . 17 74 37 111 3,662 1,658 5,320 4,523 797 COMMERCIAL AND BUSINESS SCHOOLS, 2061 and business schools , 1895-96. Pupils. In other institutions. Commercial course. Amanuensis course. English course. Teleg¬ raphy. Graduates in co mercial course. Graduates in ami uensis course. In universities aaid colleges. c3 a . nb o “ Public high schools. Total. Male. Female. Male. Female. Male. Female. Male. Female. ,In nor schools Ij ® 03 ■ga £ 11 12 13 14 15 16 17 IS 1® 20 21 22 23 21 25 29, 869 7,761 8,312 10,938 8,630 3,240 1,164 270 10,481 8,836 5,678 5,375 9,889 30,330 51, 182 7,911 2,582 2,181 3,428 1,665 652 183 36 3,963 3,526 281 127 3,101 13,325 16, 744 631 244 78 215 26 0 0 0 177 115 282 280 562 121 51 19 30 0 0 8 1 67 13 268 128 396 56 15 6 12 o 0 0 0 9 10 241 95 336 815 581 300 388 42 22 4 1 297 226 13 203 2,870 3,086 370 91 38 154 89 18 0 0 219 140 87 398 485 551 114 243 396 176 66 9 1 344 277 140 502 642 3,339 839 892 1,539 597 219 122 25 1,076 1, 231 264 37 1,296 3, 164 4, 671 749 208 106 199 384 181 0 0 395 288 4 156 1,764 1,924 1,279 439 499 495 351 146 40 8 1,379 1,226 90 428 _ 4, 124 4, 642 1,848 589 889 941 1,110 537 70 5 737 518 371 316 1,388 2,140 4,215 182 35 54 48 0 0 0 0 50 32 8 312 320 186 45 50 88 64 32 0 0 55 82 36 41 107 674 858 363 306 281 311 448 342 0 0 76 36 165 165 229 28 107 120 77 65 0 0 115 93 59 64 265 426 814 163 34 50 84 105 29 10 0 72 68 128 27 103 86 344 155 37 0 0 65 24 5 0 52 0 95 41 626 28 790 9 75 69 122 275 537 101 341 280 348 45 55 5 312 202 12 50 22 410 494 33 3 6 10 3 0 0 0 5 5 32 18 23 82 155 3,373 554 733 735 883 186 1 175 42 1,235 513 1,221 813 1,600 1,651 5,285 340 106 113 157 168 21 60 14 347 [ 186 333 439 343 183 1,298 724 113 34 41 11 5 12 1 85 0 369 115 238 298 1,020 10 25 15 35 30 0 0 75 107 323 172 677 391 28 155 29 224 0 12 0 116 | 63 66 32 129 209 436 158 22 30 46 151 3 0 0 30 5 152 44 54 348 598 1,490 245 354 382 244 107 69 25 476 234 151 47 414 339 951 270 30 22 65 50 20 22 2 181 25 75 29 68 102 274 31 31 12,880 3,133 3,703 5,042 3,911 1,210 670 147 3, 591 3,245 3,394 3,967 1 1 11,478 21, 674 1,972 472 543 736 483 195 13 8 775 1 434 613 306 300 1,816 3,035 3,540 ■ 752 1,063 1,220 1,315 399 201 4 702 I 881 106 1,284 103 1,141 2.634 1,604 629 527 978 336 128 100 57 495 549 779 399 576 1,293 3,047 1,026 226 240 439 261 65 10 10 278 185 131 239 16 1,969 2, 355 637 154 168 290 205 36 192 0 157 99 45 25 98 618 786 660 182 320 224 147 78 47 16 318 226 129 60 305 248 742 1,186 295 311 423 154 103 50 8 344 1 288 513 730 686 1,924 3, 853 822 145 272 355 839 107 54 43 251 322 310 422 531 940 2,203 70 10 12 10 15 12 4 0 12 11 62 25 87 76 10 8 33 38 21 3 1 16 8 98 31 92 221 1,004 174 164 246 63 51 26 0 116 1 190 157 350 605 1,112 283 84 75 88 55 15 70 0 127 52 451 152 189 707 1,499 3,857 903 *806 792 1,061 655 66 1 40 955 1,034 411 152 965 1,736 3,264 365 68 40 65 165 27 10 5 29 27 17 79 107 203 13 13 336 82 91 105 148 115 18 5 10 21 30 482 512 13 53 66 20 6 1 3 19 15 0 0 6 0 25 25 130 28- 18 35 80 25 0 0 62 9 127 367 494 44 37 33 114 26 2 7 3 12 15 285 76 76 112 327 199 0 0 13 10 74 6 95 90 265 355 115 96 165 142 130 5 3 131 98 51 10 76 226 363 2,340 528 482 300 180 144 33 27 704 869 212 9 212 761 1, 194 1 9 4 5 6 8 9 10 11 12 13 14 15 10 17 18 19 20 21 99 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 EDUCATION REPORT, 1895-96. Statistics of commercial and Post-office. Name. Executive officer. In struct- ors. r2 rc3 © 'cs a © & 1 3 3 4 5 ALABAMA. Birmingham Business College* . . R. B. Seymour . 3 o ARIZONA. Phoenix . Lamson Academy and Business College. 1 E. M. Lamson _ _ 2 1 ARKANSAS. Arkadelphia . Arkadelphia Practical Business College * I. W. Sanders . o 1 Camden Commercial College. . J. W. Saunders . 9 1 Fort Smith Commercial College . G. M. Neale . o 1 CALIFORNIA. Fresno Business College* . G. S. Ramsey . 3 o Los Angeles Business College * . . E. R. Shrader . g 3 do r_ . Woodbury Business College *_ . G. A. Hough _ 6 3 Oakland . Ay delotte ’s Business College * . . . . J. H. Aydelotte . 3 _ do . . Oakland Business College *. . . O. J. Willis . 3 o Pacific Grove. Pacific Grove Business College * . John H. Oliver ... 3 1 Sacramento . Atkinson’s Business College * . E. C. Atkinson.. . do. _ Moynahan’s Business College . . 3 2 San Francisco Ayres’ Stenographic Institute . . . W. F. Ayres . . 1 4 do Heald’s Business College. . . . . Edw. P. Heald. . . 14 5 . do San Francisco Business College _ J. A. Wills . 6 Santa Ana Orange County Business College . •_ . R. L. Bisby . _ 9 Santa Barbara .... Santa Barbara Business College _ E. B. Hoover . 2 i Santa Cruz . _ Chestnutwood’s Business College . J. A. Chestnutwood. 4 o San Jose. San J ose Business College . . . Danforth and Chit¬ 4 3 tenden. Santa Rosa Santa Rosa Business College . . J. S. P. Sweet .. 2 1 Stockton _ Stockton Business College . W. C. Ramsey. . 5 5 COLORADO. Denver . Wallace’s Business College . . R. J. Wallace . . 2 2 _ do . . Woodworth’s Shorthand and Business W. A. McPherson _ 3 1 College.* Pueblo . . Pueblo Business College . . . . C. H. Donaldson . 1 2 Trinidad . Trinidad Business College Company . W. E. Anderson . 1 2 CONNECTICUT. Bridgeport Martin’s Business College . . . . W. J. Martin 0 2 Hartford . . Huntsinger’s Business and Shorthand E.M. Huntsinger _ 5 3 College. _ do . . ' Olmstead’s Commercial College . E. M. Olmstead _ 1 1 do _ The Hartford Business College.. . E. H. Morse _ 4 4 Hew Haven Childs’ Business College . . S. P. Butler 4 o _ _ do . Gaffey’s Shorthand School . . . J ohn F. Gaff ey ... 1 1 _ do . . . Hogarth Institute... . A. P. Thomas . 5 2 . do _ Yale Business College _ R. C. Loveridge 9 2 Norwich _ Norwich Business College _ _ W. E. Canfield 2 1 Stamford . . Merrill College* . Mrs. M. A. Merrill _ 3 4 DELAWARE. Wilmington. . . Goldey Wilmington Commercial College * H. S. Goldey . 4 6 DISTRICT OF CO¬ LUMBIA. Washington . Columbia College of Commerce . C. K. Urner . 4 1 . do . Spencerian Business College . . . Mrs. Sara A. Spencer 2 3 - do . . Tanner’s Shorthand and Business College Hudson C. Tanner .. 2 2 - do . Washington Business High School . Allan Davis . 5 12 * From. 1S94-95. COMMERCIAL AND BUSINESS SCHOOLS. 2063 business schools, 1895-96. Students. Aver¬ age daily- attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy. Months neces¬ sary for gradua¬ tion. Charges for tuition. Graduates in commercial course 1895-96. Graduates in amanuensis course. Day- course. Even¬ ing course. Male. c5 a 0 Male. Female. Day course. Evening course. 1 Male. Female. I Male. Female. Male. Female. o *c3 Female. Day course. Evening course. Day course. Evening course. & 7 8 9 10 11 13 13 14 1 16 1 | is 19 29 21 22 | 23 24 UL 60 45 50 10 25 15 30 0 o 0 0 $80 $40 1. 40 24 10 0 38 20 6 1 3 19 15 0 0 10 20 1 75 35 6 0 2 142 15 142 15 30 30 130 5 12 15 0 0 15 2 4 6 150 75 153 25 3 60 10 25 5 1.5 7 84 15 4 0 0 0 5 0 3 5 50 25 28 0 4 110 30 11 60 8 64 10 50 20 2 0 5-10 20 40 IS 5 55 9 0 0 30 0 44 3 5 9 0 0 0 0 9 4 75 40 6 4 6 189 140 48 18 298 57 148 47 21 55 58 53 10 3 6-8112-14 90 44 70 18 802 148 90 12 160 25 228 68 74 80 26 19 5 7 6-12 90 40 65 29 8 80 70 6-12 100 60 1 9 75 25 20, 10 40 15 60 10 20 10 0 0 0 0 6 12 16 0 10 22 20 10 6 17 16 12 60 D 247 59 .51 9 195 11 27 42 20 18 5 9 6-12 50-75 56 28 12 25 10 7 35 12 20 15 7 10 5 8 1 1 10 12 75 65 18 10 13 76 152 37 26 67! 23 0 0 113 178 4 6 50 50 0 228 14 505 203 75 27 250 35 443 63 62 140 6 125 50 169 108 15 656 162 191 137 189 43 592 61 62 98 12 5 12 7 6 12 100 60 368 16 35 28 63 33 21 4 14 6 9 g 37-50 ”9 8 17 41 19 0 0 35 '”6 33 16 4 o 8! 3 6 6 10-20 0 60 5 2 18 252 80 0 0 318 0 185 40 30 . 20 37 20 0 0 8-9 0 85 0 50 29 19 86 52 79 37 28 37 75-100 29 17 20 75 25 40 70 20 5 5 6 75 36 7 21 300 200 20 10 200 ”16 200 100 20 30 9-12 12 100 45 175 35 22 65 36 147 12 212 48 18 5 6-8i 12-15 23 70 60 25 15 40 20 20 10 60 55 95 75 0 0 4-12 12-24 65 36 24 50 75 15 10 12 5 24 4 6 15 3 0 0 0 6 24 0 21 25 110 80 100 25 130 60 80 20 25 35 50 40 10 10 50 50 10 26 23 55 15 21 38 76 6 12 60 60 75 27 241 188 286 70 73 99 22 "78; 61 20 50 20 5 20 15 6 0 6 12 60 60 j 28 29 194 112 80 16 102 32 154 54 26 76 154 54 0 0 10 6 100 30 131 66 30 28 29 26 10 38 12 0 0 0 0 8-10 12 100 45 31 9 31 19 96 40 20 40 15 0 0 59 116 0 0 0 0 6 12 32 25 17 13 9 27 16 29 18 14 8 8 6 1 1 6 12 100 50 20 17 33 67 40 60 40 27 10 30 120 53 30 34 26 11 9 g 35 12 19 6 5 0 0 0 0 10 10 13 5 35 52 20 16 9 33 9 19 12 14 6 2 0 6 18 14 36 158 68 78 15 120 50 182 35 54 48 0 0 0 0 6-8 65-80 20 50 32 37 83 41 64 27 6-24 12-24 45—75 30-60 51 45 38 127 60 65 21 136 70 107 45 25 50 192 81 0 0 10-2010-30 70 60 54 20 39 95 97 41 59 130 156 136 156 6 9 80 50 40 256 261' 0 0 480 6 256 26i 256 261 256 261 6 6 181 0 0 0 71 7l 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 EDUCATION REPORT 1895-96, Post-office. 1 FLORIDA. Tampa . GEORGIA. Atlanta . Augusta . Columbus . - Macon _ . Rome . Savannah . IDAHO. Boise . . ILLINOIS. Amboy . Belleville. . . Bloomington . Champaign. . Chicago (45 Ran¬ dolph st.). Chicago . - do. . . . do . . . do . . _ do . _ do. . . Danville.... . Decatur . . Elgin . _ do . Freeport _ _ Galesburg. . Jacksonville . Joliet . . - do.. . . Kankakee . Lincoln . Macomb . . Mendota. . Monmouth . Mount Yernon.... Orange . Ottawa . Peoria . Quincy . - do . _ do . . Rockford. . Rock Island . Springfield . Westfield . INDIANA. Columbus . Elkhart . Statistics of commerci Name. Executive officer. 2 Tampa Business University B. 3 B. Euston Southern Shorthand and Business Uni¬ versity. St. Patrick’s Commercial Institute* _ Massey’s Business College . Georgia- Alabama Business College . Rome Business College . . . Richmond’s Commercial Institute . A. C. Briscoe ... Bro. A. Oden _ R. W. Massey... E. L. Martin _ H. S. Shockley.. C. S. Richmond Boise Business and Normal School. A. P. Way Amboy Business College . Belleville Commercial and Shorthand College. Bloomington Business College . Champaign Business College * . . . Chicago Business College . . . De La Salle Institute . . . Jones Business College . . Kimball’s Shorthand and Typewriting Training School. Metropolitan Business College . St. Patrick’s Commercial Academy . West Side Business College * . Danville Business College - - Brown’s Decatur Business College* _ Drew’s Business College . . . . Elgin Business College _ _ Freeport College of Commerce. . . Brown’s Business College . . Jacksonville Business College . Joliet Business College * . Putland’s Business College* . Kankakee Business College and Short¬ hand School. The Lincoln Business College . Central Business College*. . Mendota Business College * . Monmouth Business College. . . . Mount Vernon Business College *.. . Grand Prairie Seminary and Commer¬ cial College.* Brown’s Ottawa Business College . Brown’s Peoria Business College* . Gem City Business College - - Howe’s Shorthand and Business School.. Philbrick Commercial College * . Rockford Business College _ - . Augustana Business College . Springfield Business College*. . Westfield Business College* . D. Brehaut . Jos. P. Foeller . J. N. Wright . G. W. Temple _ A. C. Gooding, F. B. Yirden. Brother Pius . Chas. E. Jones . D. Kimball. . O. M. Powers . Brother Baldwin _ W. H. Whegarn . A. S. Van Buskirk . . . Geo. W. Brown . W. A. Drew . W.H. Callow . . J.J. Nagle . . . G. W. Brown . . G. W. Brown. . Homer Russell . W. D. Putland . N. S. Richmond . W. R. Whetsler . H. M. Settle . Wm. A. Kanorr . T. F. Hukert . S. M. Veigh . S. Van Pelt . . G. W. Brown . G. W. Brown . D. L. Musselman . William L. Howe _ Wick Anderson . W.H. Johnson . O. Olsson.. . H. E. Chicken . C.E. Bigelow . . Columbus Business University*. Elkhart Business College . . * From 1894-95. F. H. Harper... F. L. Middleton COMMERCIAL AND BUSINESS SCHOOLS, 2065 business schools, 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy. Months neces¬ sary for gradua¬ tion. Charges for tuition. Graduates . m commercial course 1895-96. I Graduates in amanuensis course. Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evening course, i Male. Female. Male. Female. Male. Female. I Male. Female. Day course. Evening course. Day course. Evening course. <5 7 S 9 to. 11 12 13 14 1 5 16 17 IS 19 30 21 22 23 1 \ 25 45 10 12 0 50 10 33 3 6 10 3 0 0 0 5 7 $96 $60 5 5 42 200 150 25 2 12 150 58 75 75 6 12 50 50 43 150 o 140 0 28 0 20 0 130 0 40 0 10 44 184 22 30 0 70 20 5 30 190 30 0 0 4 8 40-50 40 200 “66 45 345 120 2 150 12 205 25 132 90 13 5 3£ 6 35 25 70 67 46 14-fi 70 H 58 48 23 146 10 89 70 28 15 4-6 6-10 42 59 47 25 15 10 5 25 10 8 3 15 48 27 12 8 26 2 60 60 49 30 40 25 20 5 8 12 3 5 4-9 60-100 10 14 50 54 8 19 6 38 ”22 53 9 10 5 15 3 fi-9 12-18 85 30 7 £ 51 88 35 0 0 76 0 56 18 24 25 0 0 0 0 75 15 6 52 60 19 15 3 75 16 48 9 15 6-9 100 50 24 8 53 344 241 99 25 250 65 170 30 60 25 0 6 12 16 85 25 54 220 0 0 0 210 0 220 0 40 0 35 0 30 0 40 0 32 55 155 227 6-9 9-12 75 30 56 ' 9 40 3 4 10 2 1 1 12 44 12 44 6 0 3-4 5-6 2 37 57 820 479 224 67 575 100 602 119 77 349 365 78 100 24 18 213 58 412 0 0 0 390 150 262 412 150 20 16 59 111 105 76 ■57 116 "75 0 0 9 80 25 40 “77 60 50 31 12 2 60 50 31 0 0 6-9 40 20 14 0 61 125 54 56 60 30 43 6 18 75 20 17 6 62 55 10 20 15 45 30 60 18 2 1 13 6 0 0 8 12 45 25 12 0 63 34 19 27 28 45 21 10 18 6 8 6-8 9-12 13 11 64 47 40 20 41 30 11 10 27 27 11 8 54 24 65 76 50 52 19 80 35 70 26 14 35 3 0 0 0 19 9 66 104 76 0 0 84 34 20 42 0 0 0 0 6-8 75 65 18 5 67 700 200 100 50 600 75 500 85 300 150 100 50 0 0 24 36 50 30 75 225 68 40 85 25 15 45 15 25 20 30 55 20 15 0 0 6 6 55 25 35 80 69 32 23 27 9 27 18 56 6 4 20 2 . 3 0 0 7 10 45 20 15 i 10 70 43 18 12 0 32 8 24 12 6 10 8 4 0 0 8 14 50 20 11 5 71 53 17 10 3 70 8 63 20 6 12 50 25 9 72 17 8 3 0 19 3 2 6 0 0 0 0 35-40 35-40 5 i 73 82 30 23 5 60 12 80 9 4 19 21 7 6-8 8 36 15 10 7 ' 74 12 11 12 2 10 9 3 2 6-8 50 20 i 1 75 200 ; 214 35 21 3 3 38 80 7 35 8 76 39 21 26 9 30 20 59 11 17 23 0 0 0 0 7 0 75 191 9 1 77 100 86 30 16 96 95 85 15 15 55 9 8 75 20 19 19 1 78 495 | H7 0 0 300 0 459 14 36 103 0 0 0 0 6-9 0 60 0 142 42 ! 79 3S 18 17 1 28 12 11 16 18 9 2 6 50 24 a ! 23 : 80 54 43 31 11 54 "43 40 41 31 11 12 2 81 250 125 30 20 150 20 200 100 15 35 40 25 0 0 6 35 25 1 82 86 37 9 50 19 20 1 83 136 66 105 16 115 11 27 61 95 14 0 0 6-8 60 17 18 ! 84 35 16 18 30 11 11 11 6 30 0 i g > 85 140 130 10 8 85 6 40 15 15 25 6-9 1 18-24 40-50 1 20 8 ; 5 ! 86 125 i 75 25 15 40 10 25 10 ' 20 1 145 0 6 4r- 6 1 8 25 25 13 127 ' 87 88 89 90 91 92 93 91 95 96 97 98 99 100 101 102 103 101 105 106 107 108 109 110 111 112 113 111 115 116 117 118 119 120 121 122 123 121 125 126 127 128 129 130 131 132 133 131 135 Statistics of commerce Post-office. Name. Executive officer. 1 o 3 I NDIANA — COnt ’ d . Evansville.... Fort Wayne.. _ do . . . Frankfort _ Hartford City. Huntington . . Indianapolis .. _ do . _ do . . . Lafayette _ _ Logansport ... Marion . . Muncie _• . . N e\v Albany . . Richmond _ South Bend . . . Terre Haute .. Evansville Commercial College* . Fort Wayne Business College . International Business College. . Minor’s Business College . . . . Hartford City Business College* . Huntington Business University. . . College of Commerce _ _ Indianapolis Business University *. . .Spencerian Business College* . . “Union Business College . 1. Hall’s Business College . Marion Business College. _ _ Muncie Business College and School of Shorthand. New Albany Business College . . . Richmond Business College . . . . . The Peoples’ College*.. . . . . Garvin Commercial College . do Terre Haute Commercial College. S. N. Curnick . G. W. Lahr. . T. L. Staples . . F.C. Minor . . John W. Pritchett. . . O. E. Hawkins. . C. S. Perry . . E. J.Heeb.. . . E. E. Admire _ Stanley A. Drake - C- F. Moore . . J. D. Brunner . . J. W. Howard . D. M. Hammond . O. E.Fulghum. . William T. Boone _ W. H. Garvin, M. P. Akers. W. C. Isbell . IOWA. Boone . . Burlington. . . Cedar Rapids _ Clinton _ College Springs . . . Creston . . Des Moines . . _ do. . . . _ do. . Dubuque _ Fairfield . . Iowa City _ Marshalltown _ Mason City.. . Muscatine - :... Oskaloosa . Sioux City. . Boone College of Commerce. . Elliott’s Business College * . . Cedar Rapids Business College . . Clinton Business College . . . Amity Commercial College . Creston Business College *.. . Capital City Commercial College . Iowa Business College . . . People’s Commercial College * . Bay less Business College . Fairfield Business College*. . . Iowa City Commercial College and School of Shorthand. Marshall Business College . Iowa Commercial School . Muscatine Business College . Oskaloosa Business College . . Metropolitan Business College * . Story City _ Ottumwa - Webster City. Story City Business College * . . Ottumwa Commercial College . Webster City College of Commerce Clarence S. Paine _ G. W. Elliott.... . A. N. Palmer . B. J. Heflin. . J. M. Littlejohn . . E. E. Gaylord . . J. M.Me'han . . A. C. Jennings . B. W. Bowen . C. Bayiess . W. A. Rice . . J. H. Williams . . J. R. Starr . H. J. Knapp . . F. H. Shinn . B. A. Wright . . H. A. Miller, D. H. Branaman. L. O. Johnson . . J. V/. Bryan . Clarence S. Paine... KANSAS. Atchison . Lawrence _ Leavenworth . Manhattan _ Parsons . Salina _ Winfield.. . KENTUCKY. Lexington . Louisville _ LOUISIANA. New Orleans .. Atchison Business College . Lawrence Business College . Central Business College . Musgrave’s Business College*. . Parsons Business College. . The Old Reliable School of Telegraphy *. Winfield Business College* . C. T. Smith . A. G. Coonrod - N. B. Leach . . Wayne M. Musgrave C. E. Ball.. . W. H. Skelton . C. S. Perry . . Lexington Business College . C. C. Calhoun.. . Bryant and Stratton Business College. .. Edwin J. Wright - Soule Commercial College. George Soule. * From 1894-95. COMMERCIAL AND BUSINESS SCHOOLS, 2067 business schools, 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy- Months neces¬ sary for gradua¬ tion. Charges for tuition. I Graduates in commercial course 1895-96. | Graduates in amanuensis 1 course. Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evening course. Male. Female. 1 Male. Female. Male. | Female. Male. Female. Day course. Evening course. Day course. Evening course. 0 7 8 © 1© 11 13 13 14 15 10 17 IS 19 2© 21 S3 33 34 25 110 40 20 100 15 10 25 0 0 0 0 6 24 7 88 60 25 20 5 67 14 21 12 0 0 12 30 $60 $30 30 22 89 120 50 20 50 89 20 31 30 10 30 60 30 40 35 90 81 69 30 20 75 25 77 53 13 17 10 15 11 4 6-9 12-15 40 25 40 20 91 5 7 8 5 12 10 10 3 g 9 ] G 12 40 25 92 83 16 11 33 11 48 40 45 54 30 28 0 0 5-9 9-12 65 40 52 71 93 125 115 75 40 100 50 150 50 40 115 50 50 50 5-6 12 70 50 94 209 78 104 21 182 38 34 117 69 ”3 6 12 50 40 . 95 124 143 112 48 134 54 173 34 30 190 134 54 6 0 6 18 50 25 105 113 96 126 64 20 0 120 15 85 45 12 20 6 10 14 3 6 12 40 18 45 10 97 63 37 23 11 45 10 60 30 40 45 20 15 6 12 60 40 18 20 98 62 68 20 13 72 12 40 30 15 36 6 3 0 0 16 65 30 20 15 99 125 80 40 28 185 125 80 105 70 15 65 65 100 70 39 33 s 125 31 80 8 38 G 40 20 24 18 101 107 65 98 15 117 35 21 30 6 12 50 25 102 120 35 35 25 40 20 10 35 10 0 0 40 25 103 58 33 27 6 70 20 71 14 9 30 0 ”6 0 0 6-10 40 29 104 150 50 0 0 150 30 125 75 18 35 0 0 10 0 10 6 40 20 27 37 105 25 18 16 4 25 15 20 10 4 12 1 4 0 0 6 10 100 45 19 11 106 427 153 0 0 12 80 30 25 107 250 75 25 5 125 20 230 29 20 46 0 0 0 0 9 75 14 22 103 92 64 84 38 33 56 6 •28 22 31 109 34 10 0 0 20 8 0 0 0 0 0 0 6 30 8 0 110 33 15 0 0 24 5 7 8 4 1 0 0 75 2 0 111 240 180 137 135 23 59 115 46 42 0 0 6 50 41 47 112 208 40 "40 "4 175 8 9 40 5 4 45 6 45 25 113 43 57 40 10 19 13 55 44 3 5 37 13 0 0 8-9 12 60 45 23 3 114 99 61 49 9 71 30 120 20 17 58 11 4 0 0 6 12 75 25 25 19 115 25 22 0 0 12 2 5 8 5 1 116 68 26 0 0 60 0 61 9 7 17 0 0 0 0 6-9 50 37 16 117 30 25 12 4 25 6 25 15 18 12 6 3 0 0 7 14 65 40 13 20 118 14 5 0 0 8 1 2 2 4 1 0 0 7 i 100 0 0 119 50 25 18 15 30 10 15 15 5 0 0 0 50 15 16 8 12o 10 14 5 3 7 13 0 9 2 0 6 6 70 30 121 130 57 225 75 25 50 30 5 2 6-12 6 50 25 30 33 122 25 30 15 15 4 2 11 14 12 * 6 2 123 180 60 60 25 54 "31 151 ”28 10 24 21 15 6 12 35 16 23 28 124 60 20 12 9 40 15 39 10 18 14 8 6 6 6 100 40 30 22 125 68 32 25 15 60 20 55 15 17 29 19 5 6-9 24 50 20 20 10 126 68 18 9 1 35 57 8 17 12 11 4 6 12 40 20 23 5 127 35 22 25 8 37 ”28 40 15 18 17 5 2 0 0 7 18 50 30 11 8 128 16 14 0 0 25 0 12 4 1 4 1 0 0 0 40-120 0 0 129 50 40 15 8 35 20 15 20 6 -12 60 30 30 20 130 70 0 0 0 40 70 5 45 131 123 36 57 84 22 7 6 18 4 6 0 40 43 9 132 175 57 110 115 26 53 27 168 21 35 8 4-6 50 92 133 340 121 49 16 225 80 60 130 25 6 6 12 120 50 255 149 134 229 68 110 5 200 70 158 22 30 46 151 3 0 0 3-12 9-15 30 5 135 136 137 138 139 140 141 143 143 144 145 146 147 148 149 150 151 153 153 154 155 156 157 158 159 160 161 163 163 164 165 166 167 168 169 170 171 173 173 174 175 176 177 EDUCATION REPORT, 1895-96. Statistics of commercu Post-office. Name. Executive officer. 1 2 3 MAINE. Augusta.. Bangor... Lewiston. Portland . - do _ Rockland. Shaw Business College . . Bangor Business College . . Lewiston Business College. . Gray’s Portland Business College Shaw Business College _ _ Rockland Commercial College _ H. B. Cole . T. W. Burr... N. E. Rankin- Frank L. Gray. F. L. Shaw _ H. A. Howard. MARYLAND. Baltimore... Hagerstown Eaton and Burnett Business College. Wolf’s Business College . . A. H. Eaton _ D. Elmer Wolf MASSACHUSETTS. Boston . _ do . _ do . . . _ do . . . _ do _ _ do . Brockton . Holyoke . . Lawrence . . . Lowell . Pittsfield . . Salem . . _ do . . Worcester . _ do . A. O. Hall’s Business College . Bryan and Stratton Commercial School- Comer’s Commercial College.. . French’s Business College . . Hickox’s Shorthand School. . . Reckers and Bradford Commercial School. Martin College of Business * . Childs’ Business College . . . Cannon’s Commercial College* . . Lowell Commercial College _ _ Chickering’s Commercial College . . Salem Commercial School . . Spencer and Peaslee Business College.. .. Becker’s Business College . Hinman’s Business College . Aldis Owens Hall.... H. E. Hibbard . C. E. Comer.. . Charles French . William E. Hickox... E. E. Bradford. . James T. Martin... C. H. Childs . . G. C. Cannon.. . Albert C. Biaisdell... C. J. Weaser . . Emma A. Tibbetts. . . F. A. Spencer and F. J. Peaslee. E. C. A. Becker . A. H. Hinman . MICHIGAN. Adrian _ Battle Creek Bay City - Brown’s Business University . Krug’s Business College _ _ New International Business College. Detroit . _ do . . _ do . . . Grand Rapids . Jackson . Kalamazoo . Marquette . Muskegon. . Owosso . Pontiac _ Saginaw West Side. St. Louis . . Three Rivers . Detroit Business University * . Detroit School of Commerce . . St. Joseph’s Commercial School... . Grand Rapids Business College and Prac¬ tical Training School. Devlin’s Business College and Shorthand Institute. Parsons Business College and Short¬ hand Institute. Upper Peninsula Business College . . Ferris Business College . . . Owosso Business College and School of Shorthand.* Pontiac Business College . Saginaw Business College* . . . Yerington’s College . . St. Joseph County College.... . L. S. Brown . J. B. Krug. . ... Lauer, Ross, and Thompson. W. F. Jewell . William E. Caton _ Rev. Bro. Amselwin. A. S. Parish . H. C. Devlin . William F. Parsons. . F. M. Loudy . E. C. Bisson . A. J. Cadman . W. S. Osborn . John C. Brown . C. W. Yerington . Charles H. Sage . MINNESOTA. Anoka. . . Brainerd . Duluth . Anoka Business College . , . Brainerd Business College* _ _ _ Parsons’s Business College and Short¬ hand School. D. L. Coon _ J. F. Gerrity.. A. C. Persons. * From 1894-95. COMMERCIAL AND BUSINESS SCHOOLS, 2069 business schools, 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy- Months neces¬ sary for gradua¬ tion. Charges for tuition. Graduates in commercial course 1895-96. 1 Graduates in amanuensis course. Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evening course. Male. Female. Male. 1 Female. Male. 0 a 0 | Male. I Female. Day course. Evening course. Day course. Evening course. 6 7 § 9 1© 11 12 13 14 85 16 i 7 '18 19 2© 21 22 23 24 25 76 30 0 0 0 75 19 1 11 0 0 0 0 0 15 4 136 90 50 0 0 60 55 15 9 0 0 0 0 6 15 15 137 39 28 43 10 18 13 75 18 7 20 6 $96 $60 12 4 138 176 95 0 0 166 58 10 37 0 0 0 0 41 21 139 226 172 199 56 37 117 53 58 140 102 74 50 56 38 8 19 26 6-12 41 13 141 200 50 75 25 150 75 150 30 40 60 35 15 0 0 6-12 12-18 60 22 50 70 143 42 27 10 3 15 10 28 29 17 0 0 65 50 5 12 143 100 300 125 3 4 200 200 144 500 250 0 0 500 150 100 10 160 145 234 176 141 38 250 '125 200 150 200 150 0 0 0 0 10 20 130 30 135 95 146 28 43 0 0 67 0 28 20 12 140-200 61 147 10 30 34 6 6-7 148 15 13 12 9 20 12 27 15 1 7 0 0 0 0 10-15 8-12 120 25 2 4 149 150 200 75 75 100 75 4 1 8 12 100 75 150 23 30 40 12 35 15 40 15 5 25 0 0 0 0 10 20 100 50 9 13 151 42 34 89 33 30 80 81 27 9 17 42 22 0 0 4 6 160 40 9 0 152 40 60 90 110 50 125 75 35 49 153 20 15 10 10 35 20 20 5 5 5 4 6 40 25 17 "~7 154 45 78 27 23 61 19 55 52 16 51 100 40 15 17 155 94 81 1? 11 96 9 70 67 27 39 0 0 0 0 10 10 156 76 89 17 7 55 7 34 0 0 157 100 100 25 25 75 75 30 60 6 12 100 24 90 158 49 21 0 0 35 0 37 3 3 18 0 0 8-12 0 35 0 5 6 159 55 25 0 0 55 15 2 8 0 0 0 0 12 0 50 0 5 3 160 114 63 46 6 80 38 90 70 21 48 0 0 0 0 12 24 60 30 6 5 161 317 190 180 60 302 54 99 165 147 31 0 0 100 40 35 162 140 55 38 29 62 20 96 44 11 43 8 3 7 6 9-12 20-24 60 40 38 "32 163 77 0 0 0 75 0 75 0 0 0 75 0 0 0 30 0 20 0 12 0 164 82 46 74 17 8 29 75 165 100 50 20 10 166 120 40 20 10 100 20 120 40 5 35 12 12 50 50 10 167 65 44 20 13 32 16 47 23 31 25 5 6 2 3 6 12 75 40 17 12 168 105 82 13 7 66 20 67 15 30 48 0 0 1 1 9 18 50 30 49 65 169 22 18 9 2 26 18 2 2 1 6-12 40-60 15-75 2 2 170 24 8 21 6 45 14 6 12 45 25 16 171 21 14 15 6 32 12 22 3 12 17 10 5 0 0 20 40 40 20 13 "is 172 50 30 40 10 10 2 173 100 60 10 8 50 15 20 "io 6 1 25 15 24 24 3 174 29 3 5 2 24 5 28 2 2 1 0 0 0 0 5 30 6 0 175 15 15 16 8 25 20 30 10 10 8 3 4 0 0 6-8 '"‘12 100 52 22 21 176 22 7 34 7 12 14 23 2 6 5 50 7 0 0 6 12 100 60 10 5 177 2070 EDUCATION REPORT, 1895-96. Statistics of commercial and In¬ struct¬ ors. Executive officer. Male. Female. 3 4 5 A. E. Brown . . 2 1 J. W. Hawke _ 1 1 Brandrup and Free¬ 4 1 man. A. R. Archibald . 5 1 T. J. Caton . . James L. Hodgmire. 3 1 R. J. Smith . 3 0 W. R. Miller . 3 1 Frank A. Maron . 3 1 Maguire Bros . 6 4 W. P. Canfield . 2 0 R. A. Lambert . 2 1 Brother Isidore . 15 0 L. A. Wyatt : . 2 1 Brother Gabriel . 4 2 Brother Daniel . 8 0 G. McDonald . 1 J. E. Beadles . 1 2 Campbell E. Green. . 3 2 H. A. Harness . . 3 W. H. Miller . 2 ”i F. T. Kelly . . 3 i W. T. Thomas . 1 2 Rev. J. J. Glennon.. 4 0 W. B. Dickson . 3 1 L. F. Myers . . 3 2 Brother Arthemian. 9 0 E. E. Gard . . 3 3 L. H. Hayward . 3 O J. G. Bohmer. . 5 1 H. C. Perkins . 5 0 A. F. Rice _ 6 2 Hermann T. Engle- 6 2 horn. E. C. Reitz...'. . 2 1 G. M. Barrett _ — 2 1 A. M. Hargis _ _ 4 1 Lummisand Miller.. 3 D. R. Sillibridge _ 5 4 L. W. Stayner . 1 F. F. Roose . . 4 3 M. G. Rohrbough _ 7 R. G. Harris . 4 2 Post-office. Name. MINNESOTA— C’t’d. 178 Faribault . . 179 Hastings . 180 Mankato . . 181 Minneapolis . 182 183 _ do . . 184 _ do _ 185 Red Wing . 186 St. Paul . . 187 _ do . 188 Stillwater . . . 189 Winona . . MISSISSIPPI. 190 Bay St. Louis . 191 Meridian _ _ 192 Natchez . 193 Vicksburg . . 194 _ do . . MISSOURI. 195 Canton . 196 Clinton . 197 _ do . . 198 El Dorado Springs 199 Hannibal . 200 Joplin . . 201 Kansas City . 202 _ do . . 203 Lexington . 204 St. Joseph . 205 _ do . 206 St. Louis . 207 _ do . . 208 . do . . MONTANA. 209 Butte . . . 210 Helena . . . 211 Missoula . NEBRASKA.- 212 Falls City . 213 Grand Island _ 214 Hastings . . 215 Lincoln - ... 216 McCook . 217 Omaha . 218 _ do . . . 219 York . . Brown’s Business College and Institute of Shorthand. Hastings Commercial College* . Mankato Commercial College . Archibald Business College . Caton College . Curtiss Business College . Munson Shorthand Institute _ _ Bed Wing Business College and Normal Institute. G-lobe Business College . . St. Paul Business College, Shorthand, and Telegraphic Institute. Stillwater Business College . . Lambert’s Business College . St. Stanislaus Commercial College . Wyatt’s Business College * . . Cathedral Commercial College . . . Aloysius Commercial College . . Vicksburg Commercial School . . Canton Commercial College _ - . . . Clinton Business College* . Clinton Normal Business College . El Dorado Business College* . Hannibal Commercial College . . Joplin Business College . . . . Cathedral Commercial School . . Dickson School of Shorthand . . Lexington Business College and School of Shorthand. St. Joseph Commercial College . . . St. Joseph Business University... . . Hayward Business College Company _ J ones Commercial College . . . . Perkins and Herpel’s Mercantile College Butte Business College . . Engelhorn Helena Business College . Garden City Commercial College and Shorthand Academ3\* Falls City Business College . Grand Island Business College. . Queen City Business College . . Lincoln Business College . McCook Business College * . . Omaha Business College * . . . Omaha Commercial and Business College College of Commerce* . * From 1894-95. COMMERCIAL AND BUSINESS SCHOOLS, 2071 business schools, 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy- Months neces¬ sary for gradua¬ tion. Charges for tuition. Graduates in commercial course 1895-96. Graduates in amanuensis course. Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evening course. © 'cl Female. Male. Female. Male. Female. Male. Female. Day course. Evening course. Day course. Evening course. & 7 § 9 1© 11 IS 14 15 1© 17 18 19 _ 2© 21 33 23 24 25 60 ° 6 59 15 50 10 10 20 10 10 12 $50 $25 6 107 22 13 3 100 25 10 28 6 4-6 115 50 17 1 134 38 12 6 86 18 81 10 6 22 30 23 6 0 0 85 25 12 20 200 70 30 20 70 10 150 50 40 60 10 10 6 12 100 50 25 60 200 140 85 32 17 O 45 12 71 13 14 19 6 12 50 20 24 24 40 120 12 35 20 160 37 6 12 50 20 30 17 8 35 5 16 6 4 4 20 14 6 36 5 2 92 44 11 6 62 17 36 12 0 0 9 0 37 8 6 9 90 48 35 0 75 70 35 28 64 32 55 49 30 33 15 10 10 8 6 8 90 50 125 70 32 5 13 6 30 10 45 8 3 0 0 0 0 9 7 1 120 33 22 7 74 20 j 7 15 0 0 8 16 50 20 24 15 160 0 0 0 160 0 70 0 100 0 95 0 12 0 30 0 50 0 16 20 125 35 42 85 • 10 45 25 40 70 43 160 0 0 o 125 ”’o 45 0 0 0 75 0 0 0 12 208 0 0 0 193 0 169 0 0 0 54 0 0 0 20 0 8 40 20 5 22 18 10 4 12 10 41 31 12 5 50 18 2 2 0 23 29 9 32 o 40 28 0 0 37 "‘6 20 14 7 6 13 7 6 0 10 0 35 16 8 43 28 20 19 3 5 2 23 8 6 40 9 1 15 15 5 1 9 40 8 160 22 24 1 150 10 12 35 0 0 0 '""6 4 7 40 40 17 ”17 50 25 15 9 40 20 10 29 6 12 45 150 0 0 0 140 0 35 „ 0 25 0 i50 0 10 0 10 0 150 0 5 10 100 50 30 20 30 12 0 • 0 130 70 3-5 5-6 55 25 200 30 20 45 37 1 4 8 22 8-12 8-12 70 2 125 0 0 0 115 0 60 0 125 0 0 0 10 0 20-50 11 175 75 50 25 60 20 9 60 40 19 ”l2 42 108 25 35 75 30 25 30 20 75 10 10 6 9 100 45 45 230 95 125 20 200 75 290 50 40 95 120 30 37 43 6-12 12-24 100-125 60 100 80 138 50 145 14 75 120 113 6 17 35 153 23 0 0 6 12 100 50 17 19 235 65 120 18 80 80 325 50 20 35 140 12 0 0 9 18 80 50 4 9 90 78 35 25 86 33 40 18 20 30 25 15 10 5 11 15 90 50 15 18 40 20 25 12 100 60 13 54 10 5 4 10 40 11 5 191 112 0 0 123 54 32 37 48 41 0 0 10 60 17 17 13 7 10 2 3 5 0 0 0 0 7 60 0 0 198 162 25 15 105 15 203 29 49 79 6 12 60 30 25 31 4 6 7 4 6 6 1 400 175 40 15 314 50 71 115 15 10 6 12 60 40 38 112 479 201 35 22 293 20 300 29 22 60 30 8 13 19 28 4 9 40 17 11 178 179 180 181 183 183 184 185 186 187 188 189 190 191 193 193 194 195 196 197 198 199 300 301 203 203 204 205 206 208 209 210 211 212 213 214 215 216 217 218 219 2072 EDUCATION REPORT, 1895-96. Statistics of commercial and Post-office. Name. Executive officer. In stru orf © "eS a Female. | * 8- 1 i 2 3 4 5 NEW HAMPSHIRE. 220 Concord . Smith’s Business College . W. D. Smith 1 1 221 A. B Miservey 3 0 222 Lewis E. Smith _ 3 2 lege.* NEW JERSEY. 223 Camden . Abrahamson College of Business and Chas. M. Abraham¬ 4 Shorthand. son. 224 William E. Drake _ 3 3 225 H Loleman _ . _ 4 2 and School of Shorthand and Type- 226 do . - writing. Martin Mulvey . 2 2 227 do . C P. Miller 8 2 228 Trenton . Abrahamson College of Business and C. M. Abrahamson. .. 3 1 Shorthand.* 229 ... do . Stewart Business College * _ _ . Thomas J. Stewart.. 7 3 NEW YORK. 230 Albany . Albany Business College. . John R. Carnell . 10 6 231 Binghamton _ Lowell Business College . . .. J E. Bloomer 3 2 232 _ do . Riley Business College and Institute of John F. Riley . 2 3 Shorthand. 233 Brooklyn . Heffley School of Commerce. Nsorman P. Heffley.. 8 7 234 _ do . St. James Commercial School . Rev. Brother John.. 10 0 235 Bn ff a.l o _ _ Buffalo Business University. . C U. Johnson 2 2 236 . do . Caton’s National Business College* . S. G. Hurst . . 8 237 Chatham . Whiteman’s Telegraph School and Rail¬ Frank Whiteman .... 1 "i road Business College.* 238 Corning . . . . Kerst’s National Business College* . J. T. Kerst. . . 1 l 239 Elmira _ _ _ Elmira School of Commerce ... . Sherman Esty . . 4 i 240 Fort Edward . Haley’s Business College . . . J. W. Haley . 2 l 241 Fort Plain . Porter School of Business Training *....*. Ernest W. Co veil - 2 2 242 Geneva . _ . Geneva Business Training College . Ansel E. Mackey _ 2 2 243 . do . Geneva Shorthand College . . . Robert E. Hadden _ 2 244 Gloversville _ Business College . U. G. Patterson _ 3 "a 245 Horn ell sville _ Hornellsville Business and Shorthand C. E. Willard . 1 l College. 246 Jamestown . The Jamestown Business College Asso¬ H. E. Y. Porter. . 4 l ciation, Limited. 247 Lima _ Genesee Wesleyan Seminary Business W. H. Ruse . 1 i College.* 248 Newburg . Spencerian Institute of Business and A. L. Spencer . 3 2 Shorthand. 249 New York .... Metropolitan Shorthand School _ _ W. L. Mason . 0 2 250 do . Packard’s Business College . . S. S. Packard _ 11 5 251 _ do . The Paine Uptown Business College . H. W. Remington ... 3 3 252 . do . Walworth’s Business and Stenographic Geo. L. and Jno. C. 4 1 College. Walworth. 253 Niagara Falls Niagara Business College * H. J. King . 3 0 254 Oswego Chaffee’s Phonographic Institute _ W. G. Chaffee _ 3 2 255 Peekskill The Institute * _ Charles Unteneiner . 3 1 256 Roeh ester . . . Rochester Business University . . A. S. Osborn and S. 10 C. Williams. 257 do . Underhill’s University * _ _ B. S. Underhill . 1 1 258 Schenectady _ Schenectady Business College _ _ F. C. Hovey.. . . 2 1 259 Troy . . Troy Business College . . . Thomas H. Shields. . 7 3 NORTH CAROLINA. 260 Augusta Hodges Business College _ _ _ J. D. Hodges . 1 2 261 Greensboro Greensboro Business College _ E. J. Hodges.. . 2 262 Siler City . Thompson Business College . J. A. W. Thompson.. 2 ... * From 1894-95. COMMERCIAL AND BUSINESS SCHOOLS. 2073 business schools , 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy Months neces¬ sary for gradua¬ tion. Charges for tuition. Graduates in commercial course 1895-96. Graduates in amanuensis course. Day course. Even¬ ing course. Male. Female. Male. 1 Female. | Day course. Evening course. Male. Female. Male. Female. Male. Female. Male. Female. Day course. Evening course. Day course. Evening course. tt 7 8 9 10 11 12 13 14 15 16 17 18 19 30 21 22 23 34 25 28 21 27 13 25 43 21 9 18 0 0 $70 $12 16 10 220 63 28 31 57 22 10 12 8 1 7f 40 36 3 221 25 15 0 0 21 8 0 0 0 0 70 15 222 17 25 75 50 42 125 100 50 10 7 0 0 0 0 6 10 75 30 150 17 223 92 69 109 29 161 138 112 14 27 78 43 7 0 0 10-15 12-18 90 20 22 21 224 214 • 41 72 53 6 6 50 25 80 94 225 75 20 10 60 25 20 40 22 6-12 7-14 33 55 226 135 93 76 30 125 75 191 93 20 30 228 106 0 0 12 10 75 30 50 67 227 15 6 71 13 20 75 79 6 1 12 6 1 10 14 65 30 32 228 201 74 140 34 200 125 192 25 8 50 107 67 10 75 30 28 34 229 450 350 30 20 450 50 300 100 150 250 35 10 5-6 100 30 150 300 230 154 62 37 67 20 116 14 14 36 42 12 12 0 6-8 8-12 100 50 80 30 231 80 120 20 14 60 18 50 70 65 90 30 45 0 0 6 9 60 25 100 125 232 41 103 176 94 115 200 32 18 8 144 10 5 0 0 7-10 7-10 60-80 60-80 7 53 233 592 0 0 0 564 0 270 0 50 0 300 0 10 14 15 234 117 63 21 16 109 28 50-75 45-50 235 500 200 100 30 400 100 100 100 9 12 75 45 215 90 236 53 4 o 0 25 o o o o o o 0 53 4 6 60 237 30 15 2 7 5 30 15 5 6 40 20 11 45 238 150 100 150 75 25 50 6 40 239 20 16 10 4 28 8 14 7 5 12 2 1 0 0 0 3 240 32 3 19 2 13 1 9 100 8 2 241 13 2 12 3 15 15 10 3 3 2 12 6 0 0 4-6 6-10 40 25 6 2 242 10 19 8 3 18 9 6 1 . 4 18 0 0 0 0 12 5 100 3 6 243 40 30 30 25 30 35 40 25 5 10 0 0 0 0 6 12 75 20 28 10 244 22 18 16 4 22 10 10 10 4 11 22 3 0 0 6-10 12-20 100 50 3 4 245 50 30 0 0 50 43 12 6 19 0 0 0 o 6-10 50 22 10 246 25 15 20 19 13 6 2 0 0 0 0 6 0 60 9 3 247 110 90 30 20 85 25 65 20 45 70 6 15 80 45 55 75 248 16 31 53 81 30 20 69 39 0 0 0 0 6 8 75 75 25 249 550 170 0 0 350 0 525 15 25 155 o o 0 o 10-12 190 ”87 45 250 185 102 73 20 45 20 160 30 26 96 48 25 0 0 8 12 100-120 70-120 27 34 251 45 86 48 7 85 25 41 4 43 98 0 0 0 0 6 8 150 95 17 49 252 80 30 35 15 90 30 89 12 7 25 19 8 0 0 8-10 12-20 75 45 29 11 253 *75 25 50 0 0 0 20 30 0 0 0 o 6-12 254 23 18 0 0 35 0 6 4 6 4 23 18 0 0 9 0 60 0 5 5 255 440 60 70 30 400 80 40 60 15 5 0 0 4-6 12 100 36 30 40 256 80 70 45 70 80 70 45 70 1 2-5 4-6 75 55 75 75 257 35 65 38 12 50 35 60 15 14 40 10 10 0 6 6 12 35 80 258 312 152 117 76 255 176 267 45 40 95 19 17 18 21 6 12 100 30 47 45 259 40 2C 0 0 40 45 20 0 0 40 20 0 0 4 0 260 30 10 3 28 "16 25 9 15 4 3 4 25 20 18 261 40 40 0 10 5 4-5 40-70 25 _ 262 2074 EDUCATION REPORT, 1895-96. Statistics of commercial and Post-office. Name. Executive officer. Ir strn or 6 a .i* 1 -epunetf | 1 2 3 4 5 NORTH CAROLINA— continued. 283 Wilkinson’s Commercial School . A. H. Wilkinson . 1 0 264 Whitsett . W. T. Whitsett . 5 1 lege. NORTH DAKOTA. 265 Grand Forks . Northwestern College of Commerce _ John J. Swengel . 6 OHIO. 266 Hammers Business College . P. Hammel . 3 1 267 J. Howard Baldwin. 2 1 268 Canfield . . _ Northeastern Ohio Business College . J. A. Cummins . 5 269 Actual Business College Company . A. S. Griffin. . . 4 "i 270 _ do . Canton Business College _ T _ . L. D. Peoples . 3 o 271 Chillicothe _ Chillicothe Business College G. A. Miller. 4 o 272 Cincinnati _ Nelson Business College* Richard Nelson . 5 4 273 Cleveland Spencerian Business College H. T. Loomis 8 3 274 Columbus _ Hartsough’s College of Shorthand . W. H. Hartsough _ 1 1 275 Delaware _ _ National Business Coliege * . L. Le May . _ 4 1 276 Greenville _ Greenville Commercial College . . S. E. Shook . . 1 277 Lancaster _ Columbia Commercial College * . W. M Ghseman _ 1 278 Lima . . . Lima Business College. . Howard W. Pears _ 2 "i 279 Mansfield The Ohio Business College _ _ _ J. W. Sharp . 1 2 280 Newark _ Newark Business College 1 S. L. Beeny _ 1 1 281 New Philadelphia . New Philadelphia Business College _ W. C. Shott .. 2 2 282 Oberlin _ Oberlin Business College . J. T. Henderson _ 3 1 283 do Oberlin Telegraph School _ Charles L. Brown _ 2 3 284 Piqua Piqua Commercial School _ . . C. E. Beck . . 1 1 285 Portsmouth _ River Citv Business College . _ . G. W. Moothart . 3 2 286 Sidney _ _ Buckeye Business College . _ . W. A. Troute . 1 o 287 Springfield Nelson’s Business College . . . _ R. J. Nelson . 1 2 288 do Williss College of Shorthand . F. W. Williss . 1 1 289 Tiffin _ Heidelberg College of Commerce _ C. M. Replogl. . 2 1 290 do _ The Tiffin Business College. . . C. C. Kennison . 2 1 291 Toledo _ Davis Business College . . M. H. Davis . 3 2 292 V an W ert _ Van Wert Business College * _ _ B. F. Hart . . 2 293 Wooster _ The Bixler Business College . Gideon Bixler . . . 1 ”i 294 Youngstown . Browne’s School of Shorthand and Type¬ John C. Browne . 1 writing.* 295 do _ _ Federal Business College . . . S. H. Place. . 1 2 296 Zanesville _ Zanesville Business College . . Emiiie B. Saumenig. 1 1 OREGON. 297 Medford Rigsby’s Business College*.. . . M. E. Rigsby . 5 3 298 Portland Holmes Business College . . . . Miss G. Holmes. . 5 2 299 „ do _ Portland Business College *___ . . A. P. Armstrong _ 4 3 300 Salem . Capital Business College . W. J. Staley . . 1 2 PENNSYLVANIA. 301 Allegheny Williams College of Actual Business P. N. Williams . 2 1 Practice. 302 Allentown . Allentown Business College . . . W. L. Blackman . 2 303 do American Business College E. M. Turner . 7 ‘ i 304 Allentown Wood’s Business College . . . F. E. Wood.... . 6 2 305 Altoona Mountain City Business College . . G. G. Zeth... . . 3 1 306 Beaver Falls _ Butcher’s Business College * . _ J. W. Butcher _ 2 1 307 Carbon dale Wood’s Business College F.E. Wood . . 5 308 Columbia The Dickson Business College Archibald Dickson . . 2 "1 309 Corry _ Corry Business College . .. _ W.E.Tooke . . 2 i 310 Du Bois _ Du Bois Business College . G. H. Lenkerd . 3 2 * From 1894-95. COMMERCIAL AND BUSINESS SCHOOLS, 2075 business schools, 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy- Months neces¬ sary for gradua¬ tion. Charges for tuition. Graduates in commercial course 1895-96. Graduates in amanuensis course. Day course. Even¬ ing course. Male. Female. Male. Female. Day course. Evening course. Male. Female. Male. Female. Male. 1 l Female. Male. Female. Day course. Evening course. Day course. 1 Evening course. | 6 7 8 9 1© 11 12 13 14 15 16 17 18 19 2© 21 22 23 21 25 10 2 4 0 3 2 5 2 0 0 0 0 0 0 3 7 $30 $30 5 0 175 82 0 0 40 6 40 80 60 14 8 90 10 70 10 12 10 15 12 4 0 6 9 50 25 12 11 51 60 43 13 64 17 „ 49 23 7 0 0 4-8 10-12 6 21 14 5 0 0 11 1 0 0 3 4 0 0 6 0 100 0 1 0 45 10 0 0 90 20 7 4 3 10 0 30 0 0 60 35 21 18 27 22 54 13 6 22 5 10 40 25 45 19 59 58 19 6 67 20 49 8 14 71 0 0 0 0 6 12-15 40 20 21 20 21 21 4 24 7 19 21 0 0 0 0 75 50 9 15 219 59 35 17 142 31 59 47 30 0 0 0 8 80 35 0 0 350 150 75 25 300 75 250 150 75 125 6-8 12-16 100 45 20 40 30 20 40 6 50 375 40 0 0 55 0 375 40 187 40 0 0 43 5 4-9 6 20-80 0 345 118 24 11 15 9 1 8 8 40 g 10 4 4 2 14 6 10 4 4 6 45 25 8 60 50 15 10 40 20 51 24 27 33 0 0 6 12 50 25 49 ' 39 120 70 35 90 5 7 40 25 13 4-6 12 17 17 ■100 25 35 5 40 20 75 10 3-6 6 40 40 14 18 24 24 11 3 4 11 18 6 5-6 45 6 ‘”9 107 33 70 10 16 24 75 . L . . 48 9 25 20 5 4 60 i 25 15 15 8 24 15 23 6 6 20 7 3 0 0 6-10 12-20 50 25 4 6 47 65 22 10 67 25 100 10 8 26 6 15 75 50 31 15 40 21 20 7 30 20 43 14 17 13 0 0 75 75 68 4 68 4 0 0 0 0 0 0 6 80 0 0 60 60 12 100 18 7 20 18 7 6 2 7-i 39 5 5 20 17 8 5 24 ”16 24 11 4 25 0 0 0 0 5 8 35 11 13 200 100 75 25 200 75 150 50 40 60 275 125 12 24 50 20 100 45 28 16 12 1 38 6 8 11 3 1 6 0 6 12 50 50 9 7 60 42 35 42 18 15 22 38 35 3 8-12 60-70 39 34 15 35 o 0 45 "6 10 35 0 0 ’6 0 6 0 50 0 42 36 24 20 21 5 4 21 13 1 60 4 20 60 40 10 5 60 12 50 10 10 30 6 12 50 30 40 35 0 0 72 0 20 5 18 20 0 0 100 100 20 12 150 25 75 25 25 75 100 100 5 3 6 12 50 25 12 28 250 125 25 15 200 35 225 75 50 75 20 10 0 0 6-9 9-12 60 60 100 70 60 25 55 15 1 10 4 0 8 60 19 0 100 50 50 32 20 0 0 0 0 4-8 50 40 47 12 50 20 144 34 70 11 158 7 54 36 8 0 10 20 50 30 15 242 48 78 26 104 76 216 84 37 59 36 4 10 20 60 35 83 ”79 314 158 72 34 58 27 112 20 224 116 43 27 9 12 75 50 112 298 15 15 24 0 25 20 20 0 3 13 15 3 0 6 6 12 120 55 0 0 201 72 177 39 240 185 160 30 18 13 172 46 24 11 42 18 39 19 21 20 8-12 96 48 32 15 26 4 26 20 31 10 3 7 8 6 40 20 8 7 19 20 16 4 15 6 2 7 14 i 4 4 6 121 100 60 13 9 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 2076 Statistics of commercial and In¬ struct¬ ors. Post-office. Name. Executive officer. Male. Female. 1 2 3 4 5 PENNSYLVANIA— continued. Easton . Easton College of Business . . . C. L. Free . 2 2 Erie . Erie Business University . J. M. Glazier . '"2 Harrisburg Business College . J.E. Garner . . 2 1 _ do _ 7 . School of Commerce * . .7 . . . J. C. Shumberger - Joseph Leming _ _ _ 5 2 “2 1 Keystone Business College* . P. H. Keller . 2 _ do . Lancaster Business College . . H. C. Weidler . 3 0 2 Lebanon Business College . . . J. G. Gerberick _ 3 J. H. DePue 2 0 1 A. W. Smith. . 5 Schissler College of Business . A. J. Schissler _ _ 4 8 Oil City . . The Tubbs Business College . D.C. Tubbs . . 4 1 Philadelphia _ Palms Business College . . . Theo. W. Palms 4 _ do . Peirce School . Thomas May Peirce. Matthew J. Conner . 25 4 Pittsburg . Actual Business College . . 8 2 . do . Duffs Mercantile College . . William H. Duff . 8 0 . do . Martin’s Shorthand School . A. M. Martin _ 4 3 Pottsville _ Commercial School _ _ _ B. F. Patterson . 1 .. . do . Wood’s Business College _ S. J. Wood . 5 6 Reading . . . Interstate Commercial College _ _ Rev. H. Y. Stoner ... 3 2 Scranton Williams’s Business College . ... O. F. Williams .. 11 2 Shamokin . Shamokin Business College. . G. W. Williams . 5 2 Shenandoah ... . Wood’s Business College . S. J. Wood . . 6 2 Towanda . Towanda Business and Shorthand College Luce’s Commercial College . . M. S. Cronk . 1 0 Union City . Rev. N. R. Luce _ 1 Washington . Washington Business College . . . W. J. Musser . 3 "i Wilkes Barre . Wood’s Wilkes Barre College . . . F. E. Wood . 8 2 Williamsport . Potts Shorthand School . John G. Henderson . 2 . do . Williamsport Commercial and School of Shorthand. J. B. Thompson . 3 "i RHODE ISLAND. Pawtucket _ Pawtucket Business College * . Irving R. Gar butt . . Theodore B. Stowell. 2 2 Providence . Providence Bryan and Stratton Busi¬ 9 2 _ do . ness College Scholfield’s Commercial College . . Albert G. Scholfield. 3 1 . do . . . Spencerian Business College * . . . Geo. W. Spencer, jr. 2 SOUTH CAROLINA. Charleston . . Charleston Mercantile School . . . C. H. Bergman . . . 1 0 SOUTH DAKOTA. Aberdeen . Aberdeen Business College . Sioux Falls Business College . H. A. Way . 2 1 Sioux Falls . . G.C. Christopherson. 3 TENNESSEE. Chattanooga . Mountain City Business College...... _ Wiley Bros _ 3 1 Knoxville . Knoxville Business College . . J.T. Johnson . . 2 0 . do . McAllen’s Business and Shorthand Col¬ John A. McAllen - 1 1 _ do . lege. Young’s College of Shorthand . . Edington and Hutch¬ inson. J. F. Draughon . 2 Nashville _ _ _ Draughon’s Practical Business College .. Jennings’s Business College . 10 1 . do . R. W. Jennings . 3 0 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 3±1 342 343 344 345 346 347 348 349 350 351 352 353 354 Austin.... Belton _ Corsicana Griffitts’s College of Commerce. Belton Business College . Chambers’s Business College * . . * From 1894-95. D. A. Griffitts ... J. A. Frazier . W. R. Chambers. COMMERCIAL AND BUSINESS SCHOOLS. 2077 business schools, 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy. Months neces¬ sary for gradua¬ tion. Charges for tuition. I Graduates in commercial course 1895-96. Graduates in amanuensis course. * Day course. Even¬ ing course. © 'cS S Female. Male. Female. Day course. Evening course. Male. Female. Male. Female. Male. Female. Male. Female. Day course. Evening course. Day course. Evening course. 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 36 15 0 0 20 0 30 10 10 15 0 0 0 0 8 90 65 22 12 100 20 80 60 10 8 12 §100 $20 48 ”29 28 12 10 8 35 15 28 10 10 12 8 12 $ 70 25 14 109 37 20 11 54 21 70 11 37 98 26 6-8 40 40 26 "30 42 28 34 23 48 22 40 32 14 28 12 6 0 0 8 12 40 40 16 13 27 16 16 6 20 15 48 9 10 3-4 8-10 40 18 9 60 25 15 65 20 50 14 10 11 :::: 4-10 20 50 25 30 8 74 36 58 27 63 49 127 64 15 14 67 34 7 12 100 50 15 19 20 12 18 5 25 20 28 8 5 8 10 17 6 10 25 25 200 65 146 94 43 27 212 52 174 46 15 5 45 20 28 10 200 160 15 20 50 70 80 15 101 6-8 16 20 98 50 50 10 15 86 20 30 20 6 20 12 7 10 3 7-12 12-15 50 30 11 i 11 114 14 45 7 21 6 120 24 83 565 259 456 122 464 346 856 170 i9i 220 i5i 220 0 0 7-10 21 140 30 122 ”73 125 75 75 40 80 40 0 0 8 12 50 50 335 125 0 50 150 100 130 60 20 40 415 175 0 0 6 12 50 35 220 45 25 125 25 15 30 10 0 0 ! 25 125 0 0 0 0 6 8 30 25 0 125 32 27 17 11 40 22 32 27 14 18 0 0 0 0 10 Free. Free. 20 20 116 29 87 8 130 65 183 17 20 20 0 0 0 0 6 12 50 30 1 2 2 94 37 23 9 35 20 77 16 14 15 26 15 0 0 7 14 98 38 21 16 180 180 170 170 250 250 200 200 60 60 100 50 0 0 10 20 50 25 80 70 175 80 106 34 185 60 90 6 12 367 70 260 7 100 200 ICO "”e 20 "20 10 11 6 18 50 50 9 8 10 2 14 9 6 2 11 9 4 0 0 0 8-10 30-40 30-40 6 9 25 10 25 10 30 30 25 10 0 0 25 10 0 0 9 6 0 60 60 6-8 12 40 25 412 188 191 33 416 210 350 102 62 86 350 102 10 16 50 30 145 61 145 135 16 9 71 25 0 0 161 144 5 8 40 40 0 114 250 50 0 0 4 40 30 20 25 16 10 43 15 15 7 , 8 19 6 4 0 0 10 10 100 60 228 133 0 0 201 0 205 50 13 82 28 5 0 0 10 0 120 0 42 29 64 30 54 21 82 62 58 24 5 18 55 9 0 0 4-5 9 40 20 56 25 48 20 32 24 92 10 12 35 10 20 50 50 37 31 0 0 5 0 0 12 30 30 3 26 21 3 4 6 5 3 13 18 11 0 0 40 1 0 75 25 20 10 30 15 70 5 5 20 20 10 3 1 6 12 50 12 15 8 80 70 40 10 0 0 100 25 0 0 35 0 100 25 0 0 0 0 0 0 5 0 80 0 5 0 14 21 22 2 17 5 14 5 14 10 11 5 0 1 6 12 75 60 0 0 20 31 0 0 20 31 3-6 520 72 210 520 . 72 12 0 90 11 90 11 3 50 80 100 50 40 20 100 25 120 40 60 75 75 25 20 7 7 10 50 36 100 100 40 20 0 0 25 0 35 2 13 4 12 2 0 0 8 12 9 9 50 8 30 50 8 2 4 0 0 6-12 12-20l 40 0 0 311 312 313 314 315 316 317 318 319 320 321 322 323 824 325 326 327 328 229 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 845 346 347 84N 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 361 365 366 367 368 369 370 371 372 373 371 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 391 395 396 397 398 78 EDUCATION REPORT, 1895-96. Statistics of commercial a Post-office. Name. Executive officer. In- stru< ors Texas— continued. Dallas . . . . do. . . Fort Worth . . Gainesville . . Graham . . Galveston . . Houston... . . Paris . ... San Antonio . . San Marcos. . . . Waco _ _ _ Weatherford _ UTAH. Ogden . . Salt Lake _ VERMONT. Burlington _ Waterbury Center VIRGINIA. Lynchburg _ _ Norfolk . . Richmond . . Roanoke . . Staunton . _ do . WASHINGTON. Lynden . . Spokane. . . Walla Walla . . WEST VIRGINIA. Huntington . . Wheeling _ WISCONSIN. Appleton . Ashland _ Black River Falls Chippewa Falls. . Eau Claire _ ... Green Bay... _ Janesville _ Kenosha . . Madison.. . . Milwaukee _ _ do _ Platteville _ Portage . Racine. . Sheboygan _ Waukesha _ : ... King’s Business College. _ _ _ Metropolitan Business College * . . Fort Worth Business College . . Gainesville Business College *.... . Graham Business College *. . Galveston Business University. . . Houston Commercial College. . . . Southwestern Business College * _ Alamo City Business College . . Lone Star Business College *. . . . Edward Toby, Jr.’s Practical Business College. North Central Business College. _ _ Inter mountain Collegiate Institute . . Salt Lake Business College . . . Burlington Business College . . . Minard Commercial College . . Virginia Business College . . Norfolk Business College. _ _ _ Smithdeal Practical Business College _ National Business College . Dunsmore Business College _ _ Staunton Business College . Lynden Business College *...... . Spokane Business College . . Empire Business College * . . . Huntington Business College. . . . Wheeling Business College. . . De Land’s Business College . Gordon’s Business College . . Black River Falls Business College. . . Chippewa Falls Business College _ _ _ School of Shorthand and Business.. . Green Bay Business College... . I... Valentine School of Telegraphy . . Kenosha College of Commerce. . . . Northwestern Business College.. . Spencerian Business College _ _ _ Wisconsin Business College . . Platteville Business College _ _ Story’s College of Commerce... . . L. V. 'Patterson Commercial Institute. .. Sheboygan Business College _ Waukesha Business College _ _ _ J. H. King _ Gillespie & Law¬ rence. F. P. Preuett . J. R. McFarren _ H. Fowler _ J. F. Smith _ J. B. Barnes . . E. W. Chartier _ J. C. Shafer, T. T. Downey. M. C. McGee _ Edward Toby, jr... A. C. Elliott _ James A. Smith _ N. B. Johnson _ E. G. Evans . . F. W. Reeder . . J. W. Giles . J. W. Patton _ G. M. Smithdeal.... D. E. Eckerle _ _ J. G. Dunsmore _ Maj. Jed Hotchkiss. Aug. Wilson JohnR.Cassin. Mervin Pugh .. L. M. Newcomb. J. M. Frasher... O. P. De Land. _ E. D. Gordon . . H. C. Hoffman.. . C. H. Howieson . Mrs. M. J. Lanphear. J. N. McCunn... . Richard Valentine. . . Otis L. Tunary...... R. G. Deming _ Robert C. Spencer. .. H. M. Wilmot _ John Alcock.. . . H. A. Story _ L. V. Patterson . M. C. Patten _ W. A. Pierce. _ * From 1894-95. COMMERCIAL AND BUSINESS SCHOOLS, 2079 business schools , 1895-96 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In te¬ legra¬ phy. Months neces¬ sary for gradua¬ tion. Charges for tuition. Graduates in commercial course 1895-96. I Graduates in amanuensis course. Day course. Even¬ ing course. 6 la Female. Male. Female. Day course. Evening course. Male. 1 Female. Male. Female. Male. | Female. Male. Female. Day course. Evening course. Day course. Evening course. 6 7 S 9 io 11 12 13 14 15 16 17 IS 19 30 31 33 33 34 35 175 80 40 18 75 15 160 20 17 60 4 2 0 0 6 10 $50 . 43 11 266 53 106 193 9 73 44 5 50 84 46 321 43 46 12 124 36 300 20 64 38 14 5 10 16 50 $40 58 24 19 16 1 19 6 14 0 0 0 0 0 3 6 8 0 16 4 20 16 4 3 20 12 200 150 200 75 25 75 6-12 26 90 106 12 61 23 32 56 ' 74 49 23 2 6-8 8-10 100 50 46 55 35 10 20 5 25 15 30 6 4 5 8 24 50 25 108 12 20 50 15 90 8 40 10 40 12 6 1 6 12 60 25 42 10 52 24 0 0 25 0 48 12 0 0 39 17 0 0 6 0 2 0 111 53 1 85 25 140 7 10 6-12 8-16 86 22 35 3 25 2 33 2 9 1 4 6 50 50 6 1 69 46 42 17 45 25 50 8 8 10 30 5 7-9 18 50 25 27 9 120 80 40 20 100 35 80 20 70 25 50 20 0 0 12 18 75 40 35 53 35 37 11 50 25 • 50 15 3 12 0 0 6-10 40-60 10-15 10 9 0 0 0 4 0 6 0 3 0 0 0 0 0 9 0 27-30 0 2 0 80 60 18 2 75 10 75 5 35 45 4-6 9-12 50 50 32 45 150 20 30 5 35 10 6 9 50 10 30 27 84 36 20 5 54 20 62 2 42 39 21 0 6 0 3-6 12-15 50 50 10 2 58 38 65 0 22 20 24 28 56 65 0 0 6-8 50 20 18 60 61 60 1 4 8 50 19 1 14 i 0 6 14 ’"’6 10 0 2 1 8 50 4 14 16 20 5 6 11 6 50 3 274 144 28 23 234 46 61 92 302 167 0 0 50 50 60 40 20 10 75 20 46 30 15 20 15 21 6-9 9-12 35-75 25-45 10 10 11 12 26 9 13 18 10 3 14 10 6 4 0 0 3-6 8-12 100 20 4 4 184 98 114 32 116 48 153 31 36 74 99 25 10 4-6 8-15 100-120 50-75 68 64 33 17 19 23 17 32 15 9 9 8-10 50 25 10 4 ’ 3 29 13 16 6 6 3 1 6 18 45 32 5 29 25 20 34 4 3 1 8 16 40 40 36 20 ”6 6-8 60 50 32 43 4 1 20 4 20 13 18 47, .16 12 6 10 30 10 1 140 45 40 5 70 40 125 15 15 30 125 15 ""6 '”6 6 6 65 25 44 30 192 0 0 192 0 25 “i2 22 8 18 16 38 8 9 12; 0 0 0 c 7 10 70 60 10 2 102 36 53 10 75 30 84 9 27 29 44 6 0 0 6 6 55 20 17 12 116 17 30 146 24 23 63 10 10 100 35 10 34 '31 30 28 28 27 30 50 9 0 ( 4-6 6-8 65 50 1--- 17 3 0 0 15 16 2 2 ] 0 0 0 ( 6 45 1 o 28 27 6 1 15 9 6 12 10 ' 3 5-7 12 40-100 20-50 13 39 25 18 12 23 15 33 11 15 2( 9 6 6 12 70 45 36 1 25 29 6 24 1 17 23 50 1 3 t 0 0 0 ( 6 12 40 22 1 2 4 4 2 6 7 42 42 r" 9 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 CHAPTER XLII. EDUCATION OF THE COLORED RACE. 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. lxvii; 1885-86, pp. 596, 650-656; 1886-87, pp. 790, 874r-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, 881-867, 1002, 1234-1237; 1892-93, pp. 15,442,1551-1572, 1976; 1893-94, pp. 1019-1081; 1894-95, pp. 1331-1424; 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. The estimated number of persons 5 to 18 years of age in the sixteen Southern States and the District of Columbia for the scholastic year 1895-96 was 8,562,970. Of this number 5,768,680 were white and 2,794,290 were colored. The total enroll¬ ment in the public schools of the South was 5,291,013, the enrollment in the white schools being 3,861,300, or 66.93 per cent of the white children of school age, and the enrollment in the colored schools 1,429,713, or 51.16 per cent of the colored children of school age. While the colored children constitute 32.63 per cent of the school population of the South, they make but 27 per cent of the school enroll¬ ment. In the District of Columbia and in Kentucky the per cent of colored children enrolled is higher than for the white children. In Alabama and South Car¬ olina the per cent of attendance is higher for the colored than for white children. For the entire South the average daily attendance was 66.28 per cent of the enroll¬ ment for the white children and 62.04 per cent of the enrollment for the colored children. These statistics for each of the sixteen Southern States and the District of Columbia are given in Table 1 on the following page. The total expenditure for public schools in the South for 1895-96 was $30,729,819. In only one or two States are separate accounts kept of the expenditure of money for the colored schools, but at a low estimation the cost of public schools for the colored race for 1895-96 was not less than $3,500,000. Table 2 shows that from 1870 to 1896 the cost of public schools in the South was $483,777,467. Between $90,000,000 and $95,000,000 of this sum must have been expended for the education of the colored children. The same table shows the enrollment in the white and colored schools for each year, and also the total expenditure for each year from 1870-71 to 1895-96. SECONDARY AND HIGHER EDUCATION. For the year 1895-96 this Bureau received reports from 178 schools for the second¬ ary and higher education of the colored race. Three of these schools are in Penn¬ sylvania, two in Ohio, two in Indiana, one in Illinois, and one in New Jersey. All the others are within the boundaries of the former slave States. Table 3 shows the number of these schools in each State and the number of teachers and stu¬ dents for each State. The total enrollment in these 178 schools was 40,127. The number in the elementary grades was 25,092, in the secondary 13,563, and in the collegiate grades 1,455. The number of teachers employed was 1,626. The statis¬ tics of these schools are given in detail in Tables 9 and 10. ED 96 - 66 2081 2082 EDUCATION REPORT, 1895-96. Table 1.— Common school statistics, classified by race, 1895-06. ' State. Estimated number of persons 5 to 18 years of age. Percentages of the whole. Pupils enrolled in i the public schools. Per cent of per¬ sons 5 to 18 years enrolled. White. Colored. White. I Colored. White. Colored. White. Colored. Alabama . 328, 700 281, 600 53.85 46.15 a 198, 710 a 120, 816 a 60. 45 a 42. 90 Arkansas . . . 326, 700 126, 700 72.06 27. 94 218,299 78,276 66.82 61.79 Delaware (1891-92) _ 39, 850 8,980 81.60 18.40 28,316 4,858 71.05 54.09 District of Columbia . . 44, 800 24, 640 64. 51 35.49 27, 289 15,175 60.91 01.59 Florida . 89,130 70, 670 55.79 44. 21 63,586 36, 787 71.35 52.06 Georgia . . 369, 000 346, 300 51.59 48.41 253,516 170, 270 68.70 49. 16 Kentucky . . 557, 400 95,400 85.38 14.62 337, 618 62, 508 60. 57 65.54 Louisiana . 203, 400 216, 700 48.42 51.58 98, 400 65, 917 48.38 30.44 Maryland - - - 263, 300 75, 900 77.62 22.38 179, 408 39,954 68. 14 52.65 Mississippi (189L95) 212, 700 309. 800 40. 71 59.29 162.830 187, 785 76. 56 60. 61 Missouri . . . 881,200 53; 600 94.26 5.74 631.957 32, 990 71.72 61.54 North Carolina . . 389, 700 233, 700 62.52 37.48 244,376 126,544 62.70 54.14 South Carolina . 174. 200 292, 200 37.34 62.66 109, 159 123,178 62. 67 42.15 Tennessee (1894-95) - 475, 100 160, 300 74. 77 25.23 377, 626 100, 499 79.48 62.70 Texas . . . 800, 500 245, 500 76. 55 23.45 481, 419 135, 149 60. 13 55.05 Virginia . . . 338, 700 241,000 58.43 41.57 240, 356 121, 777 70. 96 50.52 West Virginia . 274, 300 11, 300 96.04 3.96 208, 435 7,230 76.00 63.97 Total . . Total, 1889-90 _ 5, 768, 680 55, 132, 948 2, 794, 290 62, 510, 847 67.37 67.15 32.63 32.85 3,861,300 3,402,420 1,429,713 1,296,959 66.93 66.28 51.16 51.66 State. Average daily attend¬ ance. Per cent of enroll¬ ment. Number of teachers. White. Colored. White. Colored. White. Colored. Alabama . a 124, 300 a 79, 700 a 62. 56 a 65. 98 4,831 2,350 Arkansas . . 128, 460 43,488 58.84 55.55 5,225 1,448 Delaware (1891-92) . a 19, 746 a 2, 947 a 69. 74 a 60. 66 734 106 District of Columbia . . 20, 858 11,295 76. 43 74.43 688 343 Florida . . 41, 992 24. 143 66. 03 65.63 1,929 579 Georgia . .. 154. 896 99,246 61.11 58.29 5,868 3,053 Kentucky . 247, 203 39,658 73. 23 63. 44 8,727 . 1; 482 Louisiana . . 70, 373 44, 943 71.52 68.11 2,576 961 Maryland - - 103, 798 19, 429 57.86 48.63 3, 892 724 Mississippi (1894-95) . . - 99, 048 103, 635 60. 81 55.19 4,591 3,264 Missouri . . a 415, 368 a 21, 020 a 65. 72 a 63. 71 14. 114 730 North Carolina . 155, 899 75, 826 63. 79 59. 93 5; 129 2. 756 South Carolina - 78, 391 91,810 71.83 74. 52 2, 688. 1,759 Tennessee (1894-95 ) ..... 270, 982 67,348 71.77 67.00 7,048 1,865 Texas . . 349, 913 90,336 72. 70 66.85 10, 470 2, 747 Virginia . . 141,825 67, 703 59.01 55.60 6, 320 2,097 West Virginia . 136, 614 4,467 65.54 61.79 6,219 235 Total . . Total, 1889-90 . 2,559,666 2,165,249 886, 994 813, 710 66.28 63.83 62. 04 62.42 91,049 78, 903 26,499 24,072 a Approximately b United States Census. Table 2. — Sixteen former slave States and the District of Columbia. Year. 1870- 71. 1871- 72. 1872- 73. 1873- 74. 1871-75. 1875- 76. 1876- 77. 1877- 78. 1878- 79. 1879- 80. 1880- 81. 1881-82. 1882- 83. 1883- 84. Common school enrollment. White. Colored. 1,827,139 2,034,946 2,013, 684 2,215,674 2, 234,877 2, 249,263 2,370,110 2,546,448 571, 506 675, 150 685,942 784, 709 802, 374 802, 982 817,240 1,002,313 Expend¬ itures (both races). §10,385,464 11,623,238 11,176,048 11, 823, 775 13,021,514 12,033,865 11,231,073 12,093,091 12, 174, 141 12,678,685 13,656,814 15,241,740 16,363,471 17,884, 558 Year. 1884- 85 . 1885- 86 _ 1886- 87 _ 1887- 88 _ 1888- 89 . 1889- 90 _ 1890- 91 _ 1891- 92 . 1892- 93 _ 1893- 94 . 1894- 95 . 1895- 96 _ Total. Common school enrollment. Expend¬ itures (both races). White. Colored. 2,676,911 2, 773, 145 2,975,773 3, 110, 608 3,197,830 3,402,420 3,570,624 3,607,549 3,697,899 3,835,593 3,845,414 3,861.300 1,030,463 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 1,441,282 1, 429, 713 §19,253,874 20,208,113 20,821,969 21,810, 158 23,171,878 24,880, 107 26,690,310 27,691,488 28.535,738 29,223, 546 29,372,990 30,729,819 483, 777,467 EDUCATION OF THE COLORED RACE. 2083 Table 4 shows that in the 178 schools there were 1,494 students in classical courses, 1,345 in scientific courses, 9,139 in English courses, and 398 in business courses. Table 5 shows that 4,672 students were in normal courses. There were 826 graduates from high school courses, 966 from normal courses, and 161 from collegiate courses. Table 6 is an exhibit of the number of students in professional courses in the colored schools. The total number in professional courses was 1,319, only 126 of these being females. There were 703 students and 76 graduates in schools and de¬ partments of theology, 124 students and 20 graduates in law, 286 students and 30 graduates in medicine, 32 students and 6 graduates in dentistry, 48 students and 13 graduates in pharmacy, and 126 students and 40 graduates in nurse training. Table 7 is a summary of the statistics of industrial training in the 178 colored schools. The number receiving industrial training was 12,341, the number of males being 4,476 and of females 7,865. The table shows that the number being- trained in farm and garden work was 1,098, in carpentry 1,821, in bricklaying 254, in plastering 165, in painting 257, in tin and sheet-metal work 126, in forging 327, in machine-shop work 223, in shoemaking 165, in printing 565, in sewing 6,302, in cooking 2,455, and in other trades not named 1,677. The details of the statistics of industrial training are given in Table 10. The financial statistics of the colored schools of secondary and higher grade are summarized in Table 8. These schools received in benefactions during the scho¬ lastic year 1895-96 the sum of $323,718. The income of these schools aggregated $1,117,569. Of this amount the sum of $289,845 was derived from public funds, $92,297 from productive funds, and $124,481 from tuition fees. The sources of the unclassified income of $610,946 are uncertain. Many schools reported only total incomes for 1895-96. INTERVIEWS WITH LEADING EDUCATORS OF THE COLORED RACE. Interviews with bishops of the African Methodist Church and with leading edu¬ cators of the colored race were printed in the New Orleans Times-Democrat of January 24, 1897. Those who read, in the Report of the United States Commis¬ sioner of Education for 1894-95, the two chapters on the Education of the Colored Race will be interested in these interviews. The Times-Democrat made the fol¬ lowing editorial comment: “Education for the Negro. “We publish elsewhere interviews with the presidents of the several colored colleges of this city, the bishops of the African Methodist Church now in New Orleans, and others interested in the education of the colored race, upon a sub¬ ject, than which there is none more important before the South and' the country to-day. It is a part — and the most important part — of the great negro problem of the United States. What is better for the education of the negro — a classical edu¬ cation or an industrial and mechanical education? Shall we turn his ambition in the direction of the learned professions rather than toward the industries? “When we consider that there are 8,000,000 negroes in this country, that they constitute one -ninth of its population, and in several of the Southern States are in a majority, we can form some idea of the importance of this matter of educating them and making them useful and valuable citizens. “A great deal of work has been done already. Over $80,000,000 have been ex¬ pended on colored schools and colleges since 1876 alone. Thirty- three years have passed since the emancipation proclamation — a full generation — and we ought by this time to gather some fruit from the millions expended on the education of the negro. What do the results show — that a classical education or an industrial or mechanical one is better for the present condition and needs of the negro and for the South? “The two sides of the case are well stated by Prof. Booker T. Washington, presi¬ dent of the Tuskegee Normal and Industrial Institute, of Alabama, on the one hand, and President Edward Cushing Mitchell, of Leland University, in this city, on the other. “President Mitchell takes a very decided stand against simple industrial educa¬ tion. He calls attention to the fact that the Northern colleges, which in many cases began with manual labor schools, have abandoned this appendage to their curric¬ ulum. - Ought we to insist,’ he asks, ‘ upon putting a yoke upon the necks of our brethren in black which neither we nor our fathers were able to bear? ’ And he calls attention to the fact that the report of the Bureau of Education for 1889-90 shows that the graduates of 17 colored schools in which industrial instruction is 2084 EDUCATION REPORT, 1895-96, Table 3. — Teachers and students in institutions for the colored race in 1895-96. State. Number of schools. | Teachers. Students. | Female. Total. Elementary. Secondary. Collegiate. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Alabama . 11 91 95 186 1,118 1,294 2,412 860 795 1,655 36 12 48 2,056 2,059 4,115 Arkansas..1. _ 7 20 27 47 565 667 1,232 216 242 488 13 3 16 822 914 1,736 Delaware _ 1 3 0 3 32 6 38 10 6 16 42 12 54 Dist. of Columbia 4 5 4 9 89 61 150 9 2 11 98 63 161 Florida . . 7 19 27 46 307 295 602 388 201 389 438 553 991 Georgia . 23 67 151 218 1,842 2,901 4, 743 558 847 1,405 167 48 215 2,564 3, 799 6,363 Illinois . 1 1 1 2 0 0 0 11 23 34 0 0 0 11 23 34 Indiana. . . 2 3 3 6 296 338 634 45 70 115 0 0 0 341 408 749 Kentucky . 7 30 48 78 566 744 1, 310 200 330 530 32 2 34 784 1,090 1,874 Louisiana a. . 7 32 38 70 411 543 954 106 148 254 38 28 66 535 739 1,274 Maryland . 5 13 18 31 58 134 192 79 219 298 34 7 41 176 372 548 Mississippi . 10 39 49 88 530 421 951 375 485 860 118 76 194 1,033 972 2,005 Missouri. . 6 20 24 44 213 233 446 160 204 364 7 0 7 391 426 817 New Jersey . ... 1 2 4 6 24 25 49 8 18 26 35 40 75 N or th Carolina . . 27 94 93 187 927 1,674 2,601 1,159 1,172 2,331 163 72 235 2,274 2,893 5,167 Ohio . 2 11 10 21 77, 63 140 i 64 107 171 43 8 51 202 160 362 Pennsylvania . . . 3 15 7 22 47 64 111 74 125 199 170 0 170 291 189 480 South Carolina. . 12 41 71 112 1,178 1,292 2,470 j 402 566 968 13 4 17 1,596 1,859 3,455 Tennessee . . 15 48 104 152 1,058 1,343 2,401 548 725 1,273 164 71 235 1,715 2, 194 3,909 Texas . 11 40 55 95 536 869 1,405 377 427 804 23 17 40 948 1,301 2,249 Virginia . . 13 76 108 184 959 1,287 2,246 395 595 990 65 5 70 1,469 1,837 3,306 West Virginia... 3 10 9 19 22 21 43 140 220 360 0 0 0 162 241 403 Total _ 178 680 946 1,626 10,823, 14,269 25,0926,036 I 1 7,527 13,563 1,096 359 1,455 17,983 22,144 40, 127 a Two schools not reporting. Table 4. — Classification of colored students, by courses of study, 1895-96. State. Alabama . Arkansas . Delaware - District of Columbia Florida . Georgia . . . . Illinois . . . Indiana . Kentucky . Louisiana . . Maryland . . Mississippi . . Missouri . . . New Jersey . North Carolina . . Ohio . . . Pennsylvania . South Carolina. . Tennessee . . Texas . . . Virginia . . West Virginia . . Students in classical course. Students in sci¬ entific courses. Students in English course. Students in business course. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. 17 4 21 12 12 24 472 518 990 10 8 18 28 24 52 17 22 39 224 141 365 8 4 12 0 1 1 10 5 15 32 6 38 100 235 335 56 194 250 56 75 131 65 51 116 230 321 551 86 54 140 21 8 29 432 645 1,077 0 0 0 0 0 0 0 0 0 11 23 34 0 0 0 45 70 115 0 0 0 0 0 • 0 0 0 0 7 0 7 113 245 358 0 15 15 32 16 48 12 0 12 207 269 476 20 10 30 34 7 41 102 248 350 70 36 106 57 53 110 251 344 595 15 9 24 47 108 155 45 55 100 28 33 61 10 12 22 8 10 18 10 14 24 75 20 95 80 125 205 489 653 1,142 21 14 35 22 4 26 15 7 22 77 62 139 9 6 15 115 0 115 19 15 34 6 8 14 40 17 57 21 24 45 317 442 759 31 41 72 139 67 206 35 19 54 395 513 908 2 0 2 99 172 271 82 186 268 4 6 10 19 0 19 30 66 96 347 379 726 0 0 0 18 44 62 32 42 74 874 620 1,494 520 825 1,345 3,943 5,193 9, 139 202 196 398 Total EDUCATION OF THE COLORED RACE. 2085 given in carpentering, farming, shoemaking, etc. , have generally drifted off into the professions. Ont of 1,243 graduates of these schools 693 are teachers, 117 ministers, 163 physicians, 116 lawyers, while only 12 are farmers, and 5 following mechanical pursuits (2 printers, 1 carpenter, and 2 unclassified). From these facts, President Mitchell reaches the conclusion that industrial education is not what the negro needs, but the same higher or classical education provided for the whites. “ We think President Mitchell altogether wrong in his conclusions. It is the same mistake that was made when the suffrage was given the negro. Those who gave it so hastily and prematurely imagined that the fifteenth amendment would immediately make the negro a valuable citizen and endow him with all the polit¬ ical experience which it has taken the white race centuries — and centuries of struggle, too — to secure. There could have been no more unfortunate mistake for the negro and the South. The saturnalia that prevailed between 1868 and 1872 in consequence of conferring of the franchise on a people not yet fitted for it not only cost the South millions of dollars and thousands of lives, but did the negro race a serious injustice, setting back its civilization, arousing old prejudices, and causing even its most ardent friends to doubt its ability for the higher development and civilization. “Mr. Mitchell would have us do in education what was attempted in politics, but failed. He himself recognizes that the white race began with industrial schools, and as it advanced, steadily elevated its schools, widened its curriculum, and raised the standard of education. He would have the negro at the very start try to do what the whites have taken centuries to reach. He would begin with classical education, a policy which will cause only discontent and failure. It is not what we should offer a race only just struggling to the front, steeped in igno¬ rance, the fruit of centuries of slavery. If it were proposed to establish a dozen great universities like Oxford and Cambridge in the heart of Africa, as a means of checking cannibalism and raising and developing the natives, and bringing them civilization and prosperity, it would cause a national protest as a pure waste of money, and yet this would be only an exaggeration of President Mitchell’s proposition. “ His statistics, which are the strongest point of his argument, really prove nothing. It may be true that a large proportion of the negroes educated in the colored colleges have drifted into the professions. It is equally true that a con¬ siderable proportion of them drifted into politics in 1868-1872; but we must not con¬ clude from this that what the negro wants is a political instead of an industrial education. We see that among the college graduates there are ten ministers to every one farmer. We will not accept this as proof that what the negroes need is more theology. There are a thousand negroes engaged in farming for every one who enters the church, and if the farmers were only better taught how to cultivate their lands they would be better off materially and morally. The poverty and the ignorance of the negro race are keeping up a sick rate, a death rate, and a prison rate which are preventing that advance it would otherwise make. ‘ ■ It is natural that half the graduates of the colored normal and industrial schools should become teachers. In providing for a race whose education has been so long neglected, the first graduates will naturally devote themselves to teaching. Presi¬ dent Mitchell says that in giving an industrial education to a negro you help only the individual. His own statistics disprove this, for so far a majority of these graduates have devoted themselves to scattering among the race the information which they themselves have gained. The industrial schools are teaching not a few negroes better work, but through them the entire colored race. “ In marked contrast are the views of Prof. Booker T. Washington, president of the Tuskegee Normal and Industrial Institute, one of the leading representatives of his race, certainly in the field of education. Professor Washington has had the best opportunities of studying the question thoroughly and practically. The institute over which he presides has done good work for the negro, and its gradu¬ ates have carried the lessons learned there throughout the South. One of its best fruits is the conference now held each year at Tuskegee of representatives of the negro race from all parts of the Union to discuss questions affecting its interests. “ ‘ I am convinced,’ says Professor Washington, 4 that whether the negro receives much or little education, whether it be called high or low, we have reached the point in our development where a large proportion of those who are being educated should, while they are receiving their education or after they have received it, be taught to connect their education with some industrial pursuit.’ “Professor Washington thinks, as we do, that in the present condition of the negro, the first thing for him to learn is how to secure an independent position in the industrial world, how to work and to work intelligently. If the colored col¬ leges drop industrial education and turn their attention solely to graduating theo¬ logians, lawyers, etc., he sees that the negro will very soon be crowded out of 2086 EDUCATION REPORT, 1895-96. Table 5.— Number of normal students and graduates in 1895-06. State. Students in normal course. Graduates of high-school course. Graduates of normal course. Graduates of collegiate course. I Male. 1 Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Alabama . 244 315 559 11 10 21 203 161 364 0 1 1 Arkansas . . . 29 15 44 8 5 13 7 5 12 9 0 2 Delaware . . _ . District of Columbia _ 19 58 1 77 18 28 46 25 30 55 l 7 8 Florida . 49 50 99 0 0 0 2 3 5 0 0 0 Georgia . . . 96 379 475 38 92 130 7 31 38 19 17 35 Illinois . . 0 2 2 0 0 0 0 0 0 Indiana . . __ . 23 40 63 0 0 0 o o 0 Kentucky . 67 93 160 4 19 23 4 1 5 3 0 3 Louisiana . . . 10 55 65 15 19 34 18 29 45 1 0 1 Maryland _ _ _ 44 44 88 2 11 13 12 10 22 2 0 2 Mississippi . 93 75 168 29 18 47 44 55 99 29 6 35 Missouri . . . 66 40 106 5 13 18 7 2 9 1 0 1 New Jersey _ _ 3 5 8 North Carolina . . 301 502 803 55 22 77 I 39 48 87 13 5 18 Ohio _ _ --i - 50 57 107 11 14 25 7 8 15 4 0 4 Pennsylvania _ 42 72 114 0 1 1 21 o 21 South Carolina. . . . . 101 222 323 2d 33 58 20 38 58 1 1 2 Tennessee . 212 1 286 498 24 55 79 11 37 48 22 2 24 Texas . . . 106 j 210 316 12 16 28 1 6 y Virginia . . 201 1 337 538 33 96 129 23 57 80 3 0 3 W est V irginia . . 60* 64 124 5 14 19 8 9 17 Total . . . ' 1 1,793 | 2,879 | 4, 672 318 508 826 | 436 530 | 966 122 39 161 Table 6. — Colored prof essional students and graduates in 1895-96. Students State. in professional courses. Theol¬ ogy. Law. Medi¬ cine. Den¬ tistry. Phar¬ macy. Nurse train¬ ing. Male. Female. Total. Students. Graduates. Students. Graduates. Students. Graduates. Students. Graduates. Students. Graduates. Students. Graduates. Alabama . 43 0 43 43 6 Arkansas . . 52 0 52 52 0 1 1 District of Columbia . 314 33 347 66 10 105 17 112 9 13 3 18 5 33 13 Florida . 4 0 4 4 0 0 0 0 0 0 0 0 0 0 0 Georgia . . . . 171 12 183 171 19 0 0 0 0 0 0 0 0 12 7 Kentucky . . 19 0 19 19 0 0 0 0 0 0 0 0 0 0 0 Louisiana . 12 0 12 12 0 •0 0 0 0 0 0 0 0 0 0 Maryland . . . 6 0 6 6 6 0 0 0 0 0 0 0 0 0 0 Mississippi- . . . 14 54 68 14 0 0 0 0 0 0 0 0 0 54 16 Missouri _ _ .' _ 9 0 9 9 0 0 0 0 0 0 0 0 0 0 0 North Carolina . 142 12 154 76 12 8 0 47 10 0 0 11 2 12 0 Ohio . . . . 10 15 25 10 3 0 0 0 0 0 0 0 0 15 4 Pennsylvania . . . 48 0 48 48 9 0 0 0 0 0- 0 0 0 0 0 South Carolina . . . 43 0 43 40 0 3 0 0 0 0 0 0 0 0 0 Tennessee . . 222 0 222 49 1 8 3 127 11 19 3 19 6 Texas . 19 0 19 19 0 0 0 0 0 0 0 0 0 6 0 Virginia . 65 65 65 10 0 0 0 0 0 0 0 0 0 0 Total . . . 1 1, 193 126 1,319 703 76 124 20 286 I 20 32 6 48 13 126 40 EDUCATION OF THE COLORED RACE. 2087 the industries in the South, as he already is in the North. Even in slavery he was taught carpentering, blacksmithing, and kindred mechanical trades. If he abandon this field, he will close the avenues of employment to himself and drift into a con¬ dition of uselessness. It will be a bad thing for the race if it allows itself to be driven out of every industry upon which its living depends, and is satisfied with book learning alone, in which it is naturally at a great disadvantage in competi¬ tion with the whites, if for no other reason because the latter has had the advan¬ tage of centuries of schooling. It will be giving up the field where, because of his strength, the negro can compete most successfully for a field where he is at the greatest disadvantage. ‘ Professor Washington notes sadly the tendency of the negroes to neglect the very industry by which nine-tenths of them make their living — farming. To the advocates of ‘the higher education,’ it is hardly worth while to teach the negro how to farm intelligently and profitably, although thousands of white youths are learning scientific agriculture; and it is actually pointed to with pride instead of sorrow that twenty negroes who receive a better education follow theology and law for one who follows agriculture, the profession with which his race has been connected for all time. “We are glad to see that nearly all the colored men interviewed by us, and par¬ ticularly those of Southern birth, agree with Professor Washington that what their race needs most is industrial education, rather than simple book learning. “ They are right, and it is an auspicious sign to see them recognizing the potency of industry, and seeing the right road for the elevation of their race. The philan¬ thropy of the North has given millions of dollars to the education of the colored race. The spirit of justice of the Southern people has given ten times as much. The negroes constitute so large a proportion of the population of the South that their prosperity and morality, even their health, affect the entire body politic. It is in negro sections of our cities where the first rules of sanitation are defied that are bred the diseases which sweep through the white residential districts and carry off thousands — victims of negro ignorance and neglect; and the moral atmos¬ phere of these negro Ghettos more or less permeates the whole community. “A few months ago the American Economic Association issued among its publi¬ cations, The Race Traits and Tendencies of the American Negro, by Frederick L. Hoffman, F. S. S. , statistician of the Prudential Insurance Company of America. It is the best book yet issued on the subject, the fruit of years of close study of the subject and absolutely free of bias; yet the conclusion Mr. Hoffman reached was: “ ‘ Instead of making the race more independent, modern educational and philan¬ thropic efforts have succeeded in making it even more dependent on the white race at the present time than it was previous to education. It remains to be seen how far a knowledge of the facts about its own diminishing vitality, low state of morality, and economic efficiency will stimulate the race in adopting a higher standard. Unless a change takes place, a scheme that will strike at the funda¬ mental errors that underlie the conduct of the higher race toward the lower, the gradual extinction (of the negro) is only a question of time.’ “Unless the negro race can make a proper jfiace for itself, unless it can find work to do for which it is fitted, it will meet, Mr. Hoffman predicts; the same fate as every other colored race coming into conflict with the Anglo-Saxon — extinction. The preachers and the lawyers and the colored editors will not prevent this, but those who render the negroes industrially independent, find them work to do, improve their material condition, and with that improvement bring about higher spirit of self-confidence and morality. ‘ ‘ The child must be taught to stand before it tries running. The negro is in his infancy as a free man. He should have solid foundations of education first, and open the industries to his race, instead of depending too much on the higher classical education. There has been a disposition of late by many to declare that education is doing the negro more harm than good. The Senate Labor Committee found a number of witnesses to testify to that effect. The Chattanooga Trades¬ man, after a searching inquiry of the employers of colored labor, learned from them that education generally detracted from a negro’s efficiency. We know to the contrary from the experience of every race that this can not be so, and is no more true of the negro than of the white man. It is not education that is causing any lack of efficiency, but the kind of education. It should, for the present at least, be mainly industrial, intended to advance the condition of the negro, to assure him work, and to improve his material status. Whether it will be well afterwards to establish higher universities for the colored race, we may leave to time to determine. We should give him a chance now to improve and raise him¬ self. To give him a classical education in his present condition is like giving a stone to him who asks for bread. 2088 EDUCATION REPORT, 1895-96. Table 7. — Industrial training of colored students in 1895-9G. State. Pupils receiv¬ ing industrial training. Students trained in indus trial branches. Male. Female. Total. Farm or gar¬ den work. u a 03 P- Sh c3 o Bricklaying. Plastering. Painting. Tin or sheet- metal work. Forging. Machine-shop work. Shoemaking. Printing. Sewing. Cooking. Other trades. 515 748 1 263 176 178 6 31 28 45 473 68 381 Arkansas _ _ 63 49 112 19 42 "40 40 "~40 2 32 13 7 Delaware . - . 33 2 25 17 5 1 2 District of Columbia.. 103 73 176 0 48 0 0 0 10 0 0 ""6 41 71 0 6 Florida . 72 161 233 i 41 64 — 8 102 76 24 Georgia . 234 1,302 1,530 ! 48 119 13 5 9 0 12 0 4 82 1,088 231 179 Illinois _ . Indiana. . . . . Kentucky . 6 143 149 6 63 63 80 Louisiana .' . 171 149 320 62 72 0 0 0 66 0 37 01 21 127 30 15 Maryland . 37 191 228 37 15 0 0 0 0 7 0 7, 12 105 187 Mississippi _ _ 413 364 777 111 176 59 61 43 363 191 5 Missouri . . 85 80 165 0 40 0 0 0 0 20 "25 0 0 80 0 0 New Jersey . 18 25 43 18 18 25 North Carolina. . 641 962 1,603 115 299 97 22 124 3 56 45 16 46 837 671 0 Ohio _ _ 50 57 107 43 24 53 44 180 Pennsylvania _ South Carolina . 733 931 1,664 267 254 135 131 113 6 63 63 25 32 761 183 32 Tennessee . 371 925 1,296 5 177 0 0 0 7 0 0 0 76 808 203 40 Texas . _ 305 685 990 54 115 15 1 5 39 641 172 68 Virginia . . . 569 899 1,468 162 85 9 7 3 0 17 11 17 39 582 276 660 West Virginia . 67 119 186 1 53 2 .... 2 5 110 53 7 Total . 4,476 7,865 12,341 1,098 1,821 254 165 257 126 327 223 165 565 6,302 2,455 1,677 Table 8. — Financial summary of the 178 colored schools. State. Value of benefac¬ tions or bequests, 1895-96. Volumes in libra¬ ries. Value of libraries. Value of grounds, buildings, furni¬ ture, and scien¬ tific apparatus. Amount of State or municipal aid. Amount received from tuition fees. Amount received from productive funds. Amount received from sources un¬ classified. Total income for the year 1895-96. Alabama. . . $32,670 12,950 $11,425 $384, 782 $7,000 $12,631 S6, 479 $103, 146 $129,256 Arkansas . 2, 747 5,550 5.925 167,000 9,450 5,937 2,065 '4,378 21,830 Delaware . . 200 450 400 15, 800 4,200 •61 4,261 District of Columbia.. 4,000 17, 550 11,300 895, 000 34, 500 0, 683 8,500 7,000 56, 683 Florida _ _ 3,316 2,656 99,875 2, 800 500 0 12, 765 16,065 Georgia . . . 35,264 34, 469 29, 190 1,202,629 16, 760 15, 364 5,122 63,388 100, 634 Illinois . 50 100 2.500 1,300 0 0 . 0 1,300 Indiana 0 400 800 3,000 Kentucky . . 23, 618 10, 301 7, 425 182, 864 9,900 5,230 3,450 4,361 22, 941 Louisiana . . 1,125 10, 769 8,000 499,821 7,500 5, 281 6, 900 20,106 39, 787 Maryland . . 2,450 1,400 95, 000 9,000 2,366 584 19, 578 31,528 TYE ssi ssi ppi 1,366 13 205 15, 275 309, 500 18, 368 5,328 27, 817 51,513 Missouri 500 1,531 900 181. 125 08,000 2, 142 1,284 71,426 New Jersey 26. 000 1,000 500 2,500 3,000 100 3, 900 7,000 North Carolina - 40, 945 20, 683 16, 095 656, 102 21,077 8, 700 773 36, 832 67,382 Ohio . . 8,000 5,000 2,500 205,000 12, 500 . 3,500 2,300 8,700 27,000 Pennsylvania 14, 000 7,000 212, 000 0 25, 000 10, 000 35,000 South Carolina . . 8, 552 7,200 3,500 340, 800 17, 840 10,073 1,300 20,013 49,226 Tennessee . 10, 163 20, 494 20,958 765, 600 2, 850 16, 523 1,630 72,811 93,814 Texas . - . 9,847 6,365 4, 650 297, 550 25,800 16, 740 300 30, 648 73,488 Virginia . 116,221 16,068 13,025 903,500 15,000 6,972 25,260 159, 795 207,027 West Virginia _ 2,500 6,000 3,550 100, 000 3,000 450 1,250 5,708 10, 408 Total . 323, 718 209, 801 166, 574 7,524,948 289, 845 124,481 92,297 610,946 1,117,569 HfW EDUCATION OF THE COLORED RACE. 2089 “The Times-Democrat gives below interviews with the bishops of the African Methodist Church, now in this city, with the presidents of the several colored col¬ leges in New Orleans, the president of the Tuskegee (Ala.) Normal and Industrial Institute, and with a number of the more prominent representative colored men of New Orleans interested in the matter of education. The TimeADemocrat has sought in these interviews to shed some light on the matter of the education of the negro— a subject that is attracting great attention just now, and is being earnestly and extensively discussed pro and con. ‘ ‘ The questions propounded to the presidents of the several colored colleges were as follows: “1. How many pupils do you graduate each year? “2. What are these young men and women fitted for when they leave your institutions? “3. Have you any knowledge of what becomes of them after leaving your care? “ 4. Can you make any estimate as to what percentage of them secure useful and lucrative occupations? “5. What is your candid opinion, after years of experience, as to the advisa¬ bility of the higher education of the negro, i. e., a classical education, as opposed to an industrial or mechanical education? “The last question, it will be seen, is the most important, and is the one upon which light is most sought. A very large sum of money is being expended each year on the education of the negro, and large educational funds are being created for their benefit. It is, therefore, important to know what is being accomplished in the way of his education, and what system is yielding the best fruit. Are those colleges which confine themselves mainly to a' classical education doing the most good, or those mainly emplbj^d in turning the colored youth to industrial pursuits? A full and complete answer to this question will probably largely influ¬ ence future donations. It is to secure such an answer that the Times-Democrat has interviewed those who, from their position as the heads of leading colored col¬ leges or from their association with or knowledge of the negro, are best able to speak authoritatively on this matter. “BOOKER T. WASHINGTON. “ Tuskegee, Ala., January 21. “ To the Editor of the Times-Democrat: “The Tuskegee Normal and Industrial Institute graduates from forty to fifty- five young men and women each year from its industrial and literature depart¬ ments. When these men and women graduate they are fitted to become teachers in the public schools or to work at various trades or industries, such as carpentry, wheelwrighting, blacksmithing, foundry work, machinists, tinsmiths, harness making, shoemaking, printing, farming, dairying, horticulture, stock raising, house painting, brick making, brick masonry, plastering, mattress making, -tailor¬ ing, sewing, millinery work, laundering, general housekeeping, cooking, and nursing. “We have a definite plan of keeping closely up with the work accomplished by our graduates after they leave us. In fact, one teacher devotes a large portion of his time to the work of visiting our graduates and in keeping up in various ways with the work done by them. It is safe in saying at least 90 per cent of those who graduate from this institution secure useful and lucrative positions. In fact, most of them are usually engaged before they graduate. Especially is this true of those who graduate from our various industrial departments. So great is the demand from all parts of the South for our graduates who understand the various industrial pursuits, especially agriculture, dairying, carpentry, etc., that we can not begin to supply this demand. Only this week we received applications from two prominent white men, one in Florida and another in Alabama, for men to take charge of large modern dairy establishments. “ I have never been opposed to what is called the higher education of the negro, but after years of experience I am convinced that, whether the negro receives much or little education, whether it be called high or low, we have reached the point in our development where a larger proportion of those who are educated should, while they are receiving their education or after they have received it, be taught to connect their education with some industrial pursuit. To the masses of the negroes in our present condition intellectual training means little except as the negro can use that education along industrial lines in securing for himself an independent position in the industrial world. There should be a more vital and practical connection between the negro’s educated brain and his opportunity for ED 9G - G6# 2090 EDUCATION DEPORT, 1895-96. earning an independent living. I do not mean to say that all educated colored men should have industrial training, for we need colored men in the professions. By reason of our failure to give more attention to industrial development we are running the risk of losing the most valuable thing which we got out of slavery. American slavery, as bad as it was, made the Southern white men do business with the negro for two hundred and fifty years. If a white man wanted a house built or a suit of clothes made during slavery, he consulted a negro about the build¬ ing of that house or the making of those clothes. Thus the two races for two hundred and fifty years were brought into business contact, which left the negro at the close of the war in possession of all the skilled labor, as well as other lines of industry in the South. “ The question which is now pressing upon us more and more each year is, ‘ Can we hold on to this skilled labor in the face of a large number of men and women of other races from Europe and from the North and West who are continually coming into the South? ’ These foreigners are not only educated in their brains, but are skilled in their hands. In other words, they have brains coupled with skilled hands, and as a result we are forced more and more every day to compete with these foreigners. “Heretofore we have left this competition almost wholly to the ignorant men and women who learned their trades during slavery. I claim that a large propor¬ tion of the colored men and women who are educated in the colleges should take up industrial pursuits, should start brick yards, steam laundries, become con¬ tractors, become trained nurses, intelligent farmers, so that we will not be driven out of every industry on which our life depends. Mere book education not coupled with industrial training too often takes the young man from the farm and makes him yield to the temptation of trying to earp^a living in a city by the use of his wits. ^ “Notwithstanding the fact that nine-tenths of the colored people in the Gulf States earn their living by agriculture in some form, if we leave out what has been done by Hampton and Tuskegee we have done almost nothing in educating the people in the very industry in which they must earn their living. I claim that we should so educate the young colored man that he will not leave the farm, but will return to the farm after he has secured his education, and show his father and mother how, by the use of improved machinery, and by properly enriching the land, they can raise 50 bushels of corn on an acre of land where only 15 bushels were growing before. When a negro owns and cultivates the best farm and is the largest taxpayer in his county, his white neighbors will not object very long 1 6 his voting, and having that vote honestly counted. “Booker T. Washington. “EDWARD CUSHING MITCHELL. “ President Edward Cushing Mitchell, A. M., D. D., of Leland University, enter¬ tains very pronounced views regarding the importance of a higher education for the colored race. In this connection he pointed out that no people had ever taken rank among the civilized nations of the earth without colleges which were the fountains of learning and of a higher civilization. The colleges had always pre¬ ceded the common-school systems, which were really the outgrowth of the col¬ leges. This country had suddenly found within its borders a new nation, a people having a population of about 8,000,000 admitted to citizenship. The question was as to whether this vast population should be subjected to the same influences which had made a great nation of the American people or left to grope in the darkness of semisavagery. To say that the negro did not need the same educational advan¬ tages which had raised the white American to his present moral and intellectual status was to assume a moral and intellectual superiority for the African race. “ In answer to a question as to the desirability of industrial education for the negro in lieu of the higher collegiate course, Dr. Mitchell referred the questioner to the following extract from one of his public utterances as an explicit expression of his views on the subject: “What shall we say now about the relation of industrial training to our prob¬ lem? 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 be 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 mechanic arts, because they thereby became more profit¬ able 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 trades can do so. EDUCATION OF THE COLORED RACE. 2091 “ 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 specious, un-American notions now masquerading under the taking phrase, “ Industrial Education.” First, that it is possible or desirable to train large bodies of youth to superior industrial skill without a basis of sound elementary educa¬ tion. You cannot 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 and 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 educa¬ tion 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 training for such boys as desire it. * * * And this training should be given impartially to both races, without regard to the thousand and one theo¬ ries of what the colored man can not do.’ — Address * for National Educational Association, August 9, 1873. “3. Industrial training is expensive of time and moneyas compared with its results as a civilizer. When you have trained one student, you have simply fitted one man to earn an ordinary iiving. When you have given a college education to a man with brains, you have sent forth an instrumentality that will affect hundreds of thousands. “Said Chauncey M. Depew, in his address at the tenth convocation of the Uni¬ versity of Chicago, in April, 1895: ‘I acknowledge the position and usefulness of the business college, the manual-training school, the technological institute, the scientific school, and the schools of mines, medicine, law, and theology. They are of infinite importance to the youth who has not the money, the time, or the oppor¬ tunity 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 theorist, 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 mining, 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 purpose of a living or a fortune, he grasps his profession or his busi¬ ness 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 opportunity for bread and but¬ ter, 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 a developed 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 this appendage to their cur¬ riculum. 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 seventeen 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, and 1 carpenter. The names of the universities are: ‘Allen,’ South Carolina; ‘Atlanta,’ Georgia; ‘Berea,’ Ken¬ tucky; ‘Central Tennessee,’ Tennessee; ‘Claflin,’ South Carolina; ‘Fiske,’ Ten¬ nessee; ‘Knoxville,’ Tennessee; ‘Livingstone,’ North Carolina; ‘New Orleans,’ Louisiana; ‘Paul Quinn, ’ Texas ; ‘ Philander Smith,’ Arkansas; ‘ Roger Williams,’ Tennessee; ‘Rust,’ Mississippi; ‘Southern,’ Louisiana; ‘Straight,5 Louisiana; ‘Tuskegee,’ Alabama; ‘ Wilberforce,’ Ohio. 2092 EDUCATION REPORT, 1894-95. “The employment of the graduates were: Teachers, 693; ministers, 117; physi¬ cians, 163; lawyers, 116; college professors, 27; editors, 5; merchants, 15; farmers, 12; carpenters, 1; United States G-overnment service, 36; druggists, 5; dentists, 14; bookkeepers, 2; printers, 2; mechanics, 2; butchers, 3; other pursuits, 30. “The money appropriated to these schools by the Slater fund from 1884 to 1894 was $439,981.78. “L. G. ADKINSON. “President L. Gr. Adkinson, A. M., D. D., of the New Orleans University, said that, while he believed in the value of an industrial education for the youth of any race, white or black, he would not be in favor of in any way curtailing the present curriculum in use in the colleges for the colored race. As far as his own experience taught him, there was apparently little danger of any plethora of col¬ ored graduates in the near future. In the first place, a majority of colored students had so little means available for the securing of an education that very few of them were in a position to take an extended college course, and, in the second place, they were, in most instances, so anxious to go out in life and earn a liveli¬ hood that they were inclined to leave college as soon as they had become qualified to teach in the public schools for their own race, and, as the demand for teachers generally exceeded the supply, they had no difficulty in obtaining satisfactory employment. “ As to the effect of a higher education upon the young people of the colored race, he had always found it beneficial, from a moral as’ well as from an intellec¬ tual point of view. The training received by the young men and women not only gave them a clearer and broader view of their responsibilities in life, but it endowed them with greater steadiness of purpose and business sense. “Among the more advanced students this improvement in moral and intellectual character had always been more marked than among the students who had left the college from the lower grades, but, as far as he had been able to trace them, he had not learned of a single student, male or female, who had gone out to lead a life of vice or idleness after having spent two years or more in the Southern Uni¬ versity. In fact, he had not known of a single instance in which one of his stu¬ dents or ex-students had been arrested for lawbreaking of any kind. He believed that higher education was as beneficial to the one race as the other, but he thought that, as far as practicable, an industrial education should go hand in hand with a literary or scientific training. ‘ 1 In proof of his belief that a higher education was good for the young people of the colored race, President Adkinson pointed out the records of the lives of the past graduates of the New Orleans University, many of whom are now occupying honorable positions in the literary and educational world, while all were reputably and creditably employed. “He was also of the opinion that a college training was beneficial to colored boys and girls who contemplated going into domestic service. Many of the students who were then attending the college were devoting their spare time to domestic service in families who lived near the college, and their employers had always expressed themselves as more than satisfied with their services. “ PRESIDENT HENRY A. HILL. “ President Henry A. Hill, of the Southern University, expressed the opinion that there was no conflict between industrial and the higher collegiate education. Pie was of opinion that the two should go hand in hand to build up anything like a desirable manhood. If one or the other had to be neglected, he would consider it desirable to cling to the education of the mind rather than of the hands. Just as the mind was the more important part of man, so it was of importance that it should not be neglected. A collegiate education never failed to make a man brighter, to give him broader and more comprehensive views, and to make in all respects a better man of him. It was trite in these days to talk of the importance of education for the masses, as everybody admitted it to be of the last importance. It was not the negroes who had the advantages of a collegiate training who went to the bad, but in ninety-nine cases out of one hundred the negroes who could neither read nor write. A skillful mechanic who was lacking in intelligence was not likely to be a good nor successful member of society. As far as the Southern University was concerned, its students were mostly young men and women with¬ out means, and as soon as they had gone far enough in their studies to enable them to earn a comfortable livelihood they generally left the college to take such situations as might be open to them. In fact, since the establishment of the Southern University not one had as yet taken the full collegiate course. Some had become fairly advanced, and they were now doing well. They were not all EDUCATION OF THE COLORED RACE. 2093 engaged in professional pursuits. Among those whom he could most readily call to mind, several were engaged in mechanical pursuits, such as plastering, brick¬ laying, carpentering, and they were all doing well, most of them being now employers of labor and engaged in prosperous business. These men were good mechanics and intelligent business men, much more so than they would have been had they not had the advantage of a few sessions at college. “Of the female pupils who had attended the college for two or three years, most of them were teachers, while the others were in most instances married. Some were milliners or dressmakers, but all had proven by their lives after leav¬ ing college that they had been materially benefited by the training they had received. The demand for colored school-teachers was so active that it seemed as if the colleges situated in New Orleans could not turn them out fast enough to meet the wants of the State in this direction. This was true of the boys as well as the girls trained in the local universities. Among the boys and girls who had found it impossible to remain long enough at the college to fit themselves for teaching, many had taken situations as domestic servants, and they had been found to be very desirable for this purpose. They were much more intelligent and better behaved than those who had no education. They knew their places better, and were much more apt to hold a situation than those who had not attended college. They were in all respects brighter and more trustworthy. ‘ ‘ In the Southern University all received an industrial as well as a collegiate training. This he considered of great importance. Boys who had spent several years in a college without having their muscles as well as their minds developed found it a great hardship to engage in manual labor after leaying college. Their muscles had become lax through protracted disuse, and to them, for a time at least, severe ,§nanual labor meant severe pain that was almost unendurable. Whether a boy was white or colored, he did not believe in educating one portion of his system without the other. He did not believe that the industrial training at all interfered with the collegiate training proper, for the training of the muscles could go on at the same time as the training of the mind in such a way that the one would in no way retard the other. Anyone who had had long experience in educating young children had not failed to notice how utterly impossible it was for many of them to keep still. They would squirm and twist restlessly m their seats. This was not perversity nor natural unruliness, but simply the demand of nature for the exercise of their muscles. To such children a very moderate amount of industrial training was a positive luxury, a rest and relaxation, and he had always found that they took kindly to it. If their industrial training continued to be neglected, they would in time become less impatient of restraint. This did not mean that they were becoming more obedient and tractable, but only that their muscles had begun to be vitiated in quality through disuse, a condition that was in all respects highly undesirable. ‘ ‘ Upon the whole, President Hill was unqualifiedly opposed to the curtailing of the curriculum for colored students, whom he considered quite as likely to be benefited by a higher education as white students could be. “ R. L. DESDUNES. “R. L. Desdunes said: ‘While the right of acquiring education of any sort or degree is not to be denied, yet that subject, like others, may properly divide the opinions of mankind. I regard as education the use we make of our sense to accomplish the ends of our existence. This definition leads me to consider avail¬ ing education as the best to be desired. I mean that training of our faculties best calculated to promote our own happiness and the happiness of others. Parents should consult surroundings, and from the inexorable logic of those surroundings pluck the rule of their conduct in what concerns the welfare of their children. “ ‘ The colored man of to-day may or may not be the colored man of to-morrow, and for that reason he should live for the all-absorbing present. If he teaches his child how to work in skilled labor, he places in the possession of that child the key to self-support, self-reliance, and dutifulness. As all philosophy may be resumed into what man owes to his God, to his family, to himself, to his neighbor, and humanity, it is therefore wise in him to pursue such a course in life as will more easily and more successfully help him to come up to the requirements of his mani¬ fest destiny. The past has proven that an elementary education, coupled with the manual training I advocate by preference, has secured for some colored people in the United States most satisfactory results. Before the war it was the custom among the free colored families to send their children to school up to the age of 14, in some cases 15. After that time they were apprenticed up to 20 and 21 years. . This .rule applied to girls and boys. That sort of education furnished to 2094 EDUCATION REPORT, 1895-96. this city some of its best mechanics and seamstresses, and developed a population which, in point of intelligence, respectability, and industrious habits, could com¬ pare without disadvantage with any other of the same size and opportunities. It was a working population, yet it produced its poets, musicians, painters, etc. The book known as “ Les Cenelles ” is the fruit of their leisure. Lanusse and Questy were carpenters, Dede was a cigar maker, Populus a bricklayer, and Hewlett could turn his hand at almost any trade. “ ‘ The colored man of to-day should not seek after higher education, not because he deserves it less than his more fortunate fellow-man, but because it is not profitable once in a thousand times. The average colored classic with his high Latin and Greek in this country is a literary Tantalus, only allowed to see, but without power to conquer. Let us have the skilled workman and the nee die woman ; they will do more good for the present than this multitude of collegiates who for the want of opportunity lapse into servility or rascality. ’ . “ BISK OP W. B. DERRICK. “Bishop W. B. Derrick, of New York, said that so far as the present generation of the colored race is concerned he favored educating the youth in the industrial and mechanical branches, without so much attention being paid to their scientific and professional education. “ ‘ I think it will be better, * he said, ‘ for these girls and boys to have a thorough education in the common-school branches, with special training in mechanics and agriculture, than to pursue the higher or classical education. “ ‘ It is for this reason that I am opposed to the so-called higher education of the present generation of the colored youth; that the race has not yeframassed suffi¬ cient wealth to enable these higher educated youths to take their place in their professions where, of necessity, they must be supported until they obtain a start. In other words, the boys’ parents are not rich enough to both educate them and support them while they make a start in the professions. And the time has not yet come when the negro can successfully pose as an ornament to society with advantage to his race. No; I think that the negro will advance more surely and raihdly by educating them gradually. Teach this generation how to work and manufacture or conduct business enterprises. When they have amassed the wealth, then let their children be educated for whatever anybody else is educated — the pro¬ fessions and all branches of knowledge and culture. ’ “OSCAR ATWOOD. “President Oscar Atwood, A. M., of Straight University, while deprecating any reduction or curtailment of the college curriculum, entertained very pronounced views as to the great value of an industrial training, which, in his opinion, ought always to be constantly associated with the education of the young people of both sexes. The institution over which he presided took the youngest pupils into the kindergarten department and undertook to train them up to final graduation, although there was only a small proportion of the pupils whom they advised to undertake the full course. They usually had about 600 pupils of all grades in the institution, and the average number graduated annually from the highest grade did not exceed 15. It was their practice to encourage none but the brightest stu¬ dents to take the full course, although those who contemplated entering the Chris¬ tian ministry were encouraged to reach as. high attainments as their circumstances would permit. He conducted the interviewer over the premises, taking particu¬ lar pains to point out the completeness of the industrial department, which is thoroughly equipped and well appointed for the purpose it is intended to serve. The boys show admirable proficiency in cabinetmaking and joiner work, printing, and other occupations, while the mechanical drawings were excellent. The female students are all taught plain sewing, dressmaking, needle and fancy work, and the product of these industrial classes was found in all instances to be extremely creditable. “ As to the benefit to be given to the young people of the colored race through a careful college training, President Atwood entertained much the same views as those expressed by the other college presidents interviewed on the subject, although he laid rather more stress upon the value and importance of an industrial training than any of the others. EDUCATION OF THE COLORED RACE. 2095 “BISHOP J. C. EMBRY. “ Bishop J. C. Embry said the tendency of the day was unquestionably toward mechanical and industrial education in both colored and white educational insti¬ tutions. The changed and changing conditions of this country made the enlarge¬ ment of this system of education absolutely necessary if the greatest good and best results were to be obtained for the youth of the country. On the one hand tire apprentice system that once obtained had practically passed away, while on the other hand the skilled mechanics and artisans of Europe were pouring into this country year after year and driving out such American labor as was not fitted to meet it. The effects of this immigration were being seriously felt, and the neces¬ sity of meeting it is fully realized in the East by both white and colored educators. The African-American colored colleges and institutions, Bishop Embry said, were reaching out and adding mechanical instruction whenever the opportunity offered. “BISHOPS ARNETT AND SALTER. “ Bishop B. W. Arnett, of Ohio, said that he thought it was for the best advan¬ tage of the negro race to get all the education he could, both common-school and in the higher branches. ‘ It is shown by the records,’ he said, ‘ that even when all the youth are offered the advantages of higher education, not more than one- fifth are able from one reason or another to avail themselves of it. The propor¬ tion of one-fifth I do not regard as too high for the number of those in .the profes¬ sions, and, therefore, I see no good reason for confining the education of the negro strictly to the industrial and mechanical branches.’ “ Bishop M. B. Salter, of South Carolina, said: ‘ Let the negro get all the educa¬ tion he can, both with their hands afid in their heads.’ “BISHOP H. M. TURNER. “Bishop H. M. Turner said that during the present generation, at least, the greatest efforts of the educators should be directed to the industrial and mechan¬ ical training of negro children. In this field there was a much wider range for work and development, and it was much easier to succeed under the conditions that prevail and were likely to continue in a large degree for years to come than in the arts and professions. Bishop Turner said he had many scholars educated in the higher branches for whom he could find no employment. “ BISHOP B. F. LEE. “Bishop B. F. Lee said he favored following the same educational system that had made the white man strong and great and independent; without properly training the hand, all intellectual development is useless. ‘Simply elevating the intellect,’ said the Bishop, ‘only makes man vicious. The educational system should be blended. Some should be trained as thinkers, while others should be educated in mechanical and industrial callings.’ “COL. JAMES LEWIS. “Col. James Lewis said while colleges were essential for the higher attainments of the race, the inclination for usefulness of a child could best be ascertained at home and in the schoolroom. Those children showing aptness for the professions or mathematics or mechanics should then be trained according to the bent of their mind. Colonel Lewis said the race was sadly in need of more normal, mechanical, and industrial schools. “BISHOP A. GRANT. “Bishop A. Grant said: ‘ In the first place, I think that the negro should not be educated as a race, but as anybody else. Why make any distinction? Secondly, whatever has served to educate and cultivate other races I think should also be taught to the negro. In other words, I think the negro should be educated just ike anybody else, without regard to his color or race.’ ” 2096 EDUCATION REPORT, 1895-96. 1 3 4 5 6 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 Table 9. — Schools for the education of the colored State and post- office. Name of school. Religious denomi¬ nation. Tea chers. Pupils enrolled. White. Col¬ ored. +3 o Eh Total. Ele¬ men¬ tary grades. © 'c! 6 a © 6 * 6 rc§ a © © r3 £1 6 *03 a © o5 a 6 a © 1 3 3 A k 6 7 s 9 io ii !ia ALABAMA. Cons' 0 o' 2 3 5 50 118 36 102 Calhoun . Calhoun Colored School . . VvW-Llg - - Nonsect.. 1 11 I 2 2 16 132 164 132 164 Huntsville . - Central Alabama Acad- o o 4 o 6 44 102 40 72 emy. Marion _ Lincoln Normal School... Cong 0 7 ir 40 80 Montgomery . State Normal School for 12 8 20 420 439 293 294 Colored Students, a Normal . . . State Normal and In- 11 9 20 177 181 88 82 dustrial School. Burrell School _ Cons' 1 5 1 1 8 137 150 90 88 . .do _ - Pfipt*' 0 o 5 4 11 124 133 43 45 versity. Talladega College. . . Con p' 8 15 o 1 24 244 333 193 295 Tuscaloosa . Stillman Institute. . . Presb 3 3 30 1 3 2 Tuskegee . . Tuskegee Normal and Nonsect .. 0 0 41 25 66 658 358 200 150 Industrial Institute. ARKANSAS. Shorter University . A. M. E... o o 1 2 3 30 41 30 41 _ do . Arkadelphia Academy _ Bapt . 0 0 1 3 4 36 61 25 40 Little Rock . . Arkansas Baptist College . Rapt o o 2 2 4 83 59 78 57 _ do . . Philander Smith College. Me th 3 4 3 12 158 114 do _ Union High School . . Nonsect. . o o 2 7 9 300 462 273 405 Pine Bluff. . Arkansas Normal College Nonsect.. 2 0 3 1 6 106 53 83 41 Southland . . Southland College and Friends .. 2 4 1 2 9 109 124 76 83 N ormal Institute-. DELAWARE. Dover . . State College for Colored. N onsect 3 0 3 42 12 Students. DISTRICT OF CO¬ LUMBIA. Washington.. . High School, 7th and 8th Nonsect.. 0 0 16 8 24 200 475 0 0 divisions. __ do _ Howard University . Nonsect. . 38 o 12 i y 57 425 159 0 0 _ do . . . Normal School, 7th and Nonsect.. 0 0 2 5 127 175 120 152 8th divisions. . do . . Wayland Seminary * . Bapt 2 4 2 ] 9 98 63 89 61 FLORIDA. Fernandina Graded School No. 1 . N onsect 0 o 2 4 6 128 150 90 29 Jacksonville ... . Cookman Institute * . . M E 0 6 3 o 9 103 144 75 111 do . Edward Walters College a A. M. E 3 3 6 96 63 74 41 Live Oak . Florida Institute . . Bapt 2 3 5 44 64 20 32 Ocala . Emerson Home and Meth 2 2 0 40 • 0 0 School. Orange Park _ Normal and Manual Cong _ 3 5 8 46 45 32 39 Training School. Tallahassee . . State Normal and Indus¬ Nonsect.. 1 5 4 10 21 47 16 40 trial College for Colored Students. GEORGIA. Albany _ ......... Albany Normal School _ Nonsect 2 4 6 80 123 80 119 Americus.... McKay High School . . N onsect 1 12 13 341 411 339 396 Athens . . Jerual Academy . . Bapt 1 3 4 73 95 43 55 _ do . Knox Institute _ Cong ... 1 3 4 108 170 104 161 _ do. . West Broad Street School Nonsect.. 1 1 2 15 14 Atlanta . Atlanta Baptist Seminary Bapt _ 3 3 6 0 12 151 0 89 0 .... do Atlanta University . Nonsect .. 7 13 1 V 22 110 155 24 36 . do . Morris Brown College _ A.M.E--. 4 7 1 11 ! 165 236 134 212 _ do . . Spelman Seminary . Bapt _ "”6 35 2 o , 39 0 548 0 445 _ do. . . Storrs School . . . Cong _ 0 7 ; 0 0 \ 7! 70 150 70 150 Augusta . Haines Normal and In¬ Presb _ 1 3 1 11 14 193 246 168 201 dustrial School. 1 1 1 a Statistics for 1893-94. * Statistics for 1891-95. EDUCATION OF THE COLORED RACE 2097 race — teachers , students , and courses of study. Pupils enrolled. Students. Graduates. Second¬ ary grades. Col¬ legiate classes. Clas¬ sical courses. Scien¬ tific courses. English. course. Normal course. Busi¬ ness course. High school course. Normal course. Col¬ legiate course. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 6 v— i Female. Male. Female. Male. Female. 13 14 15 16 17 IS 19 © 1 1 1 21 22 23 24 25 26 27 2S 29 30 31 32 14 16 132 164 .... 19 2 8 5 19 .... 40 80 j.... 127 145 127 145 9 10 89 99 177 181 89 99 6 0 13 18 52 57 0 0 9 0 9 n 126 139 17 40 4 2 9 3 1 i 78 85 3 3 3 37 34 § 4 0 i 35 48 6 0 12 1 3 l 6 12 6 3 47 43 25 1 .... 420 246 0 o 1.33 87 12 20 5 2 2 o 20 5 5 2 8 4 1 .. 0 _ 146 114 12 o 14 1 4 o 109 60 1 1 2 1 1 1 o 27 57 11 22 11 22 12 35 0 0 0 0 1 0 0 0 0 0 23 12 2 0 83 41 23 12 3 3 3 3 0 o 33 37 1 3 1 1 1 0 3 1 1 0 32 6 10 6 0 1 10 5 32 6 200 475 0 0 82 232 53 192 65 51 18 28 0 0 0 0 161 134 264 25 18 3 3 56 75 12 35 0 0 4 o 1 7 23 0 0 0 0 0 0 0 0 23 0 0 0 0 23 0 0 9 9 14 n 95 ' 64 0 0 0 0 0 0 128 150 0 0 0 0 0 0 0 0 0 0 28 33 84 129 22 19 * 24 32 0 40 0 0 0 0 0 0 0 0 0 0 0 0 0 1 6 0 0 0 14 6 46 45 0 0 l 0 5 18 42 3 J ol l 3 1 3 1 6 0 0 o 0 2 15 0 10 0 0 0 0 29 41 1 2 4 9 104 161 1 0 15 14 6 0 15 14 1 2 39 0 23 0 0 3 0 0 0 67 110 19 9 19 9 0 105 0 16 3 2 16 31 8 0 8; 0 16 0 134 212 0 31 0 0 0 4 0 64 0 39 0 0 0 6 0 56 0 15 0 0 6 5 0 3 0 0 0 0 0 0 0 0 0 0 0 0 ' 0 0 0 0 0 0 0 0 25 45 15 45 0 8 12 40 0 0 0 o .. 1 1 l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 2098 EDUCATION REPORT, 1895-96. Table 9. — Schools for the education of the colored race — 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 74 75 76 77 78 State and post- office. Name of school. Religious denomi¬ nation. Teache rs. 1 Pupils enrolled. White. Col¬ ored. 3 +3 o Eh Total. Ele¬ men¬ tary grades. © 3 ® 3 © © 3 © 3 a © © *3 a © & © 3 A 3 a © Bh 1 3 3 ! 4 5 6 7 8 9 ! 1G 11 , 12 GEORGIA— cont’d. M. E . 2 1 2 1 6 107 96 43 30 Bapt _ 0 0 2 1 3 27 72 Nonsect.. 12 0 12 148 45 40 36 College. i La Grange _ La Grange Baptist Acad- Bapt _ _ 0 0 1 2 3 71 ' 122 50 81 emy. Dorchester Academy . Cong . 2 8 10 193 240 178 226 Ballard Normal School _ Cong . 2 10 0 1 13 115 275 115 235 Roswell Public School a.. Nonsect.. 143 146 111! 109 Beach Institute _ Cong . 0 8 0 0 8 78 201 66 165 Clark University _ _ M. E . 4 4 2 3 13 145 187 109 144 _ do . Gammon Theological M.E . 3 0 1 0 4 93 0 Seminary. Cong _ 0 6 0 0 6 33 100 29 33 trial School. 1 Haven Normal Academy a 2 4 6 105 167 50 67 ILLINOIS. Cairo _ ... _ Sumner High School . 1 Nonsect- . 0 0 l 1 2 11 23 * 0 0 INDIANA. Evansville . . Governor High School _ 1 Nonsect.. 0 0 2 2 4 302 364 275 316 New Albany _ ... Scribner High School _ Nonsect.. 1 1 2 39 44 21 22 KENTUCKY. Berea _ Berea College . . Nonsect. . 18 13 0 0 31 87 70 Frankfort _ State Normal School for Nonsect .. 0 0 3 3 6 59 63 19 26 Colored Persons. ' 1 Lebanon _ _ St. Augustine’s Academy . 1 R. C _ 0 8 0 0 8 40 60 20 27 Lexington _ _ Chandler Normal School. Cong _ 0 6 0 2 8 60 95 62 70 Louisville _ ... Christian Bible School _ Christian 1 0 1 0 2 19 0 do _ _ Central High School .. _ Nonsect.. 0 0 6 10 16 319 606 ’289 ’436 Paris Paris High School Nonsect.. 0 0 1 6 1 7 200 196 196 185 LOUISIANA. Alexandria . _ Alexandria Academy b _ . Fq.lrl W"in Gilbert Academy and In¬ M. E o o 5 6 11 85 89 69 73 dustrial College. N ew Iberia _ Mount Carmel Convent &. NAW Orleans Leland University _ .. Bapt _ _ _ 3 4 4 0 11 42 39 16 26 _ do . New Orleans University . M.E _ ^3 6 9 4 22 211 342 199 276 _ do _ _ Southern University _ Nonsect. . 5 2 1 5 13 138 196 115 168 . do . Straight University . . Cong _ 0 0 2 11 13 59 73 12 0 | MARYLAND. Baltimore Baltimore City Colored Nonsect. . 1 4 0 0 5 35 105 High School. - . do _ Morgan College. _ _ M.E . 3 3 2 1 9 78 46 39 34 Hebbville _ Baltimore Normal School 1 1 10 •for Training of Colored Teachers, a Mel vale - . . The Industrial Home for Nonsect.. 0 6 0 1 7 0 157 0 80 Colored Girls. Princess Anne - Princess Anne Academy . 2 0 4 3 9 56 54 19 20 MISSISSIPPI. Clinton _ . Mount Hermon Female Nonsect. . 0 4 0 4 8 7 58 0 0 Seminary. Edwards . . Southern Christian In¬ Christian 9 3 0 0 5 40 63 7 9 stitute. Holly Springs _ Rust University . . M.E _ 3 3 3 9 11 98 129 * Statistics of 1894-95. a Statistics of 1893-94. & No report. EDUCATION OF THE COLORED RACE. 2099 teachers, students, and courses of study — Continued. Pupils enrolled. Second- an T grad es. © © 'c3 3 © 13 14 - 61 63 27 72 102 0 10 52 15 14 6 34 32 37 12 36 32 44 8 63 55 100 11 23 27 48! 18 22 i 74 68 40 37j 20 33 12 11 50 170t 4 11 ---1 9 12} ! 22 111 22 46 19 26 - 34 53; 35 105 7 0 77 37 34 5 31 31 49 75 118 Students. Col¬ legiate classes. Clas¬ sical courses. Scien¬ tific courses. English. course. Normal course. Busi¬ ness course. High school course. Normal course. Col¬ legiate course. 6 © 6 6 6 © © © © Male. cS a CD Male. S' © Male. cS g © Male. cS a 0 Male. Is a © Male. rc8 a © Male. a © 0 i a © Male. Is a © 15 16 it 18 19 30 31 S3 33 34 S5 36 3 1 38 39 1 © 31 3*| 6 0 4 9 1 0 4 9 10 35 0 15 0 87 0 6 0 5 0 12 0 0 0 0 0 0 0 71 122 0 0 0 0 5 7 0 0 0 0 5 2 10 12 3 1 1 1 0 0 6 34 0 0 0 3 0 3 0 5 26 0 6 11 37 4 14 0 0 4 13 0 0 0 17 11 30 6 3 0 6 93 0 0 0 0 0 0 0 1 5 0 1 55 100 0 0 0 0 0 0 11 23 0 0 0 0 0 2 0 0 0 0 27 48 0 0 0 0 0 0 0 0 19 28 0 0 18 22 0 4 12 0 0 0 0 13 2 7 3 0 53 63 3 1 40 60 0 15 6 19 0 0 0 0 0 0 12 11 12 11 0 0 0 0 1 0 L° 0 50 170 2 19 2 19 0 L 1 o i __ - 0 11 4 2 6 0 o 0 9 2 9 2 69 73 i 2 2 6 13 4 2 3 2 0 0 8 2 8 2 0 0 0 0 i 41 0 0 6 3 1 13 1 0 4 2 15 12 138 196 0 0 0 0 3 3 12 14 0 0 13 j 20 12 0 8 12 16 g 2 11 : 7 34 7 0 o 46 37 0 0 2 4 2 0 7 10 0 157 0 0 o 0 0 0 56 54 37 34 10 6 2 27 0 9 0 0 > 3 4 g 0 1 4 0 59 0 c 0 0 0 0 0 1 _ ! _ 0 0 ; 23 11 23 1! ; 90 17 30 1 23 6 Graduates. 54 78 2100 Table 9. — Schools for the education of the colored race— State and post- office. Name of school. Teachers. Pupils enrolled. Religious denomi¬ nation. 1 White. Col¬ ored. Total. Total. Ele¬ men¬ tary grades. Male. Female. Male. Female. | Male. Female. © 'eS a ii 6 'cS a © & 12 3 4 ft 6 7 8 9 | 1© Nonsect. . 1 0 3 6 107 106 30 40 Bapt _ 2 3 1 2 8 74 99 Cong - 0 G 0 i 7 104 128 45 60 M.E- . 2 i 3 57 112 40 86 1 i 2 50 86 24 58 Cong _ 5 16 0 i 22 177 183 152 161 Nonsect.. 0 0 16 0 16 319 8 232 7 0 0 1 4 5 125 141 113 126 Nonsect.. 0 0 1 1 2 18 24 2 0 6 3 11 111 94 64 67 Nonsect. . 0 0 3 1 4 38 91 0 0 Nonsect.. 4 7 0 0 11 48 25 5 5 M.E . 1 4 2 4 11 51 51 31 35 Nonsect.. 2 4 6 35 40 24 25 1 3 4 100 90 25 20 Nonsect .. 4 0 0 6 55 50 40 41 Presb _ 1 0 11 0 12 249 0 63 0 Nonsect- . 0 0 1 1 2 40 44 20 30 Presb _ 1 9 0 6 16 0 287 0 274 Nonsect. . 0 0 3 1 4 42 131 10 44 Nonsect.. 2 2 4 100 169 17 33 Presb _ 5 4 9 104 131 15 18 Christian 1 3 1 0 5 72 79 38 47 Nonsect.. 4 4 8 140 116 19 26 Nonsect.. 0 1 2 0 3 45 127 13 45 Nonsect. . 2 0 4 1 7 45 15 0 0 Meth _ 5 5 10 97 106 5 0 Friends .. 1 1 0 o 4 94 117 94 117 Cong _ 0 6 0 0 6 69 145 67 131 Nonsect.. 0 0 1 1 2 38 43 12 19 Nonsect .. 0 0 ] 1 2 142 0 Nonsect .. 0 0 3 1 4 52 132 17 56 P. E. . 1 1 5 5 12 91 137 63 112 Bapt _ 10 5 8 1 24 158 169 40 51 Nonsect.. 0 0 2 4 6 156 240 153 237 A.M.E.Z. 0 0 6 5 11 88 70 27 43 Nonsect .. 0 0 3 1 4 43 70 36 52 Bapt .. .. 2 2 4 40 55 15 26 Nonsect .. 1 9 0 0 10 80 190 67 134 Nonsect.. 0 0 2 1 3 42 84 28 56 Bapt .... 0 0 2 3 5 92 96 43 62 A. M.E... 1 3 9 5 18 175 130 77 63 Nonsect.. 1... 1 2 : 3 27 30 Mississippi— con¬ tinued. 79 Holly Springs _ 80 Jackson . 81 Meridian . . 82 ...do . . . 83 Natchez - .. 84 Tongaloo _ _ 85 Westside . MISSOURI. 86 Boonville . 87 Hannibal _ 88 Jefferson City _ 89 Kansas City . 90 Mill Spring . 91 Sedalia . NEW JERSEY. 92 Bordentown . NORTH CAROLINA. 93 Ashboro. . 94 Beaufort . . . 95 Charlotte . . 96 Clinton . 97 Concord . . 98 Elizabeth City _ 99 Fayetteville. . 100 Franklinton . 101 _ do....:.. . 102 _ do _ 103 Goldsboro . . 104 Greensboro . 105 _ do.. . 106 High Point . 107 Kings Mountain. . . 108 Lumberton . 109 Peedee. . 110 Plymouth . . . 111 Raleigh . . . 112 _ do _ 113 Reidsville . 114 Salisbury . . . 115 _ do _ 116 Warrenton..„ . 117 Wilmington . 118 Windsor . 119 Winton . . OHIO. 120 Wilberforce.. _ 121 Xenia . . Mississippi State Colored Normal School. Jackson College . Lincoln School . Meridian Academy- - Natchez College a. .. . . Tongaloo University.. .. Alcorn Agricultural and Mechanical College. Sumner High School _ Douglass High School .... Lincoln Institute * _ Lincoln High School . . Hale’s College* . . . George R. Smith College. Manual Training and In¬ dustrial School. Ashboro N ormal School * Washburn Seminary _ Biddle University _ Clinton Colored Graded School. Scotia Seminary . . . . State Colored Normal School. _ do . Albion Academy N ormal and Industrial School *. Franklinton Christian College. State Colored Normal School.* _ do. . . . Agricultural and Mechan¬ ical College for the Col¬ ored Race. Bennett College a - High Point Normal and Industrial School. Lincoln Academy . Whitin Normal School *_. Barrett Collegiate and In¬ dustrial Institute. Plymouth N ormal School . St. Augustine’s School. .. Shaw University . . Graded School (colored). . Livingston College . State Colored N ormal School. Shiloh Institute* _ Gregory Normal Institute Rankin - Richards Insti¬ tute. Waters Normal Institute . Wilberforce University *. Colored High School _ : Statistics of 1S94-95. a Statistics of 1893-94. EDUCATION OF THE COLORED RACE. 2101 teachers, students, and courses of study — Continued. Pupils enrolled. Students. 1 Graduates. Second¬ ary grades. Col¬ legiate classes. Clas¬ sical courses. Scien¬ tific courses. English. course. N ormal course. Busi- ness • course. High school course. Normal course. Col¬ legiate course. Male. | Female. Male. Female. Male. | Female. Male. | Female. Male. Female. Male. Female. Male. Female. Male. Female. "c3 Female. Male: | Female. 13 14 15 16 17 as 19 20 21 22 23 24 25 26 j 2^ 28 29 30 31 32 31 35 44 33 44 33 44 33 0 c 0 0 1 5 0 0 74 99 12 1 62 98 50 12 - 16 12 16 100 104 24 20 12 1 14 8 17 26 30 52 10 15 8 10 26 28 25 22 14 3 25 22 4 2 41 0 46 1 7 0 6 0 12 1 0 0 11 10 8 4 18 24 5 3 16 3 10 18 24 9 1 41 26 7 0 9 0 39 26 ■ ry 2 1 0 38 91 38 91 0 8 0 0 43 20 . 0 0 0 0 0 0 0 0 25 10 4 0 ,0 0 0 0 0 0 8 28 o 0 0 1 o 1 31 35 2 4 6 9 8 18 10 12 8 10 ' 10 14 3 5 75 70 18 9 15 9 o o o 0 0 0 15 9 0 0 o 0 0 0 124 0 62 0 56 0 6 0 28 12 0 15 19 1 1 0 13 0 11 0 13 0 0 28 49 15 | 27 43 76 5 1 83 136 17 33 83 136 100 169 7 8 91 111 6 4 27 22 7 10 0 0 7 10 0 0 7 6 0 0 0 0 0 0 0 0 121 90 11 6 21 7 96 79 71 £0 3 3 5 1 17 32 82 0 1 2 0 0 30 15 15 0 0 0 0 0 45 15 0 0 15 0 0 0 0 0 0 0 92 106 3 12 0 C ° .. 0 0 0 0 0 94 117 0 0 0 0 0 0 0 0 0 0 2 14 24 26 0 6 0 0 0 0 24 26 ....0 0 0 0 0 0 142 0 0 10 6 8 35 76 | ; 52 132 32 73 15 5 18 15 10 io 2 6 58 118 37 23 6 .... 6 0 4 1 5 3 3 0 0 0 0 20 40 44 25 17 . 2 1 _ 11 5 ..... 7 I 18 4 16 1 39 54 1 5 25 29 5 8 5 8 5 8 2 2 3 5 3 5 14 55 0 0 0 0 0 0 6 14 6 14 2 4 c 0 14 : 28 42 84 6 8 40 1 43 i 0 37 43 i 8 ; 29 4 15 62 I 50 1 57 9 6 5 9 8 4 0 27 ' 3C 0 i C > 0 0 e 5 1 ‘ 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 2102 EDUCATION REPORT, 1895-96. Table 9. — Schools for the education of the colored race- State and post- office. Name of school. 1 Teachers. Pupils enrolled.l Religious denomi¬ nation. | WhiteJ . Col¬ ored. | Total. Total. Ele¬ men¬ tary grades. 1 Female. ] ^5 Ts S Female. | Male. Female. Male. Female. | 1 3 1 3 4 — i! 7 S O 1G 11 | 12 PENNSYLVANIA. 122 High School (North Pitt Nonsect-- i 0 1 12 15 st.). 123 Lincoln Univer- Lincoln University. . Presb - 10 0 i 0 11 170 0 0 0 sity. 124 Friends . 3 7 10 109 174 47 64 Youth. SOUTH CAROLINA. 125 Aiken ... . Schofield Normal and In- Nonsect. . 2 4 1 1 8 170 178 140 150 dustrial School. 128 Nonsect- - 0 0 1 4 5 122 164 115 142 127 Presb .... 2 2 4 70 83 25 35 128 Browning Industrial M. E . 4 4 55 95 40 | 30 Home and School.* 1 129 Cong _ 1 i 4 1 2 8 135 265 87 144 130 1 5 6 73 148 60 1 112 131 Presb _ i 4 1 8 85 92 87 132 A.M.E--. o 0 4 2 6 131 122 122 j 119 133 Benedict College . . Bapt _ 4 5 3 1 13 131 1 125 0 ! o 134 Frogmore . - . Penn Industrial and N or- Nonsect. . 0 3 9 12 150 146 132 | 130 mal School. 135 Greenwood _ Brewer Normal School _ Cong-* _ 1 6 o 0 7 161 165 135 138 133 Orangeburg- _ Claflin University and Nonsect. . 9 3 12 31 313 276 245 207 Agricultural College, and Mechanics’ Insti¬ tute. TENNESSEE. 137 1 Chattanooga . Howard High School . Nonsect. . 0 0 1 1 2 H 17 138 Columbia . - Maury County Turner Nonsect.. • 0 0 0 3 3 18 58 18 55 Normal and Industrial - School. 139 Dickson . . W ay man Academy _ 2 2 4 85 98 81 94 140 Jonesboro _ W arner Institute . . Cong o 3 0 ] 4 45 59 1 41 50 141 Knoxville _ - - Austin High School . o 0 6 4 10 225 300 215 288 142 do - _ Knoxville College . - . _ U. Presb -. 15 0 0 22 156 174 i 93 110 143 Marvville . . . Freedmen’s Normal In¬ Friends . . 2 1 1 1 5 121 122 j 84 85 stitute. | 144 Memphis _ Hannibal Medical College 8 0 145 do . . - Le Moyne Normal Insti¬ Cong _ 9 i io 1 4 17 297 406 ! 199 ! 284* tute. • 140 1 Morristown _ Morristown Normal M. E _ l n 1 1 14 136 187 j 39 40 Academy. 147 Murfreesboro Bradley Academy _ Nonsect. . 2 4 6 77 93 11 18 148 Nashville--- . Central Tennessee Col¬ M. E _ 2 6 2 | 9 12 145 165 103 126 lege. 149 . do - .. Fisk University Cong 7 92 1 o 30 188 251 126 1 127 150 __ do . - Meigs High School-. N onsect . . 0 *0 4 11 1 76 1 154 1 .. 151 do. . ___ . Roger Williams Univer¬ Bapt _ 4 : 5 2 1 12 127 100 1 * 4S sity. j 65 TEXAS. - 152 Austin . High School * .... N onsect 1 2 4 6 I 70 i 140 1 153 do . . . Tillotson Collegiate and Cong 1 3 : 10 i 0 0 13 71 ! 102 17 33 Normal Institute. 1 154 Brenham . . East End High School a 1 1 2 203 245 185 216 155 Crockett . . . Mary Allen Seminary... . Presb _ 1 13 i 0 1 15 . ' 0 225 0 225 156 Galveston _ Central High School Nonsect. . 0 l 0 1 3 2 ! 5 90 i 128 67 97! 157 Hearne Hearne Academy Nor- Bapt, c 1 c i 2 9 4 24 18 16 13 mal and Industrial In¬ stitute. 158 Marshall. . . Bishop College Bapt 8 : 8 2 l 20 i 165 i 163 ; 109 137 159 _ do _ _ Wiley University . . M.E _ c l 2 ! 7 3 ; 12 162 I 140 1 128 132 160 Palestine _ Colored High School N onsect ' 1 1 2 : 20 i 24 14 16 161 Prairie View Prairie View State Nor¬ N onsect c ! C 1 7 4 11 74 ! mal School. 162 ! Waco _ Paul Quinn College . A. M.E.-. 1 _ 3 5 i 66 i 42 * Statistics of 1S94-95. a Statistics of 1893-94. EDUCATION OF THE COLORED RACE. 2103 teachers, students, and courses of study — Continued. Pupils enrolled . Students. Graduates. Second¬ ary grades. Col¬ legiate classes. Clas¬ sical courses. Scien¬ tific courses. English course. Normal course. Busi¬ ness course. High school course. N ormal course. Col¬ legiate course. Male. | Female. Male. d 'ci S o Male. | Female. Male. d Is g o ft Male. Female. 6 rc3 § Female. Male. • Female. Male. Female. Male. Female. Male. ■! C g 13 14 15 16 17 IS 19 21 23 i3’ 43 I fe | 35 26 27 39 SO 31 12 15 0 0 12 i 0 1 122 0 0 170 0 0 .... 0 21 o 123 G2 110 » 42 72 6 8 1 12* 28 30 0 0 C 0 0 0 1 125 9 20 0 0 0 0 0 0 0 0 - 20 0 0 4 6 0 4 0 o 126 30 63 3 3 127 25 65 85 5 20 1 I 2 1 i 128 50 119 0 0 3 10 122 238 48 119 0 0 13 0! 1 0 129 13 36 130 8 5 _ _ i-... 131 3 3 6 0 1 0 3 0 10 13 132 131 125 0 0 9 8 0 0 112 103 0 0 0 0 9 12 0 0 0 0 133 18 16 0 0 0 0 0 0 18 16 18 16 18 16 5 4 ! 134 26 29 0! 0 0 0 0 0 0 0 0 0 0 o 2 9 0 ... 0 ! 135 61 65 7 27 4 ■ 8 - 13 34 13 25 11 13 2 10 1 1 136 11 17 1 3 - 137 0 2 13 47 0 16 138 5 3 139 4 9 o o 0 0 o 0 41 50 4 9 1 2 0 o 140 10 12 10 12 3 3 141 43 53 99 9 2 0 3 0 43 53 6 142 31 33 6 4 6 3 0 1 54 50 0 0 4 4 6 0 143 8 0 144 98 122 0 0 0 0 0 0 0 0 98 122 0 0 4 12 0 0 145 95 98 15 36 15 36 70 78 37 62 4 8 1 1 146 66 -75 93 3 147 6 ! 21 I 39 15 I 23 7 11 7 103 126 3 1 ^ 1 5 2 1 148 57 83 51 5 43 5 ,8 0 1 • 0 13 14 1 149 76 154 ... ..... 150 46 43 23 2 50 16 3 0 48 65 16 22 8 2 ' 7 6 0 151 70 140 70 140 6 5 152 55 68 13 io 17 1 13 i 1 153 18 29 154 0 125 0 100 0 5 155 23 31 0 o 23 31 0 o 0 0 2 4 0 0 0 0 156 8 5 0 0 0 0 0 0 24 18 0 0 0 0 0 0 0 0 0 0 157 56 19 6 1 6 1 25 9 c 158 13 27 2 o 2 0 11 22 - i 6 0 5 159 6 8 L- 20 24 1 £ 160 74 r 77 74 161 51 26 I 15 16 1 1 162 2104 Table 9.— Schools for the education of the colored race — State and post- office. Name of schoo*. Religious denomi¬ nation. Teachers. Pupils enrolled. White. Col¬ ored. Total. Total. Ele¬ men¬ tary grades. V Female. 6 *3 a Female. © 'eg Female. Male. Female. 1 3 4 5 6 7 8 9 io 11 12 VIRGINIA. 163 Burke ville . 1. Ingleside Seminary * _ Presb _ 8 8 0 111 0 56 164 Cappahosie. - Gloucester Agricultural Nonsect. . 0 0 4 5 9 44 54 37 49 and Industrial School. 165 Danviile- . Colored Graded School. .. Nonsect. . 0 0 • 1 8 9 214 261 210 255 166 Hampton . . . Hampton Normal and Nonsect.. 23 12 9 6 80 458 384 351 395 Agricultural Institute. 167 Lawrence-ville _ St. Paul Normal and In¬ Epis _ 0 0 12 9 21 150 170 30 40 dustrial School. 168 Manassas . . . Manassas Industrial Nonsect. . 0 0 3 2 5 50 42 50 42 School for Colored Youth. 169 Manchester . Public High School . . . Nonsect. . 0 o 4 4 8 47 83 31 61 170 Norfolk _ Norfolk Mission College.. U. Presb. 4 0 3 14 269 413 248 372 171 Petersburg - Bishop Payne Divinity Epis _ 1 0 2 0 3 9 0 2 0 and Industrial School. 172 do _ _ _ Peabody High School _ Nonsect.. 0 0 1 1 2 19 54 0 0 173 .do _ _ Virginia N ormal and Col¬ 0 0 7 5 12 149 161 legiate Institute. 174 Richmond Hartshorn Memorial Col- Bapt _ 1 6 0 2 9 O 104 0 17 lege. 175 do . . Richmond Theological Bapt _ 2 0 2 0 4 58 0 0 0 Seminary. WEST VIRGINIA. 176 Farm West Virginia Colored Nonsect. . 0 0 4 2 6 43 67 Institute. 177 Harpers Ferry _ Storer College . . Free Bapt 2 4 2 1 9 72 70 22 21 178 Parkersburg . . High School. . Nonsect.. 0 0 2 2 4 47 104 * Statistics of 1894-95. EDUCATION OF THE COLORED RACE 2105 teachers , students , and courses of study — Continued. 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 Pupils enrolled. Students. Second¬ ary grades. Col¬ legiate classes. Clas¬ sical courses. Scien¬ tific courses. English course. Normal course. Busi¬ ness course. High school course. Normal course. Col¬ legiate course. Male. Female. Male. 6 a > £ a © a L c3 o bb a ’>> eg 3 O PQ be a © 03 eg fa bi) .s "c3 Oh bo ‘So L O fa 44 L O £ a o © © a © <3 a bo a a 8 •d 02 bo +3 fa bi) S © 02 bi) 44 o o O Vi © c3 © si +3 o 1 2 3 4 5 6 8 | 10 11 12 13 1 _ ! 15 ( jiG 17 IS 1 _ : lo 1 _ 20 ALABAMA. Trinity Normal School a... 1 1 i l Calhoun Colored School _ 65 105 170 1 55 1 48 o 55 Central Alabama Academy Lincoln N ormal School _ ...1 ... ... 1 ... State Normal School for ...1 Colored Students, a 121 145 266 41 27 28 38 93 60 trial School. 72 79 151 62 I 6 4 79 Alabama Baptist Univer¬ sity. 23 0 23 14 82 96 s 82 "ii 12 0 12 110 250 360 30 75 4 171 6 82 8 0 8 Tuskegee Normal and In¬ dustrial Institute.^ 133 87 220 64 156 ARKANSAS. Shorter University . Arkadelphia Academy _ j... Arkansas Baptist College. . Philander Smith College. . . 12 0 \?. 8 4 12 2 ... 12 5 12 12 Union High School Arkansas Normal College. . Southland College and f Normal Institute. 40 0 40 40 30 70 H 40 40 40 40 3 8 10 18 6 o ... 2 5 13 7 |... DELAWARE. State College for Colored Students. | 23 2 25 17 5 1 o DISTRICT OF COLUMBIA. High School, 7th and 8th divisions. Howard University _ o o 0 0 0 48 0 0 o o 0 0 0 o 0 0 o 280 33 313 103 50 153 10 o 41 48 6 Normal School^ 7th and 8th divisions. Wayland Seminary * _ 0 0 0 6 0 o 6 0 1 1 ° 0 0 0 "6 0 34 0 34 0 23 23 23 FLORIDA. l Graded School, No.l. . '... 0 0 O' 0 0 0 0 0 0 O' 0 0 0 0 0 0 Cookman Institute* .. . 4 0 4 0 30 30 15 15 Edward Walters Colleger | Florida Institute . . 8 0 8 8 I... Emerson Home and School. N ormal and Manual Train¬ r: 0 43 21 40 44 40 87 0 20 0 43 1 0 0 0, 0 0 0 0 0 40 ! 14 0 24 ing School. State Normal and Indus¬ 47 68 21 21 ■ 47 47 trial College for Colored Students. 1 GEORGIA. Albany Normal School . McCay High School _ 0 0 0 0 o o 0 0 0 0 ol 0 0 0 0 0 ,T eTual Academy . Knox Institute 0 1C7 107 * __ .1 .. 1 107 West Broad Street School. Atlanta Baptist Seminary. Atlanta University . . 1 19 0 19 10 0 10 lo! 67 110 177 55' "" 12 15 105 16 * Statistics of 1894-95. a Statistics of 1893-94. EDUCATION OF THE COLORED RACE, 2107 professional and industrial training — equipment and income. Chief sources of support. Value of benefactions or be¬ quests in 1895-96. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus 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 1895-96. - : - 21 22 23 24 25 26 27 28 29 $17, 459 450 $20, 432 0 $584 $263 $288 $1, 135 1.000 2, 800 50,000 $4,000 11,000 15,000 700 7,000 Arner . Bapt. H. M. S - . 3,462 1,000 30,000 0 755 2,469 3,224 10, 749 6.000 126,618 0 1,568 6,044 4,500 12,112 2,000 150, 732 3,000 9,724 172 84,889 97, 785 10,000 1,227 1,227 150 12, 000 256 30 1,080 1,366 Amer. Bapt. Home Miss. Society 100 10,000 500: 1,486 1,986 Freedmen’s Aid and S. Ed. So.. 2, 500 600 30,000 0 0 20,000 4, 500 6 0 0 4,500 State 3, 500 50,000 4, 950 384 5,334 Tuition and benevolence _ _ _ 247 1,200 35,000 4,797 2,035 585 7,417 State and United States _ 200 450 15,800 4,200 61 4, 261; United States _ _ _ _ 0 1,200 125,000 0 0 0 0 0 _ do . . . . 4,000 13,000 700,000 34,500 6,683 8,500 7,000 56,683 _ do . . . 350 0 0 0 0 0 Am. Bapt. H. M. S . 3,000 70,000 County _ _ _ 0 2,875 0 0 0 0 Freedmen’s Aid S. M. E. Ch - 1,000 30,000 461 1,800 2,261 Home Society N. Y. and Beth¬ 1,200 7,000 lehem Assn. W. H. M. S. M. E..Ch _ 100 5,000 0 39 0 465 504 Amer. Miss. Assn . . . . . 500 30,000 0 ! 0 State and United States _ 516 25,000 2,800 10,500 13,300 Amer. Miss. Assn . 25 100 4,000 800 800 City and State . _ 0 72 5,000 16,400 310 16, 710 A. B. H. M. S. Jerual Assn _ 500 6,175 433 1,616 2,054 Amer. Miss. Assn.. . . 150 6,000 350 4,000 23 30 53 A. B. H. M. S . . • - 700 3,000 50,000 500 1,200 3,970 ! 5. 670 Tuition and benevolence . 27,566 9,400 252,000 0 1.920 580 196 2,696 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 31 35 33 37 2108 EDUCATION REPORT, 1895-96. 38 39 40 41 42 43 44 45 4G 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 Table 10. — Schools for the education of the colored race — Students in pro¬ fessional courses. Pupils receiving industrial training. Students trained in industrial branches. 3 u o j* O £ ■a o Name of school. 6 6 3 1 3 4-3 © 3 6 *3 a 3 Q n 05 S bO P O a >> s 0) Ph Pi be ‘£> 3 o bo •S 05 -P 8 bo a £ © a © © 02 Pi O bo g ‘bo £ a o m © g 3 o c3 bo g 3 c3 a © o bo .s "-P bo a bo g s o m © fi +3 Pi © A EH S £ EH 6 £ £ £H s £ £ © CO 6 o 1 2 3 4 5 G 7 8 9 10 n 12 13 14 15 16 17 18 19 20 Georgia— continued. _ Morris Brown College . 8 0 0 8 6 0 '26 240 32 240 3 0 0 0 0 0 0 0 0 3 34 26 152 28 lot; 0 73 0 128 128 0 6 0 0 0 0 0 0 0 0 128 0 0 Haines Normal and Indus¬ trial School. 0 43 5 0 5 43 16 145 161 0 0 0 0 0 0 0 4 20 150 6 0 Walker Baptist Institute .. Georgia State Industrial College. La Grange Baptist Acad¬ emy. 8 0 8 45 0 45 88 10 13 5 0 0 C 0 0 0 0 0 ■0 0 0 0 0 0 0 0 18 116 134 2 4 4 116 2 Ballard Normal School _ 60 240 300 0 50 0 0 0 6 0 0 0 0 240 8 2 ... 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 140 140 64 37 12 Gammon Theological Sem¬ inary. Allen Normal and Indus¬ 93 0 93 12 50 62 . 62 trial School. Haven Normal Academy a. * ILLINOIS. Sumner High School - . . INDIANA. Governor High School . Scribner High School . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 0 0 0 KENTUCKY. Berea College . _ _ _ . State Normal School for 6 63 69 6 63 63 Colored Persons. St. Augustine’s Academy. . Chandler Normal School .. Christian Bible School . 0 19 s 6 i-19 0 80 80 0 0 0 0 0 0 0 0 0 0 0 0 80 Central High School _ Paris High School . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LOUISIANA. Alexandria Academy 6 _ j Gilbert Academy and In¬ dustrial College. Mount Carmel Convent b j 40 62 15 6 8 18 15 Leland University . 0 o o New Orleans University. .. 0 0 0 45 66 111 0 27 0 0 0 0 0 0 0 21 58 12 0 Southern University. . 0 o o 86 61 147 47 39 0 0 66 0 37 o 0 61 0 0 Straight University . 12 0 12 ... MARYLAND. Baltimore City Colored High School. Morgan College . 0 6 0 0 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Baltimore Normal School for Training of Colored Teachers, a The Industrial Heme for 0 157 157 75 157 Colored Girls. Princess Anne Academy. .. 37 34 71 37 15 0 0 0 0 7 0 7 12 30 30 * Statistics of 1894-95. a Statistics of 1893-94. 6 No report. EDUCATION OF THE COLORED RACE, 2109 professional and industrial training — equipment and income — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1895-96. Volumes in library. Value of grounds, buildings, furniture, and scientific. apparatus. 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 1895-96. 21 22 23 24 25 ' 26 27 28 29 A. M. E. Ch--, . . . 0 §78, 000 0 $1, 190 0 $4,310 $5,5001 38 W. A. H. M. S. Slater Fund _ 3,000 150, 000 2,206 20, 174 22, 380 39 '200 20, 000 0 1, 340 . 0 1,340 40 Presb. Board Miss, for Freed- $250 300 25,000 0 300 0 3,200 3,500 41 men. S Col M E. Ch 400 14, 484 264 $1,905 5.648 7,817 42 405 '708 1,113 43 100 25,000 0 0 15,000 15,000 44 "Western Union Bapt. Assn - 23 0 600 $360 0 23 408 45 850 11,000 625 672 4,135 5,432 46 Am. M. Assn, and tuition . 140 3,000 30,550 0 1,800 225 3, 675 5, 700 47 48 Am. M. Assn, and benevolence. 280 797 12, 250 0 1, 278 0 280 1, 558 49 F. A and S. Ed. S. M. E. Ch 5,800 1,550 400, 000 1,550 423 1,973 50 Endowment 11,000 100, 000 51 Am. M. Assn, and tuitions . • 200 8,570 0 390 540 0 930 52 53 State . . . . . . 50 2,500 1,300 0 0 0 1,300 54 55 0 400 3,000 I _ 56 23,543 8,500 113,450 0 3,500 3,200 0 6,700 57 State and United States 631 20,564 5,900 75 61 6,036 58 Tuition _ _ _ _ 1.000 300 1,300 59 A. M. Assn . 75 300 15,000 0 ’680 680 60 Am. Christian Miss. Soe. . . 0 450 0 0 0 175 4,666 4,T75 61 State _ ... _ _ 170 25, 850 62 City . . 0 250 8,000 4,000 50 0 0 4,050 63 64 Endowment _ _ _ _ 1,000 40,000 2,400 2,400 65 66 500 1,000 175,000 0 0 3,500 500 4,000 67 F. A. S. Ed. Soc. M. E. Ch. and 0 5,000 100, 000 0 3,281 400 4,600 8,281 68 S. F. United States and State . 0 1,169 59,821 7,500 0 0 14,006 21,506 69 Am. Miss. Assn . . . 625 2,600 125, 000 2,000 600 1,000 ' 3,600 70 City _ 250 i 71 M. E. Ch . . . . 2,000 45,000 1,252 584 13,964 15, 800 72 73 State and city. _ _ _ 200 35,000 6,500 5,614 12, 114 74 United States and State . 0 15,000 2,500 1,114 3,614 75 2110 EDUCATION REPORT, 1895-96. Table 10. — Schools for the education of the colored race — Name of school. Students in pro¬ fessional courses. Pupils receiving industrial training. Students trained in industrial branches. Farm or garden work. | Carpentry. [ Bricklaying. j Plastering. Painting. M pH o * "cS © a © © «2 O g 13 bo '5b o 14 M Ph o £ ft o 03 © g 3 o cS 1 _ 15 5>i> PI 1 a © o CO 16 ^ | Printing. 5) © CO 18 bi) g 3 o o o 1" £ o 20 © Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 !“ 12 MISSISSIPPI. _ P 76 Mount Hermon Female 7 58 65 58 58 Seminary. | 77 Southern Christian Insti- 6 3 9 4 0 0 0 0 0 0 0 2 2 4 o tute. 78 Rust University _ _ 0 34 34 0 81 81 81 30 79 Mississippi State Colored 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 "o Normal School. 80 H 0 11 0 99 99 99 81 0 20 20 12 20 32 20 20 16 82 83 ... 84 3 0 3 104 103 207 35 ioi 103 83 85 284 0 284 52 71 59 61 41 3 Mechanical College. MISSOURI. 86 Sumner High School . • 87 Douglass High School . 1 88 Lincoln Institute * _ 85 80 165 0 40 20 25 80 89 Lincoln High School . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 90 Hale’s College * . _ . . 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 91 George R. Smith College _ 4 0 4 NEW JERSEY. 92 Manual Training and In¬ 18 ' 25 43 18 18 25 dustrial School. NORTH CAROLINA. 93 Ashboro Normal School * .. 94 Washburn Seminary . 26 41 67 0 26 0 0 c 0 26 0 0 1 41 0 0 95 Biddle University . 21 0 21 165 0 165 37 22 16 46 1 21 96 Clinton Colored Graded School. ... 1 - 97 Scotia Seminary . . 0 287 287 :287 287 98 State Colored Normal j... 1 School (Elizabeth City). ‘ ‘ 99 State Colored Normal School. 1 100 Albion Academy, Normal 5 2 7 80 29 109 50 46 25 ! 10 1 9 1 18 and Industrial School.* 101 Franklin ton Christian Col¬ e 0 6 0 0 0 0 0 0 0 0 c 0 0 0 0 0 0 0 lege. i 102 State Colored N ormal 0 75 j ^5 School.* 103 State Colored N ormal 0 0 0 0 0 0 0 0 0 0 0 o 0 0 0 0 School. 104 Agricultural and Mechan¬ .... 45 15 60 45 45 45 0 0 0 30 45 0 0 15 15 0 ical College for the .Col¬ ored Race. 105 Bennett College a .. 106 High Point Normal and 0 117 117 0 0 i 5 0 0 0 0 0 0 0 117 5 0 Industrial School. 1 107 Lincoln Academy . . o 10 10 20 120 140 4 3 2 120 55 108 Whitin Normal School * J L . 109 Barrett Collegiate and In¬ g o 5 dustrial Institute. - ... 110 Plymouth Normal School.. 111 St. Augustine’s School _ 91 137 228 12 5 5 2 91 91 112 Shaw University' 85 o 85 120 80 200 120 i20 80 80 113 Graded School (colored) ... 114 Livingstone College . is 6 19 80 45 120 16 ioi — 1 - 1 1 30 501. .. * Statistics of 1894-9,". a Statistics of 1893-94. EDUCATION OF THE COLORED RACE, 2111 professional and industrial training — equipment and income — Continued. Chief sources of support. 1 Value of benefactions or be¬ quests in 1895-96. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. 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 1895-96. 21 22 23 24 25 26 27 28 29 Tuition and contributions . $25, 000 0 Am. M. Soc. and tuition _ $1,000 1,000 30,000 0 $400 0 $2,600 $3,000 F. A., S. Ed. Soc. M. E. Cb _ 2,000 100,000 1,739 3,709 5,448 State . - . . 6 3,000 12,000 6 0 . 6 2,435 2,435 316 200 35, 000 989 4,234 5,223 50 100 2,500 600 600 M E. Ch . . . 25 2,500 600 300 900 4,000 80, 000 1, GOO 13, 000 14,000 2,880 102, 500 $18, 368 •1, 539 19, 907 State - -- - _ _ 200 8,000 3,000 175 3,175 rj o _ _ 500 14,000 31 81, 625 65,000 M7 $1, 084; 66,251 nity— _ _ 18, 000 Students - — _ 0 2, 500 0 0 P. A., S. Ed.S. M.E. Ch . .. 500 800 60,000 1,800 200 2, COO State and private subscription . 28, 000 1,000 2,500 3,000 100 3,900 7,000 Am. Miss. Assn _ _ 0 0 7,000 95 0 2, 660 2,755 Presb. Ch _ _ 8,500 130, 000 City . 350 35 200 585 Freedman’s N. Presb. Ch... 10,000 1,000 65, COO 0 0 0 State - - - 0 50 1,000 1,166 0 0 * 730 1,896 _ do.. . . . . 0 331 3,000 1,666 — — 180 1,856 Presb B" and State _ 5,000 1, 100 15,000 1,500 1,500 1 State and benevolence . . . 0 1,500 6,000 128 0 348 1,221 1,697 State 1,500 10,000 2,000 240 2,240 State and Peabody Fund . 290 200 1, 566 0 1,566 United States and State . ..! 0 200 60,000 7,500 95 0 7,500 15,095 ' F.A.and E.S . . . . . | State . . . . . . 547 547 Am. Miss. Assn. . . . . 4,316 122 241 363 Tuition . . . . . . 10 150 1,000 0 180 0 15 195 State . . 290 300 1,500 1,666 290 1,956 Endowment _ _ 9,000 0 3, 000 3,000 Tuition and benevolence . . 12,000 1,500 175, 000 2,500 175 8,508 11, 183 State and city . . . 0 2,000 1.100 0 0 60 1, 160! A. M. E. Z. Ch . i ~ 3, COOl 3,200 127, 151 0 438 200 9,640 10.2781 76 77 78 79 80 81 82 83 84 85. 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 ML 102 103 104 105 106 107 108 109 110 111 112 113 114 2112 EDUCATION REPORT, 1895-96. Table 10. — Schools for the education of the colored race— 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 182 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 Name of school. Students in pro¬ fessional courses. Pupils receiving industrial training. Students trained in industrial branches. X U o fe ft © P c3 &C U O £ eg ft f-t -p a © A Fh c$ o tail ft r£ x #© ft £ a> 4-3 m cZ £ .£ Ph X o j* © £ © © •a p o H bh .£ "5a h O ft X Sh o £ ft o X go © a 3 © c3 S bib ft X a 3 © o 02 bi> .3 a •£ ft tub ft % © 01 ti ft X o o m © c3 p P © ft -p O © 'cS © £ © £ rc§ O Eh 6 "cS © £ © ft 1 o 1 2 o 4 5 6 7 8 9 10 u 21 13 14 15 16 17 18 19 20 NORTH CAROLINA— COnt’d. State Colored N ormal School. Shiloh Institute * . . . . . 0 0 0 0 0 0 o 6 0 0 o 0 0 o 0 o Rankin- Richards Institute. 14 21 35 35 i 0 1 OHIO. Wilberf orce University * . . 10 15 50 57 107 43 24 53 44 180 Colored High School. -I _ PENNSYLVANIA. High School (North Pitt st.). Lincoln University . 48 0 48 Institution for Colored Youth. SOUTH CAROLINA. Schofield Normal and In¬ 0 0 0 170 178 348 118 38 0 0 10 0 0 0 7 7 178 71 28 dustrial School. Beaufort Academy . 0 0 0 0 10 10 0 0 0 0 0 0 0 0 0 0 0 6 4 Harbison Institute... _ Browning Industrial Home 0 75 75 75 25 and School.* Avery N ormal Institute. . . 0 0 0 0 0 0 0 0 0 0 0 0 o! 0 0 0 0 0 0 Wallingford Academy a _ Brainerd Institute 20 40 60 20 6 10 6 40 45 Allen University . . 6 0 6 Benedict College . 37 0 37 131 125 256 99 8 4 0 10 0 0 0 8 8 125 25 Penn Industrial and Nor¬ 0 0 0 99 91 190 0 94 0 0 0 0 0 0 0 5 91 0 ”6 mal School. Brewer Normal School _ 0 0 0 0 136 136 136 ] Claflin University and Ag¬ 313 276 589 50 94 131 131 87 63 63 6 116 17 ricultural ' College and Mechanics’ Institute. TENNESSEE. Howard High School. . Maury County Turner 1 0 1 8 55 63 8 55 9 Normal and Industrial School. Way man Academy . 2 0 2 Warner Institute 20 21 41 41 10 Austin High School Knoxville College ... . 10 0 10 119 193 312 5 17 0 0 0 0 0 0 0 24 212 54 0 Preedmen’s Normal Insti¬ tute. Hannibal Medical College. . 8 0 8 ! Le Moyne Normal Insti- 0 0 0 122 275 397 0 86 0 0 C 0 0 0 0 26 160 45 25 tate. i Morristown Normal Acad¬ 0 187 187 187 75 emy. [ Bradley Academy 1 Central Tennessee College. 184 0 184 47 9 56 17 7 26 6 Fisk University . . . 8 0 8 35 108 143 "6 35 0 0 0 0 0 0 0 0 98 10 1 Meigs High School _ I Roger Williams University 9 ol 9 .... 201 77 97 6 ii 6 6 6 6 6 6 6 6 55 6 8 * Statistics of 1894-95. a Statistics of 1893-94. EDUCATION OF THE COLORED RACE. 2113 professional and industrial training — equipment and income — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1895-96. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. 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 1895-96. 21 22 23 24 25 26 27 28 29 1,650 $219 210 $1,869 5l0 $180 375 800 100 $6,135 25,000 5,000 12, 000 $250 1,400 $50 0 Am. Miss.* Assn, and tuition _ 300 700 0 116 3,000 800 4,400 916 Am. Bapt. H. M. S . A. M. E. Ch. and State . 52 226 1,589 8,700 1,815 27,000 8,000 5,000 200, OOf 5, 0C0 12,500 3,500 2,300 0 Endowment _ _ 14,000 212,000 0 25,000 10,000 35,030 Contributions _ . _ _ 0 1,000 250 30,000 3, 500 5, 000 150 241 1,300 0 5,009 540 6,700 1,230 300 U. S., State . 0 690 0 Presb. Ch . . 300 M. E. Ch 300 400 400 Am. Miss. Assn, and tuition _ 600 25,000 1.300 2,800 336 2, 500 5,300 1,800 500 0 0 1,464 Presb. Ch _ 10,000 30,000 70,000 4, 000 12,000 150, 000 A. M. E. Church . 200 1,000 4,000 5,000 Am. Bapt. H. M. S . . . Contributions. _ _ _ 7,552 1,000 2,000 300 0 0 296 0 1,000 1,296 700 Am. Miss. Assn _ _ _ _ 250 0 700 U. S. Slater, and Peabody State, funds, F. A. and S. E. So. 0 1,800 17,000 4,000 5,500 23,500 Tuition . _ .. ... 0 500 6 225 0 0 225 dO . . . . . 0 18 1,500 11, 000 0 0 0 Am. Miss. Assn 23 150 300 70 347 717 City _ ... _ 307 Church and Miss. Society 1,905 100, 000 1,000 300 13,000 686 14,300 1,114 Hew Eng. Y. M . . 428 Donations and tuition. _ _ 412 Am. Miss. Assn, and tuition - 5,000 2,200 45,000 0 4, 120 0 600 4,720 F. A. S M. E. Ch 1,000 50,000 2, 100 1,000 8,837 9,837 1,550 10,831 48,861 State and county _ _ 1, 550 F. A. and S. Ed. S. M. E. Ch.... 140 5,000 3,984 6,000 18 100,000 350, 000 0 0 3, 971 5,292 260 1,310 6, 600 42,259 City . _ 6,000 100,000 Am. Bapt. H. M. S . . 0 4,000 6 1,117 60 482 1,659 ed 96- — 67 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 143 149 159 151 2114 EDUCATION REPORT, 1895-96. Table 10. — Schools for the education' of the colored race — 152 153 154 155 150 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 Name of school. Students in pro¬ fessional courses. Pupils receiving industrial training. | Students trained in industrial branches. M u o * a © c3 fcc u o g s* cS +3 © a O So .© 'sh m si .g © +2 m i si fl A "3 Ph o £ © S A © © 43 a i O _g Eh si '&JD O jfc M r o > & o 1 © .S 43 si S si S3 'i a © o 43 ai si .g A £ &i) G © W. Si g 3 o o D © cS © A O D i - 02 02 CD 05 CO C5 CD CO CO uo ^ CO >00»00 > CO O O CO > CO tH H* H"* r ^6' L- NWO( co I O O CO 1 CO CO^HCOC 05 co co co O C H O rf gONOOC XOOCOOO COCO coo CO noV ?oooo 50000 CO i> LCi 05 CO 02*^0 CO tHCOC2 M •oisnxn I'eoo^ !« I •uej.i’BSjspTiT^; ‘X^ox •aXTJixtax ■©TO ■jti9ui -j.redap x'BPIIsnPIII ■OTSTTJtjX •IT3JOX •aX'BTiig^; •9I'BJ\[ •STTOTjnjTjsnT jo jgquinjsx S'tDrHO) HO H* O 02 02 02 02 CO 02 -H CO CD CO CO CD CO 02 CO i— 02 HUO ^ Hi 02 lO CD CD 02 t— i Hi fc- 02 02 05 02 O CD CO lO 02 02 02 O I CO tH CD rH CO * CO 02 CO 02 CO r lOGOCOLOO O fc- ID CO 02 ir- CO CO CO 02 CO H< 05 05 CO C H CD H 02 02 -O 02 02 CO CO 02 i>. iO CO C5 O lO rH 02 02 02 r > HQQ.2 > > 5S o o^. > o cp >_ sp 1 P o _c3.g 2 •Sg^ 6fi*2 U ■ * cS S'g5^l§.S|Ec,o.s 3 & O iO CO CO CO CO rH iO> CO CO CO fr- CO 05C0(MOH3>C5HC0 00 05rH05rHrH rH rH 1 •eX'BTua.j © ^OCONON OCD WHHCi QCD^COOOtOOCOH 05 CO G7) CD CO . HOO^iOWCCOCO^ 05 rH H ! ; ® 00 0)01^05 NCOCOlXDH^OiCOH^ r^iONHO \ £-05*00^001000^ 05 rH CO rH rH Instructors. •JU0UX -qjndap x'BT-IlsnPtII *» M 'CO Vt O rH 00 iO CO 1-1 OCOW-H’+OCO-^rHX HCOHiOiO 05 rH 05 i — 1 t — 1 HHH •exurue^ H ONCO^Ot- Nt-COt.Niflt'OKON r-UOrH'^CO ■QX'BK 1 r ■># 1C rH rH 05 •1 •suoiq.nj.ij.sui jo aaquinj^ « rrU-UNiHi-UNrH i 1’ 1 1 IHHHHi 1 HHHHH Division and State. . 1 South Central Division: ■ Kentucky . Tennessee . - Alabama a . . Mississippi . Louisiana . Texas . . . . . . North Central Division: Ohio . . Indiana . . . Illinois. . . . Michigan . Wisconsin . . Minnesota . . Iowa . Missouri . Nebraska . Kansas.. . Western Division: Colorado . . . W ashington . . . Oregon . . - California . a One school not reporting. Statistics of State public schools for the blind , 1895-96. SCHOOLS FOE DEFECTIVE CLASSES. 2119 « -p •SqUOIHOAOJd j ■hit pu'B sSuxpxma; j & -Pimq aoj Aqo jo ! 2 ‘^unoo ‘sq.'eas thojji : " •STIOiq.'BIJCl -Ojdd’B I'BdlOTOTUXC jo *• A q. xx noo ‘ ‘eq'Bqs O Cl- taco g s •sSnxpxmq * pus spunoiS jo oni^A ^ -'cacl'8 ogiqxieios to ©nr^A i ^ § rr •'Bjid'BO jed qsoo x^nany AjTJjqq m somiqoA ! ^ •quota j ^ ■qj'sdep j'Bi.ijsnpuj 1 M ’96-9681 hi soq'tmpuj-Q I 55 ■UejJ'BSjQpUIJI j «;| °- •oisnta x'Bquotaiuqsux | •oistuh I'booa j § •exxinojx «-t or ■QI'BH 50 ST g •quota -qjudop xeijqsnpux •oxsux\[ ■axstraej;- s$ r3 fij § H m n : s § Q M o S3 & ^ <-> rn O H 02 2 £« 25 W ■<2> &c pq =3 a ^ !d& =3 Su4 ‘s ffl £ £.5 * q-it3r-H ©'d a) .2 S 2 © © 0 5c2 ^ O ig°“ ill -tilcw fi'A f-1- OCQ offl Of ri O 0x3 rj cA o. , °.£ Mo d £g n 03 d ^ •d d i ! r-1 (M CO CO t- Statistics of State 'public schools for the blind, 1895-OG — Continued. 2120 •poddns jog EDUCATION REPORT, 1895-96. I IOO CJOOOOO C5 O -Tl o o o o CO CO O rH O O 1-0 CO O o.o JO ’ ■s^uaui8Ao.id ■ rat put? s Stapling •Sai -pxjnq joj Xjio .io ‘Ajunoo ‘ajnjg taojg •snop’Biad -ojdd'B pdpiunui .io l^nnob'l9Wg & •sSmppaq put? spuno.iS jo oupsA - 1 •snj'e.i -nddn opijuoios jo onx'BA •Bjidno J9d jsoo x'emiuy ■^C.i'B.iqix ni sattaqo^ 5 § 10 o o o & $ § 8 •juera j. in dap x^pijsnpux § 8 '06-5681 tit soj'Bnpujjg •nap^S-iapTing « I ■oismn xtjjusmnjjsn]; •oisnra I^ooa o o 808 s ra h •aX'euieg j © | co o 8 5 •ai-Bpi ® ■juaut j .in dap xujlsnpni •oisnjxx •axnuiag 1$ •eX^H o ,y s o &£ ■£ a cj © o fj 'S CD-r1 ffl OQ q Cfi 1-3 5 s H a d Z& .2'S-m +3 C/) Sa §5 2 -3 SaSS 2 © Z © © •2pQ.2pQ cc^.^PQ 0 05^5 ©5 ©S A)^ g !rO i s ;Q i,s i«*I cs a " ©r QMS > © J—JrS 1 o )fqo, II S cj O fl- CO o S'd pi o « -S &a 5W SM o o ! a! • w ! 3s : 3 1 I 1 ' 1 1 : g ; i i £ j 1* 1 0 i 3 A rH £ T! -I CQ • -P kT ' -s ci kj t-r r~) 2 1 zn m ft in 0 t- CC C3 o f- Oi w SCHOOLS FOR DEFECTIVE CLASSES. 2121 iO 02 O C CO iq GO o o O rH 02 02 88 a £ o o -gw © • aa 1,500 2,450 2,500 1,407 31,000 g 5 1 O S ! . O 1"H ; i ^ ^ loox § 1 O'* t o ° ;8 3 o o 8 o j CO o oo o 02 a 5: 1 ^ ° 8° ° ° o CO CO co o o CO o • o rH CO o o CO CO o o 1 c5 02 1-1 ^ CO '98 8 09 81 -g L-02 C5 8 8 1 8 lO . 02 ^ 17 008 *"■ 02 O *■ 02 XO r“‘ CO co 02 CO ■nH o co 02 02 r“l coco 1-1 02 12 co 02 L- 02 lO CO 1-1 CO 02 CO CO CO ^ H coo 02 d ^ pi .g ai B M © a a a £ d a d © ^•25 §ffi: t> AS'2 ■^1 «|sg 2^ a o o,d S g a © a a gw^ o pj.2 § i aao , p, ffl 1o e8 0,d o a§os ©a r© si a c! a fl s © a ® “®2 +^fflfaic 0*2^ ©a oh^ ^.a^QB^^aairQ HQ F £ £ o a ^ d : iS 8 co §5 ED 96— CV Tfl COCO -67* 8 CO Summary of statistics of public day schools for the deaf, 1895-96. 2122 EDUCATION REPORT, 1895-96. •S8.injipu9dxg; « C> $103,101 8 s oxoco CO CO X© 05 CO CO C5 CO CO ofcdcT r-T CO rH 03 03 6,545 o co 03 CO coco 0303 •S}dl9D0'2I H « $99,224 xO CO co 00 32, 680 18,955 30,000 17,589 6,545 o •sSuipxinq pun spunoxg ‘ jo ouxua © « g Cl 194, 000 30,000 98,000 66,000 8,900 CO -du otjijuoios jo eni^A v=J O § o 0 200 88 rH rH •Xx'Bjqix ut sexnuxoA rt 1,976 1,657 0X003 O CO GO 03 CO XO O s 04 '96-C68I hi sojnnpujf) ^ ; 05 CO O j 8 o CO o rH rH Pupils. •uoja'Bgjepuix © 03 CO i — 1 ZZ I 0 6 03 03 o j •poqjeui juro oand 9q j Aq jqSnBj 9q jou ubq w ** T-“l r_l I ri • O o o •poqjgui XBnuBui ix[ jqSnnjQ 1 05 o OO ; O OC3 o ° 'X>oqj9ui xujo ojnd .£q jqSnuxL M o 03 xO CO •5 is g a>- ZII o 91 •UI9JS^S p9uiq moo .£q jqghBjj « ! t=I 03 co S° ; O 8 8 38° •XUjOi H xO CO 03 CO COCO CO t-T— 1 O xo rH CO 1 ^ C5 O CO ^ CO t- 00 i>H03C0H ■9XUXU9J © rH • r— 03 O 0-^0 r-H CO CO 03 xq rH oco^oog^ •eiupc © CO |S5 rH o SS'^SSS Instructors. ■JU9XU -jaudgp xniJjsnpux 3D °| 1 r-ICOCO Cl o • 1-1 OH •noij -d9Dj;9d juxuDiiny $> o 1° i |° j o o ON J ■uoij'BxnoijaY ® g 1 03 “SV a 1-.: -IO >4 l 1 Is ®s° SB r— ( H rH H 03 ^ CO rH rH rH •gXBUuej *5? j ^ 1 -o j 1 *>• | 03 00®HWC3N | 'aFW S3 o j P C 0 03 CO | •suoiq. -njijsut jo ' joqxunxi ! “1 CO COf-iT-lT-IrHr-O State and division. - United States. .. . . ^North Atlantic Division . . Maine . . . Massachusetts . . Rhode Island. . . N orth Central Division . . . Ohio . riUnnis j! is Minnesota, Missouri _ . .. _ _ Wisconsin . Statistics of public day schools for the deaf , 1895-96. SCHOOLS FOR DEFECTIVE CLASSES. [ I 1 iOW i » O i CO 40 • « C^l ; :o os ; | o ' 03 CO ' ' 03 i cO H 1 1 - • • 40 1 O CO O O •soanq.ipTiadxa; • O ' S § O COCO ^ g| •s^dtaoay; « • 'OO • ' CO 40 i ■ co o i igs i 53 :8 8 i i§ S « O 1 40 O ' 1 co O • H ' W*' o' ! • rH J J CO | J •sSnippnq puB spunoiS ’ jo anx^ © j ill J loco • ' CO 05 • ' * 66,000 •snq.'B.i -vdd'3 opixuaios jo anx'BA © i i° i ‘j i is i i | ; i jad 4.S00 ximuuy 3D 1 O O 05 : ; ^ C5 O !cc 40 40 rH 1 O © J Hi rJJ £3 03 C3 | •iS.re.iqTX ui samnxoA I 040 I ' O CO ° £ is § i is i t Oi 1 ; ; Pupils. :96-S68I ui saxunpujo © «a i CO o oo | o oo o •uaxa'BSjapuiH l-5 ' oo O t- OW rH O 0 05 ; •poq^era xuao a.rad Aq xqStvcx eq q.ou ueo 3 1 1 ' T— i ; o ! j ! o oo o •poq^oui Xennem i£q qqSnej, « i C300 o | jo * o oo o •poq^aut je.io aand jSq q.qSnuj, 2 i j 05 t- -O O ^ ; CO CO 1C t-COCl ■ma^sjfs * pauxquioo Aq (xqSnej, 3 o « i-H co ' ! o ! o oo o 03 ; L- J rH CO ; J CO ; •exeuiejj ® Cft COOrH 05 O O rH -HOO C5 iO rHO 05 •atuM © rH CON' UD N O O HJ ^ ° COW i> Instructors. •^uam -quedap x^I^ls^P11! th ! t-h oo O 03 O O CO O O j quamdoxaAap xu.my ^ O | OO ; O OO | g3 •uoiqexnoxq.iy © 03 ' CO 03 *H 03 rH lO .0 03 L- rH rH rH rH 1 . • *H co •axuuiaq IS CO O CO 05 rH 05 CO O rH 05 t- rH rH 05 rH ■oi*H H CO rHO© O rH rH OH 05 O OO O £ Executive officer. Mary McCowan...- Paul Lange . Elizabeth R. Taylor Miss Sarah Fuller.. Miss M. Lizzie Don- ohoe. James H. Cloud.,... Miss Virginia A. Osborn. Caroline Fesenbeck John H. Geary . Laura De L. Rich- Prof. j. K. McGre¬ gor. Anna Sullivan . Albert Hardy. _ G. G. Sedgewick — * I Name. « Chicago Day Schools for the Deaf. Day School for the Deaf _ Portland School for the Deaf. The Horace Mann School for the Deaf. Detroit Day School for the Deaf. Minnoannlic! Ticnr -fr.T. the Deaf. St. Louis Day School for the Deaf. Oral School for the Deaf _ Public School for the Deaf *. The Cleveland Day School for the Deaf. Rhode Island Institute for the Deaf. Eau Claire Day School for the Deaf. School for the Deaf. . La Crosse Oral School for the Deaf. Manitowoc Day School for the Deaf. Post-office. * Chicago (Schiller Building), Ill. Evansville, Ind . . Portland, Me _ Boston (178 New¬ bury st.), Mass. 11 Ui l), A.TJ. A K_j ij. - Minneapolis, Minn . . St. Louis (9th and Washington sts.), Mo. Cincinnati (431 West 9th st.), Ohio. Cincinnati, Ohio _ Cleveland, Ohio _ Providence, R. I _ Eau Claire 11234 South River st.), Wis. Fond du Lac, Wis... La Crosse, Wis . Manitowoc, Wis . C3C0H< 13 O CO OO iH * From 1894-95. Statistics of public day schools for tlic deaf, 1895-96 — Continued, 2124 EDUCATION REPORT, 1895-96. •sojnjipuodxg; « 400 5,700 1,375 875 1,315 •sjdiooaa; « 500 5,500 1,375 875 935 •sSuipnnq pus spuno i.8 ’ jo anp_\ © « 8,900 •snpe.i -sdds oppuaps jo a ripe a © j ° i j j "Bjxd'BD uad poo pruiuy 00 135 113 135 •Aj'Bjqix tit saranpy 1 *» o o I 1 ^ ip* • 1 T— 1 rH i « Pupils. •98-5631 ui sapnpuj-o 2 0 10 0 •uajJ'BS.iapuix V* © o j ! - •poqjaui x^ao aand Aq q.qSn'Bj aq jou usq 1 o o o o o •poqjaui Tumreui Aq pxSnsj, 2 o o o o o •poqjaui Xujo aand Aq jqSnex 1 « 1 vd 5 58 11 7 9 •uiajsAs pauxquioo Aq jqSnsj, w H o © © o o •ax^uia^ © H t -1 rH ^ W CO •apw j © ^ in t- W CO Instructors. queut -pudap xeu^supni 00 o o o o o •juautdoxaAap x^my rH j rH O O •uoij'Bxnoij.iy 1 rH 00 rH O Marinette Day School for the Deaf. Milwaukee Day School for the Deaf. Oshkosh Day School for tho Deaf. Sheboygan Day School for the Deaf. Wausau Oral Day School for the Deaf. Post-office. Marinette, Wis . Milwaukee (7th and Prairie sts.), Wis. Oshkosh, Wis . . Sheboygan, Wis _ Wausau, Wis . • CO t- 00 Ci O rH pH i— 1 rH Oi Summary of statistics of private schools for the deaf , 1895-96. SCHOOLS FOR DEFECTIVE CLASSES. 2125 Pupils. •96-5881 ui sojunpuj-r) T=* JO Gl o O CO cot- o *oo •uej ■J'BS jopuxjj © V* CO Gi O CO o 1 ^ I-HOOOO ' rH •poqjour jujo ©and Aq jqSnuj 0 q % o ti trt?o W rt S T— 1 rH O tH 8 33 75 CO 05 O tH jfrjj •poqj0ra X v n u u ra i£q jqSwej, H v=* CO fc- 8 coo JO Gt JO JO Gt Gi o j o O JO o •poqj0m Xujo ©and Aq jqSnux M fH r— 1 JO (M 8 rH CQ CO JO JOGirH G* rH '8 ° ° S3 NgOrHO® •raojs^s p©uiquioo Aq jqSnnj, « *2*1 1 CO COO 8 29 188 00 O CO Gi ° Gi rH W>I. C* JO oo 3S S^co 8 25 52 52 269 ONHOLOH rH CO CO Gi JO •©Xuui©^ © rH 8 8 OGit- O COHH rH O rH T-t Gi ®4 •®I«K © o CO C5 co T— i OOO JO 15 31 31 125 JO H H JO Gi JO Instructors. ■juouija'Bdop X u t x q. s u puj Tj 8 =o JO rH co CO rH ONO»OOH •ju©uido -X0A©p x'Bany CO Gi 8 COON i 00 OO ;OON •uoij'BxnoijaY © JO o CO ” OHH Gi G* rH ■tta^J'cSjopmg 0 i p ‘ ° .' OO 0 0 0 O i 0 •poq^aut 0Jtid .£q q.qSrvef eq q.oti U'BQ r4 G5 1 O i i OO 0 CO CM GO cc p •poqpraE X’Bua'eTH Xq ^q^nex « r* 0 0 40 :SS OO 0 0 0 0 0 p p •poq^aui IT8J.O o.md ^q ^qSn'BX « c •q.u:0xii -a 3 >3 d 0 p x'BIJt^snP!a:I 1 3G - 1 rH OO jbi coo 0 CO i 0 Ip CQ ?h O •q.n0xndoxaA0p x^-iny h 1 0 1 O 0 i j j OOO Oi 0? 0 0 O !m •noix'BxnoT^y ! - 1 - & 1 O 0 i CQ r— 1 00 1—1 CO CO N < l> • CO 05 4^ cq 3 •0XT2UI0JJ « 1 . 0 . O O^H CM CO CO ^ rH (M < CO 05 •ei«W i- 0 ■ 0 tHO «© T-l O CO cc ) 0 H a I =3 J P Ih g © « Sw 3it a a © d 6 5 P c3 I P< Pi c3-+a d +s S &3^Mg I S P © bCdM i o asr-H P P!> OH £iS <§> © . jSH 'o d fH.S a * o |w £ bp . o3 gn .a ■ (H P © qpp;s *-o 32 fd o3 © S® S«J © . o3 [> 32 © fi H H o 1 o iS| ©«© 32 Is r? © s« O © g d M 4^ ©T* "1 ^ HO sg ii sc PP5 M P 02 -d p/bc Pifl e3 H P7^ M ^ © © 2 p a H ** jW £ S3 !S S cH . O H SOP 32 O O 02 O ^ P © bo . bO^- D^rP d £d © P 2 ,EJ*2.S A&a =5 PrP O O Po HH • O c » Ppj u tS p © 3£»Ja Um» £ O oP 6a rt 03 O ©t W Of* ■3^0 Pi ^ 0^«2^ >>. H ©5 § 9 © .ggll£ +3 a O a 32 32 <1 ^>1 02 ©t- p .,_, 03 -g '© p . i p.° 2 ■©2h .30^5 O 32 no o t- aces. 05 co >o ' Summary of statistics of State public institutions for the deaf, 1895-96. SCHOOLS FOR DEFECTIVE CLASSES, 2127 •ssairjipuedxg; « £ i— O o sC io c5 82SS8 jg OCO^O CJ 8885 te CO N N ONONCOOHN ^ C- t— O OCO CO CO O -r- 0X02 0200202 50 O t— co'r-7t^Tco'i>7— 7cT o C0 0 02 0>LOr-l02-< CO 02 O CO o o o O CO O CO' o O H 1-4 02 O 88^33 •s^dieoejj « 1 i co CO 00 of - 02 © CO juO JO co-*7 < of -i7 03 5 ;°° 8 OOOt-OCOOO ^ o o o o CO OO O O T-H 0000200200 CO g“ loOOQ • S S 02 S 'hV»oV j CO 02 H H •sguipxmq pun spunoaS jo eux^A © « o o © © CO s 05 CO o So S o ococo o oVo'h t-7 10 05010 LO (MOH^ LO 290, 000 700, 000 80, 000 85, 000 235,000 55,000 80,000 25,000 862,000 ooooo 3S888 xo cTxc'ta c5~ ^t5wi>c3 •snq.'B.i'EcIcTe opipueios jo onpA © of Cf* 05 05 Is 1 05 loo ' ^ UO oo 1 fcC. 1 ' ' o 1 1 1 •poqpui X'C-io e.ind eqq. £q cxqSneq. eq ^ou ut?o vt iM Si e I • CO 1 1— < lO | i i O ^ i i ^ CO . O i i i i (M i i i i III! •poq^aui xunuum j£q xqSnuj, | * o CO of it, § rH ^ 1 02 CO iOH ' O 05 02 ; CO 'OiCOt^ I i CO o 1 1 1 OO • i ' lO ' • * •poqq.9xu xujo a.md Xq qqSn'Ej, j m CO s i§ O t- CS CO xo §5—i 1 OO l(J2HC2 1 I t- CO 'HOW 1 ' o 1 1 1 02 i ii i i i OCO Ion 0^4 102 •raexsis pauiqinoo £q cxqgnuj, « o s i ^ LO 05 o i- CO CO r-H T-iO 02 CO C5C5 loo I 1 02 CO C5 IO ' r— 4 ' CO r-H ; ; ; o O loo O CO ' C5 i— 02 r— ( | 1 1 *>■ CO 1 05 CO CO of r-H ibrH 05 © C5C5lOCOiCOt-02 02 SSSSoi05^^ & 05000 O C5 02 O C5 CO 1—1 ' pH •aXuaiaA © *a 05 CO o 1 ^ & § o 02C002C0rHOt-^H LO OOOOH^OOI H 1—1 o t— CO t— t— o CO O LO -14 •OX'BH © CO 05 05 1- © © CO 05 tH 05^00 t- CO ^ LO NHCCiO^OOX t— NOiOONOXH CO i— i r-t CO lg|§38 Instructors. •^uatuq.a'Bdap xui-psupuj 30 co © XWPO!>C2HN M ^^x-xCCO •copdeojad juxuDianY Oi | ! co i J ©CO |xo — ( j OHOOC joo CO ^,co_--t O l»S9“ •exuuiaj * 1 ^ 1 | g5 | hOh§ ^ j ClOCCCCOOxH^ oO 1 M " ° | ■^COXO^-H •ai*H « 1 i* j °co^c§ © j ocoooaowoN o | -ICO!-^C0 •suoxq.n^ix.sui jo joqnmyr £l [| co 1 1-1 I N— 1— lr-404— tr-lr-l O L c o "w ’> o w. o ‘ ,+s ODcoT" 1.2.^o^o o 02 a Only 9 schools replied to question 15. b One school not reporting. Summary of statistics of State public institutions for the deaf , 1S95-9G — Continued. 2128 EDUCATION REPORT, 1895-96. ‘sojn^ipTiodxg 8 $00, 631 28,000 705,931 lilfilllllgl 1 8gS¥sfe'3S(-'34s s' rH r-i rH 56,300 24,090 2,200 17, 000 31,500 19, 430 44,973 •S^dT808a « 211 s*s 103,000 65,000 135,000 57, 150 41,250 mm 33*33 56,300 22, 770 2,200 17, 000 29,000 18, 500 59,650 •s^mpiinq pu^ spnnojS jo ©upcA 1 $262,000 75,000 3,807,334 linn iiiiii i gWs¥ii^§i i !§§§§§§ “§°'ss¥3 •sn^'e.i’Bdd'B opi^neps jo orquA © $200 600 1,850 mis il i 1 I 1 « 1 1 § £ rH ° jsg •^j'BjqTX tit seimx[OA 30 w 900 600 37,451 iisiiiiiigti § r-Tco co 188 ill I Pupils. ’86-2681 ni sextmpujf) *» lO § rH 39 29 15 34 15 js^*-1 | 03 § CO 35 •uoqjuSaopui^l « o o 19 31 0 24 14 ! i° i g| ° ©© ;0 o qDoq^oui x'B.io 9and eqi). i£q q.qgnux 8q q.ou iref; tt T=5 §3 § is 3 3° ! ; ■poq^oui x’Bnu’Btn .£q ^qSnu^ pN O 1 t~© icon co ; 33 is | ! zo 3 CSqjO | o § •poqq.9Ui xu^o eand .&q q.qSnux 2 S3 51 js j «S 3 CO o • o o ■ui9q.si£s pemqmoo Aq (xqhnuj, S3 li I-* SS |i 2 1 WI !§§ CO •exuuiejj ; © 2s 8: §!ggggg£3££! § ®S’-'S8S3S ■3X-K © So g SSSSiSSI"®8S 1 Instructors. •q.U9UIX..I'Bd9p X’BI^SnpUJ i ® t-co g ICICCOOO'# 1 1— 03 03 CO CO | rH lO O -rH CO 03 03 •uoi^d9Dj:8d j'BxnoT.niY S* C H O I— ;° ; ; ; ; ; ; rH | O ;© jr-H j j •uoix.'bxU0D'iY 9 | S ©Tj.fc-CCaOTHeOffiT-tT-tiO©* O OHOHHHN *1**91. ! « SS1 js;&s8i$tsswec3s ^ mchm^ ‘9X'3'ni9LJ i* 3 1 OC CO ^ © 05 S3 r* Cl 53 1-H b- CO CO HCOCCCCONO *®I*N !« | 3l" § jc:oc;ccj-HOccoTi-io'j'^io co 03 co 1-1 -«*. S3 oa cs •suoT^n^sm jo .xequinjq KH 3 Division and State. South Central Division— Continued. Texas . . Arkansas . I North Central Division . Ohio . Indiana . Illinois . Michigan . Wisconsin . . Minnesota . Iowa . - . . . Missouri . . N or th Dakota . . . . . ooum naKota. . . . . Nebraska . Kansas _ _ Western Division . . Montana . . Colorado . . New Mexico . . . Utah . . . . Washington . . Oreeron . __ ... California . . . i Statistics of State public- institutions for the deaf , 1S95-9G. SCHOOLS FOR DEFECTIVE CLASSES. 2129 Expendi¬ tures. •^joddns joj <3 e> 8 C§ O CO o O OX t- r-> O i— OS O i— ' O CO O O © O CO 1-0 OI • QO -hT hT co" t-T CO r-T o o o o o •poqxera x"BJO a.xnd aqx -£q XTI-8n'BX oq xon uuq ; ; j | o • •poqxoni Xunumu .£q xq^nuj, : 82 41 51 0 13 •poqqma X u j o a j n d & q xqgn'BX i « O 00 O O i • > i i •xuax -s^s pauxqxnoa ^q xqSnuj, | 1 o o o c^> • CO r-i o ^ 1 •ax'Bma^ ! ^ o O i-- O O CO ^ o O CO O O O •aiupi | © 1 8 ^ C\» CO i-j CO O O O o O r-i CO Instructors. •XuauixJudap x^iJ^supuj ® ! ° co ox ira co c-i i-i *XuaxndoxaAap x'BJny 1-1 ; ; o ri o o •uoixuxuoixjy © Oi ri Cs OX OX •aiuxua^ u? O O O CO r-H o ^ ^ ■aiuK - f- C5 CO CO CO OX o Executive officer. W J. H. Johnson _ Norenort. .. _ . Frank Bell Yates. Warring Wilkin¬ son. D.C. Dudley, A.M, Job Williams . Edward M. Gal- laudet. Henry N. Felkel.. Wesley 0. Connor Name. 2* Alabama Institute for the Deaf.* Alabama School for Negro Deaf- Mutes and Blind. Arkansas Deaf- Mute Institution. California Institu¬ tion for the Edu¬ cation of the Deaf and Dumb and the Blind. Colorado School for the Deaf and the Blind. The American School at Hart¬ ford for the Deaf. The Columbia In¬ stitution for the Deaf and Dumb: The Florida Insti- tute for the Blind, Deaf, and Dumb. Georgia School for the Deaf. Post-office. - Talladega, Ala .... _ do . Little Rock, Ark . . Berkeley, Cal . Colorado Springs, Colo. Hartford, Conn .... Washington, D. C.. St. Augustine, Fla. Cave Spring, Ga . . . co 10 co t- co os Statistics of State public institutions for the deaf , 1895-96 — Continued. 2130 EDUCATION REPORT, 1895-96. Expendi¬ tures. •poddns jog e* $95,000 61,006 64,680 87,280 50,000 16,200 9,752 24,838 •sonata -aAo.idrai put? sSutpxing w « $40,000 4,995 3,500 800 3,080 0 Receipts. •sSuipjraq joj ^io jo ‘X^unoo ‘apeipg e* « $35, 000 5,000 . 0 •suoi^'Bijdojddu x'ed -Diunur’jo ‘ixunoo ‘aq.uq.s - * $100000 60,000 64,000 16,500 7,000 25,000 •sSuxpnnq put? spunojS jo enjpA © s* $420,000 527,160 525,000 250,000 145,000 30,000 35,000 255,000 •sn^'Ba'Bddn opiq.ueps jo enxnA © w $250 500 500 0 780 •n^td'Bo jod q.soo x'Bnuuy QC & || a is 2 1 J 1 •jCa'Bjqxx ui sauinxo^ h p* 14,175 3,208 2.500 3,000 1.500 400 175 2,590 Pupils. •96-S68I tn sa^nnpBJJC) © o ® ; ; « : o* ; •uapiuSjapuijx 2 S S i $ ° S j ^ •poqpui xt?.io ajnd aqq. A(\ aq ^ou uuq : ; i 1 j i i •poqpm [unut?ui ^q ^qSnnxx, « 1 ° 11° ! ! ! •poqpoi X^jo e.md .£q q.qgn’Bj, e» 125 58 19 100 21 30 •U39^ -s^s pautquxoo Xq q.qSnuj, s > 1- *— < O 1C ZD CO • ^ O Ol O l'- CO o ; C* CO Ol •axuuiag z 1 C5 O QO O CO lO O « ^ ^ ^ « | CO o §§ % § Si O Instructors. •^uaurj.J'edap x'eij^.snpux CO o ; co ^ n « »s : quatndoxaAop xu.my I >— i -si- i . o’ £ o’ © 1 4- ^ CO Ol O Ol T-H CO •axnuiag i 1- CO H eg. ^ 'Th Ol O « 1 C5 O X O r-H CO-^CO Executive officer. £$ ! S. T. Walker . Richard O. John¬ son. Henry W. Rothert H. C. Hammond. . . JolinE.Ray... _ John Jastremiski. Frederick D. Mor¬ rison. Charles W. Ely. . . <£ g c$ & Illinois Institution for the Educa¬ tion of the Deaf and Dumb. Indiana Institu¬ tion for the Edu¬ cation of the Deaf and Dumb. Iowa School for the Deaf. Kansas Institution for the Educa¬ tion of the Deaf and Dumb. Kentucky Institu¬ tion for the Edu¬ cation of Deaf- Mutes. Louisiana Institu¬ tion for the Deaf and Dumb. Maryland School for Colored Blind and Deaf. Maryland School for the Deaf and Dumb. Post-office. - Jacksonville, Ill . . . Indianapolis, Ind.. Council Bluffs, iowa. Olathe, Kans. . . Danville, Ky . Baton Rouge, La. . . Baltimore, Md _ Frederick, Md _ SCHOOLS FOR DEFECTIVE CLASSES. 2131 8 S8 _ t- CO ' ° ; ; ° H M | Pi Pi <1 >> Pi 03 . g © © s 1»PQ 02 o| PS^ t>> S$ M* Jl H o o MP csQ a. §,§ bop g ^ © 3 Q *• o CO rQ 0+3 PS Pc- PS o- £3 JrQ © •Hfi pA I §l! c3 O *y *o . iL't-T © © ^©5 ©5 © O -3d >>« PS 02 +a« f3 os M’® ©'S/S P.3^ SA M fi aa M £ gp|^^g^©s|©§ ^r§^fe^Sp50sg.oos©--| +-> C$ ©CH CD rH Pi ffl 0^5 pLi+S^^-p & (2; p cc -a « ©13 S© ?s * © o ®^S PS © iflo fc -mA o %■' psp^ Ip C« . ^ © £ coQ .© °Q ; o I'M.© PS o rt ? c8 tel Pi .44 ^ O ^ H ©B .2 °€ Pi fl'gjf ! ®H ©_ +3^Q g: © £ ShP ©►go 3„ P o M g a a im ^ 8© A >■ 5 =s 03 pj 3T o © PS ^ ©tj ©p£ c3 ^>3 Pi - O'-' n Statistics of State public institutions for the deaf , 18D5-9G — Continued. 2132 EDUCATION REPORT, 1891-95. Expendi¬ tures. qjoddns jojj « 1 $27,680 , 7, 000 85,000 13,430 49,053 130,000 12,488 •squaui -aAOJcduix pun sSuipimg n e> $600 6,000 10,544 6,000 17,124 tO '© O O K •sSuipxTnq joj iSqia .10 ‘iSqunoo ‘aquqg « $6,000 6,000 15,000 •suoiquT.ido.iddu x'sdt -oiunui .16 ‘.£qunoo ‘aquqg $27,680 8,250 97,000 12,500 40, 475 10,400 sSuipxinq pun spunojS jo erqu^ © « $75,000 22,000 750,000 35,000 246,316 1,000,000 50,000 •snq.uj'Bcldu OTjiquaias jo erqu^v © 0 $300 50 •uqiduo jad qsoo xumray 30 O » Oi CO 03 > I : Si 8 & Su : ^ ■ 1 •iS.iu.iqix ui saranxcq\ *» 450 300 3,000 100 2,585 6,500 Pupils. '96-5681 ui saqunpu.i-0 <9 4 1 39 21 61 •uaq.iug.iapui3[ 11 O' ' O ii 1 11 11 •poqqara xujo ajnd aqq Aq qtxSnuq aq xon HU3 | ■ ^ ill 1 •poqqant Xuniiuia i£q qqSnuj, 1 m it^ 1 0 ot 1 0 1 r£ 1 0 ■ j . CO | Tjl 1 •poqqara Xu .10 a.md ,£q qqSnux e* 11 ' t— ; 1 i— ] in co 1 in ' t- ^*4 •raaq -sits pautqraoo iCq qqSnux 1 ” 1 . t-h 03 O -H 10 1 CO -H O 05 05 « •axuraa^ 12 13 3 Oi § S g g ; *=> •uoxq’Bxnoiq.iy § ^ rH ^ ° •axutnajj 1 « | co 1 to . m 12 . 0 (3 fell to 0 ■Jp ^ 0 H 3 5 PQ ft 0 M J 02 3 HP 3 3 3 0 l-S Q 3 5 ^ <1 o 5 «4H P P 1:8 G SSfllg o S 5|MSo6n: o’ a assails© . O o3 5^ °=gQ c5 fen &cM_g© Q--3 ©£ 2 © © to£ h h '■g'a.SQ ' "S § ©^ Im* hh 2-2? > o1>2flH © *' -SqW O Ofl S Ool >='5. 13 'rt©r§ ^ S2d_ir33©°r!0^mc’3§0_fH©2;rt©3M 3 r 55 § 002^3=23 § 2Q3 >S3Q §33 oBJJO^c 6 O O £ ‘Oh tn d Lake, N. .2 O to d bC © O M e3 3 fd 0 c3 3 .S 3 & 3 S ; rn fl» - 3^ © ftfl > 3~ bp ‘© 3 evils Dak. a 3 a 3 ctf dgewc Pa. 3 03 3 35^ 3 s pi 43 0 © 3 a a P3 3 O xn 3 s pq 2 - SCHOOLS FOR DEFECTIVE CLASSES, 2133 s s ocT oo 10 oT co § o o o o o o ^ 10 co 100 100 25 200 150 0 100 255 131 S w o iS o : o g T-H CM 3,5 S' c3 'O-P CS . ® 3 ■S'afi§|i*a15^s'fi Cl £-4 ^ -P £ rrt GO *r"! r-* ■g o^s ■3 2° c5 3 iHr^O eg co O : o © : o > o q q-1 gggwo « gg'g ©(—I cS ©+3 CO o fj © OVl »rH .9Q-S o 30„_. lcwfl co c3 o . o .EL. a 3 sfi . co © 'S ^ o o) o oq ^ o ■ i 1 »_•* 1 * 02 a a 3 ; » . | -P | U1 c8 c3 3 m be 02 © i i s i £ > m s © M «! ^ fl cs . o r3»D J co co Summary of statistics of State public institutions for the feeble-minded, 1S95-96. 2134 EDUCATION REPORT. 189o-96. Expendi¬ tures. >5 r $1,380,513 C5 05 of IQ 70,013 168,499 84,972 219,495 21,000 21,000 718, 754 140,263 77,600 113,417 35,000 142,500 156, 170 36,038 17,766 97,780 29,300 68,480 Receipts. CO 03 of §§ r— 1 568,951 73,266 170, 092 106,098 219,495 626,621 11511 11 i ocoro*Q CO 03 C5 03 rH rH i 29, 300 64, 395 Value of grounds and buildings. 13 $4,258,436 CO of s rH 259, 884 573, 332 140, 000 555, 595 15,000 15,000 2,256,231 698, 831 325, 000 314, 500 . 67,000 325, 000 350, 000 120, 000 55,900 458,394 25,000 433,394 Pupils. •Disnjf & i- ! si CO S 0O*HO3aQ O QOCO'W 0 573 CO O O CO 03 ID « O CO t- C5 CD CD > fc- CD 03 0 03 590 o TOOCOTO O TO SO co t- O -rH TO TO ItoStotoS !§B to £ j qujoj, © rt 03 1C o TO 451 1,351 329 996 120 120 3,906 HW-nOQODO C5 CO CD — i 03 i- COOH 05 O IQ CD 03 H CD 03 rH H CD CO 10 3 •ejuuiaji © 3,678 | 03 CO 03 O IQ COOOrH lQ HXH^ 55 1,739 ^ to to S to to ■*" to 00 H O 03 03 •0Tuh GB H I i>» 05 CO 1,475 C5 CO t- CO *Q CD iQ CD CO CD 03 H rHlQ 65 2, 167 ■C5 H GO 03 CD GO -rH 05 U- H 05 CO - H 05 rH H CD CD 03 CO rH 03 CO rH 03 03 iQ Instructors. iSOJUUIUT joj Suxuno sjubj sissy O H 1 o I ji§23.3 ° *° | O Hi 03 © C5 C5 O 05 00 JatSHHWNHH 03 lQ CO 03 •JUOUIJ.I'Bd ' -op x'Biajsnpui <§ 1 ”1 151 to rH N 3 SOTO i.-- -^TO'TO to o to H 03 'IWL ut i |« 03 H iQ 03 Hi rH 03 03 03 4 108 03 00 •ojunio^ H 168 je HI IQ 00 rH CD ■o^It ^5 1 co i 1 1 C0iQ03rH O O CO 03 03 03 CD j 03 HO CO rH 03 ■suoijnj j -p.sui jo ueqTirn.Ni | Si 1 1 L' t— i TO TO rH tH rH 00 HHHHHHHH TO r-<^ State and division. - United States . N ortli Atlantic Division . . . . Massachusetts . . . New Y ork . . . . . . . . 1 New Jersey.. . . . . . . Pennsylvania . . . . . South Central Division . . . . . Kentucky . . . North Central Division . . . . . Ohio. . . . . . . . . . Indiana . Illinois . . Michigan . . . Minnesota . . . Iowa . Nebraska . . . . Kansas... . . . . . W estern Division . . . . - Washington . California . . Statistics of State public institutions for the feeble-minded, 1895-96. SCHOOLS FOR DEFECTIVE CLASSES. •poddns aogp • sq.u0ni9 Ao.idin f put’ sampling ^ ! 00 o o 800 8 8 •sSuippnq joj ,£jp io ‘ijunoo •suoxq.'BiJdojd -dt? jBctpiumn I jo ‘i£jarioo Pj/ejs .V 8 & 8 8 8 O O 8 8 S 8 •sSmppnq pm? I spnnojg jo otq’BA i •snj'Bj’Rddc 1 ogijuaps jo ohpA •^j’B.iqq m somujoA O S3 IQ o 8 8 •oisnpi O O i!5 O O 00 00 •naj.i'BSjopupx •9peui9j[ WWW CO -rH CO 05 . »OC5 O CO O O ^ OO r-t CO (M CO 02 r-( Oi •S0^mur .ioj Snij-HOS^irB^sissY I 05 10 ^ O C5 o o •juoaij.i’Bd o p j'BiJjsnpui t- 10 eo © e® «o •9p?cCi9j[ ^ i -h* co •8PH o 3 §P 60 fcJD o c P3 g P-l'cS ;Q<5l <\ P S d j2j© © Or! © © 2 2 A- © fees © A © © o S OX) . Of!S! td-a ® o . £ si; •3*^ o £ s ;jjp£ tl§ rPi ®‘ S?U j §1< 5 O e«r © H Pi o S P Mr © Pi ■dHr T3 S’-© © cS £ ^ $s &P3 _p_j.S c° pi ^2 © .® © c§ro ! >i © i £ ® © :2 gfe 3 © © ~ ^ p g ^ h-» U£j r-H H f-H ©q_l ©'g fc JZi M >3 c3 1 £ . fc ^ © ffl }> 1 N CO HI 15 CO C5 O * From 1894-95. Statistics of State public institutions for the feeble-minded, 1S95-96— Continued. 2136 EDUCATION REPORT, 1894-95. Expenditures. •jjoddns jo^ 1 3D y=» $93,243 140,014 219,495 29,000 •sjuauieAOjdTni pun sSuxpxma U ** 9 is ^ |1 s ! ; SCHOOLS FOR DEFECTIVE CLASSES. 2137 Summary of statistics of private schools for the feeble-minded, 1895-96. Division and State. Number of schools. Instructors. Pupils. Male. Female. Total. Industrial depart¬ ment. Assistants caring for inmates. Male. j Female. Total. Kindergarten. Music. 1 <2 3 4 5 6 7 8 9 19 11 12 United States . . . . 10 9 40 49 17 54 237 165 402 105 157 North. Atlantic Division . 8 5 33 38~| 37 46 201 H4 345 63 122 Massachusetts - . 3 1 9 10 23 23 55 21 76 13 24 Connecticut . . . 1 2 3 5 4 10 98 61 159 30 41 New York . . .... _ 1 0 1 1 1 1 3 21 23 44 0 44 New Jersey . - . 3 2 20 22 9 10 27 39 66 20 13 South Atlantic Division _ 1 2 3 5 i * 1 21 6 97 12 12 Maryland . . . . 1 2 3 5 ! 4 1 21 6 27 12 12 North Central Division _ 1 2 4 6 6 7 15 15 30 30 30 Michigan . . . 1 2 4 6 6 7 15 15 30 30 30 Statistics of private schools for the feeble-minded, 1895-96. Instr uctors. Pupils. +3 j* c3 ft bfl is M $ 0> d Post-office. Name. Executive officer. c3 CO g Inmates. Value of grounds and buildings. Expenditures. . m ‘p, P P? ' ‘o fn O a S | Number taught trad 1 V o O) of education. Williamson, William C., death and sketch, 1486. Williamson Free School’,^ Mechanical Trades, report on, 1083-1084. > / j1 Williston, J. P., gifts to ^Northampton, Mass., 1426,1428. \ , Wilmington, De}., public schools, 281, Winkler, Karl, death and sketch, 1484. Wisconsin, city and State superintendents, 939, College presidents, 953-954, 956, 960, 965. Library legislation, 523, 524, 525, 526, 532, 596-597. Statistics, of blind schools, 2118, 2121; of city schools, 1490, 1491, 1493, 1495, 1509, 1521, 1531, 1541, 1553; of colleges and universities, 1918, 1920, 1927, 1929, 1931, 1932-1938, 1940-1944, 1976, 1992; of colleges for women, 1948, 1949, 1951, 1952, 2002; of commercial and business col¬ leges, 2060, 2078; of common schools, lvii- lxxv; of deaf schools, 2122, 2123, 2125, 2126, 2128,2133; of dental schools, 2026,2049; of law schools, 2023, 2039; of libraries, 341-355, 365, 368, 516-521; of medical schools, 2024, 2044; of normal schools, 1870-1886, 1893, 1904, 1914; of nurse training schools, 2027, 2057 ; of phar¬ macy schools, 2026; of private high schools, 1577-1585, 1587, 1588-1596, 1598, 1600, 1601,1862; of public high schools, 1566-1574, 1576, 1590- 1596, 1598, 1600, 1601, 1762-1769; of reform schools, 2139, 2140, 2144; of theological 4 schools, 2022, 2035. Wise, Henry A., on manual training in Balti¬ more, 1018. W ollemborg, Leone, on agricultural credit,1234. Women, and their admission to degrees in Eng¬ land, 1350. Art and trade schools for, in Mexico, 657. Education of, in Iceland, 998; in Sweden, 978- 989. List of presidents of colleges for, 954, 956. Statistics of degrees conferred on, 1941. Women teachers in Austria, 156-158. In Sweden, 973, 974, 976-977, 983. Statistics, lxvi-lxvii; in France, 617. Woodbridge, W. C., on Hofwyl, 1247. Woods, Daniel B., death and sketch, 1481. Woodward, C. M., report on Manual Training School of Washington University, 1069-1073. Woodward, John A., information collected by, 1247. Woodworth, Frank G., on manual training in Tougaloo University, 1099-1100. Workingman’s School, Hew York City, manual training in, 1129-1130. Worst, J. EL, report on North Dakota Agricul¬ tural College, 1284. Wright, Ansel, gift to Northampton, Mass., 1426, 1428. Wright, J. W. A., death and sketch, 1481. Wurtemberg, industrial schools of, 1220-1222. Religion and the schools, 606. Salaries of teachers, 148, 151-155. Statistics of elementary education, 2148. Wylie, Theophilus A., death and sketch, 1481. Wyoming, city and State superintendents, 939, 937. College presidents, 954, 965. Library legislation, 523, 525, 532, 597-599. Statistics, of city schools, 1490, 1491, 1493, 1509, 1521,1531, 1542, 1553; of colleges and universi¬ ties, 1918, 1921, 1927,1929,1931, 1932-1938,1940- 1944, 1976, 1993; of commercial and business colleges, 2060, 2078; of common schools, lvii- lxxv; of libraries, 341-355, 365, 520-521; of nor¬ mal schools, 1870-1886,1893; of private high schools, 1577-1585, 1587, 1588, 1596, 1598, 1600, 1601, 1864; of public high schools, 1566-1574, 1576, 1590-1596, 1598, 1600, 1601, 1768; of reform schools, 2140. 1. Yalden, J. E. G., report on work of Baron Hirsch trade schools, 1080-1081. Yates, Thomas Van Ness, supervision of schools of New York, 225. Nonce, William M. B., death and sketch, 1481. Yodngman, David, death and sketch, 1481. ,Yoxall, Mr., on education in Great Britain, , 13^135. Z. Zucker,’ M:. discusses indemnity to injured party, G8j3. J N Zuplta, Julius, de^th and sketch, 1484. Zurich Technological University, statistics, 185. * J